Validity inquiry process: Practical guidance for examining performance assessments and building a validity argument

Given the increased use of performance assessments (PAs) in higher education to evaluate achievement of learning outcomes, it is important to address the barriers related to ensuring quality for this type of assessment. This article presents a design-based research (DBR) study that resulted in the development of a Validity Inquiry Process (VIP). The study’s aim was to support faculty in examining the validity and reliability of the interpretation and use of results from locally developed PAs. DBR was determined to be an appropriate method because it is used to study interventions such as an instructional innovation, type of assessment, technology integration, or administrative activity (Anderson & Shattuck, 2012). The VIP provides a collection of instruments and utilizes a reflective practice approach integrating concepts of quality criteria and development of a validity argument as outlined in the literature (M.T. Kane, 2013; Linn, Baker, & Dunbar, 1991; Messick, 1994).     

Does an Argument-Based Approach to Validity Make a Difference?

Drawing on experience between 2000 and 2007 in developing a validity argument for the high-stakes Test of English as a Foreign Language™ ( TOEFL ®) , this paper evaluates the differences between the argument-based approach to validity as presented by Kane (2006) and that described in the 1999 AERA/APA/NCME Standards for Educational and Psychological Testing . Based on an analysis of four points of comparison—framing the intended score interpretation, outlining the essential research, structuring research results into a validity argument, and challenging the validity argument—we conclude that an argument-based approach to validity introduces some new and useful concepts and practices .     

Zhuangzi＇s Philosophy on Argumentation

目前学术界对庄子辩学思想的整理数量相对较少,且多为否定性的负面评价。文章凝合了诸多学术成果,针对庄子＂辩无胜＂观点作概括评介,并从认识论和方法论等多角度探讨这一辩学观点的逻辑思维理论。     

文学性的程度论之悖谬——与刘淮南先生商榷

刘淮南先生认为文学性意味着对文学属性的确认,又意味着对文学属性之强弱分析。按照这种说法,应该是先有文学属性的确认,然后才有文学属性的强弱分析。然而他却力主一种文学性的程度论,并否定从文学属性进行文学性研究的路径。这就陷入了一种逻辑悖谬。文学性实际上是文学的根本属性或者本质属性,对文学性的研究应该着眼于文学活动的整体,而不是仅仅着眼于文本或者作家创作。     

具有阻尼项和高阶Laplace算子的双曲偏微分方程解的振动性

目的 研究了具有阻尼项和高阶Laplace算子的非线性双曲型偏微分方程解的振动性.方法 应用积分平均技术和Riccati变换方法.结果或结论 获得了该方程在所给边值条件下所有解振动的一些新的充分条件.     

20世纪以来《后出师表》真伪论争述评

《后出师表》是研究诸葛亮的重要材料。自清代开始,《后出师表》的真伪成了学者们争论不休的话题。针对这一问题分别有正反两种观点。综合20世纪以来前人的研究成果,搜集关于证明《后出师表》真伪的各种依据。针对同一个论争点,学界分别有支持和反对两种观点。分别列出不同论争点的正反两种观点,总结陈述并细致分析这些观点。最后根据不同的论争点如《后出师表》的出处问题、感情基调与用语问题、涉及的历史人物等提出自己的观点,即《后出师表》确实出自诸葛亮之手。     

复数域中两类函数的单值分支问题

针对不同多值函数,分别运用限制辐角法和连续变化法系统地研究了对数函数与根式函数的单值分支问题.     

补语语义指向宾语动结式的构式语法观

文章以动结式的基本句式S+V-R+O为研究对象,试图在构式语法的理论框架下重新定义补语语义指向宾语动结式,并探求该类型动结式带宾语问题本质及其句法和语义特征。     

Emotion in online college classrooms: examining the influence of perceived teacher communication behaviour on students’ emotional experiences

This research focused on teacher communication behaviour as an influential factor in students’ educational experiences. This study examined students’ perceptions of emotion (involving teachers’ emotional support, students’ emotional work and students’ positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers’ positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students’ perceptions of their teachers’ verbal immediacy and presence in their instructional design were found to be most predictive relative to students’ emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students’ emotions and related social experiences with virtual teachers and course content in higher education.