| A | B |
|---|
| Validation Sample | A group of people used to test the validity of a measure. |
| Verisimilitude | Having the semblance of truth; in research, it refers to the probability that the research findings are consistent with occurrences in the "real world." |
| Concurrent – Validity | Scores on an assessment should be related to scores on a previously-validated measure of the same or similar construct/concept. |
| Construct – Validity | The assessment measures content related to the theoretical definition of the assessment's purpose (the construct/concept). For example, items on a depression assessment measure should address the diagnostic criteria for depression. |
| Content – Validity | Similar to construct validity. Assessment items should address the full range of the criteria for the construct/concept being measured. |
| Convergent – Validity | Scores on assessments designed to measure the same construct (e.g., different depression assessment measures) should be positively correlated. |
| Criterion – Validity | Scores on an assessment should relate to or predict outcomes relevant to its theoretical construct/concept. For example, an assessment of mathematical aptitude should predict performance in a mathematics class. |
| Divergent – Validity | Measures of constructs/concepts that are not theoretically related (e.g., age and intelligence) should not be correlated across different scales. |
| External Validity | Is the extent to which the results of a study can apply to people other than the ones that were in the study. This is a measure of how generalizable the results are to others outside of the study. |
| Face Validity | Items on an assessments should appear to the reader to measure what the assessment is designed to measure. Note: However, for some assessments intended to measure socially undesirable traits or behaviors, concealing the nature of the assessment may make it a more valid measure of the construct. For example, an assessment of abusive behavior might not contain the term "abuse," but might focus instead on specific acts. |
| Internal Validity | Is the extent to which a study properly measures what it is meant to. |
| Variable | Observable characteristics that vary among individuals. |
| Variance | A measure of variation within a distribution, determined by averaging the squared deviations from the mean of a distribution. |
| Variation | The dispersion of data points around the mean of a distribution. |
| Validity | The degree to which a test measures what it is intended to measure. The test is valid for a particular purpose or group. It doesn't directly refer to the strength of the conclusions. Also the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid. The degree to which a result is likely to be true and free of bias. |
