Book contents
- Validity Argument in Language Testing
- The Cambridge Applied Linguistics Series
- Validity Argument in Language Testing
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Series Editor’s Preface
- 1 Introduction to Validity Argument in Language Testing and Assessment
- Part I Basic Concepts and Uses of Validity Argument in Language Testing and Assessment
- Part II Investigating Score Interpretations
- Part III Investigating Score Uses and Consequences
- Part IV Conclusion
- Index
- References
Part IV - Conclusion
Published online by Cambridge University Press: 14 January 2021
Book contents
- Validity Argument in Language Testing
- The Cambridge Applied Linguistics Series
- Validity Argument in Language Testing
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Series Editor’s Preface
- 1 Introduction to Validity Argument in Language Testing and Assessment
- Part I Basic Concepts and Uses of Validity Argument in Language Testing and Assessment
- Part II Investigating Score Interpretations
- Part III Investigating Score Uses and Consequences
- Part IV Conclusion
- Index
- References
Summary
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- Type
- Chapter
- Information
- Validity Argument in Language TestingCase Studies of Validation Research, pp. 323 - 344Publisher: Cambridge University PressPrint publication year: 2021
References
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.Google Scholar
Jang, E., Wagner, M., & Park, G. (2014). Mixed methods research in language testing and assessment. Annual Review of Applied Linguistics, 34, 123–153.Google Scholar
Kane, M. (2006). Validation. In Brennen, R. (Ed.), Educational measurement (4th ed., pp. 17–64). Westport, CT: Praeger and Greenwood Publishing.Google Scholar
Kane, M., Crooks, T., & Cohen, A. (1999). Validating measures of performance. Educational Measurement: Issues and Practice, 18(2), 5–17.Google Scholar
Kremmel, B., & Harding, L. (2020). Towards a comprehensive, empirical model of language assessment literacy across stakeholder groups: Developing the language assessment literacy survey. Language Assessment Quarterly, 17(1), 100–120.CrossRefGoogle Scholar
Messick, S. (1989). Validity. In Linn, R. L. (Ed.), Educational measurement (3rd ed., pp. 13–103). New York: Macmillan Publishing Co.Google Scholar
Mislevy, R. J., & Steinberg, L. S. (2003). Focus article: On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1(1), 3–62.Google Scholar