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Updated: May 9, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Standards for talking and thinking about validity.

Paul E Newton1, Stuart D Shaw

  • 1Department of Curriculum, Pedagogy and Assessment, Institute of Education, University of London.

Psychological Methods
|July 10, 2013
PubMed
Summary
This summary is machine-generated.

The concept of test validity lacks consensus and has been inconsistently applied. Researchers suggest abandoning "validity" for "quality" to better align with measurement and policy goals.

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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Published on: September 11, 2021

Area of Science:

  • Psychometrics
  • Educational Measurement
  • Psychological Testing

Background:

  • Historical standards for discussing test validity in North America have evolved, with shifts in guidelines regarding
  • test validity
  • and the use of modifier labels.
  • These standards have been frequently disregarded, leading to confusion and inconsistent application in practice.

Purpose of the Study:

  • To historically analyze the disregard for established standards in discussing test validity.
  • To challenge the notion of a general consensus on the meaning of validity.
  • To propose an alternative framework for evaluating measurement instruments.

Main Methods:

  • Historical analysis of standards and their application in psychometrics and educational measurement.
  • Review of literature and professional guidelines concerning test validity.
  • Evidence gathering to assess consensus on the definition of validity.

Main Results:

  • Evidence suggests a persistent disregard for promulgated standards in discussing test validity over several decades.
  • A historical analysis indicates low prospects for achieving a general consensus on the meaning of validity.
  • The study challenges the widely asserted claim of a consensus on validity.

Conclusions:

  • The concept of validity in testing is ill-defined and lacks consistent application.
  • Abandoning the term "validity" in favor of "quality" is recommended.
  • Quality should be evaluated based on measurement aims, decision-making needs, and broader policy objectives.