Understanding Assessment Validity: Construct Validity


Posted by Greg Pope

In my last post I discussed content validity. In this post I will talk about construct validity. Construct validity refers to whether/how well an assessment, or topics within an assessment, measure the educational/psychological constructs that the assessment was designed to measure. For example, if the construct to be measured is “sales knowledge and skills,” then the assessment designed to measure this construct should show evidence of actually measuring this “sales knowledge and skills” construct.

It will come as no surprise that measuring psychological constructs is a complicated thing to do. Human psychological constructs such as “depression,” “extroversion” or “sales knowledge and skills” are not as straightforward to measure as more tangible physical “constructs” such as temperature, length, or distance. However, luckily there are approaches which allow us to determine how well our assessments accomplish the measurement of these complex psychological constructs.

Construct validity is composed of a few areas with convergent and discriminant validity being the core:

validity 7In my next post I will drill down more into some of these areas of construct validity.

3 Responses to Understanding Assessment Validity: Construct Validity

  1. […] my last post I introduced construct validity. Here I will talk more about some specific aspects of construct […]

  2. […] validity in this blog a while back, and we have previously covered the core concepts of criterion, construct, and content […]

  3. […] have already discussed criterion, construct, and content validity, which are the stanchions of validity in an assessment. We have also talked […]

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