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Types of Validity:

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Types of Validity:
External Validity:
External validity should be thought up in a way of generalization. It is generalized in a form of population, setting, treatment variables, or measurement. External validity can usually be split into two separate types, which are population and ecological validity and they both help provide understanding to the experimental design and the strength of it (McBurney & White, 2009).
Population Validity:
The type of validity that helps put the population as a whole into perspective is population validity. The goal is for the sample to represent the population as a whole in order to collect data. In order to conduct this type of research it has to be done at random and different locations in order to receive an accurate picture of the population as a whole (McBurney & White, 2009).
Ecological Validity:
The second type of external validity is ecological validity, which focuses on testing the environment and determines how much behavior is influenced. The negative aspect to this type of test is receiving a clear picture on how the experiment compares to real world situations (McBurney & White, 2009).
Internal Validity:
Internal validity focuses in the researchers design in regards to an experiment and makes sure that they are following the principles of cause and effect. A better way of understanding internal validity is that it makes sure that there is not another possible cause that could have affected the outcome of the behavior (McBurney & White, 2009).
Test Validity:
Test validity is vital to research because it provides meaning to the data outcome. Without test validity there is a lack of confidence behind the results. In order to conduct test validity there are a few different types of validity that are incorporated, which are criterion, content, and construct validity. The higher the score in test validity the higher the overall validity for the test is (McBurney & White, 2009). Criterion Validity: The first type of test validity, which is criterion validity tests types of abilities, such as, IQ (McBurney & White, 2009). Concurrent Validity:
The type of validity that measure benchmark tests that are given throughout secondary schools is concurrent validity. Strong correlation indicates strong criterion validity (McBurney & White, 2009).
Construct Validity:
Construct validities examines that the test is measuring what it claims to be focused on. If a test is measuring depression then construct validity examines it in order to make sure that is the key component in the test (McBurney & White, 2009). Content Validity:
The second type of criterion validity is content validity, which examines how much every single element of the test constructs (McBurney & White, 2009).
Face Validity:
Face validity focuses on the research at face value. Based on the information it determines if the research is shown to be a good project. Reading through the abstract and proposal of the research will help provide answers on if it is a good project or not (McBurney & White, 2009).

Reference:
McBurney, D. H. & White, T. L. (2009). Research Methods (8th ed). Belmont, CA: Cengage. ISBN: 9780495602194.

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