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A Response to "Measuring Students' Writing Ability on a Computer Analytic Developmental Scale: An Exploratory Validity Study"
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Reutzel, D. Ray; Mohr, Kathleen A. J. – Literacy Research and Instruction, 2014
In this response to "Measuring Students' Writing Ability on a Computer Analytic Developmental Scale: An Exploratory Validity Study," the authors agree that assessments should seek parsimony in both theory and application wherever possible. Doing so allows maximal dissemination and implementation while minimizing costs. The Writing…
Descriptors: Writing Ability, Discovery Processes, Rating Scales, Construct Validity
Validity Is an Action Verb: Commentary on--"Clarifying the Consensus Definition of Validity"
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Lissitz, Robert W.; Calico, Tiago – Measurement: Interdisciplinary Research and Perspectives, 2012
This paper presents the authors' critique on "Clarifying the Consensus Definition of Validity" by Paul E. Newton (this issue). There are serious differences of opinion regarding the topic of validity. Newton is aware of these differences, as made clear by his choice of references and particularly his effort to respond to the various Borsboom…
Descriptors: Concept Formation, Test Construction, Test Validity, Scores
Evaluation of the Usefulness of the "Versant for English" Test: A Response
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Downey, Ryan; Farhady, Hossein; Present-Thomas, Rebecca; Suzuki, Masanori; Van Moere, Alistair – Language Assessment Quarterly, 2008
This article responds to a critique of Ordinate Corporation's "Versant for English" test (formerly PhonePass and SET-10). The critique (Chun, 2006) purports to apply the language task framework of Bachman and Palmer (1996) and the Test Fairness framework of Kunnan (2004) as guides for an analysis. However, the analysis fails to apply either…
Descriptors: Evaluation, Construct Validity, English (Second Language), Testing
The Construct Validity of Curriculum-Based Measurement of Reading: An Empirical Test of a Plausible Rival Hypothesis.
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Kranzler, John H.; Brownell, Mary T.; Miller, M. David – Journal of School Psychology, 1998
The relative roles of general cognitive ability, speed and efficiency of elemental cognitive processing, and oral reading fluency in the prediction of reading comprehension are examined using multiple regression. The construct validity of the curriculum-based approach to measurement of reading comprehension is supported. Reliability is assessed…
Descriptors: Children, Cognitive Processes, Construct Validity, Curriculum Based Assessment