Validity

The adequacy with which the content of a test represents the content of the curricular aim(s) about which interpretations are to be made for specific uses

• Test Content

• Response Processes

• Internal Structure

• Relations to other Variables

The test is intended to measure only one construct

• Test Content

• Response Processes

• Internal Structure

• Relations to other Variables

In attempting to measure students’ status with respect to certain constructs, it is assumed that test-takers engage in particular cognitive processes

• Test Content

• Response Processes

• Internal Structure

• Relations to other Variables

The nature of relationships between students’ scores on the test for which we are assembling validity-relevant evidence and those students’ scores on other variables.

• Test Content

• Response Processes

• Internal Structure

• Relations to other Variables

Includes Test-Criterion Relationships and Convergent and Discriminant Evidence

• Test Content

• Response Processes

• Relations to other Variables

• Internal Structures

The less teachers know about students’ status with respect to certain variables, the better their decisions will be.

• Yes

• No

Validity resides in the test itself

• Yes

• No