VAL I D I T Y A N D

RELI A B I L I T Y O F
I NS T R U M E N T S
 Validity
-The ability of an instrument to measure
what it intends to measure.

When a study investigates about the causes

of absences, the content of the instrument
must focus on these variables and indicators
 Validity
-Think of validity as accuracy. Does the
research instrument measure what it’s
supposed to measure?
Analogy: If you have a scale, is it actually
measuring your weight correctly? If it says
you weigh 150 pounds, but you’re actually
130 pounds, it lacks validity.
 TYPES OF VALIDITY
1. FACE VALIDITY
-also known as LOGICAL VALIDITY
-involves analysis if the researcher uses a valid scale
-The procedure calls only for intuitive judgment. The
researcher only look at the features of the instrument
such as font size, typeface, spacing, size of the paper,
and other necessary details that will not distract the
respondents while answering the questionnaire
 TYPES OF VALIDITY
1. Face validity

Ex: A teacher designs a student satisfaction

survey for a new STEM curriculum. Before
administering it, the teacher ensures that
the font, size, question clarity, and layout
are appropriate for students.
 TYPES OF VALIDITY
2. CONTENT VALIDITY
- Determined by studying the questions to see whether
they are able to elicit the necessary information.

- Content Validity is measured by subjecting the

instrument to an analysis by a group of experts who are
knowledgeable about the subject both in theory and
practice.
 TYPES OF VALIDITY
2. Content Validity
Ex: A group of medical researchers develops
a questionnaire on healthy eating habits.
Before using it, they ask nutritionists to
review it and confirm whether all important
dietary factors (calories, food groups, meal
frequency) are covered.
 STANDARD PROTOCOLS FOR
CONTENT VALIDITY
entify at least three experts on the field of inquiry.
2. Write a written request to the experts asking for their help to
validate your instrument.
3. Revise the instruments if there are corrections from the
content validators.
4. After revising according to their suggestions, ask them to
sign a certificate of content validation, a proof that your
instrument undergone content validation. These certificates will
be attached
5. Give to your validators
the content research appendix.
at least a certificate of
appreciation for their contribution to your paper.
 TYPES OF VALIDITY
3. CONSTRUCT VALIDITY
The adherence of a measure to existing theory
and knowledge of the concept being measured.

- This refers to whether the test corresponds to its

theoretical construct. It is concerned with the extent to
which a particular measure relates to the other
measures and its consistency with theoretically-derived
hypothesis.
 TYPES OF VALIDITY
3. Construct validity
Ex: A self-esteem questionnaire could be
assessed by measuring other traits known or
assumed to be related to the concept of self-
esteem (such as social skills and optimism).
Strong correlation between the scores for
self-esteem and associated traits would
indicate high construct validity.
 TYPES OF VALIDITY
3. Construct validity
Ex: A psychologist creates a test measure anxiety
levels in students. The test results are compared
to physiological markers of anxiety (e.g., heart
rate, cortisol levels). If students with higher test
scores also show these biological signs, the test
has strong construct validity.
WHY? The test aligns with the theoretical
understanding of anxiety.
 TYPES OF VALIDITY
4. CRITERION-RELATED VALIDITY OR
EQUIVALENCE TEST
The extent to which the result of a measure
corresponds to other valid measures of the same
concept.
A survey is conducted to measure the
political opinions of voters in a region. If the
results accurately predict the later outcome
of an election in that region, this indicates
that the survey has high criterion validity.
 TYPES OF VALIDITY
A. CONCURRENT – deals with measures that can be
administered and validated at the same time. (Does
this test accurately assess my students’ current level of
ability?)
Ex: A research team creates a new AI-powered
blood pressure monitor and tests it alongside an
FDA-approved blood pressure monitor. If both
give similar readings, the new device has high
concurrent validity.
WHY? It shows that the new device produces results
similar to a validated gold-standard instrument.
 TYPES OF VALIDITY
B. PREDICTIVE – Refers to how well the test predicts
some future behavior of the examinees. (Does this test
accurately assess how my students will do on the final
exam?)
Ex: A university uses an entrance exam to
determine which students will perform well in
engineering courses. If students who score high
on the exam also perform well in the first-year
engineering subjects, the exam has high
predictive validity.
 RELIABILITY
Refers to the consistency of results. A
reliable instrument yields the same results
for individuals who take the test more than
once.
Analogy: Imagine you have a thermometer. If it
consistently shows the same temperature for the same
person at the same time, it is reliable. If it gives
different readings for the same conditions, it lacks
reliability.
 METHODS OF ESTABLISHING RELIABILITY

1. TEST-RETEST OR STABILITY TEST

The consistency of a measure across time: do you get
the same results when you repeat the measurement?

