@article {289,
	title = {La Validez desde una {\'o}ptica psicom{\'e}trica [Validity from a psychometric perspective]},
	journal = {Acta Comportamentalia},
	volume = {13},
	number = {1},
	year = {2005},
	pages = {9-20},
	abstract = {El estudio de la validez constituye el eje central de los an{\'a}lisis psicom{\'e}tricos de los instrumentos de medida. En esta comunicaci{\'o}n se traza una breve nota hist{\'o}rica de los distintos modos de concebir la validez  a lo largo de los tiempos, se comentan las l{\'\i}neas actuales, y se tratan de vislumbrar posibles v{\'\i}as futuras, teniendo en cuenta el impacto que las nuevas tecnolog{\'\i}as inform{\'a}ticas est{\'a}n ejerciendo sobre los propios instrumentos de medida en Psicolog{\'\i}a y Educaci{\'o}n. Cuestiones como los nuevos formatos multimedia de los {\'\i}tems, la evaluaci{\'o}n a distancia, el uso intercultural de las pruebas, las consecuencias de su uso, o los tests adaptativos informatizados, reclaman nuevas formas de evaluar y conceptualizar la validez. Tambi{\'e}n se analizan cr{\'\i}ticamente algunos planteamientos recientes sobre el concepto de validez. The study of validity constitutes a central axis of psychometric analyses of measurement instruments. This paper presents a historical sketch of different modes of conceiving validity, with commentary on current views, and it attempts to predict future lines of research by considering the impact of new computerized technologies on measurement instruments in psychology and education. Factors such as the new multimedia format of items, distance assessment, the intercultural use of tests, the consequences of the latter, or the development of computerized adaptive tests demand new ways of conceiving and evaluating validity. Some recent thoughts about the concept of validity are also critically analyzed. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)},
	keywords = {Factor Analysis, Measurement, Psychometrics, Scaling (Testing), Statistical, Technology, Test Validity},
	author = {Mu{\~n}iz, J.}
}
@article {14,
	title = {Data sparseness and on-line pretest item calibration-scaling methods in CAT},
	journal = {Journal of Educational Measurement},
	volume = {39},
	number = {3},
	year = {2002},
	pages = {207-218},
	abstract = {Compared and evaluated 3 on-line pretest item calibration-scaling methods (the marginal maximum likelihood estimate with 1 expectation maximization [EM] cycle [OEM] method, the marginal maximum likelihood estimate with multiple EM cycles [MEM] method, and M. L. Stocking{\textquoteright}s Method B) in terms of item parameter recovery when the item responses to the pretest items in the pool are sparse. Simulations of computerized adaptive tests were used to evaluate the results yielded by the three methods. The MEM method produced the smallest average total error in parameter estimation, and the OEM method yielded the largest total error (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Computer Assisted Testing, Educational Measurement, Item Response Theory, Maximum Likelihood, Methodology, Scaling (Testing), Statistical Data},
	author = {Ban, J-C. and Hanson, B. A. and Yi, Q. and Harris, D. J.}
}
@article {346,
	title = {A structure-based approach to psychological measurement: Matching measurement models to latent structure},
	journal = {Assessment},
	volume = {9},
	number = {1},
	year = {2002},
	pages = {4-16},
	abstract = {The present article sets forth the argument that psychological assessment should be based on a construct{\textquoteright}s latent structure. The authors differentiate dimensional (continuous) and taxonic (categorical) structures at the latent and manifest levels and describe the advantages of matching the assessment approach to the latent structure of a construct. A proper match will decrease measurement error, increase statistical power, clarify statistical relationships, and facilitate the location of an efficient cutting score when applicable. Thus, individuals will be placed along a continuum or assigned to classes more accurately. The authors briefly review the methods by which latent structure can be determined and outline a structure-based approach to assessment that builds on dimensional scaling models, such as item response theory, while incorporating classification methods as appropriate. Finally, the authors empirically demonstrate the utility of their approach and discuss its compatibility with traditional assessment methods and with computerized adaptive testing. (PsycINFO Database Record (c) 2005 APA ) (journal abstract)},
	keywords = {Adaptive Testing, Assessment, Classification (Cognitive Process), Computer Assisted, Item Response Theory, Psychological, Scaling (Testing), Statistical Analysis computerized adaptive testing, Taxonomies, Testing},
	author = {Ruscio, John and Ruscio, Ayelet Meron}
}
