This study aims to comprehensively present ways to determine the validity of a standardized test, highlighting essential criteria that can be widely used. Incremental learning, as conceived by Minsky, represents the construction of knowledge focused on the multitude of interactions between the cognitive components (which build inferences in a decision-making process) or metacognitive components (which support the solving and decision-making process); it requires a special type of feedback (motivational, affective, behavioral, cognitive) through a standardized assessment. Evaluation through standardized tools has unique requirements that are imposed to be able to provide feedback as eloquently and correctly as possible at the same time. One of the particular mandatory criteria is testing the validity of the test, with all its components: internal validity, external validity, content validity (highlighted by the value of the content validity coefficient and the value of the concordance coefficient), criterion validity (with its components competitive validity and predictive validity), and construct validity (which involves both a theoretical and an empirical approach). The examples built in this work illustrate how to calculate the concordance coefficient, Kendall's coefficient, respectively Cohen's coefficient for a set of results obtained by a group of students who two or more evaluators evaluated.
| Published in | Science Journal of Education (Volume 11, Issue 4) |
| DOI | 10.11648/j.sjedu.20231104.14 |
| Page(s) | 142-149 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Incremental Learning, Content Validity Coefficient, Inter-Evaluator Agreement Coefficient, Concordance Coefficient, Kendall Coefficient, Κ Cohen Coefficient
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APA Style
Geanina Havârneanu. (2023). Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning. Science Journal of Education, 11(4), 142-149. https://doi.org/10.11648/j.sjedu.20231104.14
ACS Style
Geanina Havârneanu. Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning. Sci. J. Educ. 2023, 11(4), 142-149. doi: 10.11648/j.sjedu.20231104.14
AMA Style
Geanina Havârneanu. Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning. Sci J Educ. 2023;11(4):142-149. doi: 10.11648/j.sjedu.20231104.14
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Download@article{10.11648/j.sjedu.20231104.14,
author = {Geanina Havârneanu},
title = {Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning},
journal = {Science Journal of Education},
volume = {11},
number = {4},
pages = {142-149},
doi = {10.11648/j.sjedu.20231104.14},
url = {https://doi.org/10.11648/j.sjedu.20231104.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231104.14},
abstract = {This study aims to comprehensively present ways to determine the validity of a standardized test, highlighting essential criteria that can be widely used. Incremental learning, as conceived by Minsky, represents the construction of knowledge focused on the multitude of interactions between the cognitive components (which build inferences in a decision-making process) or metacognitive components (which support the solving and decision-making process); it requires a special type of feedback (motivational, affective, behavioral, cognitive) through a standardized assessment. Evaluation through standardized tools has unique requirements that are imposed to be able to provide feedback as eloquently and correctly as possible at the same time. One of the particular mandatory criteria is testing the validity of the test, with all its components: internal validity, external validity, content validity (highlighted by the value of the content validity coefficient and the value of the concordance coefficient), criterion validity (with its components competitive validity and predictive validity), and construct validity (which involves both a theoretical and an empirical approach). The examples built in this work illustrate how to calculate the concordance coefficient, Kendall's coefficient, respectively Cohen's coefficient for a set of results obtained by a group of students who two or more evaluators evaluated.},
year = {2023}
}
TY - JOUR T1 - Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning AU - Geanina Havârneanu Y1 - 2023/07/26 PY - 2023 N1 - https://doi.org/10.11648/j.sjedu.20231104.14 DO - 10.11648/j.sjedu.20231104.14 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 142 EP - 149 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20231104.14 AB - This study aims to comprehensively present ways to determine the validity of a standardized test, highlighting essential criteria that can be widely used. Incremental learning, as conceived by Minsky, represents the construction of knowledge focused on the multitude of interactions between the cognitive components (which build inferences in a decision-making process) or metacognitive components (which support the solving and decision-making process); it requires a special type of feedback (motivational, affective, behavioral, cognitive) through a standardized assessment. Evaluation through standardized tools has unique requirements that are imposed to be able to provide feedback as eloquently and correctly as possible at the same time. One of the particular mandatory criteria is testing the validity of the test, with all its components: internal validity, external validity, content validity (highlighted by the value of the content validity coefficient and the value of the concordance coefficient), criterion validity (with its components competitive validity and predictive validity), and construct validity (which involves both a theoretical and an empirical approach). The examples built in this work illustrate how to calculate the concordance coefficient, Kendall's coefficient, respectively Cohen's coefficient for a set of results obtained by a group of students who two or more evaluators evaluated. VL - 11 IS - 4 ER -
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