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Journal articles on the topic 'Assessment validity'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Kirkwood, Michael W. "Pediatric validity assessment." NeuroRehabilitation 36, no. 4 (July 20, 2015): 439–50. http://dx.doi.org/10.3233/nre-151232.

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2

Teglasi, Hedwig, Allison Joan Nebbergall, and Daniel Newman. "Construct validity and case validity in assessment." Psychological Assessment 24, no. 2 (June 2012): 464–75. http://dx.doi.org/10.1037/a0026012.

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3

Chapelle, Carol A. "VALIDITY IN LANGUAGE ASSESSMENT." Annual Review of Applied Linguistics 19 (January 1999): 254–72. http://dx.doi.org/10.1017/s0267190599190135.

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All previous papers on language assessment in the Annual Review of Applied Linguistics make explicit reference to validity. These reviews, like other work on language testing, use the term to refer to the quality or acceptability of a test. Beneath the apparent stability and clarity of the term, however, its meaning and scope have shifted over the past years. Given the significance of changes in the conception of validity, the time is ideal to probe its meaning for language assessment.
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Watzl, Bernhard, and Gerhard Rechkemmer. "Validity of dietary assessment." American Journal of Clinical Nutrition 74, no. 2 (August 1, 2001): 273. http://dx.doi.org/10.1093/ajcn/74.2.273.

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Koninckx, Philippe R., Jasper Verguts, and Dirk Timmerman. "Assessment of measurement validity." Fertility and Sterility 85, no. 1 (January 2006): 268. http://dx.doi.org/10.1016/j.fertnstert.2005.10.003.

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Dozortseva, E. G., and A. G. Krasavina. "Assessment of juveniles testimonies’ validity." Современная зарубежная психология 4, no. 3 (2015): 47–56. http://dx.doi.org/10.17759/jmfp.2015040306.

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The article presents a review of the English language publications concerning the history and the current state of differential psychological assessment of validity of testimonies produced by child and adolescent victims of crimes. The topicality of the problem in Russia is high due to the tendency of Russian specialists to use methodical means and instruments developed abroad in this sphere for forensic assessments of witness testimony veracity. A system of Statement Validity Analysis (SVA) by means of Criteria-Based Content Analysis (CBCA) and Validity Checklist is described. The results of laboratory and field studies of validity of CBCA criteria on the basis of child and adult witnesses are discussed. The data display a good differentiating capacity of the method, however, a high level of error probability. The researchers recommend implementation of SVA in the criminal investigation process, but not in the forensic assessment. New perspective developments in the field of methods for differentiation of witness statements based on the real experience and fictional are noted. The conclusion is drawn that empirical studies and a special work for adaptation and development of new approaches should precede their implementation into Russian criminal investigation and forensic assessment practice
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Larrabee, Glenn J. "Performance Validity and Symptom Validity in Neuropsychological Assessment." Journal of the International Neuropsychological Society 18, no. 4 (May 8, 2012): 625–30. http://dx.doi.org/10.1017/s1355617712000240.

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AbstractFailure to evaluate the validity of an examinee's neuropsychological test performance can alter prediction of external criteria in research investigations, and in the individual case, result in inaccurate conclusions about the degree of impairment resulting from neurological disease or injury. The terms performance validity referring to validity of test performance (PVT), and symptom validity referring to validity of symptom report (SVT), are suggested to replace less descriptive terms such as effort or response bias. Research is reviewed demonstrating strong diagnostic discrimination for PVTs and SVTs, with a particular emphasis on minimizing false positive errors, facilitated by identifying performance patterns or levels of performance that are atypical for bona fide neurologic disorder. It is further shown that false positive errors decrease, with a corresponding increase in the positive probability of malingering, when multiple independent indicators are required for diagnosis. The rigor of PVT and SVT research design is related to a high degree of reproducibility of results, and large effect sizes of d=1.0 or greater, exceeding effect sizes reported for several psychological and medical diagnostic procedures. (JINS, 2012, 18, 1–7)
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8

Mislevy, Robert J. "Validity by Design." Educational Researcher 36, no. 8 (November 2007): 463–69. http://dx.doi.org/10.3102/0013189x07311660.

