Post on 14-Jan-2016
Concurrent ValidityPages 158 - 164
By: Davida R. Molina
October 23, 2006
Validity
• In order to understand concurrent validity, we must understand validity– most important idea to
consider when preparing or selecting an instrument
– refers to the degree to which evidence supports any inferences a researcher makes
Validity
3 Main Types of Evidence Collected for Validity
Validity
Content Related Criterion Related Construct Related
Criterion Related Evidence of Validity
• Researchers compare performance on 1 instrument with performance on another
• 2 Forms:– Predictive Validity
– Concurrent Validity
Validity
Content Related
Construct Related
Criterion Related
Predictive Validity
Concurrent Validity
Concurrent Validity
• Instrument data and criterion data are gathered at nearly the same time and results are compared
Validity
Content Related
Construct Related
Criterion Related
Predictive Validity
Concurrent Validity
Concurrent Validity
• Example:
Researcher administers a self-esteem inventory to a group of 8th graders and compares their scores on it with their teacher’s ratings of students’ self-esteem obtained at about the same time.
Concurrent Validity• A Key Index used is correlation coefficient:
– symbolized by “r”– indicates degree of relationship that exists
between the scores individuals obtain on 2 instruments
– + relationship = both scores are high or both scores are low
– - relationship = one score is high and the other is low
Concurrent Validity
• Another way to depict criterion related evidence is by using an expectancy table:– 2 way chart– predictor categories are listed vertically on the
left– criterion categories are along the top– simple to construct– easy to understand
Concurrent Validity
It is important to realize that the nature of the criterion is the most important factor in
gathering criterion-related evidence.