Content-Related Test Validity

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A Content-Related Test Validity is a Test Validity that refers to which extent a measure represents all facets of a given construct.



References

2021a

  • (Wikipedia, 2021) ⇒ https://en.wikipedia.org/wiki/Content_validity Retrieved:2021-12-4.
    • In psychometrics, content validity (also known as logical validity) refers to the extent to which a measure represents all facets of a given construct. For example, a depression scale may lack content validity if it only assesses the affective dimension of depression but fails to take into account the behavioral dimension. An element of subjectivity exists in relation to determining content validity, which requires a degree of agreement about what a particular personality trait such as extraversion represents. A disagreement about a personality trait will prevent the gain of a high content validity.

2021b

2021c

A test lacks content validity if it doesn’t cover all aspects of a construct it sets out to measure or if it covers topics that are unrelated to the construct in any way.

2013

Types of Validity
CONTENT-RELATED

(appropriate content)

CRITERION-RELATED

(relationship to other measures)

face validity: does the test appear to test what it aims to test? concurrent validity: does the test relate to an existing similar measure?
construct validity: does the test relate to underlying theoretical concepts? predictive validity: does the test predict later performance on a related criterion?

1975

The crucial question, of course, is, "Whose judgment?" In achievement testing we normally use subject matter experts to define the curriculum universe which we then designate as the “content domain". We may take still another step and have those experts assign weights to the various portions of a test item budget. From that point on, content validity is established by demonstrating that the items in the test appropriately sample the content domain. If the subject matter experts are generally perceived as true experts, then it is unlikely that there is a higher authority to challenge the purported content validity of the test.
  1. Dorothy C. Adkins, as quoted in Mussio and Smith, p. 8