When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments
Item
Title
When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments
Abstract/Description
Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the data when constructing validity arguments, but the practice is not widespread. This paper contributes to existing research on validity by highlighting the value of attending to the actual interpretation and use of a measure aimed at supporting instructional improvement in mathematics. We describe the use of the same measure across two contexts to highlight the importance of attending to characteristics of both users and the contexts in which the measures are used when assessing the validity of inferences for the purpose of instructional improvement efforts.
Author/creator
Date
In publication
Volume
40
Issue
1
Pages
92-100
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
IRE Approach/Concept
Featured case/project
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1745-3992
URL
Citation
Ing, M., Chinen, S., Jackson, K., & Smith, T. M. (2021). When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments. Educational Measurement: Issues and Practice, 40(1), 92–100. https://doi.org/10.1111/emip.12393
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