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CAEP�s Expectations Regarding Validity: A Plea for Professionalism

by Judy R. Wilkerson - February 23, 2017

This commentary describes the process used by the Council for Accreditation of Educator Preparation and the technical support it provides to Educator Preparation Programs. The author identifies discrepancies in: the definition of validity as it applies to qualitative research rather than measurement and assessment, a weak and insufficient definition of content validity, over-emphasis on predictive validity, and inattention to consequential validity.

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Cite This Article as: Teachers College Record, Date Published: February 23, 2017
https://www.tcrecord.org ID Number: 21836, Date Accessed: 2/17/2020 7:50:09 AM

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About the Author
Judy R. Wilkerson Florida Gulf Coast University E-mail Author JUDY R. WILKERSON is a Professor of Research and Assessment. She specializes in teacher assessment and accreditation and has co-authored two books on the topics: Assessing Teacher Competency: Five Standards-Based Steps to Valid Measuring Using the CAATS Model and Assessing Teacher Dispositions: Five Standards-Based Steps to Valid Measuring Using the DAATS Model.

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