Validity Evidence Supporting the Interpretation and Use of TOEFL iBT Scores TOEFL iBT
- Author(s):
- Educational Testing Service; Norris, John M.
- Publication Year:
- 2020
- Source:
- TOEFL Research Insight Series, v4 n1, 3rd edition, 2020
- Document Type:
- Periodical
- Page Count:
- 21
- Subject/Key Words:
- TOEFL iBT, Validity Argument, Test Score Validity, Task Design, Scoring Rubrics, Self-Assessment, Score Comparability
Abstract
Validity is “the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests” (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education [AERA, APA, & NCME], 2014, p. 11). Test validation is the two-part process of first describing the proposed interpretations and uses of test scores and, second, investigating how well the test does what it is intended to do. Test validation thus starts by establishing an initial argument that states a series of propositions supporting the proposed interpretations and uses of test scores. It then involves posing questions for investigation, collecting data, and summarizing the evidence supporting these propositions (Kane, 2006, 2013). Because many types of evidence may be relevant, especially for high-stakes assessments, validation requires an extended research program. For the TOEFL iBT test, the validation process began with the conceptualization and design of the test (Chapelle, Enright, & Jamieson, 2008), and it continues today with an ongoing program of validation research as the test