Cumulative Ordering as Evidence of Construct Validity for Assessments of Developmental Attributes

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-09-07 DOI:10.1177/07342829231199007
Stephen M. Humphry, Paul Montuoro, Carolyn Maxwell
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Abstract

This article builds upon a proiminent definition of construct validity that focuses on variation in attributes causing variation in measurement outcomes. This article synthesizes the defintion and uses Rasch measurement modeling to explicate a modified conceptualization of construct validity for assessments of developmental attributes. If attributes are conceived as developmental, hypotheses about how new knowledge builds cumulatively upon the cognitive capacity afforded by prior knowledge can be developed. This cumulative ordering of knowledge required to accomplish test items constitutes evidence of a specific form of construct validity. Examples of cumulative ordering appear in the extant literature, but they are rare and confined to the early literature. Furthermore, cumulative ordering has never been explicated, especially its relationship to construct validity. This article describes three of the most complete examples of cumulative ordering in the literature. These examples are used to synthesize a method for assessing cumulative ordering, in which the Rasch model is used to assess the progression of item difficulties which are, in turn, used to review developmental theories and hypotheses, and the tests themselves. We discuss how this conceptualization of construct validity can lead to a more direct relationship between developmental theories and tests which, for practitioners, should result in a clearer understanding of what tests results actually mean. Finally, we discuss how cumulative ordering can be used to facilitate decisions about consequential validity.
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累积排序:发展属性评价的构念效度证据
本文建立在构造效度的一个突出定义之上,该定义关注导致测量结果变化的属性的变化。本文综合了构式效度的定义,并利用Rasch测量模型阐述了一种改进的构式效度概念,用于发展属性的评估。如果属性被认为是发展的,那么关于新知识如何在先验知识提供的认知能力上积累的假设就可以发展起来。完成测试项目所需的知识的累积顺序构成了特定形式的构念效度的证据。累积排序的例子出现在现存文献中,但它们是罕见的,仅限于早期文献。此外,累积排序与建构效度的关系从未得到明确的解释。本文描述了文献中三个最完整的累积排序示例。这些例子被用来综合一种评估累积排序的方法,其中Rasch模型被用来评估项目难度的进展,反过来,用于审查发展理论和假设,以及测试本身。我们将讨论构造效度的概念化如何导致发展理论和测试之间更直接的关系,对于从业者来说,应该更清楚地理解测试结果的实际含义。最后,我们讨论了如何使用累积排序来促进对结果效度的决策。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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