The validity of examinations

Abstract

This article examines the validity of examinations. It is noted that recent trends in higher education involve a recognition of the inadequacy of detailed factual examinations alone in expressing a mastery of the skills and attitudes which are assumed to be the natural outcome of a course of study. While properly constructed fact examinations have a validity for a mastery of knowledge, they do not measure what is generally recognized to be more important--a skill in the application of those facts to socially or individually significant problems. In this article, the author contends that the question of validity is an important one in connection with the move to include objectives in addition to mere mastery of detailed fact in the teaching and testing techniques of the beginning course. Without its consideration there is the danger of including tests that measure performance conditioned by other factors than those included in the course. (PsycInfo Database Record (c) 2025 APA, all rights reserved)