A measure of veracity in empirical research used to indicate whether a study actually describes the phenomenon it claims to describe.
The degree to which an investigation accurately assesses the specific idea a researcher is investigating.
A valid test, a test which tests what it is supposed to test.
Validity in reference to market research is concerned with whether the purpose of the research was fulfilled accurately.
in research methodology pertains to the likelihood that relationships being observed and measured are in fact real.
Different types of validity include internal, the extent to which experimental results can be confidently attributed to the manipulation of the independent variable; external, the extent to which research results may be generalized to other populations and settings. Validity as applied to psychiatric diagnoses includes concurrent, the extent to which previously undiscovered features are found among patients with the same diagnosis; predictive, the extent to which predictions can be made about the future behaviour of patients with the same diagnosis; etiological, the extent to which a disorder in a number of patients is found to have the same cause or causes. Validity as applied to psychological and psychiatric measures includes content validity, the extent to which a measure adequately samples the domain of interest; criterion, the extent to which a measure is associated in an expected way with some other measure (the criterion). See also construct validity.
The ability of a feedback instrument to measure what it was intended to measure; also, the degree to which inferences derived from measurements are meaningful.
The usefulness of a procedure. That is, does the test measure what it is assigned to measure
is the extent to which a statistical instrument measures what it was designed to measure; for example, IQ tests may have a high reliability (people tend to achieve similar scores over time). However, they might have a low validity when it comes measuring certain competences, such job skills. [Go to source
In sociological research, the extent to which a study or research instrument accurately measures what it is supposed to measure.
at its most simple this refers to the truth status of research reports. However, a great variety of techniques for establishing the validity of measuring devices and research designs has been established, both for quantitative and qualitative research. More broadly, the status of research as truth is the subject of considerable philosophical controversy, lying at the heart of the debate about post-modernism. A convenient way of categorising concerns about validity is to divide these into internal and external. The former refers to the internal design of a study (for example, can it prove causality?); the latter refers to the generalisability of a study (for example, does the sample represent a population adequately?)
the extent to which tests measure what they are intended to measure.
The degree to which an instrument measures what it claims to measure, for example satisfaction with services or attitudes towards an issue. Note: A measure can be reliable without being valid, but cannot be valid without being reliable
The extent to which the data collected address the research hypothesis in the way they were intended. go to glossary index
The survey actually measured what it was supposed to measure.
In testing, answers the question: Does the test measure what it is supposed to measure? vocational education Training directly related to work and job skills. Program areas include agribusiness, business and office, marketing education, health and personal services, family and consumer sciences, industrial education, and public service.
the extent to which a test actually measures the ability or knowledge that it purports to measure (in contrast to face validity).
Capacity of a test to measure what it is intended to measure. (129)
Expression of the degree to which a measurement measures what it purports to measure NT concurrent validity, construct validity, content validity, criterion validity, predictive validity. Last, 1988
Term used in psychology to question whether something measures that which it purports to measure. Given the great debate about intelligence any IQ test can be questioned on the grounds of its validity. Psychology immediately asks the question 'Does this test measure this thing we call intelligence?' Is it valid
The degree to which a variable's operationalisation accurately reflects the concept it is intended to measure.
Correctness, truth. The extent to which an instrument measures what it is supposed to measure.
(accuracy, lack of bias): Extent to which available information is useful for predicting other, unmeasured information of interest. Decisions made from a sample of observed data are valid to the extent that the same judgment would be made if nearly exhaustive sets of data were available. Concurrent validity refers to using one set of data to predict what is happening at the same time but is unobserved. Predictive validity refers to using use set of data to predict what will happen in the future. Lack of validity is represented by coefficients near 0.0; high reliability is in the .70 to .90 range (coefficients above that are normally trivial, such as heart function and death). Validity is independent of number of observations. Increasing sample size does not increase validity. [See correlation coefficient
The extent to which a measurement instrument measures what it is supposed to measure and measures it accurately (Grinnell, 1990)
How well an indicator actually represents what one intends to measure. This is similar to accuracy but refers more to the relation between the measurement and its underlying concept. For example, doubts about the validity of the FBI's Crime Index as a measure of public safety led to the creation of the National Criminal Victimization Survey.
The correctness of labeling; the ability of a criterion or tool to measure what it claims to measure, or the correctness of participantsâ€™ reports.
From the Latin validus, (strong), the degree to which a measuring instrument measures what it is supposed to measure.
The degree to which an instrument tests what it is supposed to test, or a measure assesses what it is supposed to assess.
The degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid. See also internal validity and external validity
The extent to which a measure accurately represents an abstract concept.
The extent to which a study or test measures what it sets out to measure ie. lack of systematic error or bias. See also precision. A good test is both precise and valid which are the two components of accuracy.
The degree to which an instrument measures what the evaluator wants it to measure. More formally, the extent of correspondence between a measure and its underlying variable.
An index of how well a test or procedure measures what it is supposed to measure; an objective index that describes how valid a test or procedure is.
The proven relationship that exists between a selection device and some relevant criterion.
