Psychologists distinguish between the content validity and predictive validity of assessments
a. Describe the nature of these two types of validity.
b. Describe a situation in which the content validity of an assessment would be more important than predictive validity, and why.
c. Describe a situation in which the predictive validity of an assessment would be more important than content validity, and why.
Answers to the separate parts of the question are as follows:
a. Content validity is the extent to which an assessment is a representative sample of the content being assessed. Predictive validity is the extent to which an assessment predicts some future behavior.
b. The response should describe a situation in which an assessment is used to measure what has been learned in the classroom (e.g., as would be true for a teacher-developed assignment or standardized achievement test).
c. The response should describe a situation in which an assessment is used to predict a future behavior
You might also like to view...
The wider network of relatives beyond the immediate family is called
a. the nuclear family. b. the outlying network. c. the third-generation family. d. the extended family.
When a teacher crafts, administers, and scores an essay test, which of the following is the LEAST likely source of measurement error?
a. day-to-day fluctuations in student performance b. lack of strict parallel forms c. low scorer reliability
The Committee of Ten, formed in 1892, supported college entrance curriculum
Indicate whether the statement is true or false
I want to know whether self-concept influences pupil achievement, or whether it is higher pupil performance that leads to a more positive self-concept. Is it possible to determine this using non-experimental research? If yes, how would you do that?
What will be an ideal response?