Validity: on the meaningful interpretation of assessment data
Validity: on the meaningful interpretation of assessment data
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DOI：
10.1046/j.1365-2923.2003.01594.x
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发表时间：
2003-09-01
影响因子：
6
通讯作者：
Downing, SM
中科院分区：
文献类型：
--
作者：
Downing, SM
背景 医学教育中的所有评估都需要有效性证据才能进行有意义的解释。在当代用法中，所有有效性都是建构有效性，这需要多种证据来源；结构效度是效度的整体，但具有多个方面。教育和心理测试标准指出，五个来源——内容、反应过程、内部结构、与其他变量的关系和后果——是寻求有效性证据的富有成效的领域。目的本文的目的是讨论医学教育背景下的有效性证据的构建，并通过例子总结笔试和表现考试的有效性证据的一些典型来源。相反，评估的分数或结果或多或少有证据来支持（或反驳）特定的解释（例如通过或未通过课程）。有效性被视为假设，并使用理论、逻辑和科学方法来收集和汇总数据，以在给定时间点支持或不支持所提出的分数解释。数据和逻辑被组合成论证（赞成和反对），以对评估数据进行一些具体解释。在医学教育中高风险的笔试和表现考试的背景下讨论了来自每个来源的有效性证据、数据和信息类型的示例。结论所有评估都需要证据证明所提出的解释的合理性，因为教育中的测试数据几乎没有或没有内在意义。我们的评估所衡量的概念对于学生、教师、管理人员、患者和社会都很重要，并且需要可靠的科学证据来证明其含义。
Context All assessments in medical education require evidence of validity to be interpreted meaningfully. In contemporary usage, all validity is construct validity, which requires multiple sources of evidence; construct validity is the whole of validity, but has multiple facets. Five sources - content, response process, internal structure, relationship to other variables and consequences - are noted by the Standards for Educational andPsychological Testing as fruitful areas to seek validity evidence.Purpose The purpose of this article is to discuss construct validity in the context of medical education and to summarize, through example, some typical sources of validity evidence for a written and a performance examination.Summary Assessments are not valid or invalid; rather, the scores or outcomes of assessments have more or less evidence to support ( or refute) a specific interpretation ( such as passing or failing a course). Validity is approached as hypothesis and uses theory, logic and the scientific method to collect and assemble data to support or fail to support the proposed score interpretations, at a given point in time. Data and logic are assembled into arguments - pro and con - for some specific interpretation of assessment data. Examples of types of validity evidence, data and information from each source are discussed in the context of a high-stakes written and performance examination in medical education.Conclusion All assessments require evidence of the reasonableness of the proposed interpretation, as test data in education have little or no intrinsic meaning. The constructs purported to be measured by our assessments are important to students, faculty, administrators, patients and society and require solid scientific evidence of their meaning.