Question 1

When one's research purpose is to make causal generalizations, one must be concerned with the __________ validity of how the variables are conceptualized.
A) face
B) construct
C) internal
D) content

Accepted Answer

Construct validity refers to the degree to which a measure or manipulation actually assesses the construct or concept it is intended to measure or manipulate. Therefore, if one's research purpose is to make causal generalizations, they must ensure that their variables are conceptually defined and operationalized accurately, which involves checking for construct validity. Face validity (A) refers to whether a measure looks like it tests what it is supposed to test, content validity (D) refers to the extent to which a measure assesses all aspects of a construct, and internal validity (C) refers to the degree to which a causal relationship can be inferred between the independent and dependent variables in the study. While internal validity is important for making causal generalizations, it is not directly related to conceptualizing variables accurately.

Question 2

What is the difference between validity and reliability? Why are they both of concern to researchers?

Accepted Answer

The answer of What is the difference between validity and...

Question 3

What is the purpose of test-retest reliability and alternate-form reliability? In what types of situations would one use each type of reliability?

Accepted Answer

The answer of What is the purpose of test-retest reliability...

Question 4

Evaluating whether an instrument correlates highly with similar measures as well as whether the instrument does not correlate well with dissimilar measures is to determine which type of validity?
A) content
B) criterion
C) convergent
D) construct

Accepted Answer

The answer of Evaluating whether an instrument correlates highly with...

Question 5

After analyzing his data, a researcher concludes that there was no relationship between the independent and dependent variables in his study. However, he is concerned with whether or not his conclusions may be erroneous. This researcher is concerned with which type of validity?
A) internal
B) statistical-conclusion
C) convergent
D) construct

Accepted Answer

The researcher's concern about the possibility of his conclusions being erroneous suggests he is worried about the statistical-conclusion validity, which refers to the proper use of statistical analyses and the accuracy of the conclusions made from them.

Question 6

To assess the validity of a college admissions test, a researcher will correlate the test scores with the students' first semester grade-point average. Which type of validity is the researcher investigating?
A) concurrent
B) discriminant
C) convergent
D) predictive

Accepted Answer

The researcher is investigating predictive validity, which is the extent to which a test predicts future performance or outcomes. In this case, the researcher is determining if the admissions test scores can predict the students' first semester grade-point average.

Question 7

When students are upset because they perceive an exam as being "unfair," they are most likely concerned with the test's __________ validity.
A) content
B) criterion
C) construct
D) predictive

Accepted Answer

Content validity refers to the extent to which a test accurately measures the content it is intended to measure. If students feel that an exam is unfair, they may feel that the questions are not testing knowledge that was covered in class or in the materials provided.

Question 8

Which type of validity refers to whether a measure correlates highly with different measures of the same trait or behavior?
A) convergent
B) divergent
C) concurrent
D) content

Accepted Answer

Convergent validity refers to the degree to which a measure is positively correlated with other measures of the same construct. Therefore, it is the right choice. Divergent validity refers to the degree to which a measure is not correlated with measures of unrelated constructs. Concurrent validity refers to the degree to which a measure correlates with a criterion measure that is taken at the same time. Content validity refers to the degree to which a measure covers all aspects of the construct being measured.

Question 9

The ability to rule out plausible rival hypotheses in an experiment refers to which type of validity?
A) internal
B) construct
C) external
D) statistical conclusion

Accepted Answer

The ability to rule out plausible rival hypotheses in an experiment is related to internal validity, which refers to the extent to which we can draw cause-and-effect conclusions from our study by eliminating alternative explanations for our findings.

Question 10

Using a future criterion to evaluate the criterion validity of an instrument is called
A) predictive validity.
B) concurrent validity.
C) discriminant validity.
D) content validity.

Accepted Answer

Predictive validity involves using a future criterion to evaluate the validity of an instrument. If the scores on the instrument are found to predict future outcomes, then the instrument has predictive validity. Concurrent validity, on the other hand, involves using a current criterion to evaluate the validity of an instrument. Discriminant validity involves demonstrating that an instrument measures a unique construct that is distinct from other constructs, while content validity involves ensuring that an instrument measures all aspects of the construct it is intended to measure.

Question 11

Convergent and discriminant validity are aspects of which type of validity?
A) content
B) construct
C) concurrent
D) criterion

Accepted Answer

Convergent and discriminant validity are both aspects of construct validity. Convergent validity refers to the degree to which two measures of the same construct are positively correlated, while discriminant validity pertains to the degree to which measures of different constructs are not strongly correlated.

Question 12

What is internal-consistency reliability? Why would one use the Spearman-Brown formula to assess this type of reliability?

