Some Notes on the Contemporary Views of Validity in Psychological and Educational Assessment

DOI

10.2991/amca-18.2018.199How to use a DOI?

Keywords

Validity, assessment, use of test score, validity evidence, interpretation, argument-based validity.

Abstract

This paper aims at providing an analysis of views of validity as an important concept in psychological and educational assessment which has undergone transformation for several decades. The revolutionary change took place along with the release of the 1999 Standards followed by the 2014 Standards in which validity is associated with interpretation and use of test scores. With the new framework, several types of theoretical and empirical evidence are required to support the validation process. The results of the analysis show that the drastic change of the validity concept and the complicated process of validation have resulted in misunderstanding, misinterpretation, and misuse. Apart from different views which challenge the new concept, the argument-based approach has provided basis for new studies in many fields. Some strategies required to deal with complicated validation processes are suggested, along with some alternative perspective associated with the limitations of the standards.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Estu Widodo
PY  - 2018/07
DA  - 2018/07
TI  - Some Notes on the Contemporary Views of Validity in Psychological and Educational Assessment
BT  - Proceedings of the 5th International Conference on Community Development (AMCA 2018)
PB  - Atlantis Press
SN  - 2352-5398
UR  - https://doi.org/10.2991/amca-18.2018.199
DO  - 10.2991/amca-18.2018.199
ID  - Widodo2018/07
ER  -