The validity argument: Addressing the misconceptions

Abstract

Assessment of students necessitates validity. Validity provides strong reasoning for decisions made based on students’ scores. It is a unitary concept; the extent to which evidence supports and justify the proposed interpretations of test scores. However, the comprehension of the concept of validity has been associated with some observed misconceptions in the literature. With the consequent impact on the research and application being in consideration, this work aims to address some associated misconceptions to clarify the concept of validity. In doing so, we are adopting the current standard framework that is based on the five sources of validity.

Keywords:

• Validity
• assessment measurements
• student assessment

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Notes on contributors

Hosam Eldeen Elsadig Gasmalla

Hosam Eldeen Elsadig Gasmalla, MBBS, M.Sc., PgDip, MHPE, PhD, is an assistant professor of Clinical Anatomy and Medical Education specialist. In addition to his interest in medical education (emphasis on students’ assessment), he is the founding director of Education Development Centres (EDC) in two institutes in Sudan.

Mohamed Elnajid Tahir

Mohamed Elnajid Tahir, MBBS, M.Sc., MHPE, is a lecturer of physiology, basic clinical skills, and Medical Education specialist.