Validity

Validity is an overall evaluation that supports the intended

interpretations, use, in consequences of the obtained

scores. (McMillan 17)

Characteristics of Validity

• Validity is a matter of overall professional judgement.

• Validity refers to the accuracy of inferences, not to the test or procedure itself.

• Validity is specific to particular uses in particular contents.

• Validity is not an “all or none” judgement but a matter of degree.

Characteristics of Validity Cont.

• Validity is a singular concept.

• Validity is established with different types of evidence.

• Validity is the joint responsibility of test developer and test user. (McMillan 19)

Ac le a r

s ta te m e n t.

E v id e n ceis

a ccu m u la te d .

T h eu se r

g a th e rse v id e n ce .

H o w isV a lid ity

D e te rm in e d?

Sources of Validity Evidence

Evidence Based On:

• Test content or construct

• Relations to other variables

• Internal structure

• Response processes and results

• Consequences of assessment

Test Content or Construct

• Domain• Professional

Judgement• Design of Test

Blueprint• Theoretical Models• Instructional Validity

Relations to Other Variables

• Test-Criterion Relationships

• Convergent and Discriminant Evidence

Internal Structure

Extent to which items measuring the same thing are correlated.

Response Processes and Results

• Check that the targeted processes or skills are being engaged.

• Implement an intervention study.

Consequences of Assessments

Could be both planned and unintended:

• Does the assessment have the effect that the examiner wants?

• Does the assessment result in negative outcomes in the school?

Suggestions for Enhancing Classroom Assessment Validity

• Determine if different ways of assessing the same thing give similar results.

• Ask other teachers to review your assessment for clarity and purpose.

• Make sure to sample the performance or behavior several times. Don’t rely on a single measure.

• Prepare a blueprint, and, prior to testing, share it with your students.

• Ask other teachers to judge the match between the assessment and learning objectives.

Suggestions for Enhancing Classroom Assessment Validity Cont.

• Compare one group of students who should obtain high scores with students of another group who should obtain low scores.

• Compare scores obtained before instructions with scores obtained after instruction.

• Compare predicted, intended consequences with actual consequences.

• Use different methods to measure the same learning objective.

Works Cited

• James H. McMillan, Essential Assessment Concepts for Teachers and Administrators. California: Thousand Oaks, 2001.