Reconsidering Issues in Validity Theory

Autor/in	Gorin, Joanna S.
Titel	Reconsidering Issues in Validity Theory
Quelle	In: Educational Researcher, 36 (2007) 8, S.456-462 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X07311607
Schlagwörter	Stellungnahme; Test Content; Test Validity; Construct Validity; Test Construction; Student Evaluation; Testing; Evaluation Research; Scoring; Scores; Theories; Definitions + Suchen Sie Ihr Suchwort? Testaufgabe; Testvalidität; Testaufbau; Schulnote; Studentische Bewertung; Testdurchführung; Testen; Evaluationsforschung; Bewertung; Theory; Theorie; Begriffsbestimmung
Abstract	Lissitz and Samuelsen (2007) propose a new framework for validity theory and terminology, emphasizing a shift in theory and practice toward issues of test content rather than constructs. The author of this article argues that several of Lissitz and Samuelsen's critiques of validity theory focus on previously considered, but subsequently discarded, validity conceptualizations. In addition, she suggests that Lissitz and Samuelsen's conceptualization returns to methods shown historically to be problematic for score use and interpretation. In doing so, she highlights developments in validity theory and practice centering on cognitively based examinations of test scores that have contributed to increased understanding of score meaning and stronger validity arguments. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10