A Validity Framework for the Use and Development of Exported Assessments GRE EXADEP
- Author(s):
- Oliveri, Maria Elena; Lawless, Rene; Young, John W.
- Publication Year:
- 2015
- Source:
- ETS Office of Professional Standards Compliance's Fairness Series
- Document Type:
- Publication
- Page Count:
- 37
- Subject/Key Words:
- Assessments, Graduate Record Examination (GRE), Test Validity, Test Fairness, Foreign Countries, Constructs, Score Interpretation, Framework, Examen de Admision a Estudios de Posgrado (EXADEP)
Abstract
In this document, we present a framework that outlines the key considerations relevant to the fair development and use of exported assessments. Exported assessments are developed in one country and are used in countries with a population that differs from the one for which the assessment was developed. Examples of these assessments include the Graduate Record Examinations® (GRE®) and el Examen de Admisión a Estudios de Posgrado™ (EXADEP™), among others. Exported assessments can be used to make inferences about performance in the exporting country or in the receiving country. To illustrate, the GRE can be administered in India and be used to predict success at a graduate school in the United States, or similarly it can be administered in India to predict success in graduate school at a graduate school in India. Differences across the multiple populations to which the assessment is administered may include differential understanding of test-taking strategies and behavior, differential understanding of cultural references or idiomatic expressions. Because these differences might be irrelevant to the measured constructs, a framework is needed to ensure score-based inferences are valid and speak about the test takers’ abilities rather than their potential lack of familiarity with some aspects of the test that may be construct-irrelevant. To this end, we present our framework, which was inspired by Kane’s (2013) validity framework. Kane’s framework was used as the lens through which we analyzed validity in exported assessments. In our framework, we discuss key elements relevant to designing and using exported assessments with multiple populations. We also identify challenges that may need to be faced in order to maintain validity, comparability, and test fairness when using exported assessments and provide recommendations for enhancing the validity of score-based inferences for the multiple populations taking the assessments. These issues are of particular importance, given the growing rates of assessment exportation due to globalization and increased immigration rates among other factors.