Criterion-Referenced Evidence of Validity
Criterion evidence validity explores relationship between scores and outcomes in a given situation. In any given learning set up, it can be helpful in determining students’ ability as a result of initial outcomes that may be used to validate end results. Besides, it offers comparison between tests that are being carried out and other measures which have already been validated (Pinellas School District Florida Center for Instructional Technology, n.d).
For example, a student might have initially performed well in a certain coursework. In order to validate his or her performance, a similar related test may be given to determine the validity of actual performance. If the given test is passed, then it will be criterion validity since the relationship has been determined.
On the same note, criterion validity can be used to predict future performance of students following the outcome of first test. For instance, during an interview, students’ performance in school can be determined based on how one perform in the first interview. This may aptly facilitate prediction of a student’s successive performance while at school.
Completing all the test scores will also determine criterion validity of a given situation since there is verification in place to assist in checking performance consistency among learners. It can be used as a basic admission criterion in most colleges since it allows them to select the best students depending on their level of performance.
Hence, it is prudent to note that criterion validity examines test and other outcomes in the sense that it establishes the relationship that firmly connects test and outcome. For instance, selection of lecturers in colleges is geared towards improving performances of students in various disciplines. For a given test to be verified and considered valid, it has to be conducted based on a selection process followed by assessment of lecturers. This will give overall evidence on the expected performance outcome of selected lecturers since they provided evidence on their performance.
Content-Related Evidence of Validity
Content validity addresses similarities between test questions and subject areas which it is intended to assess. According to a partnership by Pinellas School District and Florida Center for Instructional Technology (n.d), panels of experts are used to determine content validity due to the nature of their understanding in such fields.
Content validity in higher institutions of learning has been moderated by experts in determining validity of examinations done. Therefore, different approaches and examples can be used to explain content-related evidence of validity. For instance, students sitting and passing continuous assessment tests in a particular course unit is not a reliable way to prove that the course was well understood. A panel of experts can be used to test validity of such students’ scores and ascertain if they match the expert’s expectations.
Another way of measuring content validity in educational system is by evaluating the content of curriculum used by students. Curriculum evaluation can be used to examine the extent to which students are promoted to the next level. Under normal circumstances, students are promoted having completed the curriculum without validating its content. As such, experts can be used to determine the content of curriculum and investigate its validity in the process of promoting students to next learning level. This will indeed result to validating its content.
Content-related evidence validity is when the student’s performances is measured bearing all the contents of the performed task, for instance, a syllabus will only be completed if the whole content is taught to students and it meets the objective of the course.
Construct-Related Evidence of Validity
Construct-related evidence of validity is a test meant to prove a certain aspect that has existed in a theoretical framework. It may also refer to the extent under which an assessment corresponds to underlying theoretical construct which is supposed to be measured (Colosi, 1997). For instance, it can be used to determine the level under which IQ questionnaire can be used to determine student’s intelligence in education system.
Many people believe IQ questionnaires can be used to select intelligent students from others without proving the concept. It attempts to find the existing relationship in the hypothesis and reality in order to make it valid. For instance, it can be used to test hypothesis that performance of a student increases if he changes college, construct validity will find the relationship between the new student and the college to determine the validity of the hypothesis.
Construct validity entails evidence which supports the issue in question and corresponds to it in eliminating any doubts on test. In most educational centers, students often think that some centers are more excellent than others. Fortunately, this may not be the case. Such kind of mindset can be used to form basic foundation for construct validity in an attempt to provide some evidence on it. Construct validity also attempts to offer evidence to the underlying theories which many people have come to believe without any validation.
In many cases, students have formed opinions which generalize certain facts without any firmly supporting evidence. For instance, some lecturers are perceived to be harsh towards students from certain ethnic and racial backgrounds in multi-racial institutions. Nonetheless, this generalization is not considered valid unless sufficient facts are provided to support the hypothesis.
Reference List
Colosi, L. (1997). Reliability and Validity: What’s the Difference? Web.
Pinellas School District &Florida Center for Instructional Technology (n.d). Reliability and Validity. Web.