Sources of Validity Evidence for Educational and Psychological Tests

Gregory J. Cizek · Sharyn L. Rosenberg · Heather H. Koons

167 citations0/0 files storedEducational and Psychological Measurement

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Psychometric Methodologies and Testing Psychological Testing and Assessment Educational Assessment and Pedagogy

Abstract

This study investigates aspects of validity reflected in a large and diverse sample of published measures used in educational and psychological testing contexts. The current edition of Mental Measurements Yearbook served as the data source for this study. The validity aspects investigated included perspective on validity represented, number and kinds of sources of validity evidence provided, overall evaluation of the favorability of the test, and whether these factors varied as a function of the type of test. Findings reveal that validity information is not routinely provided in terms of modern validity theory, some sources of validity evidence (e.g., consequential) are essentially ignored in validity reports, and the favorability of judgments about a test is more strongly related to the number of validity sources provided than to the perspective on validity taken or other factors. The article concludes with implications for extending and refining current validity theory and validation practice.

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References

1973Review of research in education 2004The Concept of Validity.1985Standards for educational and psychological testing 1980Test validity and the ethics of assessment.1993Evaluating Test Validity 1997The Centrality of Test Use and Consequences for Test Validity 2005The sixteenth mental measurements yearbook 1993Chapter 9: Evaluating Test Validity

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