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EPSE 528: Week 5 ~ Validity Overview & Evidence Based on Content fully solved
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EPSE 528: Week 5 ~ Validity Overview & Evidence Based on Content fully solved
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EPSE 528: Week 5 ~ Validity Overview &Evidence Based on Content fully solved
Construct - correct answer ✔✔A theoretical concept or idea that is not directly observable but is created
to represent something abstract or complex in research and psychology. Constructs are used to define
and measure intangible phenomena, such as intelligence, anxiety, self-esteem, or motivation.
Construct-Irrelevant Variance - correct answer ✔✔Construct Contamination. The degree to which test
scores are affected by processes that are extraneous to the test's intended purpose. Due to: other
distinct constructs, the method used, unreliability/error
Construct Underrepresentation - correct answer ✔✔Construct Deficiency. Degree to which a test fails to
capture aspects of the construct
Validity (Standards, 2014) - correct answer ✔✔The degree to which evidence and theory support the
interpretations of test scores for proposed uses of tests
Validity (Standards, 1985) - correct answer ✔✔The appropriateness, meaningfulness, and usefulness of
the specific inferences made from test scores
Validation - correct answer ✔✔Process of constructing and evaluating arguments for and against the
intended interpretation of test scores and their relevance to the proposed use
Sources of Validity - correct answer ✔✔Evidence Based on Test Content, Evidence Based on Response
Processes, Evidence Based on Internal Structure, Evidence Based on Relations to Other Variables,
Evidence for Validity and Consequences of Testing
Evidence Based on Test Content - correct answer ✔✔Uses content experts (subject matter experts,
experiential experts,
practical experts to evaluate test content
(e.g., item content, wording, test format, layout, administration & scoring guidelines)
, Content Specification - correct answer ✔✔Describes the content in detail, often with a classification of
areas of content and types of items
Alignment - correct answer ✔✔Evaluating the correspondence between student learning standards and
test content
Content-Sampling Error - correct answer ✔✔Whether test content appropriately samples the domain set
forward in curriculum standards. Whether the cognitive demands of test items correspond to the level
reflected in the student learning standards. Whether the test avoids the inclusion of features irrelevant
to the standard that is the intended target of each test item
Evidence Based on Response Processes - correct answer ✔✔Examine whether the steps, strategies, and
thought processes used by respondents to select responses or complete tasks are consistent
theoretically or empirically with what would be expected if you are measuring the intended construct
Evidence Based on Internal Structure - correct answer ✔✔To what degree does the internal or factor
structure of the test conform to what is known about the construct or theory. Are you measuring one
thing (unidimensional) or, are you measuring more than one thing (multidimensional)?
Differential Item Functioning (DIF) - correct answer ✔✔Occurs when different groups of test takers with
similar overall ability, or similar status on an appropriate criterion, have, on average, systematically
different responses to a particular item
Evidence Based on Relations to Other Variables - correct answer ✔✔How do the scores on the measure
of interest relate to scores on measures of theoretically similar constructs (convergent evidence) or
dissimilar constructs (discriminant evidence)? How do scores on the measure of interest relate to a
diagnosis or outcome or criterion (i.e., test-criterion or criterion-related evidence)?
Evidence for Validity and Consequences of Testing - correct answer ✔✔This is not about test misuse.
What are the positive and negative consequences of using tests legitimately and can any of these
consequences lead to the inferences from a test becoming invalid?
Convergent Evidence - correct answer ✔✔Validation evidence that indicates the measure is positively
related with other measures of the construct.
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