Validity by Design
Item
Title
Validity by Design
Abstract/Description
Lissitz and Samuelsen (2007) argue that the unitary conception of validity for educational assessments is too broad to guide applied work. They call for attention to considerations and procedures that focus on "test development and analysis of the test itself' and propose that those activities be collectively termed content validity. The author of this article describes work that makes more explicit the underlying principles of assessment design, thereby providing conceptual foundations for familiar practices and supporting the development of new ones. By structuring design activities around assessment arguments, the test developer accrues evidence in passing for what Embretson (1983) calls "construct representation" argumentation for validity.
Author/creator
Date
In publication
Volume
36
Issue
8
Pages
463-469
Resource type
Background/Context
Medium
Print
Background/context type
Conceptual
IRE Approach/Concept
Open access/free-text available
No
Peer reviewed
Yes
ISSN
0013-189X
Citation
Mislevy, R. J. (2007). Validity by Design. Educational Researcher, 36(8), 463–469.
Resource status/form
Published Text
Scholarship genre
Theoretical
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