Exploring the relationship between validity and comparability in assessment.
Saved in:
| Title: | Exploring the relationship between validity and comparability in assessment. |
|---|---|
| Authors: | Crisp, Victoria1 crisp.v@cambridgeassessment.org.uk |
| Source: | London Review of Education. Nov2017, Vol. 15 Issue 3, p523-535. 13p. |
| Subject Terms: | *Test validity, *Educational tests & measurements, *Examinations, *Criterion referenced tests, *School children, *Secondary education |
| Abstract: | This article discusses how comparability relates to current mainstream conceptions of validity, in the context of educational assessment. Relevant literature was used to consider the relationship between these concepts. The article concludes that, depending on the exact claims being made about the appropriate interpretations and uses of the results of an assessment, several comparability concerns fall within the remit of validation. The current exploration supports the addition of comparability to validation studies and may be useful in the context of a growing emphasis on the provision of validity evidence for public examinations. [ABSTRACT FROM AUTHOR] |
| Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 126605195 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Exploring the relationship between validity and comparability in assessment. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Crisp%2C+Victoria%22">Crisp, Victoria</searchLink><relatesTo>1</relatesTo><i> crisp.v@cambridgeassessment.org.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22London+Review+of+Education%22">London Review of Education</searchLink>. Nov2017, Vol. 15 Issue 3, p523-535. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Examinations%22">Examinations</searchLink><br />*<searchLink fieldCode="DE" term="%22Criterion+referenced+tests%22">Criterion referenced tests</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article discusses how comparability relates to current mainstream conceptions of validity, in the context of educational assessment. Relevant literature was used to consider the relationship between these concepts. The article concludes that, depending on the exact claims being made about the appropriate interpretations and uses of the results of an assessment, several comparability concerns fall within the remit of validation. The current exploration supports the addition of comparability to validation studies and may be useful in the context of a growing emphasis on the provision of validity evidence for public examinations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of London Review of Education is the property of UCL Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126605195 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18546/LRE.15.3.13 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 523 Subjects: – SubjectFull: Test validity Type: general – SubjectFull: Educational tests & measurements Type: general – SubjectFull: Examinations Type: general – SubjectFull: Criterion referenced tests Type: general – SubjectFull: School children Type: general – SubjectFull: Secondary education Type: general Titles: – TitleFull: Exploring the relationship between validity and comparability in assessment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Crisp, Victoria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 14748460 Numbering: – Type: volume Value: 15 – Type: issue Value: 3 Titles: – TitleFull: London Review of Education Type: main |
| ResultId | 1 |
