Comments on Implementing Validity Theory

Autor/in	Gafni, Naomi
Titel	Comments on Implementing Validity Theory
Quelle	In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 2, S.284-286 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2015.1111195
Schlagwörter	Stellungnahme; Test Validity; Test Interpretation; Test Use; Test Construction; Test Theory + Suchen Sie Ihr Suchwort? Testvalidität; Test analysis; Testauswertung; Testanwendung; Testaufbau; Testtheorie
Abstract	Naomi Gafni, director of Research and Development, National Institute for Testing and Evaluation, Jerusalem, Israel, has devoted a substantial part of her career to the development of admissions tests and other educational tests and to the investigation of their validity. As such she is keenly aware of the complexities involved in this process. Gafni comments on the disagreement among the contributors of this issue of "Assessment in Education: Principles, Policy & Practice" with regard to making a distinction between supporting interpretations based on test scores and justifying test use. While all of the authors contributing to this issue do agree that both issues are important and require examination, Gafni proposes another way to investigate validity could be to have some of the professionals who are involved in developing the test and investigating its validity play "devil's advocate" and critique it. It is the developers who are most familiar with the test, with its rationale and uses, and with relevant validation research and results. If they are able to present sound arguments that potentially invalidate the test, then changes to the test or the way it is used should be seriously considered. Gafni also argues that educational and psychological measurement professionals are well aware of the fact that--as stated in "The Standards for Educational and Psychological Testing"--validity investigation is a never-ending process, and any validation investigation should look at a testing programme or at an admissions procedure as a whole, as well as at each of its components. It is worthwhile to remember that when high stakes are involved, mainly for individuals, decisions must not be made based on a single test score (no matter how "valid" it is). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01