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Markus, Keith A. – Measurement: Interdisciplinary Research and Perspectives, 2014
Keith Marcus congratulates Almond et al. on an interesting article bringing together two topics that are important to the field of testing. He states that some aspects of the exposition came across as not yet fully developed, as if the manuscript had been hurried to press. In this commentary, he attempts to expand aspects of the article, which he…
Descriptors: Test Validity, Theory Practice Relationship, Observation, Educational Assessment
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Sessoms, John; Henson, Robert A. – Measurement: Interdisciplinary Research and Perspectives, 2018
Diagnostic classification models (DCMs) classify examinees based on the skills they have mastered given their test performance. This classification enables targeted feedback that can inform remedial instruction. Unfortunately, applications of DCMs have been criticized (e.g., no validity support). Generally, these evaluations have been brief and…
Descriptors: Literature Reviews, Classification, Models, Criticism
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Bramley, Tom – Measurement: Interdisciplinary Research and Perspectives, 2012
There is something about the topic of validity that seems to provoke dissatisfaction in many of those who encounter it--a sense that something is not right, and that something needs to be done to sort it out. Paul E. Newton in his target essay does not attempt a radical reconstruction of the validity edifice. His position is that the "consensus…
Descriptors: Validity, Measurement, Construct Validity, Definitions
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Maraun, Michael D. – Measurement: Interdisciplinary Research and Perspectives, 2012
As illuminated forcefully by Professor Newton's provocative analytical and historical excursion, as long as tests are employed to practical ends (prediction, selection, etc.) there is little cause for the metatheoretic angst that occasions rounds of papers on the topic of validity. But then, also, there seems little need, within this context of…
Descriptors: Educational Assessment, Test Validity, Validity, Measurement
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Kane, Michael – Measurement: Interdisciplinary Research and Perspectives, 2012
Paul E. Newton's article on the consensus definition of validity tackles a number of big issues and makes a number of strong claims. I agreed with much of what he said, and I disagreed with a number of his claims, but I found his article to be consistently interesting and thought provoking (whether I agreed or not). I will focus on three general…
Descriptors: Validity, Construct Validity, Tests, Testing
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Lissitz, Robert W.; Calico, Tiago – Measurement: Interdisciplinary Research and Perspectives, 2012
This paper presents the authors' critique on "Clarifying the Consensus Definition of Validity" by Paul E. Newton (this issue). There are serious differences of opinion regarding the topic of validity. Newton is aware of these differences, as made clear by his choice of references and particularly his effort to respond to the various Borsboom…
Descriptors: Concept Formation, Test Construction, Test Validity, Scores
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Kane, Michael – Measurement: Interdisciplinary Research and Perspectives, 2004
The theories of validity developed over the past 60 years are quite sophisticated, but the methodology of validity is not generally very effective. The validity evidence for major testing programs is typically much weaker than the evidence for more technical characteristics such as reliability. In addition, most validation efforts have a strong…
Descriptors: Test Validity, Methods, Licensing Examinations (Professions), Measurement
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Alonzo, Alicia C. – Measurement: Interdisciplinary Research and Perspectives, 2007
Schilling et al. (this issue) have done a commendable job in illustrating a comprehensive process of validating assessments of teacher knowledge (and, more broadly, other types of tests as well). On one hand, the concrete illustration of a process that often remains murky and incomplete is profoundly heartening, as it provides a rigorous model for…
Descriptors: Mathematics Education, Teacher Characteristics, Mathematics Instruction, Knowledge Base for Teaching
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Gearhart, Maryl – Measurement: Interdisciplinary Research and Perspectives, 2007
Teacher knowledge has been of theoretical and empirical interest for over two decades, and development of measures is overdue. The researchers represented in this volume have been breaking new ground by developing a measure of mathematical knowledge for teaching (MKT) without guiding precedents, and in the face of differing perspectives on teacher…
Descriptors: Learning Theories, Elementary School Mathematics, Teaching Methods, Construct Validity
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Kulikowich, Jonna M. – Measurement: Interdisciplinary Research and Perspectives, 2007
Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…
Descriptors: Multiple Choice Tests, Learning Theories, Teaching Methods, Construct Validity