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Reliability & validity
This document discusses the importance of reliability and validity in psychological measurement. Reliability refers to the consistency and repeatability of measurements. It is influenced by measurement error from factors like a participant's mood or fatigue. Validity indicates how well a measure assesses the intended construct. There are several types of validity including face validity, construct validity, convergent validity, discriminant validity, and criterion-related validity. Reliability is necessary for validity and can be estimated using methods like test-retest reliability, internal consistency reliability, and inter-rater reliability. Validity compares a measure to other related and unrelated constructs to determine if it is measuring what it intends to measure.
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Reliability & validity
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- 2. Why do weneed Reliability & Validity? (Measurement Error) A participant’s score on a particular measure consists of 2 components: Observed score = True score + Measurement Error True Score = score that the participant would have obtained if measurement was perfect—i.e., we were able to measure without error Measurement Error = the component of the observed score that is the result of factors that distort the score from its true value
- 3. Factors that Influence Measurement Error • Transient states of the participants: (transient mood, health, fatigue-level, etc.) • Stable attributes of the participants: (individual differences in intelligence, personality, motivation, etc.) • Situational factors of the research setting: (room temperature, lighting, crowding, etc.)
- 4. Characteristics of Measures and Manipulations Precision and clarity of operational definitions Training of observers Number of independent observations on which a score is based (more is better?) Measures that induce fatigue or fear
- 5. Actual Mistakes Equipment malfunction Errors in recording behaviors by observers Confusing response formats for self-reports Data entry errors Measurement error undermines the reliability (repeatability) of the measures we use
- 6. Reliability • The reliabilityof a measure is an inverse function of measurement error: • The more error, the less reliable the measure • Reliable measures provide consistent measurement from occasion to occasion
- 7. Estimating Reliability Total Variance = Variance due + Variance due in a set of scores to true scores to error Reliability = True-score / Total Variance Variance Reliability can range from 0 to 1.0 When a reliability coefficient equals 0, the scores reflect nothing but measurement error Rule of Thumb: measures with reliability coefficients of 70% or greater have acceptable reliability
- 8. Different Methods for Assessing Reliability Test-Retest Reliability Inter-rater Reliability Internal Consistency Reliability
- 9. Test-Retest Reliability Test-retest reliabilityrefers to the consistency of participant’s responses over time (usually a few weeks, why?) Assumes the characteristic being measured is stable over time—not expected to change between test and retest
- 10. Inter-rater Reliability If ameasurement involves behavioral ratings by an observer/rater, we would expect consistency among raters for a reliable measure Best to use at least 2 independent raters, ‘blind’ to the ratings of other observers Precise operational definitions and well- trained observers improve inter-rater reliability
- 11. Internal Consistency Reliability • Relevant for measures that consist of more than 1 item (e.g., total scores on scales, or when several behavioral observations are used to obtain a single score) • Internal consistency refers to inter-item reliability, and assesses the degree of consistency among the items in a scale, or the different observations used to derive a score • Want to be sure that all the items (or observations) are measuring the same construct
- 12. Estimates of Internal Consistency • Item-total score consistency • Split-half reliability: randomly divide items into 2 subsets and examine the consistency in total scores across the 2 subsets (any drawbacks?) • Cronbach’s Alpha: conceptually, it is the average consistency across all possible split- half reliabilities • Cronbach’s Alpha can be directly computed from data
- 13. Estimating the Validityof a Measure • A good measure must not only be reliable, but also valid • A valid measure measures what it is intended to measure • Validity is not a property of a measure, but an indication of the extent to which an assessment measures a particular construct in a particular context—thus a measure may be valid for one purpose but not another • A measure cannot be valid unless it is reliable, but a reliable measure may not be valid
- 14. Estimating Validity Like reliability,validity is not absolute Validity is the degree to which variability (individual differences) in participant’s scores on a particular measure, reflect individual differences in the characteristic or construct we want to measure Three types of measurement validity: Face Validity Construct Validity
- 15. Face Validity • Facevalidity refers to the extent to which a measure ‘appears’ to measure what it is supposed to measure • Not statistical—involves the judgment of the researcher (and the participants) • A measure has face validity—’if people think it does’ • Just because a measure has face validity does not ensure that it is a valid measure (and measures lacking face validity can be valid)
- 16. Construct Validity Most scientificinvestigations involve hypothetical constructs—entities that cannot be directly observed but are inferred from empirical evidence (e.g., intelligence) Construct validity is assessed by studying the relationships between the measure of a construct and scores on measures of other constructs We assess construct validity by seeing whether a particular measure relates as it should to other measures
- 17. Self-Esteem Example • Scoreson a measure of self-esteem should be positively related to measures of confidence and optimism • But, negatively related to measures of insecurity and anxiety
- 18. Convergent and Discriminant Validity • To have construct validity, a measure should both: • Correlate with other measures that it should be related to (convergent validity) • And, not correlate with measures that it should not correlate with (discriminant validity)
- 19. Criterion-Related • Validity Refers to the extent to which a measure distinguishes participants on the basis of a particular behavioral criterion • The Scholastic Aptitude Test (SAT) is valid to the extent that it distinguishes between students that do well in college versus those that do not • A valid measure of marital conflict should correlate with behavioral observations (e.g., number of fights) • A valid measure of depressive symptoms should distinguish between subjects in treatment for depression and those who are not in treatment
- 20. Two Types ofCriterion- Related Validity Concurrent validity measure and criterion are assessed at the same time Predictive validity elapsed time between the administration of the measure to be validated and the criterion is a relatively long period (e.g., months or years) Predictive validity refers to a measure’s ability to distinguish participants on a relevant behavioral criterion at some point in the future
- 21. SAT Example • Highschool seniors who score high on the the SAT are better prepared for college than low scorers (concurrent validity) • Probably of greater interest to college admissions administrators, SAT scores predict academic performance four years later (predictive validity)
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