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Content Validity of Creativity Self-Report Questionnaires from PISA 2022
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B. Goecke; S. Weiss; B. Barbot – Journal of Creative Behavior, 2025
The present paper questions the content validity of the eight creativity-related self-report scales available in PISA 2022's context questionnaire and provides a set of considerations for researchers interested in using these indexes. Specifically, we point out some threats to the content validity of these scales (e.g., "creative thinking…
Descriptors: Creativity, Creativity Tests, Questionnaires, Content Validity
Does Students' Understanding of Test Designs and Demands of a High-Stakes Test Influence Their Learning Practices: A Washback Study
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Manxia Dong; Boyu Wang – Language Testing in Asia, 2025
This study aimed to explore the relationship between students' understanding of the National Matriculation English Test (NMET) and their learning practices through standard multiple regression (SMR) and structural equation modeling (SEM) with the purpose of unraveling the working mechanism of washback. A total number of 3105 Chinese senior high…
Descriptors: Foreign Countries, High School Seniors, Test Construction, Test Use
Along the Convergent-Divergent Continuum: The Role of Task Structure in the PISA Creative Thinking Assessment
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Selcuk Acar; Yuyang Shen – Journal of Creative Behavior, 2025
Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic…
Descriptors: Creativity, Creative Thinking, Creativity Tests, Task Analysis
NAEP Achievement Levels Validity Argument Report
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Anne H. Davidson – National Assessment Governing Board, 2025
The purpose of this National Assessment of Educational Progress (NAEP) Achievement Levels Validity Argument Report is to synthesize evidence currently available to address the validity of the interpretations and uses of the NAEP Achievement Levels. Validity is the extent to which theory and evidence supports or refutes proposed and enacted test…
Descriptors: National Competency Tests, Academic Achievement, Test Validity, College Entrance Examinations
The Pain, the Pedagogy, and the Politics of IELTS: A Critical Autobiographical Inquiry
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Seyyed-Abdolhamid Mirhosseini; Mahtab Janfada; Leila Iranmanesh – Critical Inquiry in Language Studies, 2025
Language tests, including international high-stakes English proficiency tests widely used around the world, are to be viewed as ideological constructs connected with power relations and center-periphery demarcations at different social levels. In this paper, we examine the International English Language Testing System (IELTS) as an instance of…
Descriptors: English (Second Language), Language Tests, Second Language Learning, Second Language Instruction
Slogans as a Policy Distractor: A Case of 'Washback' Discourse in English Language Testing Reforms in Japan
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Takunori Terasawa; So Sudo; Takeshi Kajigaya; Ryosuke Aoyama; Ryuko Kubota – Current Issues in Language Planning, 2025
This paper examines recent reforms in English-language testing in Japan using a policy distraction framework. We identify the term 'washback (effect)' and other related discourses as major distractors and investigate how 'washback' discourses have functioned as political slogans or catchphrases in policy deliberation processes and how they have…
Descriptors: Testing Problems, English (Second Language), Second Language Learning, Second Language Instruction