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ERIC Number: EJ1145567
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0731-1745
Actual Interpretations and Use of Scores as Aspects of Validity
O'Leary, Timothy M.; Hattie, John A. C.; Griffin, Patrick
Educational Measurement: Issues and Practice, v36 n2 p16-23 Sum 2017
Validity is the most fundamental consideration in test development. Understandably, much time, effort, and money is spent in its pursuit. Central to the modern conception of validity are the interpretations made, and uses planned, on the basis of test scores. There is, unfortunately, however, evidence that test users have difficulty understanding scores as intended. That is, although the proposed interpretations and use of test scores might be theoretically valid they might never come to be because the meaning of the message is lost in translation. This necessitates pause. It is almost absurd to think that the intended interpretations and uses of test scores might fail because there is a lack of alignment with the actual interpretations made and uses enacted by the audience. Despite this, there has only recently been contributions to the literature regarding the interpretability of score reports, the mechanisms by which scores are communicated to their audience, and their relevance to validity. These contributions have focused upon linking, through evidence, the "intended" interpretation and use with the "actual" interpretations being made and actions being planned by score users. This article reviews the current conception of validity, validation, and validity evidence with the goal of positioning the emerging notion of validity of usage within the current paradigm.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A