Validating the Interpretations and Uses of Test Scores

By Michael Kane. 2013

1,850 citations recorded by the source corpus.

Subfields: Management Science and Operations Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/0f8bf33dd22d83a4b5bb9dbc8d248593f58ace4d

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In Management Science and Operations Research

In Sociology and Political Science

Citations in the corpus

Construct Validation in Social and Personality Research (2017, background): “, diagnosis or research) and can often be context or population dependent (Kane, 2013; Messick, 1995).”
Validity and Validation in Social, Behavioral, and Health Sciences (2014, positive): “There are a series of statements about validity and validation practices that are shared and characterize a contemporary view of validity (e.g., Cronbach 1988; Hubley and Zumbo 1996, 2011, 2013; Kane 2006, 2013; Messick 1989; Zumbo 2007, 2009).”
The international state of research on measurement of competency in higher education (2015, background): “valid assessment of competencies, we need theoretical models of the structure and levels of domain-specific competencies (see also Haertel et al. 2012; Kane 2013; Pellegrino, Chudowsky, and Glaser 2001).”
Beyond dichotomies: Competence viewed as a continuum (2015, background): “…of test quality remain important, the range of quality criteria has been expanded to address specific characteristics of competence assessments such as authenticity, fairness, transparency, consequences for student achievement and motivation, and cost efficiency (Messick, 1995; Kane, 2013).”
Two Criteria for Good Measurements in Research: Validity and Reliability (2017, background): “It pertains to a specific use of a scale, and can often be context or population dependent [Kane, 2013].”
A Systematic Review of Assessment Literacy Measures (2014, background): “These claims address five fundamental aspects of measurement—test content, internal consistency reliability, score stability, internal structure, and association with other variables—and build an interpretation/use argument (Kane, 2013) for assessment literacy measures.”
Frontiers of test validity theory: measurement, causation, and meaning (2014, positive): “The development of validity theory over the last century (Cronbach, 1971; Kane, 2013; Messick, 1989) has paid a lot of attention to the meaning of the test scores in the sense of their interpretation, implications, and uses, and has given relatively little attention to the distinction between…”
Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework (2014, background): “The stated purpose serves to direct not only the development of the actual instrument, but also the interpretation/use argument (IUA), which is the argument built to justify the intended interpretation and use of the test scores (Kane, 2013).”
A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, background): “…these developments is contemporary thought that the validity of a given assessment should be construed as an argument consisting of claims related to an assessment’s intended interpretive use and the forms of evidence that provide the warrants in support of those claims (e.g., Kane, 2006; 2013).”
The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education (2019, background): “We believe that a thorough investigation of model ﬁ t — for both teacher samples and other subsamples — is a critical step towards creating a validity argument (Kane, 2013).”
An Analytic Framework for Evaluating the Validity of Concept Inventory Claims (2015, background): “Instead, validity is a “matter of degree” (Messick, 1989, p. 13), and these arguments are evaluated for their plausibility and appropriateness (Kane, 1992, 2013).”
Evidencias sobre la validez de contenido: avances teóricos y métodos para su estimación (2013, background): “…(1975, 80, 88, 89a, b) Guion (1977, 1980) Fitzpatrick (1983) AERA/APA/NCME (1985) Fuente: Sireci (1998a, p. 102) En la actualidad, la validez de contenido se considera condición necesaria (aunque no suficiente) para realizar interpretaciones de las puntuaciones en los tests (Kane, 2009, p. 61).”
Validating test score meaning and defending test score use: different aims, different methods (2016, background): “We can change that and put some or all of these issues under some other heading … but if we do so, we will have to reformulate much of the standard advice provided to test developers and test users (Kane, 2009, p. 62).”
On the validity of useless tests (2016, background): “In addition to the definition of validity provided by the AERA et al. (2014) Standards, other validity theorists, such as Kane (1992, 2006, 2013) have stressed the importance of connecting test interpretation and test use.”
Validity argument for assessing L2 pragmatics in interaction using mixed methods (2015, background): “…inference, one of the types of inferences in an argument-based approach to validity, refers to the detailed rules and procedures for obtaining observed and reported scores on observed performances (Brennan, 2013; Chapelle, 2012; Chapelle, Enright, & Jamieson, 2008, 2010; Kane, 1992, 2006, 2013).”