Abstract

Educational assessment and testing systems have become increasingly important in Latin America and their results are used for various purposes. However, are different interpretations and uses of these results appropriate? The content presented in this chapter introduces the current definition of validity, based primarily on the Standards for Educational and Psychological Testing (American Educational Research Association et al., 2014), and argues that validation should be a fundamental process in educational assessment and measurement systems to ensure legitimate interpretations and uses of their results. At the beginning of the chapter, the current concept of validity and validation is defined. The historical evolution of these concepts is then briefly reviewed, taking into account the contributions of Messick, Cronbach, and Kane. Subsequently, the types of validity evidence that can be part of a validation process are described: (a) evidence based on test content, (b) on response processes, (c) on internal structure, (d) on relations to other variables, and (e) on intended and unintended consequences. The chapter also explains how these different pieces of evidence should be integrated into a validity argument. Finally, the political dimension of validation is explained, pointing out the main difficulties encountered when research, policy, and practice converge as a validation agenda is created.