Results are compared and correlated with the initial test to give a measure of stability. To determine stability, a measure or test is repeated on the same subjects at a future date. Experts(in this case, math teachers), would have to evaluate the content validity by comparing the test to the learning objectives. Stability reliability (sometimes called test, re-test reliability) is the agreement of measuring instruments over time. of each question, analyzing whether each one covers the aspects that the test was designed to cover.Ī 4th grade math test would have high content validity if it covered all the skills taught in that grade.
Assessing content validity is more systematic and relies on expert evaluation. On the other hand, content validity evaluates how well a test represents all the aspects of a topic. When a test has strong face validity, anyone would agree that the test’s questions appear to measure what they are intended to measure.įor example, looking at a 4th grade math test consisting of problems in which students have to add and multiply, most people would agree that it has strong face validity (i.e., it looks like a math test). Validity refers to the accuracy of a measure (whether the results really do represent what they are supposed to measure). The difference is that face validity is subjective, and assesses content at surface level. Reliability and validity are both about how well a method measures something: Reliability refers to the consistency of a measure (whether the results can be reproduced under the same conditions).
Face validity and content validity are similar in that they both evaluate how suitable the content of a test is.
