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Some Notes on the Contemporary Views of Validity in Psychological and Educational Assessment

机译：关于心理学和教育评估有效性的当代观点的一些说明

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摘要

This paper aims at providing an analysis of views of validity as an important concept in psychological and educational assessment which has undergone transformation for several decades. The revolutionary change took place along with the release of the 1999 Standards followed by the 2014 Standards in which validity is associated with interpretation and use of test scores. With the new framework, several types of theoretical and empirical evidence are required to support the validation process. The results of the analysis show that the drastic change of the validity concept and the complicated process of validation have resulted in misunderstanding, misinterpretation, and misuse. Apart from different views which challenge the new concept, the argument-based approach has provided basis for new studies in many fields. Some strategies required to deal with complicated validation processes are suggested, along with some alternative perspective associated with the limitations of the standards.
机译：本文旨在提供意见有效性的分析，在心理和教育评价的重要概念，它有几十年经历的转变。革命性的变化发生与1999年标准的一起发布，随后在其效力与解释和使用考试成绩的关联2014年的标准。随着新的框架，需要多种类型的理论和实证证据来支持验证过程。分析表明，有效性概念和验证的复杂过程的剧烈变化导致了误解，曲解，滥用和结果。除了这些挑战的新概念不同的意见，基于论证的方法已在许多领域提供基础的新的研究。处理复杂的验证过程需要一些策略建议，与标准的限制，相关的一些另一种观点一起。

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