An educational researcher gives the same test to two groups of students, then delivers an instructional intervention to one group, and then gives both groups the same test again. The intervention/treatment group scores much higher this time; the control (non-treatment) group scores essentially the same as the first time. The researcher concludes that barring other factors, the intervention was what raised one group’s scores. What type of validity does this illustrate?

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An educational researcher gives the same test to two groups of students, then delivers an instructional intervention to one group, and then gives both groups the same test again. The intervention/treatment group scores much higher this time; the control (non-treatment) group scores essentially the same as the first time. The researcher concludes that barring other factors, the intervention was what raised one group’s scores. What type of validity does this illustrate?