Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers.

Area of Science:

• Educational Research
• Social Science Methodology

Background:

• Discipline-Based Education Researchers (DBERs) typically have backgrounds in natural sciences, not social sciences.
• DBERs may lack formal training in quantitative and qualitative social science research methods, including instrumentation and test validity.

Purpose of the Study:

• To offer a contemporary social science perspective on test validity and the validation process for DBERs.
• To guide DBERs and practitioners in developing, evaluating, and selecting instruments for assessing students and pedagogical innovations.

Main Methods:

• Exploration of core concepts: test validity, the validation process, validity evidence, and threats to validity.
• In-depth case example of a validity argument and validation approach for a student argument analysis test.

Main Results:

• Provides a framework for understanding and applying test validity principles within DBER contexts.
• Illustrates practical application through a detailed example relevant to educational assessment.

Conclusions:

• Enhances DBERs' capacity to rigorously evaluate and develop educational assessments by applying social science research principles.
• Empowers practitioners to make informed decisions regarding student assessment and pedagogical innovation evaluation.