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Construct Underrepresentation
Construct underrepresentation occurs when a test does not adequately measure all aspects of the construct of interest. There are various sources of construct underrepresentation. This entry first discusses the sources of construct underrepresentation, the effects of construct underrepresentation on test use and score interpretation, and how to minimize construct underrepresentation. It then looks at specific ways of dealing with potential sources of construct underrepresentation in different types of assessment.
For a construct having multiple facets, when one of the facets is not tapped in the measurement, the construct is underrepresented. For example, if a particular test intended as a comprehensive measure of anxiety measures only psychological reactions and not emotional, cognitive, or situational components, it might underrepresent the intended construct. In addition, covering only trivial content ...
- Assessment
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- Torrance Tests of Creative Thinking
- Trends in International Mathematics and Science Study
- Wechsler Intelligence Scales
- Woodcock-Johnson Tests of Achievement
- Woodcock-Johnson Tests of Cognitive Ability
- Woodcock-Johnson Tests of Oral Language
- Validity
- Concurrent Validity
- Consequential Validity Evidence
- Construct Irrelevance
- Construct Underrepresentation
- Content-Related Validity Evidence
- Criterion-Based Validity Evidence
- Measurement Invariance
- Multicultural Validity
- Multitrait–Multimethod Matrix
- Predictive Validity
- Sensitivity
- Social Desirability
- Specificity
- Test Bias
- Unitary View of Validity
- Validity
- Validity Coefficients
- Validity Generalization
- Validity, History of
- Cognitive and Affective Variables
- Data Visualization Methods
- Disabilities and Disorders
- Distributions
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- Evaluation Capacity Building
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- Formative Evaluation
- Four-Level Evaluation Model
- Goal-Free Evaluation
- Internal Evaluation
- Needs Assessment
- Participatory Evaluation
- Personnel Evaluation
- Policy Evaluation
- Process Evaluation
- Program Evaluation
- Responsive Evaluation
- Success Case Method
- Summative Evaluation
- Utilization-Focused Evaluation
- Human Development
- Instrument Development
- Accreditation
- Alignment
- Angoff Method
- Body of Work Method
- Bookmark Method
- Construct-Related Validity Evidence
- Content Analysis
- Content Standard
- Content Validity Ratio
- Curriculum Mapping
- Cut Scores
- Ebel Method
- Equating
- Instructional Sensitivity
- Item Analysis
- Item Banking
- Item Development
- Learning Maps
- Modified Angoff Method
- Norming
- Proficiency Levels in Language
- Readability
- Score Linking
- Standard Setting
- Table of Specifications
- Vertical Scaling
- Organizations and Government Agencies
- American Educational Research Association
- American Evaluation Association
- American Psychological Association
- Educational Testing Service
- Institute of Education Sciences
- Interstate School Leaders Licensure Consortium Standards
- Joint Committee on Standards for Educational Evaluation
- National Council on Measurement in Education
- National Science Foundation
- Office of Elementary and Secondary Education
- Organisation for Economic Co-operation and Development
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- Smarter Balanced Assessment Consortium
- Teachers’ Associations
- U.S. Department of Education
- World Education Research Association
- Professional Issues
- Diagnostic and Statistical Manual of Mental Disorders
- Guiding Principles for Evaluators
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- Accountability
- Certification
- Classroom Observations
- Compliance
- Confidentiality
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- Ethical Issues in Testing
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- Licensure
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- Historical Research
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- Interviews
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- Narrative Research
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- Qualitative Data Analysis
- Qualitative Research Methods
- Transcription
- Trustworthiness
- Research Concepts
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- Aptitude-Treatment Interaction
- Causal Inference
- Data
- Ecological Validity
- External Validity
- File Drawer Problem
- Fraudulent and Misleading Data
- Generalizability
- Hypothesis Testing
- Impartiality
- Interaction
- Internal Validity
- Objectivity
- Order Effects
- Representativeness
- Response Rate
- Scientific Method
- Type III Error
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- Zelen’s Randomized Consent Design
- Research Methods
- Classroom Observations
- Cluster Sampling
- Control Variables
- Convenience Sampling
- Debriefing
- Deception
- Expert Sampling
- Judgment Sampling
- Markov Chain Monte Carlo Methods
- Quantitative Research Methods
- Quota Sampling
- Random Assignment
- Random Selection
- Replication
- Simple Random Sampling
- Snowball Sampling
- Stratified Random Sampling
- Survey Methods
- Systematic Sampling
- Weighting
- Research Tools
- Amos
- ATLAS.ti
- BILOG-MG
- Bubble Drawing
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- Social and Ethical Issues
- 45 CFR Part 46
- Accessibility of Assessment
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- Accreditation
- African Americans and Testing
- Alignment
- Asian Americans and Testing
- Assent
- Belmont Report
- Cheating
- Confidentiality
- Conflict of Interest
- Corporal Punishment
- Cultural Competence
- Deception in Human Subjects Research
- Declaration of Helsinki
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- Ethical Issues in Educational Research
- Ethical Issues in Evaluation
- Ethical Issues in Testing
- Falsified Data in Large-Scale Surveys
- Flynn Effect
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- High-Stakes Tests
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- Minority Issues in Testing
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- McNemar Change Test
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- Transformative Paradigm
- Triarchic Theory of Intelligence
- True Score
- Unitary View of Validity
- Universal Design in Education
- Wicked Problems
- Zone of Proximal Development
- Threats to Research Validity
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- Assessment Issues
