Validity
Answer
1. c. predictive
Predictive validity refers to the extent to which a test can predict future behavior or performance based on its scores, making it relevant for assessing later outcomes
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2. a. heterogeneity of the group(s)
The validity of measures can be influenced by the diversity within the groups being tested, as a heterogeneous group may yield more varied results that affect the correlation with criteria
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3. b. content
Content validity is established when a test adequately represents the subject matter or curriculum it aims to assess, ensuring comprehensive coverage of the material
4. c. construct
Construct validity is concerned with whether a test accurately measures a theoretical construct or trait, aligning with established theories of language behavior and learning
5. c. predictive
This question is a repeat of question 1, reaffirming that predictive validity indicates high correlation between test scores and future behavior
6. d. validity
Validity reflects the degree to which a test measures what it claims to measure, distinguishing it from reliability and other factors
7. b. construct
If a test measures a specific characteristic or behavior as defined by a theoretical framework, it demonstrates construct validity
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8. c. concurrent validity
The correlation coefficient between two tests (like TOEFL and a new test) indicates concurrent validity, as both are assessed at the same time for comparison
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9. a. concurrent
If leadership test scores align with judges' ratings of leadership, this indicates concurrent validity, as both assessments occur simultaneously and correlate well
10. d. validity
A reading comprehension test would lack validity if success relies on information not included in the passage, undermining its ability to measure comprehension accurately
11. c. construct
This statement refers to construct validity, where a test accurately measures specific characteristics in line with theoretical frameworks of language behavior and learning
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12. b. empirical
Empirical validity is achieved by comparing results from two tests to establish their relationship and effectiveness in measuring similar constructs
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13. d. predictive
Predictive validity arises from comparing test results with an external criterion measure to determine how well the test predicts future performance
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14. a. length of the test
The length of a test can impact its validity; longer tests may provide more reliable results but can also introduce fatigue effects that influence responses
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15. b. draws on the correlation between two tests
Empirical validity is based on statistical correlations between different tests, helping to establish their effectiveness and reliability in measuring constructs
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16. b. statistical
Statistical is not recognized as a type of validity; it refers more broadly to methods of analysis rather than specific types like concurrent or predictive validity
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17. b. whether or not a test gives coverage to all aspects of a given area
Content validity specifically assesses whether a test comprehensively covers all relevant aspects of the subject matter being tested
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18. d. compensate for the reduced test size in the split-half method
The Spearman-Brown prophecy formula is used primarily to estimate reliability when using split-half methods, allowing adjustments for reduced item numbers in reliability calculations
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19. b. is enhanced by drawing up a table of test specifications
Content validity can be improved through meticulous planning and specification tables that ensure all necessary content areas are covered in the assessment
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20. c. extent to which the test measures a theoretical trait
Construct validity focuses on how well a test measures theoretical constructs, ensuring alignment with intended psychological traits or behaviors
Answer
21. c. face
Face validity is established through expert judgment rather than numerical values, as it assesses whether a test appears to measure what it claims to measure
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22. c. reduce the length of the test
Reducing the length of a test can lead to underestimation of reliability by potentially omitting essential items that contribute to the overall consistency of the test scores
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23. b. test-retest
Test-retest reliability is most appropriate when consistency of scores over time is critical, as it involves administering the same test to the same group at different times
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24. a. construct
Construct validity refers to the extent to which a test measures a theoretical construct or trait, establishing its psychological reality
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25. c. criterion-related validity
Criterion-related validity is often referred to as empirical validity because it involves correlating test results with an external criterion, thus providing evidence of a test's predictive power
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26. a. high content
A test that emphasizes the communicative aspect of language and follows a structural approach would have high content validity, as it aligns well with the curriculum and instructional goals
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27. c. a valid test and then increase its reliability
A good test writer should prioritize constructing a valid test first, as validity is essential for ensuring that the test measures what it is intended to measure before focusing on increasing reliability
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28. d. measure production
Completion items are preferred over multiple-choice items because they require students to produce answers rather than simply recognize them, allowing for a better assessment of their knowledge and skills
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29. b. construct
A test that measures characteristics according to a theory of language learning is said to have construct validity, as it evaluates how well the test aligns with theoretical frameworks
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30. b. content
If a test covers the materials taught in class, it demonstrates content validity, ensuring that it accurately reflects the curriculum
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31. a. items comprising the test are homogeneous
The split-half method assumes that items in a test are homogeneous, meaning they measure the same construct consistently across different halves of the test
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32. b. content
Content validity refers to how appropriate and representative the sample of items in a test is concerning the learning level and objectives being assessed
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33. d. Construct
Construct validity refers to how well a test reflects the psychological reality of a trait or construct being measured
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34. a. how well a test measures an ability
Predictive validity assesses how effectively a test can predict future performance or abilities based on current scores
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35. c. a single group
To obtain criterion-related validity, one should use data from a single group to correlate test results with an external criterion effectively
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36. c. content
Good content validity indicates that a test can represent the syllabus effectively, ensuring that all relevant topics are covered adequately
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37. b. Criterion related
Criterion-related validity can be synonymous with predictive validity since both assess how well one measure predicts outcomes based on another standard measure
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38. d. predictive
If there is a high correlation between scores from a teacher-made test and those from a reliable and valid standard test, it suggests that the teacher-made test has predictive validity
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39. c. criterion-related
The type of validity obtained by correlating results from one test with those from another standardized measure is known as criterion-related validity
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40. a. achievement
The content validity of achievement tests can be easily determined because they are designed specifically to assess knowledge and skills taught in educational settings