Accepted Answer

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Question 13

Sam is developing an instrument that would identify those students who may be at risk for flunking out of school. After administering this test to a group of students, he compares the results of the test with their current classroom performance. Sam is most likely trying to evaluate the instrument's ____________ validity
A) discriminant
B) concurrent
C) content
D) predictive

Accepted Answer

Concurrent validity refers to the degree to which the results of a particular test or measurement correspond to those of a previously established measurement for the same construct, conducted at the same time. In this scenario, Sam is comparing the results of his new instrument with the students' current classroom performance to see if the instrument accurately identifies students at risk, which aligns with the concept of concurrent validity.

Question 14

After the completion of an experiment, a researcher realizes that there is another explanation for the results other than the original hypothesis. The researcher realizes that this experiment is deficient with respect to which type of validity?
A) construct
B) external
C) internal
D) statistical conclusion

Accepted Answer

The deficiency described in the scenario falls under internal validity, which refers to the accuracy of the cause-and-effect relationship between the independent variable and the dependent variable tested in the study. If there is another explanation for the results besides the original hypothesis, it suggests that the study may have had confounding variables or other methodological issues that compromised its internal validity.

Question 15

The degree to which a measure correlates with other outcome measures is called
A) discriminant validity.
B) construct validity.
C) criterion validity.
D) content validity.

Accepted Answer

Criterion validity refers to the degree to which a measure correlates with other outcome measures, which are used as criteria to assess the construct being measured. Discriminant validity refers to the ability of a measure to differentiate between unrelated constructs. Construct validity refers to the degree to which a measure assesses the intended construct. Content validity refers to the degree to which a measure covers all aspects of the construct being measured.

Question 16

How can the Spearman-Brown formula be useful in determining how long an instrument should be or how many judges one should use in a study?

Accepted Answer

The answer of How can the Spearman-Brown formula be useful...

Question 17

Construct validity of an instrument is established by examining an instrument's __________ and __________ validity.
A) concurrent; predictive
B) concurrent; divergent
C) convergent; predictive
D) convergent; divergent

Accepted Answer

Construct validity is established by examining an instrument's convergent and divergent validity. Convergent validity refers to an instrument's ability to measure the same construct it is intended to measure, while divergent validity refers to an instrument's ability to differentiate between the construct it is intended to measure and unrelated constructs.

Question 18

Which type of validity refers to whether a measure distinguishes between related but conceptually distinct behaviors or traits?
A) predictive
B) construct
C) convergent
D) discriminant

Accepted Answer

Discriminant validity refers to whether a measure is able to distinguish between related but conceptually distinct behaviors or traits. This means that the measure should not be highly correlated with measures of other constructs that it should not be related to.

Question 19

What is the difference between random and systematic error? Which error represents more of a threat to the nature of the conclusions that can be drawn from a study? Why?

Accepted Answer

The answer of What is the difference between random and...

Question 20

The "ability to discriminate" is a characteristic of which type of validity?
A) criterion
B) convergent
C) construct
D) content

Accepted Answer

The answer of The "ability to discriminate" is a characteristic...

Quiz 6: Reliability and Validity in Measurement and Research

When one's research purpose is to make causal generalizations, one must be concerned with the __________ validity of how the variables are conceptualized.

What is the difference between validity and reliability? Why are they both of concern to researchers?

What is the purpose of test-retest reliability and alternate-form reliability? In what types of situations would one use each type of reliability?

Evaluating whether an instrument correlates highly with similar measures as well as whether the instrument does not correlate well with dissimilar measures is to determine which type of validity?

After analyzing his data, a researcher concludes that there was no relationship between the independent and dependent variables in his study. However, he is concerned with whether or not his conclusions may be erroneous. This researcher is concerned with which type of validity?

To assess the validity of a college admissions test, a researcher will correlate the test scores with the students' first semester grade-point average. Which type of validity is the researcher investigating?

When students are upset because they perceive an exam as being "unfair," they are most likely concerned with the test's __________ validity.

Which type of validity refers to whether a measure correlates highly with different measures of the same trait or behavior?

The ability to rule out plausible rival hypotheses in an experiment refers to which type of validity?

Using a future criterion to evaluate the criterion validity of an instrument is called

Convergent and discriminant validity are aspects of which type of validity?

What is internal-consistency reliability? Why would one use the Spearman-Brown formula to assess this type of reliability?

After the completion of an experiment, a researcher realizes that there is another explanation for the results other than the original hypothesis. The researcher realizes that this experiment is deficient with respect to which type of validity?

The degree to which a measure correlates with other outcome measures is called

How can the Spearman-Brown formula be useful in determining how long an instrument should be or how many judges one should use in a study?

Construct validity of an instrument is established by examining an instrument's and validity.

Which type of validity refers to whether a measure distinguishes between related but conceptually distinct behaviors or traits?

What is the difference between random and systematic error? Which error represents more of a threat to the nature of the conclusions that can be drawn from a study? Why?

The "ability to discriminate" is a characteristic of which type of validity?