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Sources of validity evidence for educational and psychological tests

机译：教育和心理测试的有效性证据来源

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摘要

This study investigates aspects of validity reflected in a large and diverse sample of published measures used in educational and psychological testing contexts. The current edition of Mental Measurements Yearbook served as the data source for this study. The validity aspects investigated included perspective on validity represented, number and kinds of sources of validity evidence provided, overall evaluation of the favorability of the test, and whether these factors varied as a function of the type of test. Findings reveal that validity information is not routinely provided in terms of modern validity theory, some sources of validity evidence ( e. g., consequential) are essentially ignored in validity reports, and the favorability of judgments about a test is more strongly related to the number of validity sources provided than to the perspective on validity taken or other factors. The article concludes with implications for extending and refining current validity theory and validation practice.
机译：这项研究调查了有效性的各个方面，这些有效性反映在教育和心理测试环境中使用的大量已发布措施的样本中。当前版本的《心理测量年鉴》是本研究的数据来源。研究的有效性方面包括对有效性表示的观点，所提供的有效性证据的数量和来源，对测试是否有利的总体评估以及这些因素是否随测试类型而变化。结果表明，有效性信息不是现代有效性理论中常规提供的，有效性报告中某些有效性证据（例如，结果性）的来源基本上被忽略，并且关于测试的判断的好感度与有效性数量之间的联系更为紧密所提供的来源，而不是所采取的有效性或其他因素的观点。本文的结论是对扩展和完善当前的有效性理论和验证实践的启示。

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