THE VALIDITY,

FACTORS AFFECTING
THE VALIDITY, AND
TYPES OF VALIDITY

PRESENTED BY:
JEREMIAH P. MESIANO
OBJECTIVES:
Ensure that assessments and tests accurately measure the
specific learning objectives, knowledge, skills, or attributes
they are designed to assess.
Enhances the credibility and trustworthiness of educational
assessments and research.
Helps educators and policymakers make informed
decisions about curriculum, instruction, and educational
programs.
Ensuring validity helps minimize bias and unfairness in
educational assessments.
INTRODUCTION
THERE IS NO SUCH THING AS A VALID ASSESSMENT!
Validity is perhaps the most commonly used word in
discussions about the quality of any assessment. While
it’s used a lot, it is often misunderstood and can be very
misleading.
Validity is a word which, in assessment, refers to two
things:
The ability of the assessment to test what it intends
to measure;
The ability of the assessment to provide information
that is both valuable and appropriate for the
intended purpose.
 TWO KEY QUESTIONS
Researchers such as Samuel Messick (1989) have suggested there
are two key questions to be asked of any assessment:

1. The scientific question (technical accuracy): Is the test any

good as a measure of the big idea, characteristic, or
attribute it purports to assess?
2. The ethical question (social value): Should the test be used for
its present purpose?
TWO REASONS THAT ASSESSMENTS END UP NOT QUITE
HITTING THEIR TARGET:
1. Construct under-representation: this is where the assessment
fails to capture important aspects of the construct (the
target of the assessment).

2. Construct-irrelevant variance: the assessment outcomes are

influenced by things other than just the construct.
 FACTORS AFFECTING VALIDITY
IN EDUCATIONAL EVALUATION
CONTENT COVERAGE:
EVALUATION INSTRUMENT COVERS THE FULL RANGE OF CONTENT OR SKILLS

ALIGNMENT WITH OBJECTIVES:

EVALUATION SHOULD ALIGN CLOSELY WITH THE EDUCATIONAL
OBJECTIVES OR LEARNING OUTCOMES.

CLEAR AND SPECIFIC RUBRICS:

THE CRITERIA AND RUBRICS USED FOR SCORING ASSESSMENTS
SHOULD BE CLEAR, SPECIFIC, AND WELL-DEFINED.
 FACTORS AFFECTING VALIDITY
IN EDUCATIONAL EVALUATION
CONSTRUCT CLARITY:
THE EDUCATIONAL CONSTRUCTS BEING MEASURED SHOULD BE
WELL-DEFINED AND UNDERSTOOD.

ASSESSMENT FORMAT:
THE FORMAT OF THE ASSESSMENT (E.G., MULTIPLE-CHOICE, ESSAY,
PERFORMANCE TASK) SHOULD BE APPROPRIATE FOR
WHAT IS BEING ASSESSED.
TEST ADMINISTRATION:
FACTORS RELATED TO HOW THE TEST IS ADMINISTERED, SUCH AS
TIMING, INSTRUCTIONS, AND TESTING CONDITIONS, CAN AFFECT THE
VALIDITY OF THE RESULTS.
 FACTORS AFFECTING VALIDITY
IN EDUCATIONAL EVALUATION
BIAS AND FAIRNESS:
TTHE ASSESSMENT SHOULD BE FREE FROM BIAS THAT COULD
DISADVANTAGE PARTICULAR GROUPS OF STUDENTS.

SAMPLE REPRESENTATIVENESS:
IF THE EVALUATION IS BASED ON A SAMPLE OF STUDENT WORK OR
PERFORMANCE, IT'S ESSENTIAL THAT THE SAMPLE IS REPRESENTATIVE OF
THE LARGER POPULATION OF INTEREST.
TEST ANXIETY:
HIGH LEVELS OF TEST ANXIETY CAN INTERFERE WITH STUDENTS'
PERFORMANCE AND AFFECT THE VALIDITY OF THE ASSESSMENT. .
 FACTORS AFFECTING VALIDITY
IN EDUCATIONAL EVALUATION
SCORING CONSISTENCY:
THE SCORING OF ASSESSMENTS SHOULD BE
CONSISTENT AND RELIABLE.

TEST LENGTH: :
THE LENGTH OF THE ASSESSMENT SHOULD BE APPROPRIATE FOR THE
CONSTRUCT BEING MEASURED.

SAMPLE SIZE:
IN RESEARCH STUDIES, A SMALL SAMPLE SIZE CAN LIMIT THE
GENERALIZABILITY OF FINDINGS. . .
 FACTORS AFFECTING VALIDITY
IN EDUCATIONAL EVALUATION
TIME SENSITIVITY:
SOME ASSESSMENTS MAY BE TIME-SENSITIVE, MEANING THEY MAY NOT
ACCURATELY REFLECT A STUDENT'S KNOWLEDGE OR SKILLS IF
TAKEN TOO LONG AFTER INSTRUCTION.

SOCIAL DESIRABILITY BIAS:

STUDENTS MAY RESPOND IN A WAY THEY BELIEVE IS SOCIALLY DESIRABLE
RATHER THAN PROVIDING HONEST ANSWERS.

