Actual Interpretations and Use of Scores as Aspects of Validity. Issue 2 (8th March 2017)

• Record Type: Journal Article
• Authors: O'Leary, Timothy M.; Hattie, John A. C.; Griffin, Patrick
• Is Part Of: Educational measurement. Volume 36:Issue 2(2017:Summer)
• Page Start: 16
• Page End: 23
• Publication Date: 2017-03-08
• Subjects: interpretability of score reports -- score reports -- validity -- validation -- validity evidence; Educational tests and measurements -- Periodicals; Educational tests and measurements -- United States -- Periodicals; 371.262
• DOI: 10.1111/emip.12141
• Languages: English
• ISSNs: 0731-1745

Abstract

Abstract : Validity is the most fundamental consideration in test development. Understandably, much time, effort, and money is spent in its pursuit. Central to the modern conception of validity are the interpretations made, and uses planned, on the basis of test scores. There is, unfortunately, however, evidence that test users have difficulty understanding scores as intended. That is, although the proposed interpretations and use of test scores might be theoretically valid they might never come to be because the meaning of the message is lost in translation. This necessitates pause. It is almost absurd to think that the intended interpretations and uses of test scores might fail because there is a lack of alignment with the actual interpretations made and uses enacted by the audience. Despite this, there has only recently been contributions to the literature regarding the interpretability of score reports, the mechanisms by which scores are communicated to their audience, and their relevance to validity. These contributions have focused upon linking, through evidence, the intended interpretation and use with the actual interpretations being made and actions being planned by score users. This article reviews the current conception of validity, validation, and validity evidence with the goal of positioning the emerging notion of validity of usage within the current paradigm.