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.