The document discusses the concept of validity in assessments, outlining three types: content-related, criterion-related, and construct-related validity. It emphasizes the importance of alignment between curricular aims and assessments and introduces methods for evaluating validity, including intervention and differential-population studies. The text highlights that validity is not inherent to the test itself but is supported through evidence and peer review.

2. BELLWORK
True or False:
“This is a valid test.”

3. STUDENT LEARNING OBJECTIVES
Students will learn how „validity‟ is used in
reference to assessments
Students will learn about three types of validity
evidences

4. NORMS
Please ask
questions

5. WARM UP ACTIVITY
Let‟s Take a Test about Me

6. My favorite color is red. T F
I don‟t know how to swim. T
F
I have a dog named Fido. T F
My watch is real gold. T
F

7. 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 Care
2. External Reviews

8. DEVELOPMENTAL CARE
Employ a set of test-development procedures
focused on assuring that the curricular aim‟s
content is properly reflected in the assessment
procedure itself.

9. EXTERNAL REVIEWS
Assembling of judges who rate the content appropriateness
of a given test in relationship to the curricular aim the test
allegedly represents

10. THE ISSUE OF ALIGNMENT
Norman 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?

11. 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.

12. CONSTRUCT RELATED EVIDENCE
 Measuring what‟s hidden
 Gathered through a series of studies
 Three Approaches to Collecting Construct Related Evidence of
Validity
1. Intervention Studies
2. Differential-Population Studies
3. Related-Measures Studies

13. INTERVENTION STUDIES
We hypothesize that students will respond
differently to the assessment instrument
after having received some type of
treatment (or intervention)

14. DIFFERENTIAL-POPULATION STUDIES
We hypothesize that individuals representing
distinctly different populations will score
differently on the assessment procedure under
consideration.

15. RELATED-MEASURES STUDIES
We 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 (+ -)

16. SANCTIONED AND UNSANCTIONED FORMS OF
VALIDITY EVIDENCE
Face Validity
• the appearance of a test seems to coincide with the use
to which the test is being put
Consequential Validity
• refers to whether the uses of test results are valid
Refer to Standards for Educational and Psychological
Testing

17. 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 present
Evidence of valid score-based inferences almost certainly requires that
consistency of measurement is present.

18. 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.