ERIC Number: ED380496
Record Type: RIE
Publication Date: 1994-Sep
Validity of Psychological Assessment: Validation of Inferences from Persons' Responses and Performances as Scientific Inquiry into Score Meaning. Research Report RR-94-45.
The traditional concept of validity divides it into three separate types; content, criterion, and construct validities. This view is fragmented and incomplete, failing to take into account evidence of the value implications of score meaning as a basis for action and of the social consequences of score use. The new unified concept of validity interrelates these issues as fundamental aspects of a more comprehensive theory of construct validity addressing both score meaning and social values in test interpretation and use and integrating content, criteria, and consequences into a construct framework for empirically testing rational hypotheses about score meaning and relevant relationships. Six distinguishable aspects of construct validity are highlighted. These are: (1) content; (2) substantive; (3) structural; (4) generalizability; (5) external; and (6) consequential. These six aspects function as the general validity criteria for all educational and psychological measurement, including performance assessments, discussed in detail because of their increased use. One figure illustrates validity as a progressive matrix. (Contains 32 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.
Grant or Contract Numbers: N/A