Validity is defined by the level of consistency that the results and the quality of the measure or the ability of a test produce comparable across repeated measures within the same testing parameters and/or conditions (Kaplan & Saccuzzo, 2013; Bordens & Abbott, 2014). In terms of verifying reliability, however, there are basically three different types of evidence that confirms the overall validity of a test: construct-related evidence, content-related evidence, and criterion-related evidence (Kaplan & Saccuzzo, 2013). Content-related evidence of validity, for instance, identifies the association between the questions or items of a test to the content matter that is being evaluated – hence the name of content-related validity (Kaplan & Saccuzzo, 2013).
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The easiest way to collect content-related validity evidence, though, is by looking for problems of validity within the curriculum that was used to formulate the test or measure. For example, a professor may want to give his students a pop quiz on the contents of the chapters they were assigned to read as homework to ensure that his class is keeping up with the assigned
The easiest way to collect content-related validity evidence, though, is by looking for problems of validity within the curriculum that was used to formulate the test or measure. For example, a professor may want to give his students a pop quiz on the contents of the chapters they were assigned to read as homework to ensure that his class is keeping up with the assigned