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.
Table of Content
Validity and Validation
The Genesis of Validity: Mid-1800s–1951
The Fragmentation of Validity: 1952–1974
The (Re)Unification of Validity: 1975–1999
The Deconstruction of Validity: 2000–2012
Twenty-first-century Evaluation
About the author
Stuart D. Shaw is particularly interested in demonstrating how educational, vocational and second language English assessments meet the demands of validity, reliability and fairness. Stuart has a wide range of publications in English second-language assessment and educational research journals. His assessment books include: Examining Writing: Research and practice in assessing second language writing (Shaw and Weir, 2007); The IELTS Writing Assessment Revision Project: Towards a revised rating scale (Shaw and Falvey, 2008); Validity in Educational and Psychological Assessment (Newton and Shaw, 2014); and Language Rich: Insights from multilingual schools (Shaw, Imam and Hughes, 2015). Stuart is a Fellow of the Association for Educational Assessment in Europe (AEA-E) and a Fellow of the Chartered Institute of Educational Assessors (CIEA).
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