Influences Assessment Validity Qualities of Effective Assessment Procedures

May 28, 2025November 22, 2024 by AfzaLalDin

The Influences Assessment Validity Qualities of Effective Assessment Procedures. mood, identifiable answer patterns, difficult vocabulary, poorly constructed items, improper difficulty level, and non-uniform administration procedures.

The Influences Assessment Validity Qualities of Effective Assessment Procedures

Effective assessment procedures rely on several key qualities to ensure validity. These include: content validity (measuring what is intended), construct validity (measuring the underlying construct), and predictive validity (predicting future performance). Reliability, ensuring consistent results, is also crucial for validity. Additionally, factors like reading ability, self-efficacy, and test anxiety can influence the validity of assessments.
Validity is impacted by various factors, including reading ability, self-efficacy, and test anxiety level. Validity is measured through a coefficient, with high validity closer to 1 and low validity closer to 0. The three types of validity for assessment purposes are content, predictive and construct validity.
Test selection

• Cultural differences > Language differences > Implicit bias

• Administration and/or scoring errors

• Norms appropriate for person being assessed

• Interpretation experience/knowledge (i.e. discrepancy analysis, use of multivariate base rates, etc.)
Specifically, it notes test validity can be impacted by unclear directions, inappropriate test length, examiner

Influences on Validity In Assessment

A number of factors affect the validity of assessment results, including characteristics of the assessment itself, the administration and scoring procedures, and the test-takers. Teachers should be alert to these factors when constructing assessments or choosing published ones (Miller et al., 2009).

Characteristics of the Assessment

Many factors can prevent the assessment items or tasks from functioning as intended, thereby decreasing the validity of the interpretations from the assessment results. Such factors include unclear directions, ambiguous statements, inadequate time limits, oversampling of easy-to-assess aspects, too few assessment items, poor arrangement of assessment items, an obvious pattern of correct answers, and clerical errors in test construction (Miller et al. ., 2009). Ways to prevent test construction errors such as these will be addressed in the following chapters.

Assessment Administration and Scoring Factors

On teacher-made assessments, factors such as insufficient time, inconsistency in giving aid to students who ask questions during the assessment, cheating, and scoring errors may lower validity. On published assessments, an additional factor may be failure to follow the standard directions, including time limits (Miller et al., 2009).

Student Characteristics

Some invalid interpretations of assessment results are the result of personal factors that influence a student’s performance on the assessment. For example, a student may have had an emotionally upsetting event such as an auto accident or death in the family just prior to the assessment, test anxiety may prevent the student from performing according to true ability level, or the student may not be motivated to exert maximum effort on the assessment. These and similar factors may modify student responses on the assessment and distort the results, leading to lower validity (Miller et al., 2009).

Factors that impact or influence performance in a testing situation include client/patient/student factors, clinician factors, environmental factors, and those involving the actual testing process itself. This brief highlight these factors for both adult clients and children/students.

Factors that Influence Student and Institutional-Based Assessment

Challenges

While the assessments used in school settings have varying degrees of standardization and psychometric properties, most have more than acceptable levels of reliability and validity. So, when used appropriately with fidelity, assessments can be expected to provide useable information about students.

However, in addition to whether standardized testing is a good indicator of student performance, there is also debate on whether certain aspects in life—physical, mental, or situational—affect students’ assessment results. When working with educators, it is important that Clinicians and School Psychologists have a firm understanding of these factors in order to more accurately communicate the results obtained from assessment and other measures of student performance and behavior

Institutional Factors

Does the student feel safe and/or connected at school?
Does the student have a history of chronic absenteeism?
Was there a fire drill or other unplanned emergency drill?
Is the student markedly over- or under-age for the grade?
Does the student have cultural support or disconnection?
What is the student’s level of socialization and peer support?
How well does the student relate to teachers and other school professionals?
Was the child pulled from a class or school event he/she enjoys for the session?
What is the testing environment (e.g., classroom or office lighting, noise level, temperature, number of interruptions)?

Influence of Rater/Teacher

Cultural differences

> Language differences?

> Implicit basis?

Rapport and management skills
Previous experience with the student

> Amount and frequency

Physical and mental state of the tester
Fidelity to assessment qualifications and instructions
Familiarity with the testing environment and test materials
Interpretation experience/knowledge (e.g., discrepancy analysis, growth scale values, etc.)

Influence of Physical Factors

Age level—The chronological age of a student is typically accounted for in test or assessment form selection
Developmental level—Should be considered if a student is developmentally delayed or advanced when comparing to same-age cohorts
Physical disabilities—Hearing loss, visual impairment, motor ability, etc.
General health condition

> Had the student eaten that day?

> Did the student get enough sleep?

> Is there a history of substance abuse?

> What is their receptive and expressive language ability?

> Is the child on medication or off his/her normal medication?

> Is the student suffering from cold, flu, allergies, or other conditions?

Mental/behavioral factors

What are Student’s Factors

Motivation level
School learning ability level
Special Ed, IEP, or 504 accommodations
Activity/attention level (e.g., impulsive, distracted, etc.)
Cognitive level (developmentally delayed or advanced)
Specific mental health history (including comorbid or previous diagnoses, past trauma)
Behavior (e.g., agitated, noncompliant, aggressive, shy, withdrawn, compulsive, anxious, frustrated, insecure, rejected, etc.)

Influences Assessment Validity Qualities of Effective Assessment Procedures

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