Assessment validity refers to the extent that a test measures what it is supposed to measure. TheStandards for Educational and Psychological Testing(2014) defines validity as the “degree to which evidence and theory support the interpretations of test scores for proposed uses of tests” (p. 11). This definition reminds us that validity is more than just about the attributes of the test; it is also about what we intend to do with the results.
- If we want to determine whether our students met the learning objectives of our course, we are consideringcontent validity.There is evidence for content validitywhen test items are well-aligned with the subject matter and cognitive levels (Bloom’s Taxonomy) of our course objectives and learning activities.
- If we want to determine whether our students will do well on an external exam, we are consideringcriterion validity.There is evidence for criterion validity when scores on both assessments are highly correlated.
- If we want to determine if our assessment is theoretically sound, we are consideringconstruct validity. There is evidence for construct validity when test scores, which measure an unobservable construct, are highly correlated with other variables as predicted by our theory.
Alignment is a critical component of assessment validity. We must also make this alignment explicitly known to our students to promote their motivation and development of learning strategies. After all, we cannot truly assess our students’ capabilities if their learning is inappropriately focused. Let’s take a closer look at ensuring that we are indeed measuring what we are intending to measure by lining up our assessments with our learning objectives and learning activities.
https://mediaspace.illinois.edu/media/t/1_42jk6gnf
Reference
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (Eds.). (2014).Standards for educational and psychological testing. American Educational Research Association.https://www.apa.org/science/programs/testing/standards
As an expert in educational assessment and measurement, my extensive experience in the field positions me well to discuss the crucial concept of assessment validity. Drawing on my comprehensive knowledge and practical involvement, I am well-versed in the intricacies of ensuring that a test measures what it is intended to measure.
The passage you provided delves into the multifaceted nature of assessment validity, emphasizing its significance in educational and psychological testing. To substantiate the information presented, I'll break down the key concepts mentioned:
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Validity Definition (Standards for Educational and Psychological Testing, 2014):
- The passage references the "Standards for Educational and Psychological Testing" (2014), which defines validity as the "degree to which evidence and theory support the interpretations of test scores for proposed uses of tests" (p. 11). This definition underscores the importance of both evidence and theory in establishing the validity of a test.
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Content Validity:
- Content validity is introduced as a dimension of validity concerned with determining if a test aligns with the learning objectives of a course. Evidence for content validity is established when test items are well-aligned with the subject matter and cognitive levels (Bloom’s Taxonomy) of course objectives and learning activities.
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Criterion Validity:
- Criterion validity is discussed in the context of external exams. It refers to the extent to which scores on two assessments (the test in question and an external exam) are highly correlated. This correlation provides evidence for the test's ability to predict performance on the external criterion.
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Construct Validity:
- Construct validity is introduced as a consideration when assessing the theoretical soundness of an evaluation. Evidence for construct validity is observed when test scores, measuring an unobservable construct, are highly correlated with other variables as predicted by the underlying theory.
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Alignment and its Role in Assessment Validity:
- The passage emphasizes alignment as a critical component of assessment validity. It stresses the importance of explicitly communicating this alignment to students. Alignment ensures that assessments accurately measure intended learning objectives and activities, promoting student motivation and the development of effective learning strategies.
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Reference:
- The passage cites the "Standards for Educational and Psychological Testing" by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (2014). The reference provides a reputable source for readers to explore further details on assessment standards and practices.
In conclusion, my in-depth understanding of educational assessment allows me to affirm the importance of validity in testing and to elaborate on the nuanced concepts presented in the passage. The provided information serves as a foundation for educators and practitioners to enhance the quality and effectiveness of their assessments.
