CMY3709 Assignment 2 2021.

CMY3709 Assignment 2 2021. Quantitative Research Methodology In Criminology. Validity is important concept in research it is used for enhancing the accuracy of the assessment and evaluation of a research work. It is used effectively as it is possible for a measurement to be reliable but invalid; however, if a measurement is unreliable, then it cannot be valid (Thatcher, 2010: 125). Validity is foremost on the mind of those developing measures and that genuine scientific measurement is foremost in the minds of those who seek valid outcomes from assessment. For example a car clock that is always ten minutes fast it is reliable because it is always ten minutes fast, however, it is not valid because when compared to a standard format such as the GMT, is not correct. Key contents  Validity is defined as the extent to which a concept is accurately measures in a quantitative study (Twycross and Shields, 2004: 36). According to Thatcher, 2010 define validity as the extent to which any measuring instrument measures what it is intended to measure.  Internal Validity is used to mean the measure of accuracy, which checks the soundness of the experiment, specifically regarding confounding. It gauges whether the independent variables cause the observed effects on the dependent variables or not  External Validity determination of whether the casual relationship observed in the study can be generalized or not. 3 Validity can be seen as a core of any form of any form of assessment that is trustworthy and accurate. (Thatcher, 2010:124). According to Twycross and Shields, 2004: 39 Validity always refers to the degree to which empirical evidences and theoretical rationales support the adequacy and appropriateness of interpretations and actions based on test scores. Validity is an evolving complex concept because it relates to the inferences regarding assessment results. Focusing on the consequences of the inferences made implies that they should be appropriate and adequate. Messick (1989, p. 6) points out that inferences are hypotheses, and when these inferences are validated it amounts to hypothesis-testing. As a result, validity is seen as evaluative judgements that are made on the inferences of assessment results or test scores, that is whether correct interpretations are made and actions are taken based on the inferences. These evaluative judgements need to be correct and reflective of the truth. An assessment Validity is an evolving complex concept because it relates to the inferences regarding assessment results. Focusing on the consequences of the inferences made implies that they should be appropriate and adequate. Messick (1989, p. 6) points out that inferences are hypotheses, and when these inferences are validated it amounts to hypothesis-testing. As a result, validity is seen as evaluative judgements that are made on the inferences of assessment results or test scores, that is whether correct interpretations are made and actions are taken based on the inferences. These evaluative judgements need to be correct and reflective of the truth. An assessment to summarise, validity refers to the appropriateness of the inferences made about the results of an assessment. Inferences being conclusions derived from empirical evidence bearing on score meaning…” (Messick, 1989, p. 6). Secondly, validity is a matter of degree and not a specific value. Thirdly, validity is applied to a specific purpose or use and therefore is not valid for all purposes. Fourthly, validity is 4 seen as a unitary concept, meaning that there are a number of different types of validity. Lastly, validity is concerned with an evaluative judgment about an assessment (Gregory, 2000, p. 75). Of all the different types of validity that exist, construct validity is seen as the most important form. Construct validity forms the basis for any other type of validity and from a scientific point of view is seen as the whole of validity (Mislevy, 2007). Content-related validity is also another type of validity. As its name implies it explores how the content of the assessment performs. In order to determine content-related validity the researcher is concerned with determining whether all areas or domains are appropriately covered within the assessment. Furthermore, it deals with how the assessment is designed, for example the size of the font, sufficiency of work space for learners, correct language usage and clarity of instructions (Fraenkel & Wallen, 2003). With the original PIPS instrument the content-related validity was carefully considered and of a high standard.