The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Current Concerns in Validity Theory
Abstract
We are at the end of the first century of work on models of educational and psychological measurement and into a new millennium. This certainly seems like an appropriate time for looking backward and looking forward in assessment. Furthermore, a new edition of the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999) has been published, and the previous editions of the Standards have served as benchmarks in the development of measurement theory. This backward glance will be just that, a glance. After a brief historical review focusing mainly on construct validity, the current state of validity theory will be summarized, with an emphasis on the role of arguments in validation. Then how an argument‐based approach might be applied will be examined in regards to two issues in validity theory: the distinction between performance‐based and theory‐based interpretations, and the role of consequences in validation.
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Citations
Cites
Convergent and discriminant validation by the multitrait-multimethod matrix.
Campbell, D. T., & Fiske, D. W. (1959) · Psychological Bulletin · doi:10.1037/h0046016 · Cited by 17,116
Construct validity in psychological tests.
Cronbach, L. J., & Meehl, P. E. (1955) · Psychological Bulletin · doi:10.1037/h0040957 · Cited by 11,195
Falsification and the Methodology of Scientific Research Programmes
Lakatos, I. (1970) · Criticism and the Growth of Knowledge · doi:10.1017/cbo9781139171434.009 · Cited by 4,649 · cited 1×
“Theoretical constructs and the theories in which they are defined constitute hypotheses or conjectures intended to explain the observed phenomena (Popper, 1965; Lakatos, 1970).”
Background
Cited by
Current Concepts in Validity and Reliability for Psychometric Instruments: Theory and Application
Cook, D. A., & Beckman, T. J. (2006) · The American Journal of Medicine · doi:10.1016/j.amjmed.2005.10.036 · Cited by 1,745
Validity: on the meaningful interpretation of assessment data
Downing, S. M. (2003) · Medical Education · doi:10.1046/j.1365-2923.2003.01594.x · Cited by 1,434
Construct Validity: Advances in Theory and Methodology
Strauss, M. E., & Smith, G. T. (2009) · Annual Review of Clinical Psychology · doi:10.1146/annurev.clinpsy.032408.153639 · Cited by 803
Language testing: the social dimension
Roever, C., & McNamara, T. (2006) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2006.00117.x · Cited by 668
Entrustment Decision Making in Clinical Training
ten Cate, O., Hart, D., Ankel, F., Busari, J., Englander, R., Glasgow, N., Holmboe, E., Iobst, W., Lovell, E., Snell, L. S., et al. (2016) · Academic Medicine · doi:10.1097/acm.0000000000001044 · Cited by 478
Metadata
- Authors
- Kane, M. T.
- Venue
- Journal of Educational Measurement
- Publisher
- Wiley
- Published
- 2001-12
- Volume
- 38
- Issue
- 4
- Pages
- 319-342
- ISSN
- 0022-0655 (ISSN-L)
- 1745-3984
- OpenAlex
- W2162140083
- Cited by
- 748
- References
- 3
- FWCI
- 12.74
- Type
- journal article
- Language
- en
- Open access
- closed
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