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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 illusory truth effect (also known as the illusion of truth effect, validity effect, truth effect, or the reiteration effect) is the tendency to believe false information to be correct after repeated exposure. [1] This phenomenon was first identified in a 1977 study at Villanova University and Temple University.
The 2014 edition is the 7th edition of The Standards, and it shares the exact same names as the 1985 and 1999 editions. [3] Technical recommendations for psychological tests and diagnostic techniques: A preliminary proposal (1952) and Technical recommendations for psychological tests and diagnostic techniques (1954) editions were quite brief.
The Miller Analogies Test (MAT) was a standardized test used both for graduate school admissions in the United States and entrance to high I.Q. societies.Created and published by Harcourt Assessment (now a division of Pearson Education), the MAT consisted of 120 questions in 60 minutes (an earlier iteration was 100 questions in 50 minutes).
Constructs were included if they had been relatively stable in their importance of diagnosing mental disorders over time, and if they were important in contemporary clinical practice. The construct validation approach that was used to construct the PAI was used to maximize two types of validity: content validity and discriminant validity. To ...
[1] [2] Criterion validity is often divided into concurrent and predictive validity based on the timing of measurement for the "predictor" and outcome. [2]: page 282 Concurrent validity refers to a comparison between the measure in question and an outcome assessed at the same time.
The validity of a measurement tool (for example, a test in education) is the degree to which the tool measures what it claims to measure. [3] Validity is based on the strength of a collection of different types of evidence (e.g. face validity, construct validity, etc.) described in greater detail below.
NAS concluded that the GATB is "adequate in psycho-metric quality", but that there were two problems if it was to be extensively used in practice. The first was that there were few alternate forms, which makes it likely that others will obtain a copy of the test and provide on-test training which decreases the validity.