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Educational and Psychological Measurement
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A Historical Comparison of Validity Standards and Validity Practices

Jessica L. Jonson

University of Nebraska-Lincoln

Barbara S. Plake

University of Nebraska-Lincoln

The present study examined the relationship between the validity theory of the past 50 years with actual validity practices. This process involved the comparison of validity requirements and theory as they appeared in the published test standards (by the American Psychological Association, the American Educational Research Association, and the National Council on Measurement in Education) to the practices of measurement professionals. Each of the four sets of test standards were operationally defined and then compared to information and opinions about validity evidence expressed in the Mental Measurements Yearbook test reviews. Results from this process indicate that the theoretical modifications to the concept of validity have been carried over into validity practice. However, it was also found that operational modifications to the concept of validity have been influenced by validity practice. Therefore, there appears to be a symbiotic relationship between theory and practice on the influence of validity.

Educational and Psychological Measurement, Vol. 58, No. 5, 736-753 (1998)
DOI: 10.1177/0013164498058005002
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