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Topic 27. Introduction to validity
Question 2. An instrument is said to be valid to the extent it does what?
An instrument is said to be valid to the extent it measures the values that it was originally designed to measure, and performs those very functions that were originally meant.
Question 5. Tapping only a sample of the behaviors underlying the constructs a researcher wants to measure has what effect on the validity?
When only a sample of the desired or measured behaviour is presented, validity is reduced, because the sample does not necessarily cover all the necessary skills and phenomena that are studied, and thus, presenting a sample or a number of samples becomes the cause of errors and reduced validity.
Topic 28. Judgmental validity
Question 4. Is content validity relevant only to achievement tests?
No, content validity may be relevant to other types of tests, for example, for the tests of self-concept etc. Nevertheless, achievement tests are the area where content validity is highly important.
Question 6. Which two types of validity rely on judgments?
The two types of validity of judgments are content validity (appropriateness of contents) and face validity (whether the test’s questions relate to the studied theme).
Question 7. Is it possible for a test to have high face validity but low content validity?
Yes, a test can have high face validity and low content validity, in case there are special reasons for this; most often, this is done for public acceptance.
Question 8. When might a researcher deliberately use an instrument with low face validity?
Low face validity might be used when it is necessary, for some reason, to distract the attention of the respondents from the true purpose or the problem which is being researched.

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Topic 29. Empirical validity
Question 1. What is the term for “standard” by which a test is judged?
Such “standard” for tests is called criterion.
Question 3. What question does predictive validity answer?
Predictive validity describes the degree of coincidence between the results of the test and outcome that the test is supposed to predict.
Question 7. If a researcher collects the criterion data at about the same time the test is being administered, he or she is examining what type of empirical validity?
The concept of collecting the data about the same time the test is being administered and using it as a criterion to check test validity is called concurrent validity.
Topic 30. Judgmental-empirical validity
Question 1. How is the term “construct” defined in this topic?
The term “construct” is defined as a number of special behaviors (more specifically, a collection of related behaviors) that are associated together in order to describe a particular phenomenon.
Question 3. To determine construct validity, researchers begin by hypothesizing what?
First of all, the researchers have to hypothesize about how the selected construct that they are going to measure influences other variables or relates to them.
Question 7. Why is construct validity identified as judgmental-empirical in this book?
This type of validity is identified as judgmental-empirical because it combines the data based on subjective judgments and empirical evidence.
Topic 74. Describing instrumentation.
Question 2. If an instrument has been widely used, should this fact be mentioned?
Yes, this fact should be mentioned, because it gives the possibility to state that this instrument provides high validity.
Question 3. When is it especially important for quantitative researchers to provide detailed information on the instrumentation?
Describing instrumentation in detail is especially important for those quantitative researchers who have designed and implemented their own instruments, since this instrumentation hasn’t been described anywhere yet.