Chapter 6: Validity
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Chapter 6: Validity

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This was a powerpoint presentation created for Chapter 6: Validity, from the textbook called Classroom Assessment: What Teachers Need to Know

This was a powerpoint presentation created for Chapter 6: Validity, from the textbook called Classroom Assessment: What Teachers Need to Know

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Chapter 6: Validity Chapter 6: Validity Presentation Transcript

  • BELLWORKTrue or False: “This is a valid test.”
  • STUDENT LEARNING OBJECTIVES Students will learn how „validity‟ is used in reference to assessmentsStudents will learn about three types of validity evidences
  • NORMSPlease ask questions
  • WARM UP ACTIVITY Let‟s Take a Test about Me
  • My favorite color is red. T FI don‟t know how to swim. T FI have a dog named Fido. T FMy watch is real gold. T F
  • CONTENT-RELATED EVIDENCE OF VALIDITY Refers to the adequacy with which the content of a test represents the content of the curricular aim about which inferences are to be made.Two Approaches:1. Developmental Care2. External Reviews
  • DEVELOPMENTAL CAREEmploy a set of test-development procedures focused on assuring that the curricular aim‟scontent is properly reflected in the assessment procedure itself.
  • EXTERNAL REVIEWSAssembling of judges who rate the content appropriateness of a given test in relationship to the curricular aim the test allegedly represents
  • THE ISSUE OF ALIGNMENTNorman Webb of the University of Wisconsin’s Method of Determining Alignment Categorical concurrence: Are the same or consistent categories used in both curricular expectations and assessments?Depth-of-knowledge consistency: To what extent are the cognitive demands of curricular aims and assessments the same? Range of knowledge correspondence: Is the span of knowledge reflected in curricular aims and assessments the same?Balance of Representation: To what degree are different curricular aims given equal emphasis on the assessments?
  • CRITERION-RELATED EVIDENCE OF VALIDITY Collected only in situations where educators are using an assessment procedure to predict how well students will perform on some subsequent criterion variable.
  • CONSTRUCT RELATED EVIDENCE Measuring what‟s hidden Gathered through a series of studies Three Approaches to Collecting Construct Related Evidence of Validity1. Intervention Studies2. Differential-Population Studies3. Related-Measures Studies
  • INTERVENTION STUDIESWe hypothesize that students will respond differently to the assessment instrument after having received some type of treatment (or intervention)
  • DIFFERENTIAL-POPULATION STUDIESWe hypothesize that individuals representing distinctly different populations will scoredifferently on the assessment procedure under consideration.
  • RELATED-MEASURES STUDIESWe hypothesize that a given kind of relationship will be present between students’ scores on the assessment device we’re scrutinizing and their scores on a related or unrelated assessment device. Convergent Validity (+ +) Discriminant Evidence (+ -)
  • SANCTIONED AND UNSANCTIONED FORMS OF VALIDITY EVIDENCEFace Validity• the appearance of a test seems to coincide with the use to which the test is being putConsequential Validity• refers to whether the uses of test results are valid Refer to Standards for Educational and Psychological Testing
  • RELIABILITY/VALIDITY Valid score-based inferences almost certainly guarantee that consistent test results are present. Vs.Consistent test results almost certainly guarantee that valid score- based inferences are presentEvidence of valid score-based inferences almost certainly requires that consistency of measurement is present.
  • WHY DID I JUST SIT HERE AND LEARN ALL THIS? Give serious thought to the content of an assessment domain being represented by a test. There is value in having a colleague review your tests‟ content. At least you know about the other forms of validity evidence. Validity does NOT reside on the test itself.