Those attributes of a system that enable test activities to confirm correctness of the functional specifications and the ability to meet all other quality and test factors.
The extent to which something is reliable and actually measures up to or makes a correct claim. This includes data collection strategies and instruments.
Validity is the quality or reliability of a resource.
How well a data element or predictive model reflects what is really supposed to be measured or predicted.
Validity is a measure of the appropriateness of interpretations made from assessment results with regard to a particular use. Although we might refer to the 'validity of a test', it is more correct to speak of the validity of interpretations made from the results of the test. For example, it might be reasonable to infer something about a student's reading performance from his or her results from a reading test, but it would be invalid to use the results from the same test to measure the student's ability in mathematics. Validity is a matter of degree, and does not exist on an 'all-or-none' basis.
The extent to which an assessment activity actually measures what it sets out to measure. Assessment activities should be planned to establish whether the learning intentions have been achieved and should ensure that as representative a sample of these as possible is covered. In practice this may mean that not all important learning aims can be tested in a formal way: valid evidence relating to some may more easily be found in classwork (e.g. discussion skills) than in a formal test. See also reliability.
The degree that the assessment tool measures the competencies/KSAs important for job performance, i.e., people who score higher on the assessment will do better on the job.
validity represents the relevance of an assessment methodology. Although the concept is normally encountered in the context of psychometric tests it can be applied to evaluate any assessment methodology. There are a number of quite different facets to the notion of validity, ranging from the acceptability of a process to individuals (face validity) through to the ability of the method to predict outcomes (criterion validity).
The degree to which an indicator accurately measures what it is intended to measure.
a term to describe a measurement instrument or test that measures what it is supposed to measure; the extent to which a measure is free of systematic error. For example, a bathroom scale provides a reliable measure cannot give a valid measure of height.
means effectiveness in bringing about the results intended; a test having validity accurately measures what it was intended to measure.
The property of information derived from a test or measurement that assures that it represents the intended function or structure. The extent to which a measurement method measures what it is intended to do.
The extent to which a particular method of measurement (observation) actually represents that which it claims to measure. For example, peoples' reported income on their tax forms may not be a valid measure of their economic status (because they do not give the true amounts). The issue of validity is especially complex in most variables that deal with human behavior.
The extent to which assessment information is appropriate for making the desired decision about pupils, instruction, or classroom climate; the degree to which assessment information permits correct interpretations of the desired kind; the most important characteristic of assessment information.
How well a given criterion actually measures or predicts. Also see reliability. W__________
The extent to which an instrument is measuring what it's supposed to be measuring. For example, counting growth rings is a valid measure of a tree's age. If no measure is fully valid, indicators can be used. See also reliability and external validity.
The extent to which a technique measures what it is intended to measure.
The degree to which a test measures what it is intended to measure. Although there are several types of validity and different classification schemes for describing validity there are two major types of validity that test developers must be concerned with, they are content-related and criterion-related validity.
proof that the relationship between a selection device and some relevant job criterion exists.
the ability of a measurement instrument to measure what it is supposed to measure.
The soundness of the use and interpretation of a measure.
Validity is the degree to which a measurement truly reflects what it claims to measure. When critically appraising a paper it is important to assess whether any known biases could have affected the results (internal validity).
Validity tells us the degree to which a test really measures the behaviour it was designed for Source: SFB 504
The extent to which the data collection strategies and instruments measure what they purport to measure (DAC).
The degree to which a measurement exactly measures what it is supposed to measure.
The extent to which a measurement or test accurately measures what it is supposed to. Valid evaluations are ones that take into account all relevant factors, given the whole context of the evaluation, and weigh them appropriately in the process of formulating conclusions and recommendations.
The degree to which survey questions actually measure what they intend to measure. (from the BRFSS site http://www.cdc.gov/brfss)
An indication that an assessment instrument consistently measures what it is designed to measure, excluding extraneous features from such measurement.
The degree to which an assessment tool measures what it is pro ported to measure.
Is the extent to which a test measures what it is supposed to measure.
An assessment of whether something actually measures what it is supposed to measure. variables A measurement that can take on different values. Height is a variable because it varies from one person to another.
Validity gauges whether a statistic measures what it is supposed to measure.
A measure of the relationship between an assessment task or test and what it is purported to measure. The term is also used to refer to interpretations of assessment evidence and the uses to which the interpretations are put.
The degree to which the measure is associated with what it purports to measure.
The degree to which a variable actually represents what it is supposed to be representing. External validity is the degree to which a finding in a study represents the population as a whole. Internal validity is the degree to which a finding from a single experimental study represents the study population within that clinical environment.
The degree to which information collected in a particular way accurately represents the phenomenon under study EHR/NSF Evaluation Handbook, Chapter Seven: GlossarySource web site
The extent to which a test, experiment, or measuring procedure actually assesses what it was designed to assess.
The predictive significance of a test for its intended purposes. Validity can be measured by a coefficient of correlation between scores on the test and the scores that the test seeks to predict; in other words, scores on some criterion. See also criterion, reliability.