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            Validity is a fundamental aspect of action research. When looking at the general idea of action research, it might be easy to confuse it with simply trying out new things in the classroom and recording observations. On the other hand, using validity as a main and guiding principle, action research is given a greater measure of value. Essentially, validity is the property related to the research’s actual corresponding to what it sets out to accomplish. In other words, if a researcher is aiming to see if a new technique of language interventions has a positive or negative impact on a student’s reading ability, validity would be demonstrated by the process of research actually having a direct relationship with the findings of that research. In that sense, validity means that the findings of the research are actually representing what the research is supposed to measure or observe. In the case of action research, Mills (2013) describes validity as the correct relationship between the research conducted, including methodology, and the findings of the research. Mills points out that there is internal and external validity, the first relating to whether the research is valid for the participants and factors in the study itself, and external being related to whether or not the results can be extrapolated to other groups or situations.

            In the case study by Alyson Marland, the researcher took a number of steps in order to establish and ensure validity. Her overall aim was to see if test scores and student outcomes improved with the introduction of a new intervention. She took steps to ensure the validity of the study by making a careful examination of the different variables that could affect the test scores of her students. For example, Marland made a very detailed analysis of the types of errors her students were making on tests and in class. By doing this, she was able clearly define the parameters of what a good outcome would be and thus eliminated any ambiguity that might arise when measuring the results of the intervention. She used these parameters to think up an intervention that would address them. By being consistent and carefully measuring these variables, her research findings were consistent with her methods and we could say that the research was valid. Furthermore, this consistency was fundamental in seeing if the intervention was successful or not.

            Another important factor to keep in mind when doing action research is reliability. Simplified, reliability is concerned with whether or not the results of a specific research would be stable if repeated over time. That is to say, a reliable study would be one that when repeated would yield similar results. This is a crucial concept, as any action research intervention that would not produce the same results when done again is of little value. Reliability would ensure that the results would be produced again, thus making it of use to other teachers and researchers. For Marland, in order to ensure the reliability of the research, the intervention would have to be repeated with another group of students and the results recorded. If the research has reliability, then the results would be similar in different applications of the intervention.