VALID

ITY

ANTONIO

TIP

LES

ED 450

MS. SOLE

DAD CAMACHO

BELLWORK

True or False:

“This is a valid test.”

STUDENT LEARNING OBJECTIVES

Students will learn how ‘validity’ is used in reference to assessments

Students will learn about three types of validity evidences

NORMS

Please ask questions

WARM UP ACTIVITY

Let’s Take a Test about Me

My favorite color is red. T F

I don’t know how to swim. T F

I have a dog named Fido. T F

My watch is real gold. T F

CONTENT-RELATED EVIDENCE OF VALIDITY

Refers to the adequacy with which the content of a test represents the content of the curricular aim

about which inferences are to be made.

Two Approaches:

1.Developmental Care

2.External Reviews

DEVELOPMENTAL CARE

Employ a set of test-development procedures focused on assuring that

the curricular aim’s content is properly reflected in the assessment procedure

itself.

EXTERNAL REVIEWS

Assembling of judges who rate the content appropriateness of a given test in relationship

to the curricular aim the test allegedly represents

THE ISSUE OF ALIGNMENT

Norman Webb of the University of Wisconsin’s Method of Determining Alignment

Categorical concurrence: Are the same or consistent categories used in both curricular expectations and

assessments?

Depth-of-knowledge consistency: To what extent are the cognitive demands of curricular aims and assessments the

same?

Range of knowledge correspondence: Is the span of knowledge reflected in curricular aims and assessments

the same?

Balance of Representation: To what degree are different curricular aims given equal emphasis on the assessments?

CRITERION-RELATED EVIDENCE OF VALIDITY

Collected only in situations where educators are using an assessment procedure to predict how well students will perform on some subsequent

criterion variable.

CONSTRUCT RELATED EVIDENCE

Measuring what’s hidden

Gathered through a series of studies

Three Approaches to Collecting Construct Related Evidence of Validity

1.Intervention Studies2.Differential-Population Studies3.Related-Measures Studies

INTERVENTION STUDIES

We hypothesize that students will respond differently to the

assessment instrument after having received some type of treatment (or

intervention)

DIFFERENTIAL-POPULATION STUDIES

We hypothesize that individuals representing distinctly different

populations will score differently on the assessment procedure under

consideration.

RELATED-MEASURES STUDIES

We hypothesize that a given kind of relationship will be present between students’ scores on the assessment device we’re scrutinizing and their

scores on a related or unrelated assessment device.

Convergent Validity (+ +)

Discriminant Evidence (+ -)

SANCTIONED AND UNSANCTIONED FORMS OF VALIDITY EVIDENCE

Face Validity

• the appearance of a test seems to coincide with the use to which the test is being put

Consequential Validity

• refers to whether the uses of test results are valid

Refer to Standards for Educational and Psychological Testing

RELIABILITY/VALIDITY

Valid score-based inferences almost certainly guarantee that consistent test results are present.

Vs.

Consistent test results almost certainly guarantee that valid score-based inferences are present

Evidence of valid score-based inferences almost certainly requires that consistency of measurement is present.

WHY DID I JUST SIT HERE AND LEARN ALL THIS?

Give serious thought to the content of an assessment domain being represented by a test.

There is value in having a colleague review your tests’ content.

At least you know about the other forms of validity evidence.

Validity does NOT reside on the test itself.