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Lissitz and Samuelsen (2007) argue that the unitary conception of validity for educational assessments is too broad to guide applied work. They call for attention to considerations and procedures that focus on “test development and analysis of the test itself” and propose that those activities be collectively termed content validity. The author of this article describes work that makes more explicit the underlying principles of assessment design, thereby providing conceptual foundations for familiar practices and supporting the development of new ones. By structuring design activities around assessment arguments, the test developer accrues evidence in passing for what Embretson (1983) calls “construct representation” argumentation for validity.
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VARVERI, Loredana, Gioacchino LAVANCO, and Santo DI NUOVO. "Buying Addiction: Reliability and Construct Validity of an Assessment Questionnaire." Postmodern Openings 06, no. 01 (June 30, 2015): 149–60. http://dx.doi.org/10.18662/po/2015.0601.10.

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10

AKBIYIK, Melike, and Murat SENTURK. "Assessment Scale of Academic Enablers: A Validity and Reliability Study." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–26. http://dx.doi.org/10.14689/ejer.2019.80.11.

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11

Fox, BS, Nicole Christine, and David P. Loy, PhD, CTRS/LRT. "Observational Play Assessment in Recreational Therapy (OPART): A case study for the validation of assessments in recreational therapy." American Journal of Recreation Therapy 18, no. 1 (January 1, 2019): 39–45. http://dx.doi.org/10.5055/ajrt.2019.0180.

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As a growing occupation, it is critical that recreational therapy (RT) assessments are evaluated to provide evidence of the effectiveness of treatment. This study analyzed the interrater reliability, convergent validity, and predictive validity of a new RT Assessment, the Observational Play Assessment in Recreational Therapy (OPART). The assessment was designed to provide the opportunity to assess levels of physical, cognitive, emotional, and social skills of children with developmental disabilities while observed in play settings. Reliability and validity evidence was generated through the comparison of the OPART to an established assessment used in RT, the Comprehensive Evaluation in Recreation Therapy. Results suggested the OPART had some very preliminary psychometric evidence. While promising, it is clear that significant development and validation is further indicated. The more important value of this article may be its’ use as a model of ways to validate new RT assessments in the field.
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Baker, Eva L., Harold F. O'Neil, and Robert L. Linn. "Introduction: Policy and Validity Prospects for Performance-Based Assessment." Journal for the Education of the Gifted 17, no. 4 (October 1994): 331–53. http://dx.doi.org/10.1177/016235329401700403.

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High interest in performance-based assessment of educational achievement is indicated by recent conferences, special journal issues, and national television coverage. The president's and governors' educational goals reflect the central role of assessment in reform. A prominent view is that changes in assessment, using more complex, meaningful, and integrative performance tasks, will improve education. New assessments present challenges to the curriculum, teaching practices, and presentation of student achievement information to policymakers and to the public. Sufficient high-quality assessments must be available before their impact on educational reform can be assessed. Although interest in performance-based assessment is high, our knowledge about its quality is low. Moreover, few psychometric templates exist to guide the technical practices of assessment developers.
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Hopfenbeck, Therese N. "Rethinking validity in educational assessment." Assessment in Education: Principles, Policy & Practice 27, no. 6 (November 1, 2020): 585–87. http://dx.doi.org/10.1080/0969594x.2020.1866866.

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Muliana, N., A. U. T. Pada, and C. Nurmaliah. "Content validity of conation assessment." Journal of Physics: Conference Series 1460 (February 2020): 012057. http://dx.doi.org/10.1088/1742-6596/1460/1/012057.

