Important of Validity in Classroom

Assessment
Content Validity
To determine the extent to which a set of assessment tasks provides a
relevant and representative sample of the domain of tasks about which
interpretations of assessment results are made.
It can be used in test achievement .
It also can measure the level of knowledge or skills in certain subjects.
Example: Table of specifications
Enable developers test to obtain sample of tasks (or items) that
represent both topics
and performances that are
essential in curriculum.
In History exam teacher cannot ask student to know all the facts that
exist in one chapter to represent all the facts there.
For example, if a topic contain twelve learning outcomes that should be
known then the items that measure three important learning outcomes

Construct validity
Can measure the extent to which someone showed trait, personality,
behavior or mental trait.
Identify processes or characteristics associated with a trait that test items
are specific and accurate can be provided.
We can observe and measure behaviours that provide evidence of these
constructs
e.g. computational skill, reading ability,
For example, girls performed better in term of memorization and writing
test, while boys are performed better in spatial and mechanical test.

 Criterion- related Validity

To create a shorter version of a well-established measurement
procedure
You want to create a shorter version of an existing measurement procedure, which
is unlikely to be achieved through simply removing one or two measures within
the measurement procedure, possibly because this would affect the content
validity of the measurement procedure
Therefore, you have to create new measures for the new measurement
procedure. However, to ensure that you have built a valid new measurement
procedure, you need to compare it against one that is already well-established;
that is, one that already has demonstrated construct validity and reliability
This well-established measurement procedure is the criterion against which you
are comparing the new measurement procedure.

To account for a new context, location and/or culture where wellestablished measurement procedures may need to be modified or
completely altered
You are conducting a study in a new context, location and/or culture, where
well-established measurement procedures no longer reflect the new context,
location, and/or culture.
As a result, there is a need to take a well-established measurement procedure,
which acts as your criterion, but you need to create a new measurement
procedure that is more appropriate for the new context, location, and/or
culture.
The new measurement procedure may only need to be modified or it may
need to be completely altered. However, irrespective of whether a new
measurement procedure only needs to be modified, or completely altered, it
must be based on a criterion (i.e., a well-established measurement procedure).

To help test the theoretical relatedness and construct validity of a

well-established measurement procedure
It could also be argued that testing for criterion validity is an additional way
of testing the construct validity of an existing, well-established
measurement procedure. After all, if the new measurement procedure,
which uses different measures (i.e., has different content), but measures the
same construct, is strongly related to the well-established measurement
procedure, this gives us more confidence in the construct validity of the
existing measurement procedure.
Criterion validity is demonstrated when there is a strong relationship
between the scores from the two measurement procedures, which is
typically examined using a correlation. For example, participants that score
high on the new measurement procedure would also score high on the wellestablished test; and the same would be said for medium and low scores.

Predictive validity
The importance of predictive validity is we can predict the level of achievements
of the coming changes or treatment.
Teachers can predict early on student achievement
For example, a teacher interested in predicting the extent of the test result can
predict the trial examination student performance in real exam.
If the student get good achievement in trial exam then he will also have good
achievement in real exam. So the trial exam shows a high predictive validity.
Scores on a Form One achievement test in basic skills are used as a predictor of
upper secondary school achievement as reflected by secondary school teachers
ranking of students. The rank- order correlation coefficient between those two
variables is called predictive validity.
Because it measures the extent to which a future level of a variable can be
predicted from a current measurement.
This also include correlation with measurements made with different instruments

Concurrent validity
A sample of students complete the two tests (e.g., the Mathematics test and the
new measurement procedure).
The importance that we can see here is we want to know whether the new
measurement procedure really measures intellectual ability. If it does, you need to
show a strong, consistent relationship between the scores from the new
measurement procedure and the scores from the well-established measurement
procedure. This is often measured using a correlation.
The scores must differentiate individuals in the same way on both measurement
procedures; that is, a student that gets a high score on Mathematics test and the
well-established measurement procedure should also get a high score on the new
measurement procedure.
This should be mirrored for students that get a medium and low score (i.e., the
relationship between the scores should be consistent). If the relationship is
inconsistent or weak, the new measurement procedure does not demonstrate
concurrent validity.
Therefore the importance we can conclude is we can compare student
achievement in a test either in line with previous performance in a test or not.

Important of Reliability in Classroom

To ensure that the answers given reflect the ability of students and not
due to luck.
Example of reliability:
If one person takes the same personality test several times and always
receives the same result, the test is reliable.
Example of reliability based on test: there are two tests which are test 1
and test 2. It must be measured twice in different times then compare
the similarities of the results of the two tests. If the result of the two tests
are the same it means that the tests are reliable.
Example of reliability based on internal consistency: It can be carried out
by questioning. The different sets of questions measure the same factor
was answered by different people. If these different people answered
these different questions but still come out with the right thoughts, the
tests are reliable.

 As a result, this will give encouragement to the

discovery of ensuring wider acceptance hypothesis
among the research community.
It is because reliability dictates the strength and amount
of reliability evidence and the complexity of the
argument.

Summary
Without validity and reliability one cannot test an
hypothesis.
Without hypothesis testing, one cannot support a
theory.
Without a supported theory one cannot explain
why events occur.
Without adequate explanation one cannot develop
effective material and non-material technologies,
including programs designed for positive social
change.

References
Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995).
Content validity in psychological assessment: A functional
approach to concepts and methods. Psychological
Assessment, 7(3): 238-247.
Vogt, D. S., King, D. W., & King, L. A. (2004). Focus groups
in psychological assessment: Enhancing content validity by
consulting members of the target population. Psychological
Assessment, 16(3): 231-243.