Degree to which the sample of test items, tasks, or questions on a test are representative of some defined universe or "domain" of content (American Psychological Association, 1985)
In the current standards, this type of evidence is characterized as evidence based on test content. Ibid.
The degree to which a test or other assessment instrument used during the selection process measures the skills, knowledge and abilities or other related job qualifications.
The ability of the items in a measuring instrument or test to adequately measure or represent the content of the property that the investigator wishes to measure.
evidence of validity gained by showing that the test content is representative of a specified behavior domain. Cp. curriculum validity; instructional validity.
The extent to which the stimulus materials or situations composing the test call for a range of responses that represent the entire domain of skills, understandings, or behaviors that the test is intended to measure.
Validity of a test that measures how adequately the test samples behavior representative of the universe of behaviors that it was designed to sample.
The extent to which a measurement reflects the specific intended domain of content (Carmines & Zeller, 1991, p.20).
Content validity is the degree to which a test measure a defined body of knowledge. This type of validity is extremely important for achievement tests.
The extent to which the scope of a test is broad enough to encompass all aspects of the definiton of what you're measuring--the definition contains the concept
A characteristic possessed by an assessment instrument whose contents accurately reflect actual job requirements. For example, a typing test would likely be a highly content-valid instrument for assessing a person's qualifications to be a clerk-typist. Also referred to as "face validity."
The content validity of a test is estimated through a logical process in which subject matter experts (SMEs) review the test items in terms of their match to the content areas specified in the test blueprint. For certification and licensure tests, this is typically the most important type of validity.
(does the measure cover diverse meanings of the concept?)
Content validity indicates the extent to which the content of the test samples the subject matter or situation about which conclusions are to be drawn. Methods used in determining content validity are textbook analysis, description of the universe of items, adequacy of the sample, representativeness of the test content, inter-correlations of subtest scores, and opinions of a jury of experts.
A measure of the degree to which the items on a test or measurement scale are representative of the characteristic being measured.
The extent to which the content of an examination contains a balanced and adequate sample of questions representative of the knowledge and skills an individual needs for successful and competent job performance.
Validity measured by use of a logical, nonstatistical method to identify the KSAs and other characteristics necessary to perform a job.
In psychometrics, content validity (also known as logical validity) refers to the extent to which a measure represents all facets of a given social concept. For example, a depression scale may lack content validity if it only assesses the affective dimension of depression but fails to take into account the behavioral dimension.