Integrating Validation Arguments with the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation

Autor/inn/en	Ketterlin-Geller, Leanne R.; Perry, Lindsey; Adams, Elizabeth
Titel	Integrating Validation Arguments with the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation
Quelle	In: Applied Measurement in Education, 32 (2019) 1, S.60-76 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2018.1544136
Schlagwörter	Validity; Educational Assessment; Models; Screening Tests; Middle School Students; Mathematics Tests; Test Use; Test Interpretation; Inferences; Scoring; Generalization + Suchen Sie Ihr Suchwort? Gültigkeit; Education; assessment; Bewertungssystem; Analogiemodell; Screening-Verfahren; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Testanwendung; Test analysis; Testauswertung; Inference; Inferenz; Bewertung
Abstract	Despite the call for an argument-based approach to validity over 25 years ago, few examples exist in the published literature. One possible explanation for this outcome is that the complexity of the argument-based approach makes implementation difficult. To counter this claim, we propose that the Assessment Triangle can serve as the overarching framework for operationalizing and instantiating the argument-based approach to validation. Integrating these frameworks can streamline the validation process by providing a conceptual lens for identifying, collecting, and evaluating relevant sources of evidence throughout the testing process. To fully examine this proposed conceptualization, we apply the integrated framework to an example case of a universal screener for middle-school mathematics. We articulate an interpretation and use argument for the universal screener, and then present relevant sources of evidence to evaluate the plausibility of the inferences and warrants underlying test score use. Based on this applied example, the strengths and limitations of the integrated framework are considered, and recommendations are made for future instantiations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01