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gDiscriminant validity is provided for when an indicator's loading with the assigned construct is higher than with remaining constructs.
It has three objectives: (1) Describe the development and characteristics of the assessments; (2) Present a synthesis of the facets of ICT literacy measured; and (3) Investigate to what extent information about reliability and validity is provided.
A description of the measures and reliability and validity is provided in Table 1.
Similar to McLaughlin and coworkers [ 10], we believe that either technique could be used, but that in this case greater face validity is provided by the multiplication technique.
Evidence for convergent validity is provided if test scores correlate with other measures of the same construct and evidence of discriminant validity is established if scale scores do not correlate with measures of unrelated constructs.
Evidence of concurrent validity is provided by the high correlations between the Self-Care domain and Wee-FIM Self-Care scores (r =.92) and Mobility domain and Wee-FIM Mobility scores (r =.97).
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Evidence for construct validity was provided by examining patterns of partial correlations for each subscale.
Retest reliability was reported to be 0.80, and evidence of validity was provided by reporting a correlation coefficient of 0.59 with the British Army verbal intelligence test (Baddeley, 1968).
Additional calibration results and an assessment of projective validity are provided in the Supplementary information.
A further indication of this type of validity was provided by content analysis of free text answers about other barriers.
Examples of indicative quotes relating to the influence of credentials and measures of validity are provided in Table 5.
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