Actual Interpretations and Use of Scores as Aspects of Validity

Autor/inn/en	O'Leary, Timothy M.; Hattie, John A. C.; Griffin, Patrick
Titel	Actual Interpretations and Use of Scores as Aspects of Validity
Quelle	In: Educational Measurement: Issues and Practice, 36 (2017) 2, S.16-23 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12141
Schlagwörter	Test Interpretation; Scores; Test Validity; Evidence; Information Dissemination + Suchen Sie Ihr Suchwort? Test analysis; Testauswertung; Testvalidität; Evidenz; Informationsverbreitung
Abstract	Validity is the most fundamental consideration in test development. Understandably, much time, effort, and money is spent in its pursuit. Central to the modern conception of validity are the interpretations made, and uses planned, on the basis of test scores. There is, unfortunately, however, evidence that test users have difficulty understanding scores as intended. That is, although the proposed interpretations and use of test scores might be theoretically valid they might never come to be because the meaning of the message is lost in translation. This necessitates pause. It is almost absurd to think that the intended interpretations and uses of test scores might fail because there is a lack of alignment with the actual interpretations made and uses enacted by the audience. Despite this, there has only recently been contributions to the literature regarding the interpretability of score reports, the mechanisms by which scores are communicated to their audience, and their relevance to validity. These contributions have focused upon linking, through evidence, the "intended" interpretation and use with the "actual" interpretations being made and actions being planned by score users. This article reviews the current conception of validity, validation, and validity evidence with the goal of positioning the emerging notion of validity of usage within the current paradigm. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01