Reliability Validity 1 Overview for this lecture Ethical

Reliability & Validity 1

Overview for this lecture • Ethical considerations in testing • Reliability of tests – Split-half reliability • Validity of tests • Reliability and validity in designed research – Internal and external validity 2

What does this resemble? 3

Rorschach test • You look at several images like this, and say what they resemble • At the end of the test, the tester says … – you need therapy – or you can't work for this company What assurance would you expect about the test? 4

Or imagine some asks your child to draw a human figure The tester says this shows “signs” that your child is a victim of sexual abuse. What questions would you ask? 5

What questions would you ask? • Is it valid for the purpose to which you plan to put it? • Can it be faked? • How were the norms constructed? • Can we see the data on which the norm is based? • Are there tester effects? • Is scoring reliable? • Is it culture fair – are there separate norms for my culture? 6

Ethics – developmental role for a test Sometimes said: “a good test will let you give the subject a debrief that they can use to help…” - personal decisions - career - choice of therapy - personal development targets eg learning styles & study practices But how reliable / specific is the test, really? 7

Psychological Testing • Occurs widely … – in personnel selection – in clinical settings – in education • Test construction is an industry – There are many standard tests available What constitutes a good test? 8

Working assumption - a test is: a set of items questions, pictures, … to which an individual responds rating, comment, yes/no …. The responses to these items are added up (combined in some way) to create an overall score that assesses one psychological construct Also called a ‘scale’ 9

Eg. The Warwick Sweetness Scale 1, 2, 3, 4, 5 How much do you like sugar in coffee? How much do you like toffee? How much do you like ice-cream? How much do you like pudding? How much do you like chocolate cake? How much do you like honey? 10

Specificity & sensitivity Critical for diagnostic tests (dyslexic; autistic; diabetic) Sensitivity: the test picks out people who really do have the condition Specificity: the test excludes people who do not have the condition 11

Reliability consistency • • • Test-retest reliability Parallel forms reliability Split-half reliability Intraclass correlation (ICC, Cronbach’s alpha) Inter-rater reliability (kappa, ICC) 12

Split-half reliability 1. 2. 3. 4. 5. 6. odd sugar in coffee? toffee? ice-cream? pudding? chocolate cake? honey? 3 4 2 3 5 4 3 Total Warwick Sweetness score 21 10 even 4 2 3 5 4 11 13

Split-half reliability • Split test in two halves – do you get similar scores on the halves? - Separate sub-totals for odd and even items (for each subject) - correlate these subtotals (rhalf) • Adjust the reliability estimate with the Spearman. Brown correction rtest = (2 * rhalf) / (1+ rhalf) 14

Reliability v. accuracy Can be reliable but not accurate m 1 m 2 m 3 1 11 21 2 12 22 3 13 23 4 14 24 5 15 25 15

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Validity Interpretation; link to reality The relationship between test scores and the conclusions we draw from them. "The degree to which evidence and theory support the interpretation of test scores entailed by proposed use of tests. " (AERA/APA/NCME, 1999) IQ tests – “intelligence” Personality tests – “personality” 17

Validity Fast cars move quickly – the speed test are powerful – the bhp test are red – the colour test 18

Validity • "Validation is inquiry into the soundness of the interpretations proposed for scores from a test" Cronbach (1990, p. 145) • • Face validity Content validity Construct validity Criterion validity 19

Face validity • Does a test, on the face of it, seem to be a good measure of the construct E. g. , how fast can a particular car go? – time it over a fixed distance Direct measurement of speed has good face validity 20

Face validity The bishop / colonel question 21

Content validity Does the test systematically cover all parts of the construct? Eg the examination for a module Topics taught Soup Fish Beetroot Custard Rice Topics examined Soup Beetroot Custard 22

Content validity Spider phobia Aspects of the construct Aspects assessed Strength of fear reaction Persistence of reaction Invariability of reaction Recognition that reaction is unreasonable Avoidance of spiders … 23

