摘要
1985年《教育与心理测验标准》(第5版)出版之前,效度研究的核心概念是"效标(criterion)",效度研究被视为一种用"效标"对测验的效度进行证明(verify)、对测验分数做出有效(valid)解释的过程。1985年以后,效度研究的核心概念是"证据(evidence)",效度研究被视为一种通过积累证据对测验的效度进行支持(support)、对测验分数做出合理(reasonable)解释的过程。关于效度的这种理解,突出体现在1999年出版的《教育与心理测验标准》(第6版)中。美国教育协会和美国国家教育测量学会共同组织编写的《教育测量》在业内被称为"教育测量领域的《圣经》"。2006年《教育测量》(第4版)出版以后,效度研究的核心概念演变为"理由(warrant)",效度研究被视为一种通过构造"理由系统"和"理由网络"对效度进行"论证(argument)"、对测验分数做出可接受的(plausible)解释的过程。本文结合笔者的考试实践,介绍了效度概念的新发展。
The key concept of validation used to be criterion. Validation was viewed as a procedure that using criterion to verify the validity interpretation. Since Standards for Educational and of a test and giving test Psychological Testing （5th score a valid edition ） was published in 1985, the key concept of validation changed to be evidence. Validation was viewed as a procedure that cumulating evidence to support the validity of a test and giving test score a reasonable interpretation. After Educational Measurement （4th edition） was published in 2006, the key concept of validation changed to be warrant. Validation was viewed as a procedure that using warrant to argue for the validity of a test and giving test score a plausible interpretation. This paper introduced the new development in testing validation.
出处
《考试研究》
2013年第3期56-64,共9页
Examinations Research
