Constructing validity arguments for test combinations

Wools, Saskia; Eggen, Theodorus Johannes Hendrikus Maria; Béguin, Anton

doi:10.1016/j.stueduc.2015.11.001

Cited by 7 publications

(8 citation statements)

References 16 publications

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“…Ercikan supported Haertel's framework for analyzing both direct and indirect consequences of testing and argued that such examinations are necessary to promote desired changes in practice. Wools, Eggen, and Béguin (2016) extended Kane's (2013b) interpretation and use argument to utilizing multiple assessments to arrive at a single decision. Delineating itself from the single assessment validity argument, some inferences may be used more than once to indicate relations within the series of assessments, which still lead to a single decision.…”

Section: Kane's Approach To Argument-based Validationmentioning

confidence: 99%

Argumentation Surrounding Argument‐Based Validation: A Systematic Review of Validation Methodology in Peer‐Reviewed Articles

Lavery

Bostic

Kruse

et al. 2020

Educational Measurement

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Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which appear in 83 papers on argument-based validation methods published in peer-reviewed journals. Findings suggest that scholars generally agree on the nature and importance of argument-based validation but disagree on whether validation should be structured or unstructured, formal or informal. Implications are discussed, including promotion of the Standards for Educational and Psychological Testing (AERA, APA, and NCME) as a foundation for consensus in the field.

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Section: Kane's Approach To Argument-based Validationmentioning

confidence: 99%

Argumentation Surrounding Argument‐Based Validation: A Systematic Review of Validation Methodology in Peer‐Reviewed Articles

Lavery

Bostic

Kruse

et al. 2020

Educational Measurement

View full text Add to dashboard Cite

show abstract

“…Similarly, if the score interpretation is correct and is presented in an understandable and meaningful way, but the action is inappropriate, learning is also less likely to occur. Within the IUA, the underlying inferences that seem to be questionable or critical should receive the most attention because they address the weakest links in the IUA (Kane, ; Wools, Eggen, & Béguin, ).…”

Section: The Proposed Validation Framework For Formative Assessmentmentioning

confidence: 99%

A General Framework for the Validation of Embedded Formative Assessment

Otter¹,

Wools²,

Eggen³

et al. 2019

J Educational Measurement

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In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.

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“…This resulted in a change in terminology: the theory moved from using an interpretive argument into using an interpretation and use argument. Others, also published specific applications of the argument-based approach or proposed extensions to parts of the theory: for language assessments (Llossa 2007), for assessment programs (Wools et al 2016), for classroom assessment (Kane and Wools 2019) and for formative assessment (Hopster-den Otter et al, submitted).…”

Section: )mentioning

confidence: 99%

“…It depends on the particular assessment and the intended interpretation and use of the assessment scores what claims and assumptions are relevant within an IUA. We exemplify the inferences in general with claims and inferences that are commonly used (Wools et al 2016).…”

Section: Inferences Within the Iuamentioning

confidence: 99%

The Validity of Technology Enhanced Assessments—Threats and Opportunities

Wools

Molenaar

Otter

2019

Methodology of Educational Measurement and Assessment

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Increasing technological possibilities encourage test developers to modernize and improve computer-based assessments. However, from a validity perspective, these innovations might both strengthen and weaken the validity of test scores. In this theoretical chapter, the impact of technological advancements is discussed in the context of the argument-based approach to validity. It is concluded that the scoring and generalization inference are of major concern when using these innovative techniques. Also, the use of innovative assessment tasks, such as simulations, multi-media enhanced tasks or hybrid assessment tasks is quite double-edged from a validity point of view: it strengthens the extrapolation inference, but weakens the scoring, generalization and decision inference.

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Constructing validity arguments for test combinations

Cited by 7 publications

References 16 publications

Argumentation Surrounding Argument‐Based Validation: A Systematic Review of Validation Methodology in Peer‐Reviewed Articles

Argumentation Surrounding Argument‐Based Validation: A Systematic Review of Validation Methodology in Peer‐Reviewed Articles

A General Framework for the Validation of Embedded Formative Assessment

The Validity of Technology Enhanced Assessments—Threats and Opportunities

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