This document discusses different types of validity evidence for assessments: 1. Content-related evidence ensures the test content matches the curriculum. This includes developing test items aligned to curriculum and external reviews. 2. Criterion-related evidence looks at how well test scores predict performance on other criteria. 3. Construct-related evidence examines the theoretical concept being measured, like intervention or population studies. Validity requires multiple forms of evidence, not just consistency, to ensure score interpretations are meaningful. Reliability is also needed but does not guarantee validity alone.

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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.