Validity by Design
Validity by Design
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设计的有效性
DOI：
10.3102/0013189x07311660
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发表时间：
2007
影响因子：
8.2
通讯作者：
R. Mislevy
中科院分区：
文献类型：
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作者：
R. Mislevy
Lissitz和Samuelsen（2007）认为，教育评估有效性的单一概念过于宽泛，无法指导应用工作。他们呼吁关注关注“测试开发和测试本身的分析”的考虑和程序，并建议将这些活动统称为内容效度。本文的作者描述了使评估设计的基本原则更加明确的工作，从而为熟悉的实践提供概念基础，并支持新的实践的发展。通过围绕评估论点构建设计活动，测试开发人员为Embretson（1983）所称的“结构表征”论证的有效性积累了证据。
Lissitz and Samuelsen (2007) argue that the unitary conception of validity for educational assessments is too broad to guide applied work. They call for attention to considerations and procedures that focus on “test development and analysis of the test itself” and propose that those activities be collectively termed content validity. The author of this article describes work that makes more explicit the underlying principles of assessment design, thereby providing conceptual foundations for familiar practices and supporting the development of new ones. By structuring design activities around assessment arguments, the test developer accrues evidence in passing for what Embretson (1983) calls “construct representation” argumentation for validity.