1. Validity Validity is an overall evaluation that supports the intended interpretations, use, in consequences of the obtained scores. (McMillan 17)

2. Characteristics of Validity Validity is a matter of overall professional judgement. Validity refers to the accuracy of inferences, not to the test or procedure itself. Validity is specific to particular uses in particular contents. Validity is not an “all or none” judgement but a matter of degree.

3. Characteristics of Validity Cont. Validity is a singular concept. Validity is established with different types of evidence. Validity is the joint responsibility of test developer and test user. (McMillan 19)

5. Sources of Validity Evidence Evidence Based On: Test content or construct Relations to other variables Internal structure Response processes and results Consequences of assessment

6. Test Content or Construct Domain Professional Judgement Design of Test Blueprint Theoretical Models Instructional Validity

7. Relations to Other Variables Test-Criterion Relationships Convergent and Discriminant Evidence

8. Internal Structure Extent to which items measuring the same thing are correlated.

9. Response Processes and Results Check that the targeted processes or skills are being engaged. Implement an intervention study.

10. Consequences of Assessments Could be both planned and unintended: Does the assessment have the effect that the examiner wants? Does the assessment result in negative outcomes in the school?

11. Suggestions for Enhancing Classroom Assessment Validity Determine if different ways of assessing the same thing give similar results. Ask other teachers to review your assessment for clarity and purpose. Make sure to sample the performance or behavior several times. Don’t rely on a single measure. Prepare a blueprint, and, prior to testing, share it with your students. Ask other teachers to judge the match between the assessment and learning objectives.

12. Suggestions for Enhancing Classroom Assessment Validity Cont. Compare one group of students who should obtain high scores with students of another group who should obtain low scores. Compare scores obtained before instructions with scores obtained after instruction. Compare predicted, intended consequences with actual consequences. Use different methods to measure the same learning objective.

13. Works Cited James H. McMillan, Essential Assessment Concepts for Teachers and Administrators. California: Thousand Oaks, 2001.