Current Concerns in Validity Theory

By Michael Kane. 2001

795 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/264ebf71aba8bfbec62f545be4a201b062ea3739

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In Developmental and Educational Psychology

In Management Science and Operations Research

Citations in the corpus

Building and Supporting a Case for Test Use (2005, methodology): “Morerecentargument-basedapproaches to validation (e.g., Kane, 1992, 2001, 2002; Kane, Crooks, & Cohen, 1999; Mislevy, 2003; Mislevy, Steinberg, & Almond, 2002, 2003) provide a logic and set of procedures for articulating claims and for collecting evidence to support these claims.”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “However, in order to achieve that goal, the potential uses of student report tools must be clarified and the applicability of various uses must be critically examined (Kane, 2001).”
Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation (2012, methodology): “Although Kane (2001) argued that each interpretive argument will be unique, his own work (2006) and that of his adherents (e.g., Bell et al., this issue; McGaghie et al., 2011) tend to identify four areas requiring investigation: Assumptions involving scoring, typically focused around whether items…”
Making Intangibles “Tangible” in Tests of Resource-Based Theory (2011, background): “Specifically, validation is now understood as a process that synthesizes available evidence to arrive at an evaluative judgment regarding the support that the interpretations of measures, and actions prescribed based on those measures, are adequate and appropriate (Kane, 2006).”
Rethinking Traditional Methods of Survey Validation (2017, background): “…recent scholarship on validity has increasingly emphasized the need for theory-based explanations for the processes causing variation in item responses (e.g., Borsboom et al., 2004; Markus & Borsboom, 2013; Zumbo, 2009; also see the discussion of the “strong program of validity” in Kane, 2001).”
A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, background): “Important work has been done to refine and advance views of validity in educational measurement (see, e.g., Haertel & Lorie, 2004; Kane, 1992, 2001, 2002, 2006, 2013; Mislevy, 1996; Mislevy, Steinberg, & Almond, 2003).”
The concept of validity. (2004, background): “Perhaps we have refuted this view in somewhat greater detail than is strictly necessary, as criterion validity has been considered inadequate at least since Cronbach and Meehl's (1955) introduction of construct validity (Kane, 2001; Messick, 1989).”
The role of auxiliary assumptions for the validity of manipulations and measures (2012, background): “Possibly the most wellknown view, under the label of construct validity, was proposed by Cronbach and Meehl (1955; see Kane, 2001 for a recent review).”