Validity And Validity Of Standardized Assessment Instruments

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In order for test results to be accurately applied and interpreted, it is important that it be valid. Validity refers to the degree in which an instrument measures what it is supposed to measure (Cohen, Swerdlik, & Sturman, 2013). To validate a test, one must accumulate evidence or data that will provide a solid scientific basis for the suggested test score interpretations (Bornstein, 2011). Although there are many widely used traditional approaches to validity, Robert Borstein, has offered a more modern approach known as the process focused (PF) model in which we will take a look at both approaches. Compare and contrast the PF and traditional models of validity Standardized assessment instruments have been used for a long time in psychology, but it wasn’t until the mid-20th century that contemporary validity and research began (Bornstein, 2011). This use of research for the contemporary theory began with the publication of Cronbach and Meehl’s “Construct Validity in Psychological Test” (Bornstein, 2011). The traditional model of validity is one that is outcome based. It follows a statistical conception that reflects the extent of the relationship between a predictor/test score and some criterion/outcome measure (Bornstein, 2011). The process focused model of validity forms an idea of validity as the degree to which respondents show engagement in a predictable set of psychological processes during the assessment which are prescribed by the nature of the instrument used
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