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Chapter8 Methods of Research Module

This chapter discusses validity and reliability in research methods. It defines validity as the extent to which a measurement accurately measures what it claims to, and reliability as the consistency of a measure. There are several types of validity including content validity, criterion validity, construct validity, concurrent validity, and predictive validity. Reliability is the overall consistency of a measure. Sampling errors occur when generalizing from a sample to the larger population, while non-sampling errors include other systematic or random errors. Random sampling aims to produce a representative sample to minimize sampling errors.

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918 views

Chapter8 Methods of Research Module

This chapter discusses validity and reliability in research methods. It defines validity as the extent to which a measurement accurately measures what it claims to, and reliability as the consistency of a measure. There are several types of validity including content validity, criterion validity, construct validity, concurrent validity, and predictive validity. Reliability is the overall consistency of a measure. Sampling errors occur when generalizing from a sample to the larger population, while non-sampling errors include other systematic or random errors. Random sampling aims to produce a representative sample to minimize sampling errors.

Uploaded by

Steffany Roque
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
You are on page 1/ 6

CHAPTER 8

VALIDITY, RELIABILITY AND


SOURCES OF ERROR

Objectives:

After completing this chapter, you will be able to:

• Define reliability, including the different types and how


they are assessed.
• Define validity, including the different types and how
they are assessed.
• Describe the kinds of evidence that would be relevant to
assessing the reliability and validity of a particular
measure.

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MODULE IN METHODS OF RESEARCH
Validity

• is the extent to which a concept, conclusion or measurement is well-founded and


likely corresponds accurately to the real world.
• The word "valid" is derived from the Latin validus, meaning strong.
• The validity of a measurement tool (for example, a test in education) is the degree
to which the tool measures what it claims to measure.
• is based on the strength of a collection of different types of evidence (e.g. face
validity, construct validity, etc.) described in greater detail below.

Construct Validity

• refers to the extent to which operationalization of a construct (e.g., practical tests


developed from a theory) measure a construct as defined by a theory.
• It subsumes all other types of validity.
• For example, the extent to which a test measures intelligence is a question of
construct validity.
• A measure of intelligence presumes, among other things, that the measure is
associated with things it should be associated with (convergent validity), not
associated with things it should not be associated with (discriminant validity).

Content Validity

a. evidence involves the degree to which the content of the test matches a content
domain associated with the construct

Criterion Validity

b. evidence involves the correlation between the test and a criterion variable (or
variables) taken as representative of the construct. In other words, it compares the
test with other measures or outcomes (the criteria) already held to be valid.
c. For example, employee selection tests are often validated against measures of job
performance (the criterion), and IQ tests are often validated against measures of
academic performance (the criterion).

2
MODULE IN METHODS OF RESEARCH
Concurrent Validity

d. refers to the degree to which the operationalization correlates with other measures
of the same construct that are measured at the same time.

Predictive Validlity

e. refers to the degree to which the operationalization can predict (or correlate with)
other measures of the same construct that are measured at some time in the
future.
f. With the selection test example, this would mean that the tests are administered
to applicants, all applicants are hired, their performance is reviewed at a later time,
and then their scores on the two measures are correlated.

Reliability (statistics)

g. the overall consistency of a measure

Data Integrity

h. the maintenance of, and the assurance of the accuracy and consistency of, data
over its entire life-cycle

Sampling errors are incurred when the statistical characteristics of a population are
estimated from a subset, or sample, of that population.

3
MODULE IN METHODS OF RESEARCH
Sampling Error
i. always refers to the recognized limitations of any supposedly representative
sample population in reflecting the larger totality, and the error refers only to the
discrepancy that may result from judging the whole on the basis of a much smaller
number.
j. This is only an "error" in the sense that it would automatically be corrected if the
totality were itself assessed.

Random Sampling

k. its derived terms such as sampling error, simply specific procedures for gathering
and analyzing data that are rigorously applied as a method for arriving at results
considered representative of a given population as a whole.
l. Despite a common misunderstanding, "random" does not mean the same thing as
"chance" as this idea is often used in describing situations of uncertainty, nor is it
the same as projections based on an assessed probability or frequency.
m. Sampling always refers to a procedure of gathering data from a small aggregation
of individuals that is purportedly representative of a larger grouping which must in
principle be capable of being measured as a totality.
n. Random sampling is used precisely to ensure a truly representative sample from
which to draw conclusions, in which the same results would be arrived at if one
had included the entirety of the population instead.
o. Random sampling (and sampling error) can only be used to gather information
about a single defined point in time.
p. If additional data is gathered (other things remaining constant) then comparison
across time periods may be possible. However, this comparison is distinct from
any sampling itself.
q. As a method for gathering data within the field of statistics, random sampling is
recognized as clearly distinct from the causal process that one is trying to measure.

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MODULE IN METHODS OF RESEARCH
r. The conducting of research itself may lead to certain outcomes affecting the
researched group, but this effect is not what is called sampling error.

Sampling Bias

• is a possible source of sampling errors, wherein the sample is chosen in a way


that makes some individuals less likely to be included in the sample than others.
• It leads to sampling errors which either have a prevalence to be positive or
negative.
• Such errors can be considered to be systematic errors.

Non-Sampling Error

• Sampling error can be contrasted with non-sampling error.


• Non-sampling error is a catch-all term for the deviations from the true value that
are not a function of the sample chosen, including various systematic errors and
any random errors that are not due to sampling.
• Non-sampling errors are much harder to quantify than sampling error.

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MODULE IN METHODS OF RESEARCH
Video links:

Reliability and Validity Assessment


• https://www.youtube.com/watch?v=ynlabP_2
lWQ
Understanding Measurement Validity
• https://www.youtube.com/watch?v=kkjjZtFV9
ZE
Reliability vs. Validity
• https://www.youtube.com/watch?v=tMERBdj
s8Dw

Validity andf Reliability in Qualitive research

Reference:

• https://opentextbc.ca/researchmethods/chapter/r
eliability-and-validity-of-measurement/
• https://www.google.com/search?sxsrf=ALeKk00-
M1rENzeWAymiS7w3rn1cNkoLXQ%3A15959335
90945&ei=lgMgX9SkOc3WhwOo94ywCQ&q=vali
dity+method+of+research+wikipedia&oq=validit
y+method+of+research+wikipedia&gs_lcp=CgZ
wc3ktYWIQAzIICCEQFhAdEB4yCAghEBYQHRA
eMggIIRAWEB0QHjoECAAQRzoECCMQJzoFCA
AQkQI6BAgAEEM6BQgAELEDOgIIADoHCAAQF
BCHAjoECAAQCjoECAAQDToICAAQDRAFEB46
CAgAEAgQDRAeOgYIABAWEB46DQgAELEDEJ
ECEEYQ-QE6BAghEApQ-
4EBWLfDAmD0xQJoCHADeACAAZcCiAHyMJIB
BjIuMjguN5gBAKABAaoBB2d3cy13aXrAAQE&s
client=psy-ab&ved=0ahUKEwjUx5f24-
_qAhVN62EKHag7A5YQ4dUDCAw&uact=5
• Sarndal, Swenson, and Wretman (1992), Model
Assisted Survey Sampling, Springer-Verlag

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MODULE IN METHODS OF RESEARCH

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