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Understanding Reliability and Validity in Psychological Research Methods

This guide provides an overview of the crucial concepts of reliability and validity in psychological research. It covers the definitions and importance of consistency in measures (reliability) and the accuracy in testing what is intended (validity). The text outlines methods for assessing reliability, including test-retest and split-half methods, as well as various validity tests, such as predictive and construct validity. Additionally, it provides suggestions for homework and survey projects, including how to rate items, reverse-code where necessary, and formulate hypotheses.

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Understanding Reliability and Validity in Psychological Research Methods

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  1. Psych 241 – MethodsLab section 03 TuTh – 4:00-5:15

  2. Hi my name is… • Levi (Lay-vee) Adelman (Aye-dell-man)

  3. Final Papers and Tests • At the end of class, I will call you up one by one, and we’ll exchange tests for final papers. • I don’t know when I will have them ready for you, but I will try to look at them and grade them ASAP.

  4. Writing Points • Title: Catchy and descriptive. • To be descriptive, you need two things: • Relevance • Specificity • Introduction • Upside down triangle • One step up: real-world

  5. Reliability and Validity • Reliability: Consistency of the results of a measure. • Validity: Is the measure ‘on target’? Is it testing what you wanted it to test?

  6. Reliability and Validity

  7. Reliability and Validity • Tests of reliability: • Test-retest reliability: Correlation of scores from the SAME TEST given at two different times. • Equivalent forms reliability: Correlation between EQUIVALENT FORMS of the same test given to the same people at the same time.

  8. Reliability and Validity • Split-half reliability: Correlating TWO HALFS of the same test given to the same people at the same time.

  9. Reliability and Validity • Tests of validity: • Predictive: Can we say that what we are measuring PREDICTS something in the future? • Concurrent: Can we say that what we are measuring PREDICTS something in the present (concurrently)? • Construct: Does the measure align with the behavior associated with the construct me are measuring? • Content: Does the measure align will all aspects of a construct?

  10. Reverse scoring • Having reversed order items: Why? • Acquiescence bias: • Extreme responses bias: • Issues to look out for: • Misinterpret/misunderstand • Miscode • http://www.measuringusability.com/positive-negative.php

  11. Survey project. • Literature review: • Issues? • Questions? • Other item suggestions? • Other demographics?

  12. Homework • Send me a document with the articles you found. • I will send you a document with all of the items we suggested and I want you to do four things: • Rate the top 20 items, as you see them. • Suggest which of those need to be reverse-coded, if any, to make things equal. • Choose 8 demographics questions that you think are the most important. • Think about a hypothesis you are interested in that involves TWO demographics questions (independent variables) • Do the reverse coding exercise on page 56 of the CP.

  13. Contact Information • ladelman@psych.umass.edu • Tobin 626 • Office hour: Tuesdays from 1-2pm

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