VALIDITY AND RELIABILITY

1 Presented To: Dr. Saba Arshad

Presented by: Farah Ajmal

Bushra Yousaf
Misbah Maqbool
Aman Zahra
Niaz Muhammad
Muhammad Faisal
1
Shaban Mazari
Bs Secondary Education
8th semester
THE ISLAMIA UNIVERSITY OF BAHAWALPUR
VALIDITY
Validity is the extent to which a test measures, what it is supposed to
measure.
The question of validity is raised in the context of the three points:
The form of the test
The purpose of the test and
The population for whom it is intended.
Example:
If a symptom questionnaire results in a reliable diagnosis when answered at
different times and with different doctors, this indicates that it has high
validity as a measurement of the medical condition.
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 TYPES OF VALIDITY:

Content validity
Content validity assesses whether a test is representative of all aspects of
the construct.
Example
A mathematics teacher develops an end-of-semester algebra test for her
class. The test should cover every form of algebra that was taught in the
class. If some types of algebra are left out, then the results may not be an
accurate indication of students’ understanding of the subject. Similarly, if
she includes questions that are not related to algebra, the results are no
longer a valid measure of algebra knowledge.

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TYPES OF VALIDITY:
Construct validity
Construct validity evaluates whether a measurement tool really
represents the thing we are interested in measuring. It’s central to
establishing the overall validity of a method.
Example
There is no objective, observable entity called “depression” that we can
measure directly. But based on existing psychological research and
theory, we can measure depression based on a collection of symptoms
and indicators, such as low self-confidence and low energy levels.

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TYPES OF VALIDITY:
Face validity
Face validity considers how suitable the content of a test seems to be
on the surface. It’s similar to content validity, but face validity is a more
informal and subjective assessment.
Example
You create a survey to measure the regularity of people’s dietary habits.
You review the survey items, which ask questions about every meal of
the day and snacks eaten in between for every day of the week. On its
surface, the survey seems like a good representation of what you want
to test, so you consider it to have high face validity.
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TYPES OF VALIDITY:
Criterion validity
Criterion validity evaluates how well a test can predict a concrete
outcome, or how well the results of your test approximate the results
of another test.
Example
A university professor creates a new test to measure applicants’
English writing ability. To assess how well the test really does measure
students’ writing ability, she finds an existing test that is considered a
valid measurement of English writing ability, and compares the results
when the same group of students take both tests. If the outcomes are
very similar, the new test has high criterion validity.
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 RELIABILITY:
Reliability refers to how consistently a method measures something. If
the same result can be consistently achieved by using the same methods
under the same circumstances, the measurement is considered reliable.

Example:
Reliability refers to how consistently a method measures something. If
the same result can be consistently achieved by using the same methods
under the same circumstances, the measurement is considered reliable.

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TYPES OF RELIABILITY:
Test-retest Reliability:
The consistency of a measure across time.
Same test different times.
Only works if phenomenon is unchanging.

Example:
Same questionnaire at 2 different times.

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TYPES OF RELIABILITY:
 Interrater Reliability:
The consistency of a measure across raters or observers.
Example:
Based on an assessment criteria checklist, five examiners submit
substantially different results for the same student project. This
indicates that the assessment checklist has low inter-rater reliability
(for example, because the criteria are too subjective).

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TYPES OF RELIABILITY:
Internal consistency
The consistency of the measurement itself
Example:
You design a questionnaire to measure self-esteem. If you
randomly split the results into two halves, there should be
a strong correlation between the two sets of results. If the two
results are very different, this indicates low internal
consistency.

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RELATIONSHIP BETWEEN
VALIDITY AND RELIABILITY:
 Necessary but not sufficient.
 Reliability is prerequisite for measurement of validity.
 One needs reliability but it is not enough.

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REFERENCES
 Middleton, F. (2022). The 4 Types of Validity in Research |
Definitions & Examples. Scribbr. Retrieved April 5, 2023.

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