Validity problems and expert methods in special education research. (Original)
Keywords:
validity; expert methods; special education; educational researchAbstract
The concept of validity has been explored from diverse perspectives, where the argument-based approach provides a mediation between the qualitative and the quantitative. In the case of special education research, the problem of validity is accentuated in the face of frequently small samples and in relatively complex contexts. The present work addresses this problem, taking as its center the expert methods, frequently implemented in the conclusive part of contemporary research in the educational field. Using an argument-based approach to validity, 45 doctoral theses from the field of special education are explored. The content analysis reveals a set of problems related to validity, such as the need to achieve greater coherence, internal consistency, and reliability, among other aspects. From here recommendations are established to achieve a higher degree of validity in the investigative processes.
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References
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Varanda, J. B., & Freitas, D. (2018). Método DELPHI: caracterização e potencialidades na pesquisa em Educação. Pro-Posições, 29(2), 389–415. https://dx.doi.org/10.1590/1980-6248-2015-0140
Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11(4), 522–537. https://dx.doi.org/10.1177/104973201129119299
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2018). Estándares para Pruebas Educativas y Psicológicas. American Educational Research Association.
Bolger, F., & Wright, G. (1992). Reliability and validity in expert judgment. In: G. Wright, & F. Bolger (Eds.), Expertise and Decision Support (pp. 47–76). Plenum Press. https://doi.org/10.1007/978-0-585-34290-0_4
Corr, C., Snodgrass, M. R., Love, H., Scott, I. M., Kim, J., & Andrews, L. (2020, in press). Exploring the landscape of published mixed methods research in special education: a systematic review. Remedial and Special Education. https://doi.org/10.1177/0741932520924030
Cruz, M. (2021). Métodos de Experto en el Campo de las Investigaciones Educacionales. Informe del proyecto de investigación PS223LH001-026. Universidad de Holguín.
Cruz, M., & Martínez, M. C. (2012). Perfeccionamiento de un instrumento para la selección de expertos en las investigaciones educativa. Revista Electrónica de Investigación Educativa, 14(2), 167–179, http://redie.uabc.mx/vol14no2/contenido-cruzmtnz2012.html
Cruz, M., & Martínez, M. C. (2020). Origen y desarrollo de un índice de competencia experta: el coeficiente k. Revista Latinoamericana de Metodología de la Investigación Social - ReLMIS, 19(10), 40–56, http://www.relmis.com.ar/ojs/index.php/relmis/article/view/248
Díaz, Y., Cruz, M., Pérez, M., C., & Ortiz, T. (2020). El método criterio de expertos en las investigaciones educacionales: visión desde una muestra de tesis doctorales. Revista Cubana de Educación Superior, 39(1). http://scielo.sld.cu/pdf/rces/v39n1/0257-4314-rces-39-01-e18.pdf
Frické, M. (2019). The knowledge pyramid: the DIKW hierarchy. Knowledge Organization, 46(1), 33–46. https://doi.org/10.5771/0943-7444-2019-1-33
Gasmalla, H. E. E., & Tahir, M. E. (2020). The validity argument: addressing the misconceptions. Medical Teacher. https://doi.org/10.1080/0142159X.2020.1856802
Guilford, J. P. (1946). New standards for test evaluation. Educational and Psychological Measurement, 6(4), 427–438. https://doi.org/10.1177/001316444600600401
Hayashi, P., Abid, G., & Hoppen, N. (2019). Validity in qualitative research: a processual approach. The Qualitative Report, 24(1), 98–112. https://doi.org/10.46743/2160-3715/2019.3443
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la Investigación. Las Rutas Cuantitativa, Cualitativa y Mixta. McGraw Hill.
Kane, M. T. (2013). The argument-based approach to validation. School Psychology Review, 42(4), 448–457. https://doi.org/10.1080/02796015.2013.12087465
Kane, M. T. (2016). Explicating validity. Assessment in Education. Principles, Policy & Practice, 23(2), 198–211. https://doi.org/10.1080/0969594X.2015.1060192
Kleining, G., & Witt, H. (2000). The qualitative heuristic approach: a methodology for discovery in psychology and the social sciences. Rediscovering the method of introspection as an example. Forum Qualitative Sozialforschung, 1(1), Art. 13. http://nbn-resolving.de/urn:nbn:de:0114-fqs0001136
Landeta, J. (2006). Current validity of the Delphi method in social sciences. Technological Forecasting & Social Change, 73(5), 467–482. https://doi.org/10.1016/j.techfore.2005.09.002
McNeill, J. (2019). Social validity and teachers’ use of evidence‑based practices for autism. Journal of Autism and Developmental Disorders, 49, 4585–4594. https://doi.org/10.1007/s10803-019-04190-y
Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: an oxymoron? Quality & Quantity. International Journal of Methodology, 41(2), 233–249. https://doi.org/10.1007/s11135-006-9000-3
Pua, D. J., Peyton, D. J., Brownell, M. T., Contesse, V. A., & Jones, N. D. (2021). Preservice observation in special education: a validation study. Journal of Learning Disabilities, 54(1), 6-19. https://doi.org/10.1177/0022219420920382
Rumrill, P. D., Cook, B. G., & Stevenson, N. A. (2020). Research in Special Education. Designs, Methods, and Applications (3rd ed.). Charles C. Thomas Pub, Ltd.
Sireci, S. G. (2009). Packing and unpacking sources of validity evidence: history repeats itself again. In: R. W. Lissitz (Ed.), The Concept of Validity: Revisions, New Directions, and Applications. Information Age Publishing, Inc.
Varanda, J. B., & Freitas, D. (2018). Método DELPHI: caracterização e potencialidades na pesquisa em Educação. Pro-Posições, 29(2), 389–415. https://dx.doi.org/10.1590/1980-6248-2015-0140
Whittemore, R., Chase, S. K., & Mandle, C. L. (2001). Validity in qualitative research. Qualitative Health Research, 11(4), 522–537. https://dx.doi.org/10.1177/104973201129119299
Published
2021-06-16
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Validity problems and expert methods in special education research. (Original). (2021). Roca. Scientific-Educational Publication of Granma Province., 17(3), 527-547. https://revistas.udg.co.cu/index.php/roca/article/view/2672
