epsy reading application5

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Texas A&M University *

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435

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Mathematics

Date

Apr 3, 2024

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pdf

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2

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EPSY 435 Educational Statistics Reading Application #5 (Chapter 6 Validity) In this lesson, you learned the following types of validity: a) Content validity b) Criterion validity (concurrent validity) c) Criterion Validity (predictive validity) d) Construct validity Read the scenarios below and indicate the type of validity in each scenario. Explain your answers: 1) Mrs. Wilkinson is planning to administer a general knowledge test of basic algebra for her 5th grade class. The test is designed to assess knowledge of facts concerning rate, time, distance, and their interrelationships with one another. Mrs. Wilkinson shows her test to her head of department, Mr. Clement. He finds that the test questions are phrased in long and complex reading passages. He wonders if the test is actually measuring reading comprehension instead of factual knowledge of basic algebra. What type of validity is Mrs. Wilkinson’s test lacking in? 2) Mr. Gomez is creating a final examination for a Chemistry class. He maps out and then defines the amount of time he spent on each topic. He makes sure the number of items on the examination reflects the amount of time spent teaching on each topic and that the test questions match the content covered in the class. What type of validity is Mr. Gomez trying to establish? 3) A successful score on the CLEP® College Algebra examination may be used in place of taking a college algebra course. Students completing a college algebra course are administered the CLEP College Algebra examination. If there is a strong relationship (correlation) between the CLEP exam scores and course grades in college algebra, the test is valid for that use. What type of validity is determined here? It is missing construct validity. This is all about if the test measures what it is supposed to measure. In Mrs. Wilkerson’s case,her test is meant to check the kids’ knowledge of algebra. But since the question is buried in long, tricky paragraphs, the kids may get tripped up just trying to understand what is being said and not the math. So, instead of seeing who is good at algebra it might show who is good at reading. He is working on content validity. By lining up the test questions with what he actually taught in class and how much time he spent on each topic, he is making sure the exam is a true reflection of the course content. It is like he is double checking that if he spent a week on acids and bases, then the number of questions about that topic is proportional on the final exam. This way, the test really covers what the students were supposed to learn. This content validity because it is all about making sure that the CLEP exam really measures what you need to know for college algebra. If the scores from CLEP line up well with the grades from the actual class, it means the test is doing a good job covering the course material.
4) Colleges or universities use standardized test scores as part of their admission criteria for enrollment or for admittance into a particular program. What type of validity is determined here? 5) During a school board meeting with parents, the school principal announces that they are trying to adopt an educational program that purports to increase emotional maturity in elementary school age children. During the Q and A session, two parents question the validity of such a program. What type of validity are they questioning? ---------------------------------------------------- The type of validity determined here is predictive validity. It is like a crystal ball for different schools. They use it to see if the standardized test scores you’ve got can predict your future success in their programs. If higher test scores mean students generally do better in college, then the test has good predictive validity. It’s a way to guess how well you might perform based on those scores. Here they are questioning the programs construct validity. Construct validity is like a test to see if the program is really doing what it says. So if the program claims it'll boost the kids' emotional maturity, construct validity is about checking if that's true. Do the activities, lessons, and all that actually lead to the kids being more emotionally mature? That's what the parents are curious about. They want to make sure it's not just all talk and that there's real evidence behind it.
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