Chapter 4. Validity: Does the test cover what we are told (or believe) it covers? To what extent? Is the assessment being used for an appropriate purpose? Validity Topics: Definition (usual and refined) Categories of validity evidence A. face validity
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Does the test cover what we are told (or believe)
To what extent?
Is the assessment
being used for an
Without good validity, all else is lost. Validity is the most important characteristic of a test or assessment technique.
[see next two slides for illustrations]
So, we now we have the content topics identified, but what should we actually expect “students to know and be able to do” in relation to these topics? This question deals with “process” or “depth” indicators. How should we make sure we include both the content and the depth expected in our tests?
An emerging idea related to content validity is a concern called instructional validity. This relates to your behavior as teacher. The content may be in the book; the content may be in the state standards . . . BUT . . . did you actually teach it? Some teachers skip items of instruction they don’t like, don’t understand or don’t have time for.
If related items appear on a test, this would reduce the validity of the test since the students had no opportunity to learn the knowledge or skill being assessed.