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Concurrent Validity
Concurrent validity refers to the extent to which the results of a measure correlate with the results of an established measure of the same or a related underlying construct assessed within a similar time frame. This entry considers how concurrent validity fits within both the classical framework of validity and Samuel Messick’s unitary view of validity and provides examples of its importance and application within educational research.
Place in Validity Framework
In classical views of validity, concurrent validity is a type of criterion validity, which concerns the correlation between a measure and a standard regarded as a representative of the construct under consideration. If the measure is correlated with a future assessment, this is termed predictive validity. If the measure is correlated with an assessment in the same general time frame, this is termed concurrent validity. Conversely, poor correlation of the measures where correlation would be expected provides evidence against concurrent validity.
This validity concept aligns well with Messick’s commonly held unitary view of validity, in which concurrent validity is an example of validity evidence provided by relations to other variables. This type of validity is supported when two measures of the same construct correlate well with one another and called into question when such correlation is not seen.
Importance and Examples Within Educational Research
Understanding correlations among measures of specific constructs is of great importance in educational research. Two examples will illustrate these concepts. First, a criterion standard test of medical knowledge might involve hundreds of examination items administered over many hours. A shorter medical knowledge assessment’s concurrent validity could be assessed by evaluating the correlation of results from the shorter examination with results from the criterion standard administered shortly before or after the abbreviated test. A strong correlation would provide evidence of concurrent validity which could then be supplemented by evaluations of other elements of validity. If little correlation was found, however, concurrent validity of the shorter measure would not be supported.
Second, an established instrument for depression diagnosis among medical students might be compared with results from a concurrent assessment of burnout. Strong observed correlation between these two measures would support concurrent validity of the burnout measure with the established depression measure. On the other hand, lack of correlation between the two measures would represent evidence against concurrent validity of the burnout measure in the evaluation of depression.
10.4135/9781506326139.n135
Further Readings
American Educational Research Association, American Psychological Association, National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
, & (2006). Current concepts in validity and reliability for psychometric instruments: Theory and application. American Journal of Medicine, 119, 166e7–166e16. doi:http://dx.doi.org/10.1016/j.amjmed.2005.10.036
(1989). Validity. In (Ed.), Educational measurement (
3rd ed.
). New York, NY: American Council on Education and Macmillan. - Assessment
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- Validity
- Concurrent Validity
- Consequential Validity Evidence
- Construct Irrelevance
- Construct Underrepresentation
- Content-Related Validity Evidence
- Criterion-Based Validity Evidence
- Measurement Invariance
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- Predictive Validity
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- Test Bias
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- Validity
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- Transcription
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- Markov Chain Monte Carlo Methods
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- Random Selection
- Replication
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- Weighting
- Research Tools
- Amos
- ATLAS.ti
- BILOG-MG
- Bubble Drawing
- C Programming Languages
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- National Assessment of Educational Progress
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- R
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