Threats to validity in assessment: implications in medical education

  • Blanca Ariadna Carrillo Avalos
  • Melchor Sánchez Mendiola
  • Iwin Leenen
Keywords: Validity, validity threats, learning assessment, medical education, Mexico

Abstract

Validity threats in educational assessment are elements that interfere with the proposed interpretation of a test score. They can occur in written tests as well as in performance and clinical competency assessments. They are usually grouped in two major categories: construct underrepresentation and construct-irrelevant variance. The former refers to tests with insufficient items, cases, or observations to make a proper generalization towards the full to-be-assessed domain. The latter is related to the presence of biases that can interfere systematically with the interpretation of a test score, such as item quality and raters’ systematic errors, among other factors that may have an effect on the obtained score. In this paper we describe the characteristics of some of these threats, their importance, and some recommendations to avoid them during the development of assessment instruments in health sciences education. The insights offered can be useful to devise tests and assessment instruments that allow us to draw more valid inferences about students’ knowledge and abilities.

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Author Biographies

Blanca Ariadna Carrillo Avalos

Departamento de Ciencias Morfológicas, Facultad de Medicina,
Universidad Autónoma de San Luis Potosí, S. L. P., México.

Melchor Sánchez Mendiola

División de Estudios de Posgrado, Facultad de Medicina,
Universidad Nacional Autónoma de México, Cd. Mx., México.

Iwin Leenen

División de Estudios de Posgrado, Facultad de Psicología,
Universidad Nacional Autónoma de México, Cd. Mx., México.

Published
03-04-2020
How to Cite
Carrillo Avalos, B., Sánchez Mendiola, M., & Leenen, I. (2020). Threats to validity in assessment: implications in medical education. Medical Education Research Journal, 9(34), 100-107. https://doi.org/10.22201/facmed.20075057e.2020.34.221
Section
Medical education research methodology

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