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E.g. a scale that is 5 pounds off is reliable but not valid. A test cannot be valid unless it is reliable. Validity is also dependent on the measurement measuring what it was designed to measure, and not something else instead. [6] Validity (similar to reliability) is a relative concept; validity is not an all-or-nothing idea.
Inter-method reliability assesses the degree to which test scores are consistent when there is a variation in the methods or instruments used. This allows inter-rater reliability to be ruled out. When dealing with forms, it may be termed parallel-forms reliability. [6]
Reliability is supposed to say something about the general quality of the test scores in question. The general idea is that, the higher reliability is, the better. Classical test theory does not say how high reliability is supposed to be. Too high a value for , say over .9, indicates redundancy of items.
Research on the validity of CBTIs tends to utilize three types of studies: external criterion studies (comparing the CBTI report to some external criterion measure of the construct, such as a self-report or behavioral measure), consumer satisfaction studies (asking clients whether the reports are accurate representations of themselves), and comparison with clinical conclusions (comparing CBTI ...
A validity scale, in psychological testing, is a scale used in an attempt to measure reliability of responses, for example with the goal of detecting defensiveness, malingering, or careless or random responding.
Test validity is the extent to which a test (such as a chemical, physical, or scholastic test) accurately measures what it is supposed to measure.In the fields of psychological testing and educational testing, "validity refers to the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests". [1]
The phenomenon where validity is sacrificed to increase reliability is known as the attenuation paradox. [35] [36] A high value of reliability can conflict with content validity. To achieve high content validity, each item should comprehensively represent the content to be measured.
The multitrait-multimethod (MTMM) matrix is an approach to examining construct validity developed by Campbell and Fiske (1959). [1] It organizes convergent and discriminant validity evidence for comparison of how a measure relates to other measures.