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VALIDITY AND RELIABILITY Chapter Four CHAPTER OBJECTIVES Define validity and reliability Understand the purpose for needing valid and reliable measures Know the most utilized and important types of validity seen in special education assessment Know the most utilized and important types of reliability seen in special education assessment VALIDITY Denotes the extent to which an instrument is measuring what it is supposed to measure. Criterion-Related Validity A method for assessing the validity of an instrument by comparing its scores with another criterion known already to be a measure of the same trait or skill. validity coefficient Criterion-related validity is usually expressed as a correlation between the test in question and the criterion measure. The correlation coefficient is referred to as a CONCURRENT VALIDITY The extent to which a procedure correlates with the current behavior of subjects PREDICTIVE VALIDITY The extent to which a procedure allows accurate predictions about a subject’s future behavior CONTENT VALIDITY Whether the individual items of a test represent what you actually want to assess CONSTRUCT VALIDITY The extent to which a test measures a theoretical construct or attribute. A test’s construct validity is often assessed by its convergent and discriminant validity. FACTORS AFFECTING VALIDITY Test-related factors The criterion to which you compare your instrument may not be well enough established Intervening events Reliability RELIABILITY The consistency of measurements How do we account for an individual who does not get exactly the same test score every time he or she takes the test? Test-taker’s temporary psychological or physical state Environmental factors Test form Multiple raters RELIABILITY COEFFICIENTS The statistic for expressing reliability. Expresses the degree of consistency in the measurement of test scores. Donoted by the letter r with two identical subscripts (rxx) TEST-RETEST RELIABILITY Suggests that subjects tend to