Answer
41. A correlation of 0.91 shows that our prediction can almost have 82% validity.
• The validity percentage can be calculated by squaring the correlation coefficient: 0.912=0.82810.912=0.8281, which is approximately 82%
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42. If the test items adequately represent the subject matter of a given curriculum, the test is said to have content validity.
• Content validity assesses whether a test reflects the specific content it aims to measure
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43. If a test is capable of measuring a specific trait in accordance with a theory of language, the test is said to have construct validity.
• Construct validity evaluates whether a test truly measures the theoretical construct it claims to measure
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44. The degree of correlation between two tests, e.g., TOEFL and a newly developed test shows the concurrent validity of the new test.
• Concurrent validity refers to how well one measure correlates with another measure that is administered at the same time
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45. Statistical validity is another name for criterion-related validity.
• Criterion-related validity includes both concurrent and predictive validity, focusing on how well one measure predicts an outcome based on another measure
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46. Which of the following validity is NOT really a type of validity in the technical sense of the word? Face
• Face validity is often considered more subjective and less rigorous compared to other types of validity like content or construct validity
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47. The extent to which the psychological reality of a trait can be established is referred to as construct validity.
• Construct validity examines whether a test truly measures an abstract concept or trait
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48. Appropriateness of the test is another term used for content validity.
• Content validity ensures that the test items are representative of the domain being assessed
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49. If the results of a screening test are correlated with grades made at the end of the first semester, an attempt has been made to determine the predictive validity of the test.
• Predictive validity assesses how well a test predicts future performance or outcomes
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50. Empirical validity is of two general kinds, predictive and concurrent validity.
• These types focus on how well a test correlates with outcomes measured at different times or concurrently
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51. When there is a high correlation between test scores and a trustworthy external criterion, confidence can be put in the construct validity of the test.
• High correlations with external criteria support that the test measures what it purports to measure
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52. By examining the correspondence between the content of the test and various components of the skill being measured, we are able to determine its content validity.
• This involves ensuring that all aspects of a skill are represented in the test items
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53. Concurrent and predictive validity are general types of criterion-related validity.
• Both types assess how well one measure correlates with another criterion measure
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54. If a test item looks right to the testees, teachers, and administrators, it can be described as having face validity.
• Face validity refers to how suitable a test appears to be for its intended purpose from an intuitive perspective
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55. In determining the empirical validity of a test, which of the following fails to play the role of an outside criterion measure? A test used in previous course, administered by the same teacher to other students.
• This option does not provide an independent criterion as it relates closely to prior teaching methods
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56. If a test is capable of measuring certain specific characteristics in accordance with a theory of language behavior and learning, it has construct validity.
• This type emphasizes alignment with theoretical frameworks underlying language learning
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57. The type of validity obtained as a result of comparing results from a test with some criterion measure is called criterion-related validity.
• This involves assessing how well one measure predicts or correlates with another established measure
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58. Language tests designed primarily for one country and adopted by another country may lack content validity.
• This can occur if cultural or contextual differences affect how well items represent what they are intended to measure in a different setting
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59. If a test has good face validity, students' motivation will be maintained.
