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Validity in Educational and Psychological Assessment
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Validity in Educational and Psychological Assessment



© 2014 | 280 pages | SAGE Publications Ltd

Published in Association with Cambridge Assessment

Lecturers, request your electronic inspection copy to review it for your course. 

Validity is the hallmark of quality for educational and psychological measurement. But what does quality mean in this context? And to what, exactly, does the concept of validity apply? These apparently innocuous questions parachute the unwary inquirer into a minefield of tricky ideas. This book guides you through this minefield, investigating how the concept of validity has evolved from the nineteenth century to the present day.

Communicating complicated concepts straightforwardly, the authors answer questions like:

  • What does 'validity' mean?
  • What does it mean to 'validate'?
  • How many different kinds of validity are there?
  • When does validation begin and end?
  • Is reliability a part of validity, or distinct from it?

This book will be of interest to anyone with a professional or academic interest in evaluating the quality of educational or psychological assessments, measurements and diagnoses.

 
Validity and Validation
 
The Genesis of Validity: Mid-1800s–1951
 
The Fragmentation of Validity: 1952–1974
 
The (Re)Unification of Validity: 1975–1999
 
The Deconstruction of Validity: 2000–2012
 
Twenty-first-century Evaluation

'Countless books have addressed validity, but this is the first volume to provide a comprehensive treatment of the evolution of validity theory in the last century and a framework for evaluating educational and psychological testing in the 21st century.'

Wayne J. Camara
Vice President, Research and Development, The College Board

'In this groundbreaking book, Newton and Shaw show how the "consensus" view of validity—that validity is not a property of tests, but of inferences made on the basis of the evidence they elicit—was at best rather shallow. Notably, the "consensus" view leaves unresolved important tensions between those who see validation as a never-ending process (e.g., Cronbach, Messick) and those who understand the needs of those who produce assessments to be able to say that they have undertaken necessary due diligence to attest to the quality of assessments (e.g., Ebel, Kane). As well as providing an excellent, scholarly review of the history of the idea of validity, Newton and Shaw show how a modified version of Messick's facet model of validity can produce a rigorously grounded, and yet practical, approach to assuring the quality of educational and psychological assessments. Every serious scholar of assessment should read this book.'

Dylan Wiliam
Emeritus Professor of Educational Assessment, Institute of Education, University of London

'At last - a scholarly and well-argued book that means validity, the key concept in any assessment, is no longer an essentially American debate. Its scope, logic and clarity will quickly make it the standard international text.'

Gordon Stobart
Emeritus Professor of Education, Institute of Education, University of London

An excellent book which is well written and provides the reader with detailed and informed examples of the application from theory to practice.

Mr Justin Honey-Jones
Commercial Training and CPD, AoFA Qualifications
February 1, 2016

This is an excellent and thought provoking text regarding the topic of validity. It explores the topic through history to the current day, in a logical format.

The references to other works give the reader the opportunity to research further if they wish.

This is an essential book for one of the courses I am involved with and I will recommend it for others.

Ann Gravells
www.anngravells.co.uk

Ms Ann Gravells
Assessment Ne, Cambridge University
June 26, 2014

Sample Materials & Chapters

Chapter 2: The Genesis of Validity: Mid-1800s–1951


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