Construct validity Measuring things that are in our theory of a domain. e. g. engine power propels car • A construct is a mechanism that is believed to account for some aspect of behaviour – working memory – trait introversion/extroversion • E. g. , children's spelling ability in native language is correlated with learning of second language 24

Construct validity The construct is sometimes called a latent variable You can’t directly observe the construct You can only measure its surface manifestations Extroversion Personality questionnaire Behavioural observation Construct (Latent variable) Measurement (Manifest variable) 25

Construct validity Measuring construct validity • Convergent validity – Agrees with other measures of the same thing • Divergent validity – Does not agree with measures of different things (Campbell & Fiske, 1959) ‘Warwick spider phobia questionnaire’ positive correlation with SPQ no correlation with BDI 26

Criterion validity • A test has high criterion validity if it correlates highly with some external benchmark – e. g. spelling test predict learning 2 nd language – e. g. "Bishop/colonel" test might predict good cleaners Concurrent validity Predictive validity 27

Criterion / predictive validity • Graphology for job selection – Candidate writes something: Validity =. 18 – But untrained graphologists, too… Candidate copies something: Validity = none Schmidt & Hunter (1998) in Psychological Bulletin, 124, 262 -274 28

Reliability and validity Reliability limits validity - without reliability, there is no validity - Measures of validity cannot exceed measures of reliability validity ≤ reliability 29

Replicability Can the result be repeated? Drachnik (1994) 43 children abused; 14 included tongues 194 not abused – only 2 … d = 1. 44 30

Replicability Does it replicate? 1. Chase (1987) 34 abused, 26 not abused d = 0. 09 2. Grobstein (1996) 81 abused, 82 not abused d = 0. 08 31

Reliability in designed research Use reliable measurement instruments Standardized questionnaires Accurate and reliable clocks Repeat measurements Many participants Many trials Eliminate (control) sources of ‘noise’ – irrelevant factors that randomly affect the outcome variable Temperature Time of day 32

Reliability in designed research Eliminate (control) sources of ‘noise’ – irrelevant factors that randomly affect the outcome variable Temperature Time of day Tip: Reduce irrelevant individual differences e. g. test only female participants test only a narrow age band Why? – reduces error variance, makes test more powerful Cost? – ability to generalise to other groups or situations is reduced 33

Validity in designed research Internal validity Are there flaws in the design or method? Can the study generate data that allows suitable conclusions to be drawn? External validity How well do the results carry over from sample to populations? How well do they generalise? 34

Lecture Overview • Ethical considerations in testing – Results can be used to make important decisions, is the test good enough to justify these? • Reliability – Test-retest; internal consistency (Split-half) – Accuracy; specificity & sensitivity • Validity – Face, content, construct, criterion – Divergent & convergent • Replicability • Reliability and validity in designed research – Internal and external validity 35

http: //wilderdom. com/personality/L 32 Essentials. Good. Psychological. Test. html • • • Standardization: Standardized tests are: administered under uniform conditions. i. e. no matter where, when, by whom or to whom it is given, the test is administered in a similar way. scored objectively, i. e. the procedures for scoring the test are specified in detail so that ant number of trained scorers will arrive at the same score for the same set of responses. So for example, questions that need subjective evaluation (e. g. essay questions) are generally not included in standardized tests. designed to measure relative performance. i. e. they are not designed to measure ABSOLUTE ability on a task. In order to measure relative performance, standardized tests are interpreted with reference to a comparable group of people, the standardization, or normative sample. e. g. Highest possible grade in a test is 100. Child scores 60 on a standardized achievement test. You may feel that the child has not demonstrated mastery of the material covered in the test (absolute ability) BUT if the average of the standardization sample was 55 the child has done quite well (RELATIVE performance). The normative sample should (for hopefully obvious reasons!) be representative of the target population - however this is not always the case, thus norms and the structure of the test would need to interpreted with appropriate caution. 36