jeromedelisle.org

School of Education
University of the West Indies, St. Augustine
St. Augustine

ph: 868-477-1500

delislejerome@gmail.com

  • Home
  • My Life in Pictures
  • The Research PageClick to open the The Research Page menu
    • List of Publications
  • EDEA 6202-Educational Improvement Project 2020Click to open the EDEA 6202-Educational Improvement Project 2020 menu
    • School Self Evaluation
    • Step by Step
  • EDRS 6910-Mixed Methods Research Designs: Issues and ApplicationsClick to open the EDRS 6910-Mixed Methods Research Designs: Issues and Applications menu
    • MMR-AN INTRODUCTION
    • Course Calendar
    • MMR-History & Controversies
    • Readings
    • Designs
    • Assignment
    • Paradigms/ Paradigmatic Frameworks
    • Integration in MMR
  • EDME 6121-Evaluation of Educational InstitutionsClick to open the EDME 6121-Evaluation of Educational Institutions menu
    • EDME 6121-Evaulation of Educational Institutions (Introduction)
    • EDME 6121-COURSE ASSESSMENT & EXAMINATIONS
    • EDME 6121-GENERAL TOPICS IN EVALUATION
    • EDME 6121-National Systems of Evaluation in Education
    • EDME 6121-International Benchmarking Page
    • EDME 6121-Programme Evaluation Page
    • EDME 6121-Logic Modelling
    • EDME 6121- Models & Designs
    • A Trinidad and Tobago Evaluation Association?
  • EDEA 6201-SCHOOL AND SYSTEM IMPROVEMENTClick to open the EDEA 6201-SCHOOL AND SYSTEM IMPROVEMENT menu
    • Course Content
    • Keep up-to-date
    • Theory Page
    • Key Readings
    • History Videos
    • Events
    • High Performing School Systems-Read & Watch
    • Evidenced-informed system and school improvement
    • The coherence framework
    • How School Systems Improve
    • Benchmarking for system improvement
    • Educational Improvement-Improving Learning Ecosystems
    • High Performing Systems-More Videos
    • Even More Videos-Snapshots of Improvement
    • Strong Performers and Successful Reformers in Education (OECD PISA)
    • Innovative school change
    • School Turnaround theory
    • Improving Teacher Preparation Systems
    • Assignment Page
  • EDME 6300-Measurement TheoryClick to open the EDME 6300-Measurement Theory menu
    • Course Schedule
    • Measurement Publications
    • People in Measurement
    • Validity Theory
    • Validity Theory Applied to the Caribbean
    • The Validity Debates
    • The Validation Process
    • Test Fairness
    • Item and test bias
    • Assignment Page
  • EDEA 6200-ACTION RESEARCH FOR SCHOOL IMPROVEMENTClick to open the EDEA 6200-ACTION RESEARCH FOR SCHOOL IMPROVEMENT menu
    • What is Action Research?
    • History & Thinkers
    • Books & References
    • The Reading Room
    • Nuts & Bolts
    • Whole School Interventions
    • SAMPLE STUDY
    • The Viewing Room
    • Brainstorming Strategies
    • Assignment Page
    • Assignment Rubric Page
    • Giving Presentations
    • Starting up a PLC
    • What Works Page-
    • Improvement & Implementation Science Tools
    • Research & Evidence in the Schools
    • The Class of 2016 Issues
  • EDME 6006-ASSESSMENT & EVALUATION-2016Click to open the EDME 6006-ASSESSMENT & EVALUATION-2016 menu
    • Updates-week by week
    • TOBAGO SCHEDULE
    • EDME 6006-ASSIGNMENTS
    • A Model for Classroom Assessment In Trinidad & Tobago
    • Assessment System-Purposes and Types
    • Issues in assessment
    • New videos on classroom assessment
    • More videos on classroom assessment
    • Experts on Formative Assessment
    • Resources & Support-Formative Assessment & Item Writing
    • Resources & Support-A call for extended performance assessments
    • Resources and Support-All about rubrics
    • Assessment in the New Primary School Curriculum
    • Item Analysis Support
    • Test Fairness & Validity
    • More on test validity
    • NEW PRACTICE QUESTIONS
    • Resources & Support-Measurement Topics
  • Friends and Family

The Validation Process




 

Samuel Messick said, "Inferences are hypotheses, and the validation of inferences is hypothesis testing.However, it is not hypothesis testing in isolation but, rather, theory testing more generally because the source, meaning, and import of score-based hypotheses derive from the interpretive theories of score meaning in which these hypotheses are rooted.As a consequence, test validation isbasically both theory-driven and data-driven" (1990).

 

Messick 1990-"But a half dozen or so categories of the following sort provide a workable level for highlighting similarities and differences among validation approaches:

 

  1. Appraise the relevance and representativeness of the test content in relation to the content of the behavioral or performance domain about which inferences are to be drawn orpredictions made.

  2. Examine relationships among responses to the tasks, items, or parts of the test -- that is, delineate the internal structureof test responses.

  3. Survey relationships of the test scores with other measuresand background variables -- that is, elaborate the test's external structure.

  4. Directly probe the ways in which individuals cope with the items or tasks, in an effort to illuminatethe processes underlying item response ane, task performance.

  5. Investigate uniformities and differences in these test processes and structures over time or across groups and settings --that is, ascertain that the generalizability (and limits) of test interpretation and use are appropriate to the construct andcontexts at issue.

  6. Evaluate the degree to which tesl: scores display appropriate or theoretically expected variations as a function of instructional and other interventions or as a result of experimental manipulation of content and conditions.

  7. Appraise the value implications and social consequences of interpreting and using the test scores in the proposed ways, scrutinizing not only the intended outcomes but also unintendedside effects -- in particular, evaluate the extent to which (or,preferably, discount the possibility that) any adverse consequences of testing derive from sources of score invaliditysuch as irrelevant test variance."

 


 

Validation is the process of developing and evaluating evidence for a proposed score interpretation and use. The argument-based approach to test validation is useful for some large-scale assessments. Further refinement is necessary for broader use by test developers and practitioners. 

 Argument Based Validation

 

Chapelle, C. A. (2020). Argument-based validation in testing and assessment. Thousand Oaks, CA: Sage Publishing.

Chapelle, C. A., Enright, M. & Jamieson, J. (Eds.) (2008). Building a validity argument for the Test of English as a Foreign Language. London: Routledge.


What are the stages in argument-based validation?

 

 

 

 

How do you categorize claims in an IUA?

 

How do you structure the claims in the arguments?

 

 

What evidence do we collect?

 

 

Copyright 2009 jeromedelisle.org. All rights reserved.

Web Hosting by Yahoo!

School of Education
University of the West Indies, St. Augustine
St. Augustine

ph: 868-477-1500

delislejerome@gmail.com