• When students perceive a test as relevant and appropriate, they are more likely to engage positively with it
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60. Which of the following is a synonym for statistical validity? Empirical validity
• Empirical validity encompasses statistical approaches used to validate tests through data analysis
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Answer
61. The extent to which a test is successful in measuring what it sets out to measure depends largely on the form and design of the test. This includes how well the test items reflect the intended content and structure, which is crucial for accurate measurement
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62. A test is known to be valid if it correlates with a trustworthy external criterion. This means that the results of the test align well with another established measure of the same construct, indicating its effectiveness
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63. The following test item lacks content validity if we wish solely to measure writing ability: "Is teaching an art or a science?" Content validity assesses whether the test items adequately represent the construct being measured—in this case, writing ability
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64. A reading test written specifically for engineers will lack face validity if used with nonspecialist students. Face validity refers to whether a test appears to measure what it claims to measure based on its content and context
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65. Decontextualized multiple-choice and completion items are the very features which render a test invalid. Such items may not accurately assess the intended skills or knowledge due to their lack of real-world context
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66. Authenticity of the test material is a factor affecting the construct validity of communicative tests. Construct validity evaluates whether a test truly measures the theoretical construct it claims to assess, which is influenced by how authentic and relevant the materials are
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67. The type of validity obtained as a result of comparing the results of the test with any form of independent assessment given later is referred to as concurrent validity. This type evaluates how well a new test correlates with an established one taken at the same time
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68. A test which is constructed so as to contain a representative sample of the course is said to have content validity. This ensures that the test covers all relevant aspects of the subject matter being assessed
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69. Many problems of test validity can be avoided if the test writer performs a careful item analysis on the test items. This analysis helps ensure that each item effectively measures what it is supposed to measure, thus enhancing overall validity
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70. The extent to which a test measures external knowledge and other skills will affect its validity. Validity reflects how accurately a test measures what it intends to, including external factors related to knowledge and skills
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71. The single most important characteristic of a test is validity. Validity determines whether a test accurately measures what it claims to measure, making it crucial for effective assessment
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72. Convergent validity is attained by testing the same phenomenon in a variety of different ways. This involves using different methods or instruments to measure the same construct and checking for consistency among them
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73. Validity of a test deals with the "what" and "how" of measurement. It encompasses whether a test measures what it claims (the "what") and whether it does so appropriately (the "how")
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74. Content and empirical validity are not dealing with the same points. Content validity focuses on how well the items represent the construct, while empirical validity relates to how well those items perform in practice
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75. Predictive validity is correlated with subsequent measures. It assesses how well a score on a test predicts future performance or outcomes related to what was measured
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76. The degree of validity depends on the external criterion used. The choice of criterion can significantly influence how well a test's results align with real-world outcomes, thereby affecting its perceived validity
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77. "Statistical" validity is another name for criterion-related validity. This type assesses how well one measure correlates with another established measure, often using statistical methods
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78. "Status" validity is another name for predictive validity. This refers to how well a current assessment can predict future performance or success in related areas
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79. Which one of the following is NOT among the factors influencing validity? The answer is The directions of the test, as this factor does not directly impact how well a test measures its intended construct compared to others listed
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80. If a test measures what it is supposed to measure, it is said to be valid. Validity indicates that the assessment accurately reflects the construct it aims to evaluate
Answer
81. d. content, criterion-related, and construct
Validity is generally categorized into three main types: content validity, criterion-related validity (which includes concurrent and predictive validity), and construct validity. Content validity assesses whether a test covers the relevant material, criterion-related validity evaluates how well one measure predicts another, and construct validity examines whether a test truly measures the theoretical construct it claims to measure
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82. c. content
Content validity refers to the appropriateness of the test in measuring what it is intended to measure, ensuring that the test items represent the domain of interest adequately
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83. b. criterion-related
Criterion-related validity investigates how well scores from a new test correlate with scores from an established measure, indicating its effectiveness in assessing what it is supposed to measure
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84. a. criterion-related
Both concurrent and predictive validity are subtypes of criterion-related validity, which assesses the relationship between test scores and external criteria
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85. c. Face
Face validity is not considered a technical type of validity; it merely reflects whether a test appears to measure what it claims based on subjective judgment rather than empirical evidence
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86. d. criterion-related
Empirical validity is often synonymous with criterion-related validity, which involves assessing how well one test correlates with another established measure
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87. b. construct
Construct validity refers to the extent to which a test accurately reflects the psychological reality of the trait it aims to measure, confirming that it captures the underlying theoretical concept
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88. b. construct
Construct validity is often regarded as the most crucial type of validity because it encompasses both content and criterion-related aspects, ensuring that a test measures its intended theoretical constructs effectively
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89. b. predictive and concurrent
Empirical validity can be divided into two main types: predictive validity (how well a test predicts future outcomes) and concurrent validity (how well a new test correlates with an established one)
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90. a. The clearer the directions of a test, the more valid the test.
This statement is not true because clarity in directions does not inherently increase a test's validity; rather, validity depends on how well the test measures what it is supposed to measure
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91. a. validity
Validity is considered the most important characteristic of a test because it determines whether the conclusions drawn from the test results are accurate and meaningful
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92. b. content, criterion-related and construct
The three main types of validity recognized in psychological testing are content validity, criterion-related validity (which includes concurrent and predictive), and construct validity
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93. b. validity
When a test measures what it is intended to measure accurately, it is said to have high validity
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94. c. face
Face validity refers to how appropriate a test appears at first glance to testers, teachers, and testees; it does not involve rigorous testing but rather subjective judgment
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95. d. validity
The agreement between a test score or measure and the quality it is believed to assess is known as validity; it ensures that the measurement accurately reflects what it intends to measure
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96. a. construct
The extent to which the psychological reality of a trait can be established is referred to as construct validity, emphasizing its theoretical foundation