Validity by Design

Title: Validity by Design
Abstract/Description: Lissitz and Samuelsen (2007) argue that the unitary conception of validity for educational assessments is too broad to guide applied work. They call for attention to considerations and procedures that focus on "test development and analysis of the test itself' and propose that those activities be collectively termed content validity. The author of this article describes work that makes more explicit the underlying principles of assessment design, thereby providing conceptual foundations for familiar practices and supporting the development of new ones. By structuring design activities around assessment arguments, the test developer accrues evidence in passing for what Embretson (1983) calls "construct representation" argumentation for validity.
Author/creator: Mislevy, Robert J.
Date: 2007
In publication: Educational Researcher
Volume: 36
Issue: 8
Pages: 463-469
Resource type: en Background/Context
Medium: en Print
Background/context type: en Conceptual
IRE Approach/Concept: Validity; Assessment
Open access/free-text available: en No
Peer reviewed: en Yes
ISSN: 0013-189X
URL: Official Publisher's Webpage (JSTOR)
Citation: Mislevy, R. J. (2007). Validity by Design. Educational Researcher, 36(8), 463–469.
Cited in: Measurement for Improvement
Resource status/form: en Published Text
Scholarship genre: en Theoretical

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