1. Hatice Tepe Berrak GENEYİKLİ
VALIDITY
Hatice Tepe Berrak GENEYİKLİ

2. Outline
Introduction Validity Validity Types Validity in Quantitative Research Research Validity Main Threats to Research Validity Ensuring Validity in Quantitative Research

3. Validity in Qualitative Research Maxwell’s Taxonomy Ensuring Validity in Qualitative Research Relationship Between Reliability and Validity

4. Introduction
Popularity of English language has become a concern for younger generations.
Success in language mastery doesn’t have a place where effective teaching is not done.
How effective is your teaching?
How do they do it?
An effective teaching reflects the quality of it.
Educators use various kinds of tests to detect weak spots.
How do teachers develop good tests?
How do they make sure that their testing matches what they do in classrooms?

5. Validity
According to Campbell and Fisk (1987) validity is ‘an agreement between two efforts to measure the same thing with different methods‘. Johnston and Pennypacker (1980, pp ) say it is the degree of approximation of ‘reality’. Lehner (1979, p.130) defines validity simply as ‘accuracy’. Kerlinger (1964, pp.430, 444, 445) asks the question ‘Are we measuring what we think we are?’ when expressing what validity is.

6. Validity (continued)
We can simple say that an instrument is valid if it measures what it is supposed to measure.
Validity is not a concept which is merely related to one type of research.
Quantitative Research
Qualitative Research

7. Validity Types
Criterion- Related Validity: the results of one particular instrument
another external criterion.
Predictive Validity: Earlier acquired correlates highly with the data acquired at a future date.
TEOG YGS/LYS TEOG exam has a predictive validity.
Concurrent Validity: The data by using one instrument correlate highly with the data gathered by using another instrument.
Interview observation documentation
If the results all agreed –concurred- with one another, concurrent validity is achieved.

8. Validity Types (continued) Predictive validity and Concurrent validity
Both of them requires an agreement with a second measure.
There is a time element in the former while agreement with another instrument can be sought simultaneously in the latter.
Construct Validity ‘Does the concept match specific measurement?’
The construct for a particular issue should be in line with other constructions of the same underlying issue.
A teacher cannot reach a conclusion that a student is hardworking upon seeing his good handwriting.
Researchers have no direct measurement of the concepts such as intelligence, creativity, anxiety, critical thinking, etc. Rather, they select some specific tasks which are indicators of the particular construct.

9. Research Validity
Research validity is broader than measurement validity as it concerns the overall quality of the whole research project.
It has two validity aspects as internal validity
external validity by Campbell and Stanley (1963).
If the outcome is a function of the variables that are measured or controlled.
Internally valid.
If we can generalize our findings to a larger group, to other contexts or to different times.
Externally valid.

10. Main Threats to Research Validity
Participant Mortality: Subject dropout
It reduces the size of the sample and puts the homogeneity of the sample into danger.
The Hawthorne Effect: The participants behave differently when they know that they are being observed.
Practice Effect: The performance of the participants improve at a particular task.
Maturation: It is quite natural for the participants to change both mentally and physically during a research.
Social Desirability Bias: to behave or respond expectedly. Violates validity.

11. Ensuring Validity in Quantitative Research
choosing an appropriate time scale
matching control and experimental groups fairly
selecting the appropriate methodology for answering research questions
avoiding subjective interpretation of data
using an appropriate sample (one which is representative, neither too small nor too large)
avoiding selective use of data
ensuring that the research questions are answered
using appropriate instruments
reducing the Hawthorne effect
presenting the data without misrepresenting the massage
trying to avoid dropout rates among respondents
not having too long or too short internal between pre and post tests
ensuring inter-rater reliability

12. VALIDITY IN QUALITATIVE RESEARCH
What is qualitative study?
According to Strauss and Corbin ( 1990), qualitative research means ‘any kind of research that produces findings not arrived by at means of statistical procedures or other means of quantificaiton’
It uses a naturalistic approach that seeks to understand phenomena in context-specific settings, such as ‘real world setting where the researcher does not attempt to manipulate the phenomenon of interest’ ( Patton,2001)

13. Validity Trustworthiness
It depends on the researcher’s perspective about validity.
QUAN
QUAL
INTERNAL VALIDITY
CREDIBILITY
EXTERNAL VALIDITY
TRANSFERABILITY
RELIABILITY
DEPENDABILITY
OBJECTIVITY
CONFIRMABILITY

15. MAXWELL’S TAXONOMY 1. Descriptive Validity:
To what extent does the researcher accurately give the data account?
The primary source of validity in qualitative research
Investigator triangulation
2. Interpretive Validity:
What do the participants mean and how do they interpret the data?
3. Theoratical Validity:
It corresponds to the internal validity.

16. 4. Generalizability:
The main ideas and the process of qualitative research can be generalized to other studies.
5. Evaluative Validity:
It refers to the assessment of how the researcher evaluates the research in terms of practicality, usefulness etc.

17. Ensuring Validity in Qualitative Study
Building an image of credible researcher
Presenting the findings as they are
Validity/ Reliabilty Checks
Triangulation
Longitudinal Research Design

18. RELATIONSHIP BETWEEN RELIABILITY AND VALIDITY
Reliability is concerned with how well you are measuring what you are measuring.
Validity is concerned with the meaning and interpretation of the data.
The tool may be reliable without being valid but it cannot be valid without being reliable.

19. References
Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park, CA: Sage. Johnston, J. M. & Pennypacker, H. S. (1980). Strategies and tactics of human behavioural research. Hillsdale, NJ: Lawrence Erlbaum Associates. Kerlinger, F. (1964). Foundations of behavioural research. New York: Holt. Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), Lehner, P. N. (1979). Handbook of ethological methods. New York: Garland, STPM Press. Wainer, H., & Braun, H. I. (1988). Test validity. Hilldale, NJ: Lawrence Earlbaum Associates. Winter, G. (2000). A Comparative Discussion of the Notion of 'Validity' in Qualitative and Quantitative Research. The Qualitative Report, 4(3), Retrieved from