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Validity in educational & psychological assessment / Paul Newton & Stuart Shaw.
- Format:
- Book
- Author/Creator:
- Newton, Paul E., author.
- Shaw, Stuart D., 1962- author.
- Language:
- English
- Subjects (All):
- Examinations--Validity.
- Examinations.
- Educational tests and measurements--Social aspects.
- Educational tests and measurements.
- Psychological tests--Social aspects.
- Psychological tests.
- Psychometrics--Social aspects.
- Psychometrics.
- Examinations--Interpretation.
- Physical Description:
- xxi, 253 pages ; 25 cm
- Other Title:
- Validity in educational and psychological assessment.
- Place of Publication:
- Thousand Oaks, CA SAGE Publications, 2014.
- Summary:
- This book shows how the consensus view of validity was at best rather shallow. Notably, the consensus view leaves unresolved important tensions between those who see validation as a never-ending process (e.g., Cronbach, Messick) and those who understand the needs of those who produce assessments to be able to say that they have undertaken necessary due diligence to attest to the quality of assessments (e.g., Ebel, Kane). As well as providing an excellent, scholarly review of the history of the idea of validity, this book shows how a modified version of Messick's facet model of validity can produce a rigorously grounded, and yet practical, approach to assuring the quality of educational and psychological assessments.
- Contents:
- 1 Validity and validation 1
- What do we mean by validity? 2
- Validity across disciplines 2
- Validity for research 3
- Validity for measurement: attributes and decisions 5
- Kinds of validity for measurement 7
- Conventions used in the book 10
- Educational and psychological measurement 10
- Attributes or constructs? 11
- Particular kinds of attribute 12
- Reliability and validity 13
- An outline of die history of validity 14
- The genesis of validity (mid-1800s-1951) 16
- A gestational period (mid-1800s-1920) 17
- A period of crystallization (1921-1951) 18
- The fragmentation of validity (1952-1974) 19
- The (re)unification of validity (1974-1999) 21
- The deconstruction of validity (2000-2012) 22
- Twenty-first-century evaluation 24
- 2 The genesis of validity: rnid-1800s-1951 27
- A gestational period (pre-1921) 27
- A period of crystallization (post-1921) 30
- Existing accounts of the early years 32
- Explaining the caricature 36
- From quality of measurement to degree of correlation 36
- From degree of correlation to coefficient of validity 37
- Validating tests for different purposes 38
- Validity and school achievement tests 39
- Sampling theory versus test construction practice 41
- Measurement versus evaluation 42
- Sampling theory versus test construction theory 43
- The ongoing tension between empirical and logical 45
- Validity and general intelligence tests 46
- A logical approach to test development 46
- An empirical approach to validation 47
- Beyond correlation with criterion measures 49
- Validity and special aptitude tests 49
- An empirical approach to validation SO
- An empirical approach to test development 50
- The criterion problem 51
- Validity and personality tests 52
- Paul Meehl 53
- Lee Cronbach 53
- Alternative explanations 54
- Validity and validation by the end of the 1940s 54
- Divergent views 55
- A more interesting and nuanced story 57
- 3 The fragmentation of validity: 1952-1974 63
- Professional standards: edition 1 64
- Different approaches to validation 65
- Content validity 55
- Predictive validity 65
- Concurrent validity 67
- Construct validity 68
- Different kinds of validity 69
- The invention of construct validity 71
- Professional standards: editions 2 and 3 74
- Operationism 77
- The entrenchment of fragmented thinking 80
- Seeds of discontent 84
- Cronbach on validation 88
- Validity and validation by the mid-1970s 91
- 4 The (reunification of validity: 1975-1999 99
- The Messick years: triumph and tribulation 100
- The Messick years prefigured 100
- The new science of validity 102
- Deeply entrenched fragmentation 102
- Messick's mission 103
- Why 'content validity' is insufficient 103
- Why 'criterion validity' is insufficient 106
- The general relevance of nomological networks 108
- The ethical imperative underpinning construct validity 109
- All validity is construct validity 110
- The new practice of validation 114
- The progressive matrix 116
- The logic of the matrix 117
- The illogic of the matrix 118
- The confusing role of social consequences 121
- Consequences and the scope of validity theory 122
- Earlier years 122
- Transitional years 123
- Later years 125
- The transition 127
- Professional standards: editions 4 and 5 129
- Validity and validation by the end of the 1990s 131
- 5 The deconstruction of validity: 2000-2012 135
- The desire to simplify validation practice 136
- The methodology in principle 137
- The methodology in practice 141
- The desire to simplify validity theory 141
- The nature and significance of construct validity 146
- The construction of construct validity theory 146
- Deconstructions and reconstructions of construct validity 148
- Borsboom (part 1): tests are valid, not interpretations 148
- Lissitz and Samuelsen: no need for nomological networks 149
- Embretson, Pellegrino and Gorin: the cognitive approach 150
- Kane: not all attributes are hypothetical 153
- Borsboom (part 2): validity is ontological, not epistemological 155
- Michell and Maraun: doubts about measurement 165
- Moss: situated validation 165
- Construct validity in the balance 166
- The nature of validation research 167
- The nature of constructs/ attributes 168
- The nomological network 169
- The label 'construct validity' 170
- In the balance 171
- The scope of validity 172
- Emergence of the debate 172
- The arguments for 174
- The arguments against 175
- The various camps 176
- The ongoing debate 178
- Validity and validation into the 21st century 179
- 6 Twenty-first-century evaluation 183
- A framework for the evaluation of testing policy 184
- Defending the new matrix 189
- Evaluation of technical quality: cells 1 to 3 192
- Evaluation of social value: cells 4a to 4c and the Overall Judgement 194
- Illustrating the framework 198
- Cell 1 198
- Specifying the attribute 198
- Theoretical plausibility 199
- Policy owner values and purposes 200
- Reconciling values and the 'real world' 201
- Cell 2 202
- Decision-making versus intervention 203
- Specifying the outcome 204
- Theoretical plausibility 205
- Different ways of constructing a theory of the decision 207
- Cell 3 210
- Specifying the impact 210
- Theoretical plausibility 211
- Cells 4a to 4c 212
- Cell 4a expenses 213
- Cell 4b primary expenses, pay-offs, impacts and side-effects 213
- Cell 4c secondary expenses, pay-offs, impacts and side-effects 216
- The Overall Judgement 218
- Acceptable to the policy owner 221
- Acceptable to the academy 221
- Acceptable to the public 222
- Acceptable under the law 223
- The context of the Overall Judgement 224.
- Notes:
- Published in association with Cambridge Assessment.
- Includes bibliographical references and index.
- ISBN:
- 9781446253236
- 1446253236
- 9781446253229
- 1446253228
- OCLC:
- 880912474
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