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Abstract

Organizational consultants depend on the validity of their assessments to be effective in their work. Within psychology, the 1959 article by Campbell and Fiske on convergent and discriminant validity by the multitrait-multimethod matrix was the most frequently cited in the history of the journal where it was published. The present article suggests how authority dynamics in classrooms impede students from understanding key concepts, describes how students were taught to use the matrix by experiential methods, shows better convergent and discriminant validity for an experientially developed trait than for one established by other procedures, and implies that concepts of validity can be made more accessible by using experiential methods.

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Using Experiential Methods to Teach about Measurement Validity

Abstract

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