Timothy O’Leary, Professor John Hattie and Professor Patrick Griffin
Starting from the proposition that validity is the most fundamental consideration in test development, this academic paper examines the modern conception of ‘validity’ and suggests that evidence points to test users having difficulty understanding how scores should be interpreted.
The authors argue that the intended interpretations and uses of test scores can fail if there is not an alignment with audiences’ actual interpretations and uses. They write that too much research into test validity has focused on linking the intended interpretation and use with the actual interpretations being made and actions planned by score users. The article sets out to reviews the current conception of validity, validation, and validity evidence, aiming to position the emerging notion of validity of usage within education research.
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