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Face Validity
Face validity means that the questions on the test appear valid "on their face". For example, in a test of arithmetic for third-graders, questions about multiplication and division would have high face validity. The purpose of the arithmetic test would be clear to the students, However, the purpose of questions about verbs and nouns might not be as obvious to the third-graders, and that test would have low face validity. Usually, face validity is assumed, but sometimes a question can be valid in other ways, but not face-valid. .
Criterion Validity (also Known as Criterion Related Validity)
Criterion validity assesses the results of a test compared with some criterion that has already been validated. Often the new test is cheaper or more practicable than the earlier test. For example, you could assess the validity of a driving simulator by comparing it with performance in an actual car. If the simulator had good validity, it might be a cheaper (and a less dangerous) way of assessing driving skill.
Construct Validity
Construct validity measures the relationship between scores on a test and measures of other theoretical constructs. There are two types of construct validity: Convergent and discriminate. Convergent validity means that the scores on a test should correlate highly with scores on tests of related constructs. Discriminate validity means that scores should correlate poorly with scores on tests of unrelated constructs. For example, scores on a test of depression should correlate more highly with scores on anxiety tests than with scores on tests of arithmetic.
Content Validity
Content validity means that the test covers the full range of material that it is intended to measure. It is usually assessed by consulting experts in the field. For example, a test of arithmetic should cover all the areas of arithmetic that have been covered by children in a particular grade. For another example, a test of driving skill should cover all skills necessary to driving an automobile.