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Validity and Validation in Social, Behavioral, and Health SciencesWhat Counts as Evidence: A Review of Validity Studies in Educational and Psychological Measurement

Validity and Validation in Social, Behavioral, and Health Sciences: What Counts as Evidence: A... [Validity is considered a fundamental concern in educational measurement, yet it remains an intensely debated concept with conflicting implications for the practice of validation. This study used a systematic review process to analyze past (1960–1969) and present (2000–2009) validation practices, with an eye towards implications for both the theory and practice of validation. Articles in the “Validity Studies” section of the journal Educational and Psychological Measurement were systematically selected, and the validity evidence presented in each study was analyzed based upon classifications from the AERA, APA, and NCME Standards for Educational and Psychological Testing. Results show two primary categories of evidence were consistently absent (evidence based on response processes and consequences of test use), and modern theoretical validity frameworks were rarely used or cited. Discussion of these findings is situated within current theoretical debates, and the implications for the practice of test validation are considered.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Validity and Validation in Social, Behavioral, and Health SciencesWhat Counts as Evidence: A Review of Validity Studies in Educational and Psychological Measurement

Part of the Social Indicators Research Series Book Series (volume 54)
Editors: Zumbo, Bruno D.; Chan, Eric K.H.
Shear, Benjamin R.; Zumbo, Bruno D.
Validity and Validation in Social, Behavioral, and Health Sciences — Aug 21, 2014
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References (41)

Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2014
ISBN
978-3-319-07793-2
Pages
91 –111
DOI
10.1007/978-3-319-07794-9_6
Publisher site
See Chapter on Publisher Site

Abstract

[Validity is considered a fundamental concern in educational measurement, yet it remains an intensely debated concept with conflicting implications for the practice of validation. This study used a systematic review process to analyze past (1960–1969) and present (2000–2009) validation practices, with an eye towards implications for both the theory and practice of validation. Articles in the “Validity Studies” section of the journal Educational and Psychological Measurement were systematically selected, and the validity evidence presented in each study was analyzed based upon classifications from the AERA, APA, and NCME Standards for Educational and Psychological Testing. Results show two primary categories of evidence were consistently absent (evidence based on response processes and consequences of test use), and modern theoretical validity frameworks were rarely used or cited. Discussion of these findings is situated within current theoretical debates, and the implications for the practice of test validation are considered.]

Published: Aug 21, 2014

Keywords: Construct Validity; Test Score; Item Response Theory; Response Process; Psychological Measurement

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