Eight ways to get a grip on validity as a social imperative
DOI:
https://doi.org/10.36834/cmej.77727Abstract
Validity as a social imperative foregrounds the social consequences of assessment and highlights the importance of building quality into the assessment development and monitoring processes. Validity as a social imperative is informed by current assessment trends such as programmatic-, longitudinal-, and rater-based assessment, and is one of the conceptualizations of validity currently at play in the Health Professions Education (HPE) literature. This Black Ice is intended to help readers to get a grip on how to embed principles of validity as a social imperative in the development and quality monitoring of an assessment. This piece draws on a program of work investigating validity as a social imperative, key HPE literature, and data generated through stakeholder interviews. We describe eight ways to implement validation practices that align with validity as a social imperative.
Metrics
References
Marceau M, Gallagher F, Young M, St-Onge C. Validity as a social imperative for assessment in health professions education: a concept analysis. Med Educ. 2018 Jun;52(6):641-53. https://doi.org/10.1111/medu.13574 DOI: https://doi.org/10.1111/medu.13574
St-Onge C, Young M, Eva KW, Hodges B. Validity: One word with a plurality of meanings. Adv Health Sci Educ. 2017 Oct 1;22(4):853-67. https://doi.org/10.1007/s10459-016-9716-3 DOI: https://doi.org/10.1007/s10459-016-9716-3
Marceau M, St-Onge C, Gallagher F, Young M. Validity as a social imperative: Users' and leaders' perceptions. Can Med Educ J. 2022;13(3):22-36. https://doi.org/10.36834/cmej.73518 DOI: https://doi.org/10.36834/cmej.73518
Mislevy RJ. Validity by design. Educ Res 2007;36(8):463-9. https://doi.org/10.3102/0013189X07311660 DOI: https://doi.org/10.3102/0013189X07311660
Messick S. Standards of validity and the validity of standards in performance assessment. Educ Measure. 1995;14(4):5-8. https://doi.org/10.1111/j.1745-3992.1995.tb00881.x DOI: https://doi.org/10.1111/j.1745-3992.1995.tb00881.x
Cook DA, Brydges R, Ginsburg S, Hatala R. A contemporary approach to validity arguments: a practical guide to Kane's framework. Med Educ. 2015 Jun;49(6):560-75. https://doi.org/10.1111/medu.12678 DOI: https://doi.org/10.1111/medu.12678
Ellaway RH, Topps D, Pusic M. Data, big and small: emerging challenges to medical education scholarship. Acad Med. 2019. p. 31-6. https://doi.org/10.1097/ACM.0000000000002465 DOI: https://doi.org/10.1097/ACM.0000000000002465
Downing SM. Validity: On the meaningful interpretation of assessment data. Med Educ. 2003 Sep;37(9):830-7. https://doi.org/10.1046/j.1365-2923.2003.01594.x DOI: https://doi.org/10.1046/j.1365-2923.2003.01594.x
AERA, APA, NCME. Validity. In: standards for educational and psychological testing. Washington: American Educational Research Association; 2014. p. 11-31.
Kane MT. Validation. In: Brennan R, editor. Educational Measurement. 4th ed. Westport: American Council on Education/Praeger.; 2006. p. 17-64.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Mélanie Marceau, Meredith Young, Frances Gallagher, Christina St-Onge
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an original manuscript to the Canadian Medical Education Journal will be taken to mean that it represents original work not previously published, that it is not being considered elsewhere for publication. If accepted for publication, it will be published online and it will not be published elsewhere in the same form, for commercial purposes, in any language, without the consent of the publisher.
Authors who publish in the Canadian Medical Education Journal agree to release their articles under the Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 Canada Licence. This licence allows anyone to copy and distribute the article for non-commercial purposes provided that appropriate attribution is given. For details of the rights an author grants users of their work, please see the licence summary and the full licence.