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Braden, Jeffery P., and Steven R. Shaw. "Intervention Validity of Cognitive Assessment." Assessment for Effective Intervention 34, no. 2 (July 10, 2008): 106–15. http://dx.doi.org/10.1177/1534508407313013.

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Wolfe, Robert R. "Empirical Assessment of Model Validity." Journal of Parenteral and Enteral Nutrition 15, no. 3 (May 1991): 50S—54S. http://dx.doi.org/10.1177/014860719101500350s.

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Merten, Thomas. "Symptom validity assessment in neuropsychology." Social Care and Neurodisability 4, no. 2 (May 10, 2013): 64–69. http://dx.doi.org/10.1108/scn-01-2013-0001.

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18

LENT, RICHARD H., HERBERT A. AURBACH, and LOWELL S. LEVIN. "RESEARCH DESIGN AND VALIDITY ASSESSMENT." Personnel Psychology 24, no. 2 (June 28, 2008): 247–74. http://dx.doi.org/10.1111/j.1744-6570.1971.tb02475.x.

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19

Kamphaus, Randy W. "Authentic assessment and content validity." School Psychology Quarterly 6, no. 4 (1991): 300–304. http://dx.doi.org/10.1037/h0088823.

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20

Crossley, Jim. "Validity and truth in assessment." Medical Education 47, no. 12 (November 11, 2013): 1152–54. http://dx.doi.org/10.1111/medu.12317.

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21

Moss, Pamela A. "Reconceptualizing Validity for Classroom Assessment." Educational Measurement: Issues and Practice 22, no. 4 (October 25, 2005): 13–25. http://dx.doi.org/10.1111/j.1745-3992.2003.tb00140.x.

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22

Foster, Sharon L., and John D. Cone. "Validity issues in clinical assessment." Psychological Assessment 7, no. 3 (1995): 248–60. http://dx.doi.org/10.1037/1040-3590.7.3.248.

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23

Douglas, Kevin S., Stephen D. Hart, and P. Randall Kropp. "Validity of the Personality Assessment Inventory for Forensic Assessments." International Journal of Offender Therapy and Comparative Criminology 45, no. 2 (April 2001): 183–97. http://dx.doi.org/10.1177/0306624x01452005.

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24

Sliwinski, Martin J., Jacqueline A. Mogle, Jinshil Hyun, Elizabeth Munoz, Joshua M. Smyth, and Richard B. Lipton. "Reliability and Validity of Ambulatory Cognitive Assessments." Assessment 25, no. 1 (April 15, 2016): 14–30. http://dx.doi.org/10.1177/1073191116643164.

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Mobile technologies are increasingly used to measure cognitive function outside of traditional clinic and laboratory settings. Although ambulatory assessments of cognitive function conducted in people’s natural environments offer potential advantages over traditional assessment approaches, the psychometrics of cognitive assessment procedures have been understudied. We evaluated the reliability and construct validity of ambulatory assessments of working memory and perceptual speed administered via smartphones as part of an ecological momentary assessment protocol in a diverse adult sample ( N = 219). Results indicated excellent between-person reliability (≥0.97) for average scores, and evidence of reliable within-person variability across measurement occasions (0.41-0.53). The ambulatory tasks also exhibited construct validity, as evidence by their loadings on working memory and perceptual speed factors defined by the in-lab assessments. Our findings demonstrate that averaging across brief cognitive assessments made in uncontrolled naturalistic settings provide measurements that are comparable in reliability to assessments made in controlled laboratory environments.
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25

Marrie, Ruth Ann, Gary Cutter, Tuula Tyry, Olympia Hadjimichael, Denise Campagnolo, and Timothy Vollmer. "Validation of the NARCOMS Registry: fatigue assessment." Multiple Sclerosis Journal 11, no. 5 (October 2005): 583–84. http://dx.doi.org/10.1191/1352458505ms1216oa.

