Communicating complicated concepts straightforwardly, the authors answer questions like:
This book will be of interest to anyone with a professional or academic interest in evaluating the quality of educational or psychological assessments, measurements and diagnoses.
"synopsis" may belong to another edition of this title.
'Countless books have addressed validity, but this is the first volume to provide a comprehensive treatment of the evolution of validity theory in the last century and a framework for evaluating educational and psychological testing in the 21st century.'
'In this groundbreaking book, Newton and Shaw show how the "consensus" view of validity—that validity is not a property of tests, but of inferences made on the basis of the evidence they elicit—was at best rather shallow. Notably, the "consensus" view leaves unresolved important tensions between those who see validation as a never-ending process (e.g., Cronbach, Messick) and those who understand the needs of those who produce assessments to be able to say that they have undertaken necessary due diligence to attest to the quality of assessments (e.g., Ebel, Kane). As well as providing an excellent, scholarly review of the history of the idea of validity, Newton and Shaw show how a modified version of Messick's facet model of validity can produce a rigorously grounded, and yet practical, approach to assuring the quality of educational and psychological assessments. Every serious scholar of assessment should read this book.'
'At last - a scholarly and well-argued book that means validity, the key concept in any assessment, is no longer an essentially American debate. Its scope, logic and clarity will quickly make it the standard international text.'
In an accessible, statistics-free treatment, Newton and Shaw first distinguish assessment validity from related concepts (such as research validity), before tracing its evolution through the primarily US-led assessment research tradition over the past century. As doctoral students we hope to tap into issues at the cutting edge of the field, and Newton and Shaw’s book enables this, providing the background and theory needed to contribute to contemporary assessment research.
(Ricky Jeffrey)"About this title" may belong to another edition of this title.
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