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By what name this validity is known for where an assessment of the measurement validity of a measure that compares it to another measure of the same concept that has been generated from a different method?

By what name this validity is known for where an assessment of the measurement validity of a measure that compares it to another measure of the same concept that has been generated from a different method? Correct Answer <span style="">Convergent validity</span>

Validity refers to how accurately a method measures what it is intended to measure. If research has high validity, that means it produces results that correspond to real properties, characteristics, and variations in the physical or social world. 

Key PointsConvergent validity: 

  • Convergent validity, for human cognition, especially within sociology, psychology, and other behavioral sciences, refers to the degree to which two measures that theoretically should be related, are in fact related.
  • Convergent validity, along with discriminant validity, is a subtype of construct validity.
  • Convergent validity can be established if two similar constructs correspond with one another, while discriminant validity applies to two dissimilar constructs that are easily differentiated.

The Correct Answer is Convergent validity.

Additional Information  The most important classification of types of validity is that prepared by a Joint Committee of American Psychological Association, the American Educational Research Association, and the National Council on measurements used in education. There are three types of validity:

  • Content validity
    • Content validity is the representativeness of sampling adequacy of the content
  • Criterion validity (Predictive validity and Concurrent validity): The two types of criterion validities are predictive validity and concurrent validity.
    • Predictive validity concerns a future criterion that is correlated with the relevant measure
    • Concurrent criterion is assessed by correlating a measure and the criterion at the same point in time.
  •  Construct validity
    • Both content and criterion validities have limited usefulness for assessing the validity of empirical measures of theoretical concepts employed in extension and development studies. In this context, construct validity must be investigated whenever no criterion or universe of content is accepted as entirely adequate to define the quality to be measured

Related Questions

Match List I with List II :   List I Type of validity   List II Reflection (A) Face Validity (I) Indicates adequacy of instrument (B) Concurrent validity (II) Indicates the extent to which the measurement is used (C) Construct (III) Compares a new test to an already established test. (D) Predictive (IV) The extent to which a score on a scale forecasts scores on same criterion measure Choose the correct answer from the options given below :
Which assessment frameworks provide(s) learners a sense of accomplishment and help(s) them to know where they are and where they need to be and requires sharing of their progress at regular intervals? A. Assessment of Learning B. Assessment for Learning C. Assessment as Learning D. Summative Assessment E. Formative Assessment Choose the correct option.
Which assessment framework requires learning evidences collected from diverse learning situations and regular and timely feedback for teachers planning their teaching learning processes? A. Assessment of Learning B. Assessment for Learning C. Assessment as Learning D. Summative assessment E. Formative Assessment
"Assessment techniques in Mathematics is an important factor that contributes to Mathematics anxiety among students". Which of the following is/are correct reasons for the given statement? (a) Assessment in Mathematics is done only to test if the student knows or does not know the answer. (b) Assessment in Mathematics is designed to test the student's capability of arriving at a unique answer using the correct procedures. (c) Assessment techniques in Mathematics focus on process of learning hence gives scope of discussing multiple ways of doing a problem.  (d) Assessment is focused on testing the memorisation of facts and formulae rather than concept learning.  Choose the correct option 
A teacher has planned an assessment strategy that will help her to identify the problem areas of students in the learning process. The teacher is using which of the following methods of evaluation? 1. Diagnostic assessment 2. Summative assessment 3. Formative assessment 4. Placement assessment Choose the correct option.
Assessment that happens during instructional process - I. Diagnostic assessment II. Formative assessment III. Summative assessment IV. Placement assessment Which two options from the above are correct?
Neha uses the following assessment techniques in the subject of EVS for Class V: I. Hands-on activities assessment II. Home assignment assessment III. Project work assessment IV. Oral testing Which one of the following pairs of techniques is likely to be more objectives assessment?
Which of the following statements about assessment are correct? A. Assessment should help students see their strengths and gaps and help the teacher fine-tune her teaching accordingly. B. Assessment is meaningful only if comparative evaluations of students are made. C. Assessment should assess not only memory but also understanding and application. D. Assessment cannot be purposeful if it does not induce fear and anxiety.
Statement : The Institute has fixed for the investors a validity period of one year for transfer forms for some of its listed schemes.

Courses of Action :
I. The Institute should consult investors before fixing the duration of validity period.
II. The investors should be duly informed about the validity period.
III. List of schemes covered under this validity period should be communicated.
Read the passage carefully and choose the best answer to each question out of the four alternatives.
Eight north Indian Ocean countries, namely, Bangladesh, India, the Maldives, Myanmar, Oman, Pakistan, Sri Lanka and Thailand, were asked to contribute names so that a combined list could be compiled. Each country gave eight names and a combined list of 64 names was prepared. This list is currently in use, and all cyclones arising in the north Indian Ocean are named from this list, with one name from each country being used in turn. Almost 38 or 39 names from the list have been used up, but since many cyclones dissipate long before they hit land, their names rarely figure in the papers or other media. The names that people do know about, and remember are, naturally, those that were most destructive ones, or very recent. Aila, in 2009 is remembered with a shudder for the enormous destruction it caused in West Bengal and Bangladesh; Phaillin, also for the damage it caused when it hit the Odisha coast in 2013. Two harmless cyclones, which also might remain in peoples memory, are the more recent ones of 2014 — Hudhud, which threatened the east coast of India and Nilofar, which was expected to, but did not, devastate the western coast. The names in the cyclone list are usually words one associates with storms; words which mean water or wind or lightning in various national languages. Sometimes they are names of other things — birds or flowers or precious stones. The name Aila, contributed by the Maldives means fire, the name Phaillin from Thailand means sapphire, the name Hudhud from Oman is the name of a bird, probably the hoopoe, and the name Nilofar, given by Pakistan, is the Urdu name of the lotus or water lily. The eight names suggested by India, and which are in the list of 64, are Agni, Akaash, Bijli, Jal, Leher, Megh, Sagar and Vayu, meaning in that order, fire, sky, lightning, water, wave, cloud, sea and wind. Five of these names (that is, up to Leher) have been used so far.
Which name suggested by India has not been used so far?