Royal Kenneth D
Department of Clinical Sciences, North Carolina State University, College of Veterinary Medicine, Raleigh, NC, USA.
Adv Med Educ Pract. 2017 Aug 3;8:567-570. doi: 10.2147/AMEP.S139492. eCollection 2017.
Validity is considered by many to be the most important criterion for evaluating a set of scores, yet few agree on what exactly the term means. Since the mid-1800s, scholars have been concerned with the notion of validity, but over time, the term has developed a variety of meanings across academic disciplines and contexts. Accordingly, when scholars with different academic backgrounds, many of whom hold deeply entrenched perspectives about validity conceptualizations, converge in the field of medical education assessment, it is a recipe for confusion. Thus, it is important to work toward a consensus about validity in the context of medical education assessment. Thus, the purpose of this work was to present four fundamental tenets of modern validity theory in an effort to establish a framework for scholars in the field of medical education assessment to follow when conceptualizing validity, interpreting validity evidence, and reporting research findings.
许多人认为效度是评估一组分数时最重要的标准，但对于这个术语的确切含义，几乎没有人达成共识。自19世纪中叶以来，学者们一直关注效度的概念，但随着时间的推移，这个术语在不同的学术学科和背景下产生了多种含义。因此，当具有不同学术背景的学者（其中许多人对效度概念有着根深蒂固的看法）汇聚在医学教育评估领域时，这就容易造成混乱。因此，在医学教育评估的背景下，努力就效度达成共识非常重要。因此，这项工作的目的是提出现代效度理论的四个基本准则，以便为医学教育评估领域的学者在构思效度、解释效度证据和报告研究结果时建立一个遵循的框架。
