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Validity in Educational and Psychological Assessment

Validity in Educational and Psychological Assessment (Paperback)

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Synopsis

Lecturers, request your electronic inspection copy to review it for your course.



Validity is the hallmark of quality for educational and psychological measurement. But what does quality mean in this context? And to what, exactly, does the concept of validity apply? These apparently innocuous questions parachute the unwary inquirer into a minefield of tricky ideas. This book guides you through this minefield, investigating how the concept of validity has evolved from the nineteenth century to the present day.



Communicating complicated concepts straightforwardly, the authors answer questions like:

What does 'validity' mean?What does it mean to 'validate'?How many different kinds of validity are there?When does validation begin and end?Is reliability a part of validity, or distinct from it?

This book will be of interest to anyone with a professional or academic interest in evaluating the quality of educational or psychological assessments, measurements and diagnoses.

EducationEducation TheoryOrganization & management of educationExaminations & assessmentPhilosophy, Psychology & Social SciencesPsychologyPsychological methodologyPsychological testing & measurement Publisher: SAGE Publications Ltd Publication Date: 04/03/2014 ISBN-13: 9781446253236  Details: Type: Paperback Format: Books
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Paul E. Newton is Professor of Educational Assessment at the Institute of Education, University of London. His research focuses primarily upon issues related to the evaluation of large-scale educational assessment systems, and he is particularly interested in theories of validity for educational and psychological measurement, past and present. He has published on a range of assessment topics, including validity, comparability, assessment purposes, national curriculum test reliability, and the public understanding of measurement inaccuracy. Having obtained a PhD in developmental psychology, Paul moved into educational assessment and has spent most of his career as a researcher within a range of assessment agencies - including the Associated Examining Board, the National Foundation for Educational Research, the Qualifications and Curriculum Authority, Ofqual and Cambridge Assessment. Paul is a member of the Editorial Board of the international journal Assessment in Education: Policy, Principles and Practice and has served on a variety of national and international committees, including the Executive Committee of the International Association for Educational Assessment. He was a member of the Assessment Reform Group, until its retirement in 2010, and is a Fellow of the Association for Educational Assessment - Europe. Stuart D. Shaw has worked for Cambridge Assessment since January 2001 where he is particularly interested in demonstrating how Cambridge Assessment seeks to meet the demands of validity in its assessments. Before leading a research team in the area of mainstream international examinations, Stuart worked on a range of Cambridge English products with specific skill responsibilities for assessing writing. He has experience in the areas of researching and managing English second language writing assessment; developing, revising and introducing assessment procedures for new testing scenarios and disseminating good practice to others through mentori

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