The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Can There Be Validity without Reliability?
Abstract
Reliability has traditionally been taken for granted as a necessary but insufficient condition for validity in assessment use. My purpose in this article is to illuminate and challenge this presumption by exploring a dialectic between psychometric and hermeneutic approaches to drawing and warranting interpretations of human products or performances. Reliability, as it is typically defined and operationalized in the measurement literature (e.g., American Educational Research Association [AERA], American Psychological Association, & National Council on Measurement in Education, 1985 ; Feldt & Brennan, 1989 ), privileges standardized forms of assessment. By considering hermeneutic alternatives for serving the important epistemological and ethical purposes that reliability serves, we expand the range of viable high-stakes assessment practices to include those that honor the purposes that students bring to their work and the contextualized judgments of teachers.
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Essentials of Psychological Testing
Urbina, S. (2014) · doi:10.1002/9781394259458 · Cited by 1,845
The interplay of evidence and consequences in the validation of performance assessments
Messick, S. (1994) · Educational Researcher · doi:10.3102/0013189x023002013 · Cited by 1,315
Cited by
Validating the interpretations and uses of test scores
Kane, M. T. (2013) · Journal of Educational Measurement · doi:10.1111/jedm.12000 · Cited by 2,110
Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge
(1996) · Springer eBooks · doi:10.1007/978-94-011-0657-3 · Cited by 277
Assessment 2000: Towards a Pluralistic Approach to Assessment
Birenbaum, M. (1996) · Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge · doi:10.1007/978-94-011-0657-3_1 · Cited by 275
Metadata
- Authors
- Moss, P. A.
- Venue
- Educational Researcher
- Published
- 1994-03
- Volume
- 23
- Issue
- 2
- Pages
- 5
- ISSN
- 0013-189X (ISSN-L)
- OpenAlex
- W2057671577
- Cited by
- 556
- References
- 2
- FWCI
- 139.24
- Type
- journal article
- Language
- en
- Open access
- closed
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