Validity in Action: Lessons From Studies of Data Use
Open accessAbstract
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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This would allow a broader range of evidence regarding students' learning and the factors that shape it.
“This would allow a broader range of evidence regarding students' learning and the factors that shape it (Moss, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Moss, 2013
The usefulness of data largely depends on whether teachers can understand and meaningfully use the information it provides.
“The usefulness of data largely depends on whether teachers can understand and meaningfully use the information it provides (Moss, 2013).”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Moss, 2013
Personal factors that constrain teacher data use include negative perception of the reliability and validity of data.
“These include their negative perception of the reliability and validity of data (Farley-Ripple et al., 2021;Moss, 2013)”
From Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) (2024) · cites this paper as Moss, 2013
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References 19 · Cited by 43
- Authors
- Moss, P. A.
- Affiliations
- University of Michigan (US)
- Corresponding author
- Moss, Pamela A.
- Venue
- Journal of Educational Measurement
- Publisher
- Wiley
- Published
- 2013-03
- Volume
- 50
- Issue
- 1
- Pages
- 91-98
- ISSN
- 0022-0655 (ISSN-L)
- 1745-3984
- OpenAlex
- W1539354900
- Cited by
- 43
- References
- 19
- Citations by year
- 2026: 1 · 2024: 3 · 2023: 2 · 2022: 4 · 2021: 8 · 2020: 4 · 2019: 4 · 2018: 1 · 2017: 6 · 2016: 4 · 2015: 4 · 2014: 2
- FWCI
- 7.31
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Journal of Educational Measurement (publishedVersion)
- Deep Blue (University of Michigan) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Information Systems and Management › Educational Assessment and Improvement
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Education › Teacher Education and Assessments
- Keywords
- test score validity, data utilization, educational decision-making, educational testing
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