In Search of Validity Evidence in Support of the Interpretation and Use of Assessments of Complex Constructs: Discussion of Research on Assessing 21st Century Skills

Autor/inn/en	Ercikan, Kadriye; Oliveri, María Elena
Titel	In Search of Validity Evidence in Support of the Interpretation and Use of Assessments of Complex Constructs: Discussion of Research on Assessing 21st Century Skills
Quelle	In: Applied Measurement in Education, 29 (2016) 4, S.310-318 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2016.1209210
Schlagwörter	Evaluation Methods; Test Construction; Design; Scaling; Data Analysis; Test Validity; Thinking Skills; Knowledge Level; Inferences; Models; Critical Thinking; Problem Solving; Decision Making; Interpersonal Competence; Technological Literacy; Information Literacy; Student Characteristics; Evidence; Scoring; Construct Validity; Culture Fair Tests + Suchen Sie Ihr Suchwort? Testaufbau; Scale construction; Skalenkonstruktion; Auswertung; Testvalidität; Denkfähigkeit; Wissensbasis; Inference; Inferenz; Analogiemodell; Kritisches Denken; Problemlösen; Decision-making; Entscheidungsfindung; Interpersonale Kompetenz; Technisches Wissen; Informationskompetenz; Evidenz; Bewertung
Abstract	Assessing complex constructs such as those discussed under the umbrella of 21st century constructs highlights the need for a principled assessment design and validation approach. In our discussion, we made a case for three considerations: (a) taking construct complexity into account across various stages of assessment development such as the design, scaling, and interpretation aspects; (b) cognitive validity evidence that goes beyond traditional psychometric analyses of response patterns, and (c) cross-cultural validity. We analyze the four articles in this special issue with respect to these three considerations and discuss the kinds of evidence needed to support interpretation of scores from 21st century constructs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01