Which of the following best describes concurrent validity?

Which of the following best describes concurrent validity?

• A. A type of reliability measure
• B. A method of comparing student performance
• C. A type of criterion validity that compares new tests to established tests
• D. A measure used for administering standardized tests

Answer: (C)

Concurrent validity is best described as a type of criterion validity that involves comparing the results of a new test to those of an established test administered at the same time. This form of validity examines how well one measure correlates with another measure that is already validated, ensuring that the new tool effectively measures the same construct. By comparing students' scores on the new test to their scores on an established test, educators can ascertain whether the new test provides similar results, thereby demonstrating that it accurately assesses the intended skill or knowledge area. This approach provides evidence that the new measure is valid and can be trusted in educational settings for accurate assessment of student performance. The other choices do not accurately capture the essence of concurrent validity. While reliability measures and standardized test administration are important concepts in educational assessment, they do not specifically relate to the comparison of a new test with an established one to assess its validity.

Concurrent validity is best described as a type of criterion validity that involves comparing the results of a new test to those of an established test administered at the same time. This form of validity examines how well one measure correlates with another measure that is already validated, ensuring that the new tool effectively measures the same construct.

By comparing students' scores on the new test to their scores on an established test, educators can ascertain whether the new test provides similar results, thereby demonstrating that it accurately assesses the intended skill or knowledge area. This approach provides evidence that the new measure is valid and can be trusted in educational settings for accurate assessment of student performance.

The other choices do not accurately capture the essence of concurrent validity. While reliability measures and standardized test administration are important concepts in educational assessment, they do not specifically relate to the comparison of a new test with an established one to assess its validity.