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| Autor/in | Twing, Jon S. |
|---|---|
| Titel | The Controversy of Consequences |
| Quelle | In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 2, S.296-298 (3 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0969-594X |
| DOI | 10.1080/0969594X.2015.1111196 |
| Schlagwörter | Stellungnahme; Test Validity; Misconceptions; Evidence; Scores; Inferences; Data Interpretation; Definitions; Psychometrics; Test Theory |
| Abstract | This special issue of "Assessment in Education" contains the type of debate needed about what Cizek (2015) calls a "… lingering flaw in the concept of validity…." Some practitioners might not agree that the current theory of validation is flawed. Specifically, the debate Jon Twing is referencing concerns the role of the consequences associated with test use in the validation of test instruments. Twing comments that the debate clearly precedes this special issue; in fact, validity and the consequences of test use has long been an area of controversy among experts in the field, and claims this debate is at the heart of a fundamental mistake in the conceptualisation of validation theory that practitioners struggle with--namely the types of evidence required to justify score inferences and those needed to defend test use. Twing writes that he does not believe the fundamental problem is definitional, but more procedural, relative to the mixing of evidence needed for both score interpretation and test use. If anything, an operational definition might be needed to clarify and illuminate the meaning. (ERIC). |
| 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 |
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