Abstract
This chapter examines trends in the reporting of validity evidence across multiple journals and disciplines, including measurement, quality of life research, and medical education. The 15 synthesis chapters from this volume were compared based on the five validity evidence categories presented in the Standards for Educational and Psychological Testing. Major findings from the meta-synthesis suggest that two categories of validity evidence are generally ignored across fields: evidence based on response processes and evidence based on consequences. Additionally, it was found that evidence based on internal structure is exceedingly prevalent in current validation practices, above and beyond other sources of validity evidence. Possible explanations for these findings, as well as implications for future investigations of validity, are discussed.
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Notes
- 1.
The 2014 version of the Standards are not yet publicly available, however, a review of the pre-publication version indicates that the 1999 emphases and structure, in the main, remains the same.
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Lyons-Thomas, J., Liu, Y., Zumbo, B.D. (2014). Validation Practices in the Social, Behavioral, and Health Sciences: A Synthesis of Syntheses. In: Zumbo, B., Chan, E. (eds) Validity and Validation in Social, Behavioral, and Health Sciences. Social Indicators Research Series, vol 54. Springer, Cham. https://doi.org/10.1007/978-3-319-07794-9_18
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DOI: https://doi.org/10.1007/978-3-319-07794-9_18
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