Literaturnachweis - Detailanzeige
Autor/in | Cizek, Gregory J. |
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Titel | Validating Test Score Meaning and Defending Test Score Use: Different Aims, Different Methods |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 2, S.212-225 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2015.1063479 |
Schlagwörter | Scores; Definitions; Evaluation Utilization; Data Interpretation; Test Validity; Program Validation; Educational Theories; Inferences; Relevance (Education); Schematic Studies; Correlation; Evidence; Educational Objectives |
Abstract | Advances in validity theory and alacrity in validation practice have suffered because the term "validity" has been used to refer to two incompatible concerns: (1) the degree of support for specified interpretations of test scores (i.e. intended score meaning) and (2) the degree of support for specified applications (i.e. intended test uses). This article provides a brief summary of current validity theory, explication of a critical flaw in the current conceptualisation of validity, and a framework that both accommodates and differentiates validation of test score inferences and justification of test use. (As Provided). |
Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |