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Reliability and validity selection process
Reliability vs validity which is more important essay
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Psychometric Property Evaluation There are two basic psychometric properties, validity and reliability that have been used to evaluate the quality of scale development. Psychometric testing used to evaluate the quality of instrument (Polit& Beck, 2010). 1. Validity Validity refers to ability of an instrument to measure the test scores appropriately, meaningfully, and usefully (Polit& Beck, 2010). The instrument has been developed to serve three major functions: (1) to represent a specific universe of content, (2) to represent measurement of specific psychological attributes, (3) to represent the establishing of a relationship with a particular criterion. There are three types of validity; each type represents a response to one of three functions …show more content…
Predictive validity refers to the adequacy of an instrument in differentiating between people’s performance on a particular measure if involves the degree to which criterion condition observed at a future time can be predicted (Mishel, 1998, Polit& Beck, 2010). 1.3 Construct Validity: Construct validity refer to how well a measure actually measures the construct it is intended to measure. It is related to the measure capturing the major dimension of the concept under study (Polit& Beck, 2010). The more abstract the concept, the more difficult it is to establish construct validity. Known group validation typically involves demonstrating that some scale can differentiate members of one group from another. The procedures in known group technique consist of an instrument being administered to be high and low on the measured concept. 1.4 face validity is the evaluation which the items in a scale adequately measure the construct. Face validity can be judged after the measure has been developed by potential measurement
This model conceptualizes validity to a level in which respondents are able to connect in expected psychological process during testing; once the processes are identified, experimental manipulations are introduced to alter these processes and determine whether the manipulations are introduced to alter theses processes and determine whether the manipulations affect test scores in meaningful ways. The PF framework reverses the usual procedure for dealing with extraneous variables that alter psychological test scores: Instead of viewing them as problematic, the PF model conceptualizes variables that are seen as confounds in traditional validity assessment (e.g., self-presentation effects) as opportunities for manipulation, exploration, and focused analysis windows on underlying process that would otherwise remain hidden. Psychological activities in which people engage when responding to psychological tests are determined by the nature of the instruments themselves by the types of questions asked and the task by the nature of the instruments themselves by the types of questions asked and the tasks and activities required of the respondent (Bornstein,
Likewise, in order to validate construct validity, Malhotra et al. (2012) recommends that in conducting research, researchers should use multi versus single-item scales to validate data from experiments, depending upon the complexity of the experiment. Malhotra et al. (2012) also recommends using a step-by-step approach ...
The Myers and Briggs Analysis is a series of questions that when answered are examined and grouped together in order to determine the personalities of those taking this test. This particular test can result in sixteen different outcomes or types of personalities, which is determined by four different categories that judge if you are introverted or extroverted, use your senses or your intuition, your choice to think or use your feelings, and finally if you are judgmental or perceptive. These series of questions are designed to judge our personalities and help us to determine which career pathways we will be most suited for based on our personality traits and abilities to work well with others, which is important for our future decisions.
The bases of this paper will be based on the results that I had obtained when I took the Myers-Briggs personality test. The results that I had obtained was that I was determined to be an ENFJ. I will go into depth about letter and how each represents that a specific aspect of my personality. The results that I had received were not what I had expected, but the more I read about the trait the more I realized how it suited me. I will also talk about the information that I had found useful from the book, Type Talk at Work: How the 16 Personalities Types Determine Your Success on the Job by Otto Kroeger, which gave me insight on how to interact with other personality types especially in the work environment. The information that I absorbed from the personality test and from the book will go into use in my personal and work life so that both environments will be cohesive and peaceful.
I believe that I need to have a basic understanding of the definition of validity, and of the four types of validity evidence. As a teacher, I should apply the validity evidence based on test content to major test in my classroom and ask other teachers to review my test for content to ensure that I am accurately testing the content I am trying to promote. As stated in one of my five key points, I believe that the most important thing to remember as an education professional is that there is no such thing as a valid
Validity is the most important requirement of all. A test must actually measure what it is intended to measure. (Content validity-the extent to which a test samples the behavior that is of interest and Predictive validity- the success with which a test predicts behavior it is designed to predict)
For an assessment to have validity that indicates that the assessment accurately measures what is intended to measure (Frisbie, 2005). For example, if a scientist measures 30 grams of sugar on a scale and the scale shows that the sugar weighs 21 grams, then the scale did not provide an accurate measurement of what was claimed to be the measurement. This is quite similar to an assessment validity because if an assessment intends to measure something in particular, but ends up measuring something that is completely unrelated, then the assessment is not valid (Frisbie, 2005).
In today’s highly competitive job market it is extremely challenging and important for businesses to fill a vacancy with the right candidate (Cann, 2013). Due to high demand of potential candidates, developing a portfolio of employability skills which include psychometric testing is considered important in every workplace (Mills et al., 2011). Thus, I recently took three practice psychometric tests on verbal, numerical and inductive/logical reasoning. This essay is a reflection of my personal experience of psychometric testing. First, I will talk about what the literature comments on in relation to the strengths and weaknesses of psychometric testing. Then, I will assess whether literature reflects
...are the options to verify the dimensionality of the measurement or to verify the model fit. The modification of the model is aided by modification indices (MIs) sometimes in conjunction with parameter estimates statistics. (Lei & Wu, 2007) These indices were examined during evaluation of model fit to get the direction of modification, for example whether freeing or incorporating parameters either between or among unobserved variables is required in obtaining better model fit. Anderson and Gerbing (1988) suggested that under unacceptable but converged and proper solutions, relating or deleting the indicator from the model are the preferred basic ways to respecify the model. Hence, item deletion or adding new path indicator are the best ways to get a more parsimonious model. The measurements models for each construct measure are discussed in the following sections.
...verage. When having test scores as an indication of a school’s competency, everything will be out of place, time oriented into a time slot we do not have the right amount of time for, and students will be peer pressured and possibly embarrassed.
In research, reliability refers to the how consistent an instrument measures an outcome for a specific study. In other words, if a person takes the same anxiety test on several different occasions and the results are consistent, the anxiety test is deemed reliable. Researchers use four different methods to test reliability: test-retest reliability, alternate-forms reliability, interrater reliability, and homogeneity or internal consistency reliability (Grove, Gray, & Burns, 2015, p. 289). Test-retest reliability involves administering a tool “to the same person or a group of people, in the same way, on two or more different occasions, hours or days apart” (Vaz, Flakmer, Passmore, Parsons, & Andreou, 2013, para. 2). If the results do not change between the administrations, then the test is considered reliable. Alternate forms
Face validity deals with the problems of whether or not the ideas contained in the test are easily recognizable as dealing with the pertinent dimension of PEROMA as presented in 5 different dimensions. The test was shown to very senior experts from USA and India. Their responses were quite encouraging and very positive. Thus the face validity got
The Different Forms of Psychometric Tests Describe the different forms of Psychometric tests commonly used by employers to assist in employee selection and comment on the advantages and disadvantages of their use. Since the beginning of civilization, employers have testing prospective workers in order to select suitable candidates. Original tests would have been a rigidly controlled standardized system of examinations. However in 1883 Galton produced the first psychometric tests to measure intellect, and his developed form of analysis still form the basis of present day psychometrics. An increasing number of employers now use psychometric tests as part of their selection process.
... dictates also the reliability of the results. Moreover, the skills and competence of the researcher and the research designer also dictate the reliability and validity of the results.
Newmann, F. M. & Archbald, D. A. (1992). The nature of authentic academic achievement. Toward a New Science of Educational Testing and Assessment. State University of New York Press, Albany New York. 71-84.