A Validation Trajectory for the Washington Assessment of Risks and Needs of Students

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2020-01-02 DOI:10.1080/10627197.2019.1702462

Chad M. Gotch, B. French

引用次数: 7

Abstract

ABSTRACT The State of Washington requires school districts to file court petitions on students with excessive unexcused absences. The Washington Assessment of Risks and Needs of Students (WARNS), a self-report screening instrument developed for use by high school and juvenile court personnel in such situations, purports to measure six facets of risks and needs of youth relevant to improving school and life outcomes. Many psychometric analyses have been documented either in the technical manual or through peer-reviewed publications. We review this body of evidence in the context of a central claim about score interpretation/use and the inferences that underlie that claim. Such evidence is strong for inferences related to the target domain, scoring, generalization, and extrapolation. Evidence for an implication inference, however, is pending. We propose a validation trajectory partnership for the WARNS to build evidence through a collaborative research program.

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华盛顿学生风险与需求评估的验证轨迹

华盛顿州要求学区对无故旷课过多的学生向法院提出申诉。华盛顿学生风险和需求评估(警告)是一种自我报告筛选工具，专为高中和少年法庭工作人员在这种情况下使用，旨在衡量与改善学校和生活成果有关的青少年风险和需求的六个方面。许多心理测量分析要么在技术手册中记录，要么通过同行评审的出版物。我们在关于分数解释/使用的中心主张和主张背后的推论的背景下审查这些证据。这些证据对于与目标域、评分、泛化和外推相关的推断是强有力的。然而，暗示推理的证据尚未得到证实。我们建议建立一个验证轨迹伙伴关系，通过一个合作研究项目来建立证据。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.