Certification Testing as an Illustration of Argument-Based Validation

By Michael Kane. 2004

192 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/1975cbbe439b40cabdaac0b528db735e2e2ecb26

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In Education

In Management Science and Operations Research

Citations in the corpus

A Suggested Change in Terminology and Emphasis Regarding Validity and Education (2007, methodology): “Another example is the argumentbased approaches of Kane (2004) and Mislevy et al. that focus on evidence and the need to specify an argument during the test construction phase rather than consider validity to be a post hoc or ad hoc endeavor.”
Validity in Language Testing: The Challenge of Sam Messick's Legacy (2006, background): “Although the notion of consequential validity has attracted most attention and debate, because of its obvious practical implications, one could argue that locating all test constructs in the arena of values is the more radical aspect of Messick’s work. Messick’s discussion of validity takes place wi”
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks (2007, unknown): “…1996; Cronbach et al., 1997; Crooks & Kane, 1996; Dunbar et al., 1991; Frederiksen & Collins, 1989; Gulikers et al., 2004; Haertel, 1991; Hambleton, 1996; Kane, 1992, 2004; Linn et al., 1991; Martin, 1997; McDowell, 1995; Prodromou, 1995; Uhlenbeck, 2002; Van der Vleuten & Schuwirth, 2005).”
Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation (2012, methodology): “Others have begun to deploy the validity argument approach advocated by Kane (2001, 2004, 2006), which involves developing a detailed interpretation of scores and comprehensively assessing the assumptions contained in that interpretation.”
Building and Supporting a Case for Test Use (2005, background): “Kane (2001, 2002, 2004) has begun to address the role of test use in validation by extending the interpretive argument described by (Kane et al., 1999).”
The Wheel of Competency Assessment: Presenting Quality Criteria for Competency Assessment Programs. (2006, methodology): “Should reliability and validity thus be applied in the same way for CAPs as they are for classical tests? Benett (1993) and Kane (1992, 2004) argue that the fundamental principles of classical test theory may be applied to more qualitative assessments of competencies.”