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Participants in the North American Research Committee on Multiple Sclerosis (NARCOMS) Registry report disability using Performance Scales (PS), which assess eight domains. We aimed to validate the PS fatigue subscale (PSF) using the Fatigue Severity Scale (FSS) and the Modified Fatigue Impact Scale (MFIS) as external criteria. We measured correlations between the PSF and age, disease duration and PS subscales to assess construct validity. The PSF correlated strongly with the MFIS (r=0.72, p<0.0001) and FSS (r=0.75, p<0.0001). Correlations between the PSF and age, disease duration were low, indicating divergent validity. Correlations between the PSF and spasticity, sensory and mobility PS scales were moderate, indicating convergent validity. The PSF has adequate criterion and construct validity in MS.
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Gunawan, dkk, Ahmad. "THE DEVELOPMENT OF PERFORMANCE ASSESSMENT OF DRESSMAKING SKILLS AT VOCATIONAL HIGH SCHOOL." EDUTECH 14, no. 3 (October 10, 2015): 356. http://dx.doi.org/10.17509/edutech.v14i3.1384.

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Abstract, The problem of this research is developing a performance assessment instrument for dressmaking skills at Vocational High School to be used as a highly valid and reliable test to measure students’ skills. The research was conducted between February and May 2015 and the subjects were 40 students from Dressmaking Skills Study Program. The validity and reliability tests were conducted in two stages: 1)The theoretical test on five panelists; 2) Once developed into a temporary rubric, the rubric was tested for validity and reliability by using Content Validity Ration (CVR) and the results were analyzed quantitatively. It was found that the construct validity are met and reliability analysis generated Kappa coefficient of r11 = 0.892, which was a very good value. Therefore, it can be concluded that the instrument developed had good validity and reliability.Keywords: performance assessment, dressmaking skills, validity dan reliability Abstrak, Permasalahan yang hendak diteliti dalam penelitian pengembangan penilaian kinerja ketrampilan tata busana di SMK yaitu apakah pengembangan instrument penilaian kinerja keterampilan tata busana di SMK dapat dijadikan tes untuk mengukur keterampilan peserta didik yang dapat menghasilkan nilai validitas dan reliabilitas yang tinggi. Penelitian dilaksanakan pada bulan Februari-Mei 2015. Subjek ujicoba adalah peserta didik Program Studi Keterampilan Tata Busana yang jumlahnya 40 siswa. Ujicoba untuk melihat validitas dan reliabilitas dilakukan melalui dua tahap yaitu; 1). Ujicoba teoretik pada 5 orang panelis; 2) Setelah dikembangkan menjadi rubrik sementara, rubrik diuji validitas dan reliabilitasnya dengan menggunakan CVR (Content Validity Rasio) dan hasilnya dianalisis secara kualitatif. Hasil analisis menunjukan validitas konstruk terpenuhi, kemudian analisis reliabilitas menghasilkan Koefisien Kappa sebesar r11= 0,892, angka tersebut memiliki nilai yang sangat baik. Dengan demikian dapat disimpulkan bahwa instrument yang dikembangkan memiliki validitas dan reliabilitas yang baikKata kunci : penilaian kinerja, keterampilan tata busana, validitas dan reliabilitas
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Matthes, Joseph M., and A. Dwayne Ball. "Discriminant validity assessment in marketing research." International Journal of Market Research 61, no. 2 (August 14, 2018): 210–22. http://dx.doi.org/10.1177/1470785318793263.

