Current concepts of validity and its use in medical education


El concepto moderno de validez y su uso en educación Médica
Blanca Ariadna Carrillo Avalosa,*, Melchor Sánchez Mendiolab, Iwin Leenenc

aDepartamento de Ciencias Morfológicas, Facultad de Medicina,
Universidad Autónoma de San Luis Potosí, S. L. P., México.
bDivisión de Estudios de Posgrado, Facultad de Medicina,
Universidad Nacional Autónoma de México, Cd. Mx., México.
cDivisión de Estudios de Posgrado, Facultad de Psicología,
Universidad Nacional Autónoma de México, Cd. Mx., México.

Recibido: 16-octubre-2019. Aceptado: 2-diciembre-2019.

*Autora para correspondencia: Blanca Ariadna Carrillo Avalos. Av. Venustiano Carranza 2405, Col. Los Filtros, San Luis Potosí, S. L. P., México. CP 78210.
Teléfono: 44 4826 2345, ext. 6635.
Correo electrónico: bariadna@gmail.com

La revisión por pares es responsabilidad de la Universidad Nacional Autónoma de México. 2007-5057/© 2020 Universidad Nacional Autónoma de México, Facultad de Medicina. Este es un artículo Open Access bajo la licencia CC BY-NC-ND (http://creativecommons.org/licenses/bync-nd/4.0/ ). https://doi.org/10.22201/facmed.20075057e.2020.33.19216

Palabras Clave

Validez; evaluación del aprendizaje; educación médica; México.

Keywords

Validity; learning assessment; medical education; Mexico.


Abstract

In order to articulate appropriate inferences based on the scores obtained from learning assessments in the health sciences, the collection of validity evidence to support decisions made on the basis of these assessments is of central importance. The concept of validity is key in educational assessment, since it is used in all kinds of learning evaluation strategies: summative, diagnostic, and formative. In the last decades, new frameworks which modify and enhance the traditional concept of validity have emerged. In this paper, we explore the perspectives of Messick and Kane. Regarding the first one, we describe the sources of validity evidence and how to obtain them; and in regard to Kane’s arguments, we explain the steps needed to state an argument of use that justifies the interpretations of the scores obtained from the assessments. This overview describes the current perspective to approach validity in educative assessment, useful for health sciences educators.