Validity evidence based on test content

Routledge Education, 2022

Validity refers to the degree to which interpretations of test scores that are used for a particular purpose are supported by both theory and empirical evidence. In this article, we discuss validity as it pertains to educational and psychological testing. We also trace the history of validity theory and discuss how to validate the use of a test for a particular purpose. We draw heavily from the Standards for Educational and Psychological Testing, which are developed by the American Educational Research Association, the American Psychological Association, and National Council on Measurement in Education, to promote quality test development and validation activities.

Encyclopedia of Measurement and Statistics, 2015

Background: Validity evidence based on test content is one of the fi ve forms of validity evidence stipulated in the Standards for Educational and Psychological Testing developed by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. In this paper, we describe the logic and theory underlying such evidence and describe traditional and modern methods for gathering and analyzing content validity data. Method: A comprehensive review of the literature and of the aforementioned Standards is presented. Results: For educational tests and other assessments targeting knowledge and skill possessed by examinees, validity evidence based on test content is necessary for building a validity argument to support the use of a test for a particular purpose. Conclusions: By following the methods described in this article, practitioners have a wide arsenal of tools available for determining how well the content of an assessment is congruent with and appropriate for the specifi c testing purposes.

Psicothema, 2014

Validation is the process of providing evidence that tests and questionnaires are adequately and appropriately fulfilling the purposes for which they are developed. In this special issue, experts from several countries describe specific approaches to test validation and provide examples of their approach. These approaches and examples illustrate the validation framework implied by the Standards for Educational and Psychological Testing. We describe the Standards' approach for building a validity argument based on validity evidence based on test content, response processes, internal structure, relations to other variables, and testing consequences. The five articles provide comprehensive examples of gathering data regarding these five sources of evidence and how they contribute to the validation of the use of test scores for particular purposes. These five articles provide concrete examples of how the five sources of validity evidence suggested by the Standards can be used to dev...

Proceedings of the 5th International Conference on Community Development (AMCA 2018), 2018

This paper aims at providing an analysis of views of validity as an important concept in psychological and educational assessment which has undergone transformation for several decades. The revolutionary change took place along with the release of the 1999 Standards followed by the 2014 Standards in which validity is associated with interpretation and use of test scores. With the new framework, several types of theoretical and empirical evidence are required to support the validation process. The results of the analysis show that the drastic change of the validity concept and the complicated process of validation have resulted in misunderstanding, misinterpretation, and misuse. Apart from different views which challenge the new concept, the argument-based approach has provided basis for new studies in many fields. Some strategies required to deal with complicated validation processes are suggested, along with some alternative perspective associated with the limitations of the standards.

Educational Psychologist, 2016

Educational Measurement: Issues and Practice, 2007

The projects used the work of Knowing What Students Know (Pellegrino, Chudowsky, & Glaser, 2001) to structure and focus the collection and evaluation of assessment information. The heuristic of the assessment triangle was particularly useful in emphasizing that the validity evaluation needs to consider the logical connections among the characteristics of the students tested and how they develop domain proficiency (the cognition vertex), the nature of the assessment (the observation vertex), and the ways in which the assessment results are interpreted (the interpretation vertex). This project has shown that in addition to designing more valid assessments, the growing body of knowledge about the psychology of achievement testing can be useful for structuring evaluations of technical quality.

Educational Psychologist, 2016

2024

This is a module containing lessons on the reliability and validity of assessments used in the educational sector. This is made for Bachelor-level teacher education students.

Medical Education, 2003

2014