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ERIC Number: ED410284
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Consequential Validity from the Test Developer's Perspective.
Reckase, Mark D.
This paper explores what a responsible test developer would do to support the consequential validity of a test early in the development process, and how the consequential validity of the program should be monitored and addressed during the life of the program. To illustrate the issues concretely, the validity of the American College Testing Program (ACT) college entrance examination is considered as if the year were 1959 and the program were newly developed. Consequential validity is seen as having two dimensions: the appraisal of the value implications of the construct label, the theory underlying test interpretation, and the ideologies in which the theory is embedded; and the appraisal of the potential and actual social uses of the test. The ACT Assessment Battery was designed in the belief that the best predictor of future performance is a measure of past performance on tasks that are similar to the performance to be predicted. The ACT Assessment as designed appears to have construct labels, as test titles indicate, that meet the requirements of consequential validity in that they represent the test appropriately. The theory behind the test seems consistent with its uses. It is more difficult to evaluate the ideology behind the test (that a college education is an important goal and that students should prepare for it), but it is at least a recognizable ideology. Appraisal of the consequences of the test is more problematic, and it does not seem possible to meet the requirements of consequential validity because of the complications of the social policy implications of testing and unforeseen consequences of testing. (Contains one table and seven references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment