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Measurement Validity Types

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External Validity
Construct validity
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By studying them, we might be studying just people who already work hard; we have accidentally selected people whose experience does not mirror everyone else's. Get access risk-free for 30 days, just create an account.

Another threat to internal validity is maturation. How do we know that people wouldn't change during the study because they matured instead of because of the effect of the independent variable? For example, imagine that we look at Sean's productivity before and after he got a raise and figure out that he is more productive after the raise.

But, what if he became a harder worker because he is aging and becoming more responsible? What if he became more productive because he's had more time at his job and has learned how to do it better? We don't know if one of these is the reason or if the raise is the reason.

Likewise, if a one-time historical event happens that affects Sean's productivity, it's the threat of history. Maybe Sean's wife had a baby around the time he got a raise; being a dad has made him more responsible and a harder worker.

Maybe we look at how productive Sean is one week before his raise and one week after his raise. But, what if the week before his raise was a bad week for him, and the week afterwards, he goes back to his normal level of productivity? To us, it looks like he's working harder, but the truth is that he was just really bad the week before.

This threat is called regression to the mean. And, what if our measurement of productivity isn't actually the best measure? For example, maybe we measure how long a person stays at work, but Sean is able to get his work done faster. He does the same amount of work but in less time. This is a problem with our instrumentation. What if we give Sean a test the first week to measure how hardworking he is?

The second week, after the raise, we give him the test again. Because he took the test already, he's better at it the second time. This is called testing effects. Finally, what if we measure Sean's productivity before his raise, but shortly after his raise, he quits?

Because he no longer works at the company, we can't measure his post-raise productivity. This type of threat to internal validity is called mortality, and it happens when members of the study leave the study for some reason. An experiment that is high in internal validity is able to prove that the independent variable caused the dependent variable and no other variable did.

It is important in order to show causality between variables. There are several threats to internal validity, though, including selection, maturation, history, regression to the mean, instrumentation, testing and mortality.

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Students in online learning conditions performed better than those receiving face-to-face instruction. By creating an account, you agree to Study. Explore over 4, video courses. Find a degree that fits your goals. What is Internal Validity in Research? But, what happens when other variables come into play? In this lesson, we'll explore the definition, importance and threats to internal validity.

Try it risk-free for 30 days. An error occurred trying to load this video. Try refreshing the page, or contact customer support. You must create an account to continue watching. Register to view this lesson Are you a student or a teacher? I am a student I am a teacher. What teachers are saying about Study. Are you still watching? Your next lesson will play in 10 seconds. Add to Add to Add to. Want to watch this again later? What is External Validity in Research?

Researcher Variables that Affect Internal Validity. Threats to Internal Validity I: Threats to External Validity: Threats to Internal Validity II: Drawing Conclusions Based on Internal Validity.

Requirements of External Validity: Methods for Increasing External Validity. Threats to External Validity. Participant Variables that Affect Internal Validity. Random Assignment in Research: Internal Validity in Psychology: External Validity in Psychology: Main Effects in Factorial Design. Experiments, because they tend to be structured and controlled, are often high on internal validity.

However, their strength with regard to structure and control, may result in low external validity. The results may be so limited as to prevent generalizing to other situations. In contrast, observational research may have high external validity generalizability because it has taken place in the real world.

However, the presence of so many uncontrolled variables may lead to low internal validity in that we can't be sure which variables are affecting the observed behaviors. Relationship between reliability and validity.

If data are valid, they must be reliable. If people receive very different scores on a test every time they take it, the test is not likely to predict anything. However, if a test is reliable, that does not mean that it is valid.

For example, we can measure strength of grip very reliably, but that does not make it a valid measure of intelligence or even of mechanical ability. Reliability is a necessary, but not sufficient, condition for validity. Validity Validity refers to the credibility or believability of the research. It is important to note here that external validity or generalizability always turns out to involve extrapolation into a realm not represented in one's sample.

In contrast, internal validity are solvable within the limits of the logic of probability statistics. This means that we can control for internal validity based on probability statistics within the experiment conducted, however, external validity or generalizability can not logically occur because we can't logically extrapolate to different conditions.

Hume's truism that induction or generalization is never fully justified logically. Interaction of testing and X --because the interaction between taking a pretest and the treatment itself may effect the results of the experimental group, it is desirable to use a design which does not use a pretest. Research should be conducted in schools in this manner--ideas for research should originate with teachers or other school personnel. The designs for this research should be worked out with someone expert at research methodology, and the research itself carried out by those who came up with the research idea.

Results should be analyzed by the expert, and then the final interpretation delivered by an intermediary. Tests of significance for this design--although this design may be developed and conducted appropriately, statistical tests of significance are not always used appropriately.

Wrong statistic in common use--many use a t-test by computing two ts, one for the pre-post difference in the experimental group and one for the pre-post difference of the control group. If the experimental t-test is statistically significant as opposed to the control group, the treatment is said to have an effect. However this does not take into consideration how "close" the t-test may really have been.

A better procedure is to run a 2X2 ANOVA repeated measures, testing the pre-post difference as the within-subject factor , the group difference as the between-subject factor , and the interaction effect of both factors. By using experimental and control groups with and without pretests, both the main effects of testing and the interaction of testing and the treatment are controlled. Therefore generalizability increases and the effect of X is replicated in four different ways.

Statistical tests for this design--a good way to test the results is to rule out the pretest as a "treatment" and treat the posttest scores with a 2X2 analysis of variance design-pretested against unpretested. And can be seen as controlling for testing as main effect and interaction, but unlike this design, it doesn't measure them. But the measurement of these effects isn't necessary to the central question of whether of not X did have an effect. This design is appropriate for times when pretests are not acceptable.

Statistical tests for this design--the most simple form would be the t-test. However covariance analysis and blocking on subject variables prior grades, test scores, etc. However, some widespread concepts may also contribute other types of threats against internal and external validity.

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What is Validity? Validity encompasses the entire experimental concept and establishes whether the results obtained meet all of the requirements of the scientific research method. For example, there must have been randomization of the sample groups and appropriate care and diligence shown in the allocation of controls.

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Reliability and Validity. In order for research data to be of value and of use, they must be both reliable and valid.. Reliability.

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Research validity in surveys relates to the extent at which the survey measures right elements that need to be measured. In simple terms, validity refers to how well an instrument as measures what it is intended to measure. Nov 20,  · Validity is described as the degree to which a research study measures what it intends to measure. There are two main types of validity, internal and external. Internal validity refers to the validity of the measurement and test itself, whereas external validity refers to the ability to generalise the findings to the target population.

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Validity In its purest sense, this refers to how well a scientific test or piece of research actually measures what it sets out to, or how well it reflects the reality it claims to represent. Like reliability, validity in this sense is a concept drawn from the positivist scientific tradition and needs specific interpretation and usage in the. In research, internal validity is the extent to which you are able to say that no other variables except the one you're studying caused the result. For example, if we are studying the variable of.