For Validity we have terms and definitions in 10 topics. The topics are Food, Food and Health, Learning, Management, Marketing, Marketing, Research Evaluation, Medical Education, Non-Profit Accountability, Teacher Evaluation and William Shakespeare.

Validity (Food)

E extent to which a study or study instrument measures what it is intended to measure. fers to accuracy or truthfulness in regard to a study's conclusion.

Validity (Food and Health)

The extent to which a study or study instrument measures what it is intended to measure. Refers to accuracy or truthfulness in regard to a study's conclusion.

Validity (Learning)

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.

Validity (Management)

Proof that the relationship between a selection device and some relevant job criterion exists.

Validity (Marketing)

Whether what we tried to measure was actually measured.

Validity (Marketing, Research Evaluation)

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.

Validity (Medical Education)

A term that reflects a solid foundation or justification for bringing the intended results. In the case of assessment, validity means the degree to which a measurement instrument truly measures what it is intended to measure. The establishment of validity is the first priority in developing any form of assessment. Without it, all other attributes are of little consequence.

The assessment instrument should accurately represent the skills or characteristics it is designed to measure. Validity may be characterized in these four ways - content, concurrent, predictive or criterion-related validity:

Content validity is the one of greatest concern to teachers as the test must contain a representative sampling of the subject matter the student is expected to have learned. This sampling must be representative and should cross several categories of competence, a range of patient problems and a list of technical skills. Valid clinical examination should assess the components of clinical competence, including the ability to obtain from the patient a detailed and relevant history; carry out a physical examination of the patient; identify the patient's problems from the information obtained and reach a differential diagnosis; identify the appropriate investigations; interpret the results of the investigations; recommend and undertake appropriate management including patient education.

Concurrent validity considers the degree to which a measurement instrument produces the same results as another accepted or proven instrument which measures the same parameters.

Predictive validity examines the degree to which a measure accurately predicts expected outcomes; for instance, a measure of attitudes toward preventive care should correlate significantly with preventive care behaviors.

Criterion-related validity includes concurrent validity as well as predictive validity.

Validity (Non-Profit Accountability)

The soundness of the inferences made from the results of a data-gathering process. See also:Attrition, Content Validity, Credibility, External Validity, Generalizability, Internal Validity

Validity (Teacher Evaluation)

The extent to which the test scores or responses measure the attribute(s) that they were designed to measure. Several types of validity are described below. See Generalizability, Validation, Validity Coefficient.
* Concurrent: the relationship of one measure to another simultaneous measure or variable assessing the same or a related attribute.
* Consequential Basis of Validity: the assemblage of information on the theoretical and value implications of the way that the results of testing are used, and the appraisal of both the potential and actual social consequences of the testing, including side effects.
* Construct: the degree of fit of a measure and its interpretation with its underlying explanatory concepts, theoretical rationales, or foundations.
* Content: (1) the appropriateness of the domain definition and the sampling of content. (2) the extent of congruence between the scope of a content area that an instrument or process claims to cover and what it actually does cover. Both definitions are aspects of construct validity.
* Criterion-Related: the correlation or extent of agreement of the test score from an assessment with one or more external variables that measure the attribute being assessed.
* Curricular: the extent to which the items on the assessment or test measure the content of a local curriculum, or the extent of agreement between the test coverage (topics, breadth and depth, skills, cognitive complexity) and the goals and objectives of the curriculum.
* Evidential Basis of Validity: the assemblage of information about the construct validity of the test scores and measurements, as well as the relevance of the measurement to its applied purpose and its utility in an applied setting. Construct validity, in this case, includes information collected from content and criterion-related validation procedures.
* Face: the perceived extent of acceptability or legitimacy of an instrument or process to teachers, administrators, policymakers, students, parents, the general public, and other stakeholders concerned with teacher evaluation and the quality of teaching.
* Instructional: the degree to which the items on a test measure: (a) what is actually being taught, and (b) what the individuals being assessed have had an opportunity to learn.
* Predictive: the relationship of a measure to performance in a future context such as a new work setting or to the results obtained on a future measure assessing a similar or a different (but presumably related) attribute.
* Systemic: the negative and positive consequences of testing that should be monitored in order to evaluate the long-range value of the test.

Validity (William Shakespeare)

Value; strength.

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