Many of the instruments developed for research use by the chemical education community are relatively new, yet the scores generated by these instruments may be used for decision-making purposes. While psychometric evidence dictates the validity of interpretations made from test scores, evidence about test consequences also informs validity (Standards for Educational and Psychological Testing, AERA, APA & NCME, 1999). The motivation for this study was to investigate whether our community gathers and reports evidence based on test consequences and what �counts� as such evidence. This talk will present our initial operationalization of consequential validity evidence and initial results from looking at a sample of instruments published in the Journal of Chemical Education between 2002 and 2013 and follow-up publications reporting the use of these instruments. Implications for instrument development and use will be presented.

Measurement in Chemical Education Research: Investigating evidence based on test consequences for instruments published in the Journal of Chemical Education

247th National Meeting (2014)

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