Educational Testing and Validity of Conclusions in the Scholarship of Teaching and Learning | Zendy

Michael J. Peeters | Zendy; Svetlana A. Beltyukova | Zendy; Beth A. Martin | Zendy

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Educational Testing and Validity of Conclusions in the Scholarship of Teaching and Learning

Author(s) -

Michael J. Peeters,

Svetlana A. Beltyukova,

Beth A. Martin

Publication year - 2013

Publication title -

american journal of pharmaceutical education

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.796

H-Index - 63

eISSN - 1553-6467

pISSN - 0002-9459

DOI - 10.5688/ajpe779186

Subject(s) - reliability (semiconductor) , scholarship , standards for educational and psychological testing , internal consistency , educational assessment , educational measurement , educational research , consistency (knowledge bases) , psychology , quality (philosophy) , educational testing , psychometrics , inter rater reliability , educational psychology , medical education , mathematics education , higher education , pedagogy , computer science , standardized test , clinical psychology , medicine , education theory , epistemology , political science , rating scale , artificial intelligence , developmental psychology , philosophy , law , power (physics) , quantum mechanics , curriculum , physics

Validity and its integral evidence of reliability are fundamentals for educational and psychological measurement, and standards of educational testing. Herein, we describe these standards of educational testing, along with their subtypes including internal consistency, inter-rater reliability, and inter-rater agreement. Next, related issues of measurement error and effect size are discussed. This article concludes with a call for future authors to improve reporting of psychometrics and practical significance with educational testing in the pharmacy education literature. By increasing the scientific rigor of educational research and reporting, the overall quality and meaningfulness of SoTL will be improved.

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