Gregory Cizek, the School of Education’s Guy B. Phillips Professor of Educational Measurement and Evaluation, has had his new book — “Validity: An Integrated Approach to Test Score Meaning and Use” — published by Routledge.
The book is intended to serve as an introduction to the two most fundamental aspects of defensible testing practice: the evidence that must get gathered to support the intended meaning of a test score, and the evidence necessary for justifying the use of a test for some intended purpose.
Cizek is a national authority on educational measurement and evaluation, having conducted research for more than 30 years in the field of applied assessment with specializations in validity, standard setting, and test security.
He has written extensively on the subjects, including authoring or editing books such as “Setting Performance Standards: Foundations, Methods, and Innovations.”
In his scholarship, Cizek has pressed for more answers to questions around evaluating the extent to which tests yield scores that have the meaning they are intended to have.
Cizek currently serves on the National Assessment Governing Board, which sets policy for the National Assessment of Educational Progress, also known as the “Nation’s Report Card.” He’s serving on the board as its testing and measurement expert. He also has served as president of the National Council on Measurement in Education.
Prior to joining the faculty at UNC-Chapel Hill’s School of Education in 1999, Cizek managed national licensure and certification testing programs for American College Testing, served as a test development specialist for a statewide assessment program, and taught elementary school for five years in Michigan.
His book, “Validity,” is intended for use in graduate courses on assessment, testing, psychometrics, and research methods as well as for credentialing organizations, licensure and certification entities, education agencies, and test publishers — all with the goal of improving the fairness and usefulness of testing for all of those affected by the important decisions that test results inform.