Sentence examples for fairness and validity from inspiring English sources

However, as a matter of fairness and validity, it would be wrong for a test to measure aspects that were not intended.

From our perspective, the fairness and validity of Yesley's analysis may be questioned.

This may then have an effect on the fairness and validity of any subsequent assessment of participation, when it is considered as part of the total grade for a given EFL course.

Wood and Wessely [ 15] list seven key aspects which peer review is expected to meet: efficiency, effectiveness, accountability, responsiveness, rationality, fairness and validity but suggest that realisation of any one of these objectives may mitigate the realisation of another.

CKs research interests are in Fairness and Validity in educational testing, Mental test theory, including item response theory and computerized adaptive testing, General ized) linear models, including multiple comparisons and repeated measures, Bayesian inference, including multilevel modelling, Behavioural decision-making.

Whilst the test adds another dimension to the selection process, its fairness and validity in selecting promising students remains unproven, and requires wider investigation and debate by other schools.

James Bohman offers a critique of David Estlund's concept of epistemic proceduralism in the form of a "complex reconstruction of the epistemic value of democratic practice". He argues that Estlund conflates the demands of fairness and epistemic validity without acknowledging that the largest part of democracy's epistemic advantages are derived from, and structured by, fairness itself.

As the most important weaknesses, a missing reliability, fairness and predictive validity have been seen.

This study aimed to establish the fairness, predictive validity and stakeholder acceptability of MMI in an internationally diverse student population.

This study aimed to establish the fairness, predictive validity and acceptability of Multiple Mini Interview (MMI) in an internationally diverse student population.

Although most teacher candidates grew to accept alternative assessments as valuable evidence sources indicating student learning, they recorded concerns that fell into five overlapping categories: designing goals; rubrics, grading and fairness; grading and motivation; validity of assessments; and time required to plan this way.