Construct validity concerns whether a measurement instrument accurately represents and captures the underlying theoretical construct, such as intelligence or motivation. It is established by examining relationships with other variables, factor structure and theoretical coherence. High construct validity means the test behaves as the theory predicts. Therefore, the type of validity described in the stem is called construct validity.
Option A:
Option A names construct validity, which integrates evidence from multiple sources such as convergent and discriminant validity. It focuses on the match between the abstract concept and its operational indicators. Because the stem refers to measuring the intended theoretical construct, this option is correct.
Option B:
Content validity assesses whether an instrument adequately covers the full range of the domain of content, such as syllabus topics, but does not directly address theoretical constructs beyond the domain. It focuses on item coverage rather than theoretical meaning, so it is not the best completion.
Option C:
Criterion-related validity evaluates how well test scores predict or relate to an external criterion, such as future performance, either concurrently or predictively. While related to accuracy, it is not specifically about alignment with theoretical constructs. Hence, it is not correct here.
Option D:
Face validity refers to the extent to which a test appears to measure what it intends to measure, based on superficial judgment by users or experts. It is more about appearance than deep theoretical accuracy. Therefore, it does not match the stem.
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