Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the data when constructing validity arguments, but the practice is not widespread. This paper contributes to existing research on validity by highlighting the value of attending to the actual interpretation and use of a measure aimed at supporting instructional improvement in mathematics. We describe the use of the same measure across two contexts to highlight the importance of attending to characteristics of both users and the contexts in which the measures are used when assessing the validity of inferences for the purpose of instructional improvement efforts.

中文翻译：

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什么时候应该采取措施支持大规模教学改进？在有效性参数中同时考虑预期用途和实际用途的重要性

尽管可以轻松获得广泛的度量，但是在考虑将度量用于新目的还是在不同上下文中使用时，很少关注有效性论证。从历史上讲，进行有效性论证的重点是预期的解释和使用。有一种新闻界既考虑预期的解释又考虑实际的解释，以及在构造有效性参数时用户如何理解数据，但是这种做法并不普遍。本文通过强调参加实际解释和使用旨在支持数学教学改进的措施的价值，为现有的有效性研究做出了贡献。