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On Validity Theory and Test Validation

Professor of education and director of the Center for Educational Assessment at the University of Massachusetts, Amherst, School of Education, 156 Hills South, Amherst, MA 01003–4140; sireci{at}acad.umass.edu. His research focuses on test development, test evaluation, validity theory and applications, fairness issues in testing, computer-based testing, cross-lingual assessment, and assessing special populations such as students with disabilities and linguistic minorities

Lissitz and Samuelsen (2007) propose a new framework for conceptualizing test validity that separates analysis of test properties from analysis of the construct measured. In response, the author of this article reviews fundamental characteristics of test validity, drawing largely from seminal writings as well as from the accepted standards. He argues that a serious validation endeavor requires integration of construct theory, subjective analysis of test content, and empirical analysis of item and test score data. He argues that the proposals presented by Lissitz and Samuelsen require revision or clarification to be useful to practitioners for justifying the use of a test for a particular purpose. He discusses the strengths and limitations of their proposal, as well as major tenets from other validity perspectives.

Key Words: construct • content validity • criterion-related validity • testing standards • validity

Educational Researcher, Vol. 36, No. 8, 477-481 (2007)
DOI: 10.3102/0013189X07311609


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				M. T. Kane Terminology, Emphasis, and Utility in Validation Educational Researcher, March 1, 2008; 37(2): 76 - 82. [Abstract] [Full Text] [PDF]

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