Validity in outcomes-based assessment

Show simple item record Killen, Roy Killen, L.R. 2008-04-10T07:48:03Z 2008-04-10T07:48:03Z 2003-03
dc.description.abstract Because validity is universally accepted as one of the most important aspects of sound assessment practices, it is important that educators understand the concept and know how to use it as a quality control measure in their teaching. This paper outlines the evolving definition of the concept of validity, considers different types of evidence of validity and suggests how the concept might be applied in outcomes-based education. It argues that the common view that test items are valid if they measure what they are intended to measure, provides a necessary, but insufficient basis for considering validity. The paper develops the idea that test item per se can never be valid or invalid and explains why it is necessary to focus on evidence from which valid inferences can be made about learning. en
dc.format.extent 169526 bytes
dc.format.mimetype application/pdf
dc.identifier.citation Killen, R 2003, 'Validity in outcomes-based assessment', Perspectives in Education, vol. 21, no. 1, pp. 1-14. [] en
dc.identifier.issn 0081-2463
dc.language.iso en en
dc.publisher Faculty of Education, University of Pretoria en
dc.rights Faculty of Education, University of Pretoria en
dc.subject Outcomes-based assessment (OBA) en
dc.subject Validity en
dc.subject Outcomes-based education (OBE) en
dc.subject Assessment en
dc.subject.lcsh Competency based education
dc.title Validity in outcomes-based assessment en
dc.type Article en

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