types of validity content validity criterion validity construct validity predictive validity...
TRANSCRIPT
![Page 1: Types of Validity Content Validity Criterion Validity Construct Validity Predictive Validity Concurrent Validity Convergent Validity Discriminant Validity](https://reader036.vdocument.in/reader036/viewer/2022082711/56649f2c5503460f94c47d81/html5/thumbnails/1.jpg)
Types of Validity
Content Validity
Criterion Validity
Construct Validity
Predictive Validity
Concurrent Validity
Convergent Validity
Discriminant Validity
Adapted from Sekaran, 2004
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• Construct Validity• Extent to which hypotheses about construct are
supported by data1. Define construct, generate hypotheses about
construct’s relation to other constructs
2. Develop comprehensive measure of construct & assess its reliability
3. Examine relationship of measure of construct to other, similar and dissimilar constructs
• E.g. Height & Weight; Networking & career outcomes study; Learning Style Orientation measure
Types of Validity
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• Multi-trait multi-method matrix• Convergent validity coefficient
• Absolute size of correlation between different measures of the same construct should be large & significantly different from zero
• Discriminant validity coefficient• Correlations between the same construct measured by
different methods should be significantly different from correlations of
• Different constructs measured by different methods (across methods & across constructs)
• Different constructs measured by same method (method bias)
Establishing Construct Validity
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O-H SR-H O-W SR-W
O-H 1.00
SR-H .98 1.00
O-W .55 .56 1.00
SR-W .68 .69 .92 1.00
Convergent & Discriminant ValidityCorr b/w Objective (O) & Self-Reports (SR) of Height &
Weight
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• Convergent validity (across methods)
• Objective and subjective measures of height are correlated .98
• Objective and subjective measures of weight are correlated .92
Convergent & Discriminant Validityof Objective & Self-Reports of Height & Weight
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• Discriminant validity (across constructs)• Objective measures of height & weight are corr .55• Subjective measures of height & weight are corr.69
• STRONG CASE: Are the correlations b/w the same construct measured by different methods significantly different from corr b/w different constructs measured by same methods
• i.e., Are .92 & .98 significantly different from .55 & .69?
• Convert rs to z scores and compare
Discriminant Validityof Objective & Self-Reports of Height & Weight
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• Discriminant validity (across constructs)• Objective height & subjective weight are corr .68• Subjective height & objective weight are corr .56
• WEAK CASE: Are the correlations b/w the same construct measured by different methods significantly different from corr b/w different constructs measured by different methods
• i.e., Are .92 & .98 significantly different from .56 & .68
Discriminant Validityof Objective & Self-Reports of Height & Weight
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• For convergent validity, different measures of the same construct should be highly correlated
• Note: In networking study, diff measures= diff subscales
– Corr b/w diff measures of career success (promotion, salary, perceived career success) range from .20 to .36 (moderate support)• .20 & .36 should not be sig diff from each other
– Corr b/w diff measures of networking (increasing internal visibility, socializing etc.) range from .03 to .43 (weak support)• .03 & .43 should not be sig diff from each other
Establishing Construct Validity in Networking Study
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• For discriminant validity, different measures of the same construct should be more highly correlated than different measures of different constructs– Correlations b/w career success & networking (.01
to .35) should be sig different from• Corr b/w diff measures of career success (.20 to .36)
• Corr b/w diff measures of networking (.03 to .43)
Establishing Construct Validity in Networking Study
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• Developed items by generating critical incidents (Study 1)– N=67– Yes/no responses to statements– Recall of learning events
• Two types of learning: theoretical, practical (2)
• Two types of outcomes=success, failure (2)
• 2 x 2 events per participant
• 112 items constructed in total
Learning Style Study
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• Study 1 Part 2:
• Created 112 items from critical incidents– Administered to 154 participants
– 5-point likert scale (agree/disagree)• Extracted 5 factor solution w/factor analyses
• 54 items loaded highly on the 5 factors
• Content validity: item sorting by 8 grad students
– Also administered personality scale
Learning Style Study
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• Item Development Study (study 1) • Convergent Validity
• High reliabilities of subscales of Learning Style (.81-.91)
• Corr b/w different measures (subscales) of learning style =.01 to.32 but 1 only corr is significant
– Weak support for convergent validity of new learning style measure
• Discriminant validity• Corr b/w different measures of different constructs
(Learning Style & personality) .42 to .01 should be lower than and sig diff from corr b/w different measures of same construct (subscales of learning style) .01 to .32
Learning Style Study
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• Validation Study (study 2)– N=350 -193– New learning style, Personality, old Learning
style, preferences for instructional & assessment methods
– Construct validity• Confirmatory factor analysis confirms 5
dimensions• Reliability of new learning style subscales=.74
to .87 compared to…– Reliability of old learning style subscales=.83 to .86– Reliability of personality subscales=.86 to .95
Learning Style Orientation Measure
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• Validation Study (study 2)– Convergent validity
• Corr b/w similar measures of key construct =Corr b/w diff subscales of new learning style 01 to .23 should be comparable to…
– Corr b/w similar measures of other constructs in the study
• Diff subscales of old learning style .23 to .40
• Diff subscales of personality .01 to .27
Learning Style Orientation Measure
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• Validation Study (study 2)– Discriminant validity
• Corr b/w measures of similar constructs= Corr b/w new learning style subscales & old learning style = .01 to .31
• Corr b/w measures of different constructs – Corr b/w new learning style & personality subscales is
.01 to .55
– Corr b/w old learning style & personality subscales= .02 to .38
Learning Style Orientation Measure
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• Validation Study– Incremental validity (aka construct validity)
• Additional variance explained by old vs. new learning style measures in preferences for assessment & instruction
Learning Style Orientation Measure
DV LSOM (new)
LSI (old)
Subjective assessment .15 .01
Interactional instruction .21 .04
Informational instruction .06 .00
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Types of Validity
Content Validity
Criterion Validity
Construct Validity
Predictive Validity
Concurrent Validity
Convergent Validity
Discriminant Validity
Adapted from Sekaran, 2004