- the same test is given to a group of respondents

twice. The scores in the first test are correlated with the
scores in the second test. When there is a high
correlation index, it means there is also a high
reliability.
 METHODS OF ESTABLISHING RELIABILITY

1. Test-retest or Stability Test

Ex: A sports scientist develops a reaction

time test to measure how fast athletes
respond to stimuli. He administers the test
twice in one week and finds that athletes’
scores remain consistent.
WHY? The instrument gives stable result over
time.
 METHODS OF ESTABLISHING RELIABILITY

1. Test-retest or Stability Test

Ex: A group of participants complete a

questionnaire designated to measure
personality traits. If they repeat the
questionnaire days, weeks or months apart
and give the same answers, this indicates
high test-retest reliability.
 METHODS OF ESTABLISHING RELIABILITY
2. INTERNAL CONSISTENCY
The consistency of the measurement itself: do you get
the same results from different parts of a test that are
designed to measure the same thing?
- the same test is given to a group of respondents
twice. The scores in the first test are correlated with the
scores in the second test. When there is a high
correlation index, it means there is also a high
reliability.
 METHODS OF ESTABLISHING RELIABILITY
2. Internal Consistency
Ex: A psychologist creates a self-esteem
questionnaire with 10 questions. If students
who agree with “I feel confident in my
abilities” also agree with similar questions
(e.g., “I believe I can succeed in difficult
tasks”), then the test has strong internal
WHY? All questions measure the same concept
consistency.
consistently.
What are two key differences
between validity and reliability?
 Validity checks if an instrument
measures what it is supposed to
measure, while reliability ensures
consistent results over time.
Part I: Identifying Types of Validity Directions: Identify which type of
validity is being described in each scenario (face, content, construct,
or criterion-related validity). Explain your answer.
1.A researcher develops a math diagnostic test to
assess problem-solving skills. Before using it, a panel of
math professors reviews the test to ensure it covers all
necessary topics.
2.A team of scientists creates a new heart rate monitor
app. They compare its readings with those of a clinically
approved medical device to check for accuracy.
3.A chemistry teacher designs an experiment
worksheet and ensures that it is clear, well-organized,
and visually easy to follow for students.
Part I: Identifying Types of Validity Directions: Identify which type of
validity is being described in each scenario (face, content, construct,
or criterion-related validity).

4. A psychology researcher develops a stress

level questionnaire. She checks if the
questionnaire results correlate well with known
biological indicators like cortisol levels.
5. A student creates a survey on students' study
habits and ensures that all the questions align
with established theories of learning and
behavior.
Part II: Reliability Evaluation
Directions: Read each scenario and determine which type of reliability
is being tested (test-retest reliability, internal consistency, or inter-
rater reliability). Explain your answer.

6.A physics teacher gives students the same test two

weeks apart to check if their scores remain consistent.
7.Two independent biologists analyze the same
plant samples and record their observations. Their
results are compared to see if they are similar.
8.A research group designing a blood pressure
measuring device checks if readings from different
parts of the day give similar results.
Part II: Reliability Evaluation
Directions: Read each scenario and determine which type of reliability
is being tested (test-retest reliability, internal consistency, or inter-
rater reliability). Explain your answer.

9. A psychology exam has multiple questions

that test the same concept in different ways.
The researchers check if students who answer
one question correctly also answer similar ones
correctly.
10. A nutritionist develops a food preference
questionnaire and administers it to a group of
students twice over a one-month period to
Directions: Answer the following questions in 3-4 sentences each.

A. If an air quality sensor consistently reports the

same pollution levels every hour, but the data does
not match actual environmental conditions, what
does this indicate about the instrument's validity
and reliability?

B. In a chemistry experiment, a student measures

the pH of a solution three times and gets different
results each time. What are possible reasons for the
inconsistency, and how can the student improve
reliability?