Current concerns in validity theory
Current concerns in validity theory
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DOI：
10.1111/j.1745-3984.2001.tb01130.x
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发表时间：
2001-12-01
影响因子：
1.3
通讯作者：
Kane, MT
中科院分区：
文献类型：
--
作者：
Kane, MT
我们正处于研究教育和心理测量模型的第一个世纪的末期，并进入了一个新的千年。这似乎是一个回顾过去和展望未来的合适时机。此外，新版的《教育和心理测试标准》（AERA， APA, & NCME, 1999）已经出版，之前的几版标准已经成为了测量理论发展的基准。这向后的一瞥将仅仅是一瞥。在简要回顾了构念效度的历史之后，将对效度理论的现状进行总结，重点是论证在效度中的作用。然后，如何应用基于论证的方法将在有效性理论的两个问题上进行检查：基于性能的解释和基于理论的解释之间的区别，以及结果在验证中的作用。
We are at the end of the first century of work on models of educational and psychological measurement and into a new millennium. This certainly seems like an appropriate time for looking backward and looking forward in assessment. Furthermore, a new edition of the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999) has been published, and the previous editions of the Standards have served as benchmarks in the development of measurement theory.This backward glance will be just that, a glance. After a brief historical review focusing mainly on construct validity, the current state of validity theory will be summarized, with an emphasis on the role of arguments in validation. Then how an argument-based approach might be applied will be examined in regards to two issues in validity theory: the distinction between performance-based and theory-based interpretations, and the role of consequences in validation.