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Establishing discriminant validity has been a keystone of measurement validity in empirical marketing research for many decades. Without statistically showing that constructs have discriminant validity, contributions to marketing literature are likely to foster the proliferation of constructs that are operationally the same as other constructs already present in the literature, thus leading to confusion in the development of theory. This article addresses this concern by evaluating well-established methods for testing discriminant validity through the simulation of artificial datasets (containing varying levels of correlation between constructs, sample size, measurement error, and distribution skewness). The artificial data are applied to six commonly used approaches for testing the existence of discriminant validity. Results strongly suggest that several methods are much more likely than others to yield accurate assessments of whether discriminant validity exists, especially under specific conditions. Recommendations for practice in the assessment of discriminant validity are suggested.
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Mani, Suresh, Shobha Sharma, Baharudin Omar, Aatit Paungmali, and Leonard Joseph. "Validity and reliability of Internet-based physiotherapy assessment for musculoskeletal disorders: a systematic review." Journal of Telemedicine and Telecare 23, no. 3 (March 31, 2016): 379–91. http://dx.doi.org/10.1177/1357633x16642369.

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Purpose The purpose of this review is to systematically explore and summarise the validity and reliability of telerehabilitation (TR)-based physiotherapy assessment for musculoskeletal disorders. Method A comprehensive systematic literature review was conducted using a number of electronic databases: PubMed, EMBASE, PsycINFO, Cochrane Library and CINAHL, published between January 2000 and May 2015. The studies examined the validity, inter- and intra-rater reliabilities of TR-based physiotherapy assessment for musculoskeletal conditions were included. Two independent reviewers used the Quality Appraisal Tool for studies of diagnostic Reliability (QAREL) and the Quality Assessment of Diagnostic Accuracy Studies (QUADAS) tool to assess the methodological quality of reliability and validity studies respectively. Results A total of 898 hits were achieved, of which 11 articles based on inclusion criteria were reviewed. Nine studies explored the concurrent validity, inter- and intra-rater reliabilities, while two studies examined only the concurrent validity. Reviewed studies were moderate to good in methodological quality. The physiotherapy assessments such as pain, swelling, range of motion, muscle strength, balance, gait and functional assessment demonstrated good concurrent validity. However, the reported concurrent validity of lumbar spine posture, special orthopaedic tests, neurodynamic tests and scar assessments ranged from low to moderate. Conclusion TR-based physiotherapy assessment was technically feasible with overall good concurrent validity and excellent reliability, except for lumbar spine posture, orthopaedic special tests, neurodynamic testa and scar assessment.
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Eakin, Pamela. "Assessments of Activities of Daily Living: A Critical Review." British Journal of Occupational Therapy 52, no. 1 (January 1989): 11–15. http://dx.doi.org/10.1177/030802268905200104.

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Occupational therapists are prolific creators and users of assessments. However, many of us accept an ‘assessment’ form at face value without really considering the reliability or validity of the assessment method. The use of unreliable assessments seriously diminishes the credibility of the profession. Unfortunately, testing assessments for reliability and validity is time consuming. Therefore, it is suggested that occupational therapists make use of the many published assessments, which already provide evidence of their reliability and validity.
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Ishii, Chiharu, and Hideki Kawamura. "Verification of Validity of Assessment Items in Training System for Laparoscopic Surgery." International Journal of Pharma Medicine and Biological Sciences 9, no. 1 (January 2020): 6–13. http://dx.doi.org/10.18178/ijpmbs.9.1.6-13.

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31

Alonazi, Zaha. "Examining validity in computerized dynamic assessment." ExELL 5, no. 1 (October 1, 2017): 55–70. http://dx.doi.org/10.2478/exell-2018-0004.

