Validity: Whose Construction Is it in the Teaching and Learning Context?

Abstract

If a test is intended to impact teaching and leaning, how can we make a case for its validity? Currently, it is argued, the case for the validity of a test considers only the test maker's view of what the scores mean and whether they are useful for teachers and learners. Although the test maker's perspective is a necessary one, it is insufficient to validate a test, so an expanded framework for validating tests is needed. The expansion proposes using teachers'/professionals' and students' perspectives as necessary information in the validation of what test scores mean and whether they are useful to teachers and learners.

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