Validating the Interpretations and Uses of Test Scores.

Kane, M. T. (2013). Validating the Interpretations and Uses of Test Scores. Journal of Educational Measurement, 50(1), 1-73.

Type

Journal article

Intellectual base

Primary research

Year

2013

DOI

10.1111/jedm.12000

Link

https://doi.org/10.1111/jedm.12000

Cited from

education_pedagogy

Cited by

3 citations across 3 artifacts.

Each citation links to the sentence it supports in the citing article.

Primes

• Summative Assessment
  • T2: Score Use Legitimacy vs Secondary-Use Drift. Kane (2013) made score-use legitimacy the central object of validation by reframing validity as an argument-based evaluation of specific interpretations and uses, against which secondary-use drift can be diagnosed.

Domain-specific

• Educational Measurement
  • Not validity as a coefficient. Kane emphasizes that interpretations and uses, not tests or scores in isolation, are validated through an argument whose assumptions require evidence.

    This sourceDevelops an argument-based account in which proposed interpretations and uses, rather than tests in isolation, are validated.

Mechanisms

• Construct Validity Argument
  • The discipline that keeps it straight is to state the intended interpretation before gathering evidence, hunt actively for disconfirmation, and treat the weakest inference — not the strongest — as the headline.

    This sourceRequires the intended interpretation and use to be made explicit as an argument whose inferences and assumptions can then be evaluated.

Verification

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