Validity in Action: Lessons From Studies of Data Use

Abstract

Studies of data use illuminate ways in which education professionals have used test scores and other evidence relevant to students' learning—in action in their own contexts of work—to make decisions about their practice. These studies raise instructive challenges for a validity theory that focuses on intended interpretations and uses of test scores as Kane's (this issue) does. This commentary explores implications of data use studies for elaborating Kane's approach to validation to accommodate the ways test scores are used with other sources of evidence to address users' questions.

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