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ERIC Number: ED411315
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Conducting Licensure Validity Studies: The Need To Broaden the Evidentiary Base.
Poggio, John P.; Glasnapp, Douglas R.; Green, Sam B.; Tollefson, Nona
Findings are reported from a series of comprehensive and detailed empirical investigations that evaluated four different teacher certification paper-and-pencil tests through a typical content validation method and from three distinct and independent empirical validation studies of these devices. These latter studies can be understood as providing construct-related evidence of validity. The four test batteries studied were: (1) the enhanced ACT Assessment; (2) the Collegiate Assessment of Academic Skills; (3) the Pre-Professional Skills Test; and (4) the state's locally developed comprehensive basic skills instruments. Three groups of participants provided data for the different types of studies conducted: 1,190 undergraduates, higher education faculty and administrators, and educators for kindergarten through grade 12. Content-related validity reviews were conducted by higher education faculty, and empirical studies involved test results from undergraduate students. Using both types of studies provided the opportunity of evaluating the appropriateness of sole reliance on the single, almost commonplace, content validation approach. These findings indicate that reliance on the content validation studies would have resulted in different recommendations than those that emerged from the broad-based empirical studies. (Contains four tables and four references.) (SLD)
Publication Type: Reports - Research; 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; Collegiate Assessment of Academic Proficiency; Pre Professional Skills Tests