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Perfiles educativos

versión impresa ISSN 0185-2698

Resumen

MENDOZA RAMOS, Arturo. Validity of high impact exams: An approach from argumentative logic. Perfiles educativos [online]. 2015, vol.37, n.149, pp.169-186. ISSN 0185-2698.

Validity of high impact education assessment represents a challenge for institutions that design and validate exams. However, the international bodies that have provided quality standards in assessment in fact do not provide clear guidelines regarding how to develop exams, nor how to provide exam candidates with fair and equitable evaluations. This paper presents the importance validity has adopted since the second half of the twentieth century, the latent difficulties faced when validating exams at the end of the last century, as well as an innovative idea to approach the validity of education assessment. Seen through the lens of argumentative logic, validity consists of a whole process of inferences that must be evidence-based. This exam validation model based on argumentative logic is being applied in various educational areas internationally, and has become particularly germane to second language evaluation.

Palabras llave : Education assessment; Assessment models; Test assessment; Test validity; Tests.

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