Journal ArticleDOI
Validating the Interpretations and Uses of Test Scores
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In this article, an argument-based approach to validate an interpretation or use of test scores is proposed, where the claims based on the test scores are outlined as an argument that specifies the inferences and supporting assumptions needed to get from test responses to score-based interpretations and uses.Abstract:
To validate an interpretation or use of test scores is to evaluate the plausibility of the claims based on the scores. An argument-based approach to validation suggests that the claims based on the test scores be outlined as an argument that specifies the inferences and supporting assumptions needed to get from test responses to score-based interpretations and uses. Validation then can be thought of as an evaluation of the coherence and completeness of this interpretation/use argument and of the plausibility of its inferences and assumptions. In outlining the argument-based approach to validation, this paper makes eight general points. First, it is the proposed score interpretations and uses that are validated and not the test or the test scores. Second, the validity of a proposed interpretation or use depends on how well the evidence supports the claims being made. Third, more-ambitious claims require more support than less-ambitious claims. Fourth, more-ambitious claims (e.g., construct interpretations) tend to be more useful than less-ambitious claims, but they are also harder to validate. Fifth, interpretations and uses can change over time in response to new needs and new understandings leading to changes in the evidence needed for validation. Sixth, the evaluation of score uses requires an evaluation of the consequences of the proposed uses; negative consequences can render a score use unacceptable. Seventh, the rejection of a score use does not necessarily invalidate a prior, underlying score interpretation. Eighth, the validation of the score interpretation on which a score use is based does not validate the score use.read more
Citations
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Editorial Commentary: Addressing Confusion in the Diffusion of Archival Data Research
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Why assessment in medical education needs a solid foundation in modern test theory
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References
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Journal ArticleDOI
Convergent and discriminant validation by the multitrait-multimethod matrix.
TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Book
Experimental and Quasi-Experimental Designs for Generalized Causal Inference
TL;DR: In this article, the authors present experiments and generalized Causal inference methods for single and multiple studies, using both control groups and pretest observations on the outcome of the experiment, and a critical assessment of their assumptions.
Journal ArticleDOI
Construct validity in psychological tests.
Lee J. Cronbach,Paul E. Meehl +1 more
TL;DR: The present interpretation of construct validity is not "official" and deals with some areas where the Committee would probably not be unanimous, but the present writers are solely responsible for this attempt to explain the concept and elaborate its implications.
Book
Statistical Theories of Mental Test Scores
TL;DR: In this paper, the authors present a survey of test theory models and their application in the field of mental test analysis. But the focus of the survey is on test-score theories and models, and not the practical applications and limitations of each model studied.