U4D1.docx - In your unit readings you read about two approaches or models of validity—trinitarian and unitary In some ways these two models are

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In your unit readings, you read about two approaches or models of validity—trinitarian and unitary. In some ways, these two models are competing views of gathering evidence for a test's validity. In other ways, the two approaches have an overlap of elements. In your post: Compare and contrast these two models in terms of how they conceptualize validity. When applying to a test, Validity is the judgment or estimate of the context that is being measured (Cohen & Swerdlik 2018). When checking the validity of tests, the common phrases used are “acceptable” or “weak” (Cohen & Swerdlik 2018). When using “acceptable” we assume the validity is high and the test is measuring what it’s supposed to and when using “weak” we assume that the validity is low and that it may not be measuring what it’s supposed to. There are two approaches of validity, one is trinitarian and the other is unitary. According to Cohen & Swerdlik (2018), the trinitarian view or “umbrella validity” consists of three categories: content validity, criterion-related validity and construct validity. Content validity is a measure of validity based off the evaluation of things covered in the test (Cohen & Swerdlik 2018). Criterion-related validity is the comparison of different scores of the same test (Cohen & Swerdlik 2018). Finally, construct validity is comprised of how scores relate to other test and scores and how the scores could be understood by the design of the test (Cohen & Swerdlik 2018). These three categories make up the trinitarian view of validity. The unitary view consists of all the validity like the implications of test scores in terms of societal values to the consequences of test used (Cohen & Swerdlik 2018). According to Messick (1995), six aspects of this validity includes content, substantive, structural, generalizability, external and consequential aspects.

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