Construct Definition Using Cognitively Based Evidence: A Framework for Practice

In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence...

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Bibliographic Details
Published in:Educational assessment 2013-04, Vol.18 (2), p.122-146
Main Authors: Ketterlin-Geller, Leanne R., Yovanoff, Paul, Jung, EunJu, Liu, Kimy, Geller, Josh
Format: Article
Language:English
Subjects:
Academic achievement
Cognitive Processes
Construct Validity
Diagnostic Tests
Educational evaluation
Educational tests & measurements
Elementary School Students
Evidence
Expertise
Grade 5
Grade 6
Grade 7
Idaho
Item Analysis
Item Response Theory
Learning Theories
Massachusetts
Mathematical Logic
Mathematics
Mathematics Tests
Middle School Students
Missouri
Oregon
Scores
Task Analysis
Test Construction
Test Items
Test Validity
Validity
Washington
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Summary:In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply this framework to an example case for division of fractions. Methods used to evaluate the example case included task analysis of the mathematical proof for the invert and multiply algorithm, interviews with content and pedagogical experts, verbal protocols, and item analyses based on pilot test data. The proposed framework, however, is intended to be generalized to other constructs.
ISSN:1062-7197
1532-6977
DOI:10.1080/10627197.2013.790207