No field or profession can prescribe what is or isn’t validity or efficacy evidence. Different fields have distinctive ways of asking questions, addressing a literature, criticizing ideas, and presenting arguments. The differences make sense from a socio-cultural perspective as each of these stakeholders—you might call them customers if you are in marketing or users if you are in product development—is coming from a different culture of evidence and set of life experiences. But this seems chaotic if you are trying to collect validity or efficacy evidence and construct an argument with it.
If you have been following along over the last five blog posts, you may be experiencing some discomfort at the prospect of intentionally crafting the communication of a validity argument to support or challenge a particular score interpretation and use. Maybe you want to simply present the validity argument and let the chips fall whereContinue reading “The Last Word—Making a Judgement About the Validity Argument“
In this blog, we turn the tools to develop and communicate a validity argument upside down and explain how to develop, represent, and effectively communicate arguments skeptical of the intended score interpretation and use! In past blogs, we have given you tools to effectively develop and communicate a validity argument. Those past blogs assumed youContinue reading “Challenging the Validity Argument“
In our last blog, we described how to develop and use narratives as a tool to help the test developer communicate a validity argument to a nontechnical audience. In this blog, we give you two additional tools to help you effectively communicate a validity argument supporting the intended score interpretation and use: A thesis statement,Continue reading “Themes and Theses: More Tools to Effectively Communicate a Complex Validity Argument“
In our last blog, we explained how to use a graph and an outline to develop and represent a validity argument for the interpretation and use of scores from the AP World History test. But a validity argument by itself is going to be difficult to understand in either graph or outline form. In thisContinue reading “Effectively Communicating a Complex Validity Argument“
In this second blog in the series, we explain how to develop and represent a validity argument. We use a validity argument for the interpretation of scores from the AP History test to illustrate using graphs and outlines to represent a validity argument and assume teachers are the intended audience. This blog is a bitContinue reading “Effectively Developing a Validity Argument“
This is the first in a series of six blogs as a tutorial to help practitioners in educational measurement develop, represent, and effectively communicate validity arguments to stakeholder audiences. This first blog explains how to address stakeholder concerns when developing and communicating your validity argument. Before planning how to develop and effectively communicate a validity argumentContinue reading “Addressing Stakeholder Concerns in a Validity Argument“
We, Michelle and Paul, are partnering to offer a tutorial as a series of six blogs—a new blog posted every week starting Tuesday, September 14, 2021—to help practitioners in educational measurement develop, represent, and effectively communicate validity arguments to stakeholder audiences. A validity argument is a valuable tool, as it can build the foundation forContinue reading “How to Effectively Represent and Communicate a Validity Argument“