1. Concurrent Validity Pages 158 - 164 By: Davida R. Molina October 23, 2006

2. Validity In order to understand concurrent validity, we must understand validity –most important idea to consider when preparing or selecting an instrument –refers to the degree to which evidence supports any inferences a researcher makes Validity

3. 3 Main Types of Evidence Collected for Validity Validity Content RelatedCriterion RelatedConstruct Related

4. Criterion Related Evidence of Validity Researchers compare performance on 1 instrument with performance on another 2 Forms: –Predictive Validity –Concurrent Validity Validity Content Related Construct Related Criterion Related Predictive Validity Concurrent Validity

5. Instrument data and criterion data are gathered at nearly the same time and results are compared Validity Content Related Construct Related Criterion Related Predictive Validity Concurrent Validity

6. Example: Researcher administers a self-esteem inventory to a group of 8th graders and compares their scores on it with their teacher’s ratings of students’ self-esteem obtained at about the same time.

7. Concurrent Validity A Key Index used is correlation coefficient: –symbolized by “r” –indicates degree of relationship that exists between the scores individuals obtain on 2 instruments –+ relationship = both scores are high or both scores are low –- relationship = one score is high and the other is low

8. Concurrent Validity Another way to depict criterion related evidence is by using an expectancy table: –2 way chart –predictor categories are listed vertically on the left –criterion categories are along the top –simple to construct –easy to understand

9. Concurrent Validity It is important to realize that the nature of the criterion is the most important factor in gathering criterion-related evidence.