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Abstract Computerized dynamic assessment (CDA) posits itself as a new type of assessment that includes mediation in the assessment process. Proponents of dynamic assessment (DA) in general and CDA in particular argue that the goals of DA are in congruence with the concept of validity that underscores the social consequences of test use and the integration of learning and assessment (Sternberg & Grigorenko, 2002; Poehner, 2008; Shabani, 2012;). However, empirical research on CDA falls short in supporting such an argument. Empirical studies on CDA are riddled with ill-defined constructs and insufficient supporting evidence in regard to the aspects of validity postulated by Messick (1989, 1990, 1996). Due to the scarcity of research on CDA, this paper explores the potentials and the viability of this intervention-based assessment in computer assisted language testing context in light of its conformity with Messick’s unitary view of validity. The paper begins with a discussion of the theoretical foundations and models of DA. It then proceeds to discuss the differences between DA and non-dynamic assessment (NDA) measures before critically appraising the empirical studies on CDA. The critical review of the findings in CDA literature aims at shedding light on some drawbacks in the design of CDA research and the compatibility of the concept of construct validity in CDA with Messick’s (1989) unitary concept of validity. The review of CDA concludes with some recommendations for rectifying gaps to establish CDA in a more prominent position in computerized language testing.
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Tojib, Dewi Rooslani, and Ly-Fie Sugianto. "Construct Validity Assessment in IS Research." Journal of Organizational and End User Computing 23, no. 1 (January 2011): 38–63. http://dx.doi.org/10.4018/joeuc.2011010103.

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Valid and reliable measures are critical to theory development as they facilitate theory testing in empirical research. Efforts in scale development have been put on ensuring aspects of validity. In this paper, the authors address a specific topic of construct validity assessment in scale development. Using data from the five leading IS journals between 1989-2008, in this paper, the authors determine if and how the field has advanced in construct validity assessment. Findings suggest that the proportion of studies reporting construct validity had increased and Confirmatory Factor Analysis (CFA), Exploratory Factor Analysis (EFA), and Multi-Trait Multi-Method (MTMM) were the three most common methods of construct validity assessment. The authors also apply a popular method from psychology and exemplify how the correlation analysis technique can be used to measure construct validity.
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Gibbon, Bernard. "Validity and reliability of assessment tools." Nurse Researcher 2, no. 4 (June 1995): 48–55. http://dx.doi.org/10.7748/nr.2.4.48.s6.

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Kim, Minho, and R. S. Ramakrishna. "New indices for cluster validity assessment." Pattern Recognition Letters 26, no. 15 (November 2005): 2353–63. http://dx.doi.org/10.1016/j.patrec.2005.04.007.

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O'Leary-Kelly, Scott W., and Robert J. Vokurka. "The empirical assessment of construct validity." Journal of Operations Management 16, no. 4 (July 1998): 387–405. http://dx.doi.org/10.1016/s0272-6963(98)00020-5.

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Horton, A. M., and R. H. B. Benedict. "Reliability and Validity in Neuropsychological Assessment." Archives of Clinical Neuropsychology 7, no. 6 (January 1, 1992): 561–62. http://dx.doi.org/10.1093/arclin/7.6.561.

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Zimiles, Herbert. "Rethinking the validity of psychological assessment." American Psychologist 51, no. 9 (September 1996): 980–81. http://dx.doi.org/10.1037/0003-066x.51.9.980.

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Porter, D. Thomas. "The validity of communication needs assessment." Journal of Applied Communication Research 13, no. 1 (March 1985): 59–69. http://dx.doi.org/10.1080/00909888509388421.

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Chamberlain, John, and David A. F. Haaga. "Convergent Validity of Cognitive Assessment Methods." Behavior Modification 23, no. 2 (April 1999): 294–315. http://dx.doi.org/10.1177/0145445599232007.

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Gaugler, Barbara B., Douglas B. Rosenthal, George C. Thornton, and Cynthia Bentson. "Meta-analysis of assessment center validity." Journal of Applied Psychology 72, no. 3 (1987): 493–511. http://dx.doi.org/10.1037/0021-9010.72.3.493.

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Peachey, John E., and Elliot Loh. "Validity of alcohol and drug assessment." Current Opinion in Psychiatry 7, no. 3 (May 1994): 252–57. http://dx.doi.org/10.1097/00001504-199405000-00011.

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Yau, Kelvin K. W., and Moon-Tong Cheung. "Validity of surgical trainee assessment method." ANZ Journal of Surgery 74, no. 7 (July 2004): 603–4. http://dx.doi.org/10.1111/j.1445-2197.2004.03072.x.

