A topic in research methodology
Validity in research
Validity normally means being sure that you are finding out about what you think you are finding out about. For example asking teachers (rather than independent observers) to rate their own teaching is more likely to produce valid ratings of their self perceptions of their teaching than of their teaching itself!
Forms of validity
Construct validity refers to whether a test or scale measures what it is intended to measure.
Face validity refers to whether those with some relevant expertise consider an instrument addresses the constructs intended. (So university researchers setting a test of knowledge of acids for 14 years old learners would be well advised to ask teachers of that age group to look over the instrument and offer any feedback before administration.)
An instrument(such as a quesitonnaire or observation schenduel) which is judged vlaid in one context cannot be assumed to be valid to be used in a different context (such as a different educaitonal system).
"Internal validity means we think we're on solid ground within the original terms of a study in its original context. External validity means broadly that this knowledge travels to other contexts."
Blastland, 2019
Catalytic validity
Some researchers also talk about catalytic validity, which is more about the ethical justification for research – does the study have aims which are consistent with the interests of the participants?
Validity in 'qualitative' research
Validity tends to be associated with positivistic research that looks to make objective knowledge claims. Some commentators feel that alternative notions (such as trustworthiness or authenticity) are more useful in interpretive research.
However, it is also possible to build validity checks into interpretivist studies. For example, in interviews there are techniques for checking the researcher's interpretations of what research participants are telling them.
Work cited:
- Blastland, Michael (2019) The Hidden Half. How the world conceals its secrets. London: Atlantic Books.
My introduction to educational research:
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
