Shaw, S., Crisp, V., & Johnson, N. (2012, May). A framework for evidencing assessment validity in large-scale, high-stakes international examinations. Assessment in Education: Principles, Policy, & Practice, 19, 159- 176.
Shaw and colleagues address validity issues in large-scale, high-stakes international examinations. The authors maintain that demonstrating alignment between examinations and the actual skills/abilities they claim to measure is essential to drawing inferences from test performance. The purpose of this paper is to provide a systematic approach for gathering validity evidence in relation to traditional examinations in the UK. After reviewing the concept of validity and the evolution of validity definitions over time, the authors present their validity framework and discuss relevant literature informing this system. The framework includes a series of validation questions (e.g., “Do the tasks elicit performances that reflect the intended constructs?”) and possible methods to answer these questions. The authors conclude with issues and challenges in the development of an approach to validation for traditional examinations.
Quality of Assessment Data