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Stobart, Gordon. "The Validity of National Curriculum Assessment." British Journal of Educational Studies 49, no. 1 (March 2001): 26–39. http://dx.doi.org/10.1111/1467-8527.t01-1-00161.

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Smith, Paul S. "Gulliverʼs Travels, Assessment, Reliability, and Validity." Journal of Wound, Ostomy and Continence Nursing 28, no. 6 (November 2001): 261–62. http://dx.doi.org/10.1097/00152192-200111000-00002.

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Smith, P. "Gulliver's Travels, assessment, reliability, and validity." Journal of WOCN 28, no. 6 (November 2001): 261–62. http://dx.doi.org/10.1067/mjw.2001.119353.

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Moss, Pamela A., Brian J. Girard, and Laura C. Haniford. "Chapter 4: Validity in Educational Assessment." Review of Research in Education 30, no. 1 (January 2006): 109–62. http://dx.doi.org/10.3102/0091732x030001109.

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Ryan Amala, Carine. "Validity Assessment of Hypertension Screening Tools." Jurnal Berkala Epidemiologi 6, no. 1 (March 18, 2018): 124. http://dx.doi.org/10.20473/jbe.v6i12018.124-134.

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Hipertensi atau tekanan darah tinggi merupakan salah satu penyakit tidak menular yang menjadi masalah kesehatan yang sangat serius baik di Indonesia maupun di dunia. Berdasarkan data Departemen Kesehatan Republik Indonesia (Depkes RI) memaparkan bahwa kasus hipertensi di Indonesia sebagai penyebab kematian untuk semua umur yaitu sebanyak 6,8%. Kementerian Kesehatan membuat kebijakan untuk mengelola penyakit hipertensi yaitu salah satunya dengan mengembangkan dan memperkuat kegiatan deteksi dini hipertensi secara aktif atau yang disebut juga sebagai kegiatan skrinning. Tujuan dalam penelitian ini adalah menilai validitas instrumen skrining hipertensi dan memberikan rekomendasi sesuai dengan temuan yang didapat. Instrumen skrining hipertensi yang digunakan berupa kuesioner dengan teknik pengumpulan data adalah dengan menggunakan data primer yang dilakukan dengan cara wawancara. Data didapat dari 41 responden dan berdasar data yang telah terkumpul, diperoleh sebanyak 15 (36,6%) responden mengidap hipertensi yang diukur menggunkan instrumen skrining berupa kuesioner, sedangkan berdasar pengukuran menggunakan alat tensimeter sebagai gold standart ditemukan sebanyak 21 (51,2%) responden yang memiliki hipertensi. Didapatkan untuk penilaian validitas instrumen skrining secara keseluruhan dapat dikategorikan cukup baik, yaitu dengan nilai sensivisitas 0,7143 (71,43%), spesifisitas 1,0 (100%), nilai prediksi positif 1,0 (100%), dan nilai prediksi negatif 0, 7692 (76,92%). Maka dapat disimpulkan bahwa kuesioner tersebut sebagai insrumen skrining masih belum dapat digunakan sebagai media skrining hipertensi secara optimal atau belum sepenuhnya valid sehingga masih memerlukan pengembangan instrumen lebih lanjut.
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48

Foster, Colin. "Validity in educational and psychological assessment." Research in Mathematics Education 19, no. 2 (May 4, 2017): 108–11. http://dx.doi.org/10.1080/14794802.2017.1318086.

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49

Jeffrey, Ricky. "Validity in educational and psychological assessment." Educational Review 69, no. 5 (March 10, 2017): 655. http://dx.doi.org/10.1080/00131911.2017.1291210.

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50

Caffrey, Erin, Douglas Fuchs, and Lynn S. Fuchs. "The Predictive Validity of Dynamic Assessment." Journal of Special Education 41, no. 4 (February 2008): 254–70. http://dx.doi.org/10.1177/0022466907310366.

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