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Validating interpretive arguments for licensure and certification examinations.

M T Kane1

  • 1University of Wisconsin, Madison.

Evaluation & the Health Professions
|May 8, 1994
PubMed
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Validating test score interpretations requires supporting the rationale for their use. This study examines arguments for licensure and certification tests, focusing on competency-based evidence for performance predictions.

Area of Science:

  • Educational Measurement
  • Psychometrics
  • Professional Licensure and Certification

Background:

  • Test scores are used for high-stakes decisions like licensure and certification.
  • The validity of these decisions depends on the interpretation of test scores.
  • Interpretations involve a chain of reasoning from scores to practical performance.

Purpose of the Study:

  • To examine different interpretive arguments for licensure and certification test scores.
  • To analyze the evidence needed to support these arguments.
  • To focus on competency-based arguments linking scores to practice performance.

Main Methods:

  • Review and analysis of interpretive argument structures for test score validity.
  • Examination of evidence requirements for supporting inferential chains.

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  • Focus on a competency-based argument model.

    • Main Results:

    • Multiple interpretive arguments can be constructed for test score use.
    • Evidence is crucial for substantiating each inferential step.
    • Competency-based arguments provide a structured approach from scores to performance.

    Conclusions:

    • Validating test score interpretations necessitates robust evidential support for the underlying arguments.
    • Competency-based arguments offer a framework for linking test scores to expected professional practice.
    • Strong rationales are essential for defensible licensure and certification decisions.