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Reliability and Validity Mha1

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26 views

Reliability and Validity Mha1

Uploaded by

dr.tarunkumar8130
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reliability and

Validity in Research
Validity

► The accuracy of the measure in reflecting the


concept it is supposed to measure.
► It indicates the degree to which an
instrument measures what it is supposed to
measure.
► When we ask a set of questions with the hope
that we are tapping the concept we set out
to do & not something else.
► This can be determined by applying certain
validity tests.
Validity

► The extent to which, and how well, a measure


measures a concept.
► Face validity
► Content validity
► Construct validity
► Criterion-related validity- two types
Concurrent validity
Predictive validity
1. Face validity

► Face validity 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)
2. Content validity
► Ensures that the measure includes an adequate &
representative set of items that tap the concept.
► The more the scale items represent the domain or
universe of the concept being measure greater is its
content validity.
► It is a function of how well the dimensions & elements of
a concept have been delineated.
► Extent to which a measuring instrument provides
adequate coverage of topic under study.
► Content of the measure is justified by other evidence,
e.g. the literature.
► Entire range or universe of the construct is measured.
► Usually evaluated and scored by experts in the content
area who judge how well the measuring instrument meets
the standard.
► A CVI (content validity index) of .80 or more is desirable.
3. Construct validity
► Testifies how well the results obtained from the use
of a measure fit the theories around which the test is
designed.
► Convergent validity-is obtained when the scores
obtained with two different instruments measuring
the same concept are highly correlated.
► Discriminant validity is established when two
variables are predicted to be uncorrelated and scores
obtained by measuring them are found to be so.
► Sensitivity of the instrument to pick up minor
variations in the concept being measured.
► Degree to which scores on a test can be accounted
for by explanatory constructs
► For its determination we associate a set of other
proportions with the results received from using our
measuring instrument. If measurements correlate in
predicted way there is construct validity.
4. Criterion related validity
► The ability of a measure to measure a
criterion (usually set by the researcher).
► It is established when the measure
differentiates individuals on a criteria it is
expected to predict. Concerned criteria must
possess following qualities
► 1) Relevance
► 2) Freedom from bias - Freedom from bias is
attained when the criterion gives each
subject an equal opportunity to score well.
► 3) Reliability - A reliable criterion is stable.
► 4) Availability- information specified by
criteria must be available.
Reliability

► Stability and consistency of the measuring


instrument.
► A measuring instrument is reliable if it provides
consistent results.
Reliability
► Three aspects of reliability - Homogeneity,
equivalence and stability of a measure.
► The homogeneity aspect is concerned with internal
consistency.
► The stability aspect is concerned with securing
consistent results with repeated measurements of the
same person and with the same instrument. We
usually determine the degree of stability by
comparing the results of repeated measurements.
► The equivalence aspect considers how much error
may get introduced by different investigators or
different samples of the items being studied. A good
way to test for the equivalence of measurements by
two investigators is to compare their observations of
the same events.
.
(a)Test-Retest reliability

► Reliability coefficient is obtained with repetition of


the same measure on a second occasion.
► The administration of the same instrument to the
same subjects two or more times (under similar
conditions--not before and after treatment)
► When a questionnaire containing some items that
are supposed to measure a concept is administered
to a set of respondents now & again to same
respondents several weeks later, then correlation
between the scores obtained at two different times
constitute test retest reliability.
► Scores are correlated and expressed as a Pearson r.
(usually .70 acceptable)
(b)Parallel or alternate forms reliability

► When responses on two comparable sets of measures


tapping the same construct are highly correlated
we have parallel form reliability.
► Parallel or alternate forms of a test are
administered to the same individuals and scores are
correlated.
► Both forms have similar items & same response
format, the only changes being the wordings & the
order or sequence of the questions.
► This is desirable when the researcher believes that
repeated administration will result in
“test-wiseness”
Parallel or alternate forms
reliability

► We try to establish error variability


resulting from wording & ordering of
the questions.

► If two such comparable forms are


highly correlated (0.8 or above) such
measures are reasonably reliable.
(c) Split Half reliability

► This reflects correlations between two halves of a


measuring instrument.

► Items are divided into two halves and then


compared. Odd, even items, or 1-50 and 51-100 are
two ways to split items.

► Only important when homogeneity and internal


consistency is desirable.

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