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Response on Validity Scales

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Response on Validity Scales

Thank you for your post on validity scales. The direct quotation from the text of Psychological Testing and Assessment shows that validity being a test of a test is logically concluded (Cohen & Swerdlik, 2018). However, the difference in definition is not clearly shown but focuses on the validity scales’ workings themselves. Instead of using the defined examples, you chose to use the Lie scale and the Frequency scale. These scales test the level of honesty of respondents based on 15 items and 64 items and the seriousness when taking the tests. American Educational Research Association standards permit the use of such scales as when they are applied in the classroom; they guide instructors to know their learners’ learning difficulties. Also, such scales can be used in surveys to detect accuracy in responses of subjects under inquiry as they can sometimes provide misleading information because of reasons such as the test being long. (Collins, 2003). However, your disadvantage regarding the use of validity scales was not clearly defined as saying that there has been criticism for the use but not stating the reason is considered vague. I would like more input on this.

 

 

 

 

 

 

 

 

 

References

Cohen, R.J., Swerdlik, M.E. (2018). Psychological testing and assessment (9thedition). New York, NY. McGraw-Hill Education.

Collins, D. (2003). Pretesting survey instruments: an overview of cognitive methods. Quality of life research12(3), 229-238

 

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