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| refers to the extent to which a measure represents all facets of a given social construct. For example, a depression scale may lack content validity if it only assesses the affective dimension of depression but fails to take into account the behavioral dimension. |
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| is demonstrated where a test correlates well with a measure that has previously been validated. The two measures may be for the same construct, or for different, but presumably related, constructs. |
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| is the extent to which a score on a scale or test predicts scores on some criterion measure. |
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| or concrete validity is the extent to which the measures are demonstrably related to concrete criteria in the "real" world. This type of validity is often divided into "concurrent" and "predictive" sub-types of validity. |
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| Spearman–Brown prediction formula |
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| is a formula relating psychometric reliability to test length and used by psychometricians to predict the reliability of a test after changing the test length |
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| In probability theory and statistics, _________ measures how far a set of numbers is spread out. (A ______ of zero indicates that all the values are identical.) A non-zero _______ is always positive: A small _______ indicates that the data points tend to be very close to the mean (expected value) and hence to each other, while a high _______ indicates that the data points are very spread out from the mean and from each other. |
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| is an estimate of whether a test appears to measure a certain criterion; it does not guarantee that the test actually measures phenomena in that domain. Measures may have high validity, but when the test does not appear to be measuring what it is, it has low _____ validity. |
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| is an inductive estimate of the degree to which conclusions about causal relationships can be made (e.g. cause and effect), based on the measures used, the research setting, and the whole research design. Good experimental techniques, in which the effect of an independent variable on a dependent variable is studied under highly controlled conditions, usually allow for higher degrees of ________ validity than, for example, single-case designs. |
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| the degree to which the findings of an experiment can be generalized to a larger population |
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| indicates there is a discrepancy between true score and observed score, but they run parallel in a linear fashion |
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| in contrast to intercept bias this type of bias the discrepancy is not linear. The size of the discrepancy increases or decreases as the data increases or decreases. |
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