Abstract
If the scores from educational assessments are to be useful and defensible, the content validity of the tests must be established This article briefly describes content validity theory and illustrates new and traditional approaches for conducting content validity studies. Newer approaches are based on multidimensional scaling analysis of item-similarity ratings Traditional approaches are based on ratings of item-objective congruence and relevance Drawing on previous research in this area, guidelines for gathering and analyzing content validity data are provided.
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