Developing a Validity Argument for an Inference-Making and Reasoning Measure

• In Event: Science Teaching and Learning: Assessment in Science Education

Abstract

This paper develops validity arguments that lend support for four uses of an inference-making and reasoning in Biology (IMRB) measure. It identifies gaps and counterarguments as it is understood that validation efforts for any measure are ongoing; and serves as an example of how to disseminate validity evidence for assessments under construction.

The IMRB is undergoing refinement so that it can be used to: (a) aid university personnel in advising students, (b) identify students in need of interventions to increase their likelihood of completing STEM majors, (c) support instructors by determining student growth in reasoning skills, and (d) provide a tool for measuring the success of interventions. Findings show these uses of the IMRB are supported to varying degrees.

Authors

• Tia M. Fechter, Northeastern Educational Research Association

• Ting Dai, University of Illinois at Chicago

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Martin Van Boekel, University of Minnesota

• Frank Nelson, Temple University