CONTEXTUAL FACTORS:
THE CONTEXT IN WHICH THE EVALUATION TAKES PLACE, SUCH AS THE
CLASSROOM ENVIRONMENT OR THE TIMING OF THE ASSESSMENT, CAN
INFLUENCE STUDENTS' RESPONSES AND PERFORMANCE.
 FACTORS AFFECTING VALIDITY
IN EDUCATIONAL EVALUATION
SAMPLING METHOD:
IN CASES WHERE SAMPLING IS USED, THE METHOD OF SELECTING THE
SAMPLE SHOULD BE CAREFULLY CONSIDERED TO ENSURE THAT IT
REPRESENTS THE POPULATION OF INTEREST ACCURATELY.
 TYPES OF VALIDITY
IN EDUCATIONAL EVALUATION
CONTENT VALIDITY:
CONTENT VALIDITY ASSESSES WHETHER THE CONTENT OF THE EVALUATION
INSTRUMENT (E.G., TEST, SURVEY, ASSESSMENT) ADEQUATELY COVERS THE
FULL RANGE OF KNOWLEDGE, SKILLS, OR BEHAVIORS THAT THE EVALUATION IS
SUPPOSED TO MEASURE.
CRITERION-RELATED VALIDITY:
CRITERION-RELATED VALIDITY EXAMINES HOW WELL THE RESULTS OF THE
EVALUATION TOOL CORRELATE WITH AN EXTERNAL CRITERION THAT IS
CONSIDERED A GOLD STANDARD.
CONCURRENT VALIDITY:
THIS FORM OF VALIDITY ASSESSES THE EXTENT TO WHICH THE EVALUATION
TOOL'S RESULTS CORRELATE WITH THE RESULTS OF AN ESTABLISHED
ASSESSMENT OR CRITERION MEASURE THAT ASSESSES THE SAME CONSTRUCT
AT THE SAME TIME.
 TYPES OF VALIDITY
IN EDUCATIONAL EVALUATION
PREDICTIVE VALIDITY:
PREDICTIVE VALIDITY EVALUATES THE EXTENT TO WHICH THE RESULTS OF THE
EVALUATION TOOL CAN PREDICT FUTURE PERFORMANCE OR OUTCOMES. FOR
EXAMPLE, IT MAY EXAMINE WHETHER A PRE-ADMISSION TEST ACCURATELY
PREDICTS STUDENTS' LATER ACADEMIC SUCCESS.

CONSTRUCT VALIDITY:
CONSTRUCT VALIDITY FOCUSES ON WHETHER THE EVALUATION TOOL
ACCURATELY MEASURES AN ABSTRACT CONSTRUCT OR CONCEPT, SUCH AS
CREATIVITY, PROBLEM-SOLVING ABILITY, OR CRITICAL THINKING.
 TYPES OF VALIDITY
IN EDUCATIONAL EVALUATION
CONVERGENT VALIDITY:
CONVERGENT VALIDITY IS A SUBTYPE OF CONSTRUCT VALIDITY.
DIVERGENT VALIDITY:
DIVERGENT VALIDITY, ALSO A SUBTYPE OF CONSTRUCT VALIDITY, EXAMINES
WHETHER THE EVALUATION TOOL'S RESULTS ARE NOT STRONGLY CORRELATED
WITH MEASURES OF UNRELATED CONSTRUCTS.
FACE VALIDITY:
FACE VALIDITY REFERS TO THE EXTENT TO WHICH AN EVALUATION TOOL
APPEARS, ON ITS FACE, TO MEASURE WHAT IT IS INTENDED TO MEASURE.
 TYPES OF VALIDITY
IN EDUCATIONAL EVALUATION
ECOLOGICAL VALIDITY:
ECOLOGICAL VALIDITY CONSIDERS WHETHER THE EVALUATION TOOL'S RESULTS
CAN BE GENERALIZED TO REAL-WORLD SETTINGS AND SITUATIONS. I

CONSEQUENTIAL VALIDITY:
CONSEQUENTIAL VALIDITY EXAMINES THE POTENTIAL POSITIVE OR NEGATIVE
CONSEQUENCES OF USING THE EVALUATION TOOL.

INTERNAL VALIDITY:
INTERNAL VALIDITY IS RELEVANT IN RESEARCH DESIGNS AND EVALUATES
WHETHER THE OBSERVED EFFECTS IN AN EVALUATION CAN BE ATTRIBUTED TO
THE TREATMENT OR INTERVENTION BEING STUDIED AND NOT TO OTHER FACTORS
OR CONFOUNDING VARIABLES.
 TYPES OF VALIDITY
IN EDUCATIONAL EVALUATION
EXTERNAL VALIDITY:
EXTERNAL VALIDITY ASSESSES THE GENERALIZABILITY OF THE FINDINGS OR
RESULTS OF AN EVALUATION TO OTHER POPULATIONS, SETTINGS, OR CONTEXTS.

TEST-RETEST RELIABILITY (TEMPORAL VALIDITY):

WHILE NOT STRICTLY A TYPE OF VALIDITY, TEST-RETEST RELIABILITY
ASSESSES THE CONSISTENCY OF SCORES OVER TIME. HIGH TEST-RETEST
RELIABILITY SUGGESTS THAT THE EVALUATION TOOL MEASURES THE
CONSTRUCT CONSISTENTLY.
REFERENCES:
Thank You!