Teachers at York High School were dismayed at a new test they would be required to take to demonstrate their ability as educators. Rather than a test of content knowledge or of teaching techniques, the new test would measure their reaction time to a series of rapidly flashed abstract images and words. Despite the assurances of the test’s creator, the teachers argued that a test like this would have low

a. content validity.

b. diagnostic validity.

c. split-half reliability.

d. test-retest reliability.

e. psychometric ratings.