This edited volume presents a systematic analysis of conceptual, methodological and applied aspects related to the validation of educational tests used in Latin American countries. Inspired by international standards on educational measurement and evaluation, this book illustrates efforts that have been made in several countries to validate different types of educational assessments, including student learning assessments, measurements of non-cognitive aspects in students, teacher evaluations, and tests for certification and selection. It gathers the experience of validity studies from the main international assessments in Latin America (PISA, TIMSS, ERCE, and ICCS). Additionally, it shows the challenges that must be taken into account when evaluations are used to compare countries, groups or trends of achievement over time. The book builds on the premise that measurements in the educational field should not be used if there are no studies that support the validity of the interpretation of their scores, or the use made of such tests. It shows that, despite the recognition given to validity, relatively few educational measurement assessments have accumulated enough evidence to support their interpretation and use. In doing so, this volume increases awareness about the relevance of validity, especially when assessments are key component of educational policies.
Зміст
Introduction; Jorge Manzi, María Rosa García, y Sandy Taut.- Is validation a luxury or an indispensable asset for educational evaluation systems?; Sandy Taut and Siugmin Lay.- Section I. VALIDITY OF STUDENT LEARNING ASSESSMENTS.- 1 How to ensure the validity of national appraisal assessments? Priority criteria for Latin America and the Caribbean; María José Ramírez and Gilbert Valverde.- 2 Contemporary practices in the curricular validation of national appraisal assessments in Latin America: a comparative case study of Chile, Mexico and Peru; Gilbert Valverde an María José Ramírez.- 3 Learning Progress Assessment System, SEPA: evidence of its reliability and validity; Andrea Abarzúa and Johana Contreras.- 4 Validation processes of the National Evaluation of Educational Achievements – Aristas: the INEEd experience (Uruguay); Carmen Haretche y Mariano Palamidessi.- 5 Validity and social legitimacy of Simce: the role of evidence and deliberation; Lorena Meckes and María Angélica Mena.- Section II. VALIDITY OF INTERNATIONAL TESTS AND QUESTIONNAIRES.- 6 Comparability of scores: a key component of validity in educational measurement; Jorge González and René Gemmp.- 7 Measurement of factor invariance in large-scale tests; Víctor Pedrero.- 8 Invariance of socioeconomic status scales in international studies; Ernesto Treviño, Andrés Sandoval-Hernández, Daniel Miranda, David Rutkowski and Tyler Matta.- 9 Measurement of attitudes towards gender equality rights in international tests: implications regarding their validity; Juan Carlos Castillo, Daniel Miranda and Angélica Bonilla.- 10 The challenge of adapting PISA for low and middle-low income countries; Catalina Covacevich, Kelly Makowiecki and Tyler Leigh.- 11 Ensuring the validity of international comparisons in the Teaching and Learning International Survey (TALIS); Pablo Fraser and Fabián Barrera-Pedemonte.- Section III. VALIDITY OF EVALUATIONS FOR SELECTION AND CERTIFICATION PURPOSES.- 12 Validity of evaluation systems for selection and certification; Verónica Santelices.- 13 Is the SABER 11th test valid as a criterion for admission to Colombian universities?; Julián Mariño, Adriana Molina and Yadira Gómez.- 14 Validity evidence of the University Selection Test (PSU); Jorge Manzi y Diego Carrasco.- 15 Validity of the National Single Examination of Knowledge of Medicine (Eunacom); Beltrán Mena.- Section IV. VALIDITY OF TEACHING AND TEACHER EVALUATIONS.- 16 Teacher evaluation with multiple indicators: conceptual and methodological considerations regarding validity; José Felipe Martínez y María Paz Fernández.- 17 How valid are the results of the specific and pedagogical knowledge tests of the Professional Teacher Development System in Chile?; Edgar Valencia, Martha Kluttig and Beatriz Rodríguez.- 18 Portfolio in the Teacher Evaluation in Chile: collection of validity evidence as part of the instrument construction process; David Torres and Álvaro Zapata.
Про автора
Jorge Manzi, Doctor of Psychology from the University of California, Los Angeles, United States and a psychologist at the Pontificia Universidad Católica de Chile. He is currently a full time professor at the School of Psychology of Pontificia Universidad Católica de Chile, where he also directs the UC MIDE Measurement Center (one of the leading institutions in the field of educational measurement in Latin America). His areas of specialization are educational measurement, social psychology and political psychology.
María Rosa García, Master of Psychology from the Pontificia Universidad Católica de Chile and Psychologist of the same university. She is currently working at the MIDE UC Measurement Center. She has done consulting and teaching mainly on topics related to the construction and validation of measuring instruments, and the evaluation of learning.
Sandy Taut, Doctor in Education from the University of California, Los Angeles, United States, and Psychologist from the University of Cologne, Germany. Currently she is Deputy Head at Educational Quality Agency, Ministry of Education, State of Bavaria, Germany. She has worked and researched internationally on issues related to educational evaluation, teaching, instructional and school quality, and validation of measurement and evaluation systems.
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