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Test Validation and Complex, Dynamic Systems : = The Case of the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Test Validation and Complex, Dynamic Systems :/
Reminder of title:	The Case of the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT).
Author:	Larson, Elizabeth Jean.
Description:	1 online resource (272 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30242783click for full text (PQDT)
ISBN:	9798377615248

Test Validation and Complex, Dynamic Systems : = The Case of the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT).
Larson, Elizabeth Jean.

Test Validation and Complex, Dynamic Systems :The Case of the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT). - 1 online resource (272 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

Designing tests and rubrics, using test scores, and validating tests are all human-led activities that do not occur in isolation. Rather, these activities (and those performing them) constantly interact with internal and external elements, causing them to grow and change in sometimes nonlinear ways. These are the same characteristics of complex, dynamic systems as conceptualized in Complexity Theory. While Complexity Theory has been used in various disciplines, such as education, urban studies, and applied linguistics, it has yet to be fully integrated into the test validation literature. In this study, I address this gap, first by presenting a novel framework that infuses Interpretation Use Arguments (a traditional approach to validation) with aspects of Complexity Theory. I then apply this framework to uncover validity evidence for the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT), a measurement of Teacher Candidates' understanding of how to support English Learners (ELs) in their K-12 classrooms.Within this complex validation system, I sought evidence to support two key claims (i.e. warrants): 1) PeCKSELT test performance elicits the relevant PCK required for teachers to successfully support their EL students in K-12 Ontario Classrooms; and 2) PeCKSELT scores reflect the target abilities and skills associated with PeCKSEL. Evidence to support these claims comes from the findings of two analyses I conducted. One of these was a thematic analysis of data that emerged from phenomenological interviews of PeCKSELT test developers. The other is from Latent Profile Analysis of the PeCKSELT scores of 307 Teacher Candidates who took the test in the Fall of 2018.Throughout this study, I also examine overarching theoretical concerns regarding the possibilities and benefits of applying Complexity Theory to test validation procedures. Moreover, as test takers, developers, test validation and the construct being measured are all complex, dynamic systems, I also explored the ways in which testing can still generate information that is stable enough to be useful.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377615248Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Complexity theoryIndex Terms--Genre/Form:

542853
Electronic books.

Test Validation and Complex, Dynamic Systems : = The Case of the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT).
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500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
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520 $a Designing tests and rubrics, using test scores, and validating tests are all human-led activities that do not occur in isolation. Rather, these activities (and those performing them) constantly interact with internal and external elements, causing them to grow and change in sometimes nonlinear ways. These are the same characteristics of complex, dynamic systems as conceptualized in Complexity Theory. While Complexity Theory has been used in various disciplines, such as education, urban studies, and applied linguistics, it has yet to be fully integrated into the test validation literature. In this study, I address this gap, first by presenting a novel framework that infuses Interpretation Use Arguments (a traditional approach to validation) with aspects of Complexity Theory. I then apply this framework to uncover validity evidence for the Pedagogical Content Knowledge for Supporting English Learners Test (PeCKSELT), a measurement of Teacher Candidates' understanding of how to support English Learners (ELs) in their K-12 classrooms.Within this complex validation system, I sought evidence to support two key claims (i.e. warrants): 1) PeCKSELT test performance elicits the relevant PCK required for teachers to successfully support their EL students in K-12 Ontario Classrooms; and 2) PeCKSELT scores reflect the target abilities and skills associated with PeCKSEL. Evidence to support these claims comes from the findings of two analyses I conducted. One of these was a thematic analysis of data that emerged from phenomenological interviews of PeCKSELT test developers. The other is from Latent Profile Analysis of the PeCKSELT scores of 307 Teacher Candidates who took the test in the Fall of 2018.Throughout this study, I also examine overarching theoretical concerns regarding the possibilities and benefits of applying Complexity Theory to test validation procedures. Moreover, as test takers, developers, test validation and the construct being measured are all complex, dynamic systems, I also explored the ways in which testing can still generate information that is stable enough to be useful.
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