Science Journal of Education 2023; 11(4): 142-149 http://www.sciencepublishinggroup.com/j/sjedu doi: 10.11648/j.sjedu.20231104.14 ISSN: 2329-0900 (Print); ISSN: 2329-0897 (Online) Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning Geanina Havârneanu Department of Education Sciences, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iasi, Romania Email address: To cite this article: Geanina Havârneanu. Validity Criteria of a Standardized Test as an Opportunity for Efficient Assessment Created from the Teleological Perspective of Incremental Learning. Science Journal of Education. Vol. 11, No. 4, 2023, pp. 142-149. doi: 10.11648/j.sjedu.20231104.14 Received: July 1, 2023; Accepted: July 18, 2023; Published: July 26, 2023 Abstract: This study aims to comprehensively present ways to determine the validity of a standardized test, highlighting essential criteria that can be widely used. Incremental learning, as conceived by Minsky, represents the construction of knowledge focused on the multitude of interactions between the cognitive components (which build inferences in a decision-making process) or metacognitive components (which support the solving and decision-making process); it requires a special type of feedback (motivational, affective, behavioral, cognitive) through a standardized assessment. Evaluation through standardized tools has unique requirements that are imposed to be able to provide feedback as eloquently and correctly as possible at the same time. One of the particular mandatory criteria is testing the validity of the test, with all its components: internal validity, external validity, content validity (highlighted by the value of the content validity coefficient and the value of the concordance coefficient), criterion validity (with its components competitive validity and predictive validity), and construct validity (which involves both a theoretical and an empirical approach). The examples built in this work illustrate how to calculate the concordance coefficient, Kendall's coefficient, respectively Cohen's coefficient for a set of results obtained by a group of students who two or more evaluators evaluated. Keywords: Incremental Learning, Content Validity Coefficient, Inter-Evaluator Agreement Coefficient, Concordance Coefficient, Kendall Coefficient, Κ Cohen Coefficient 1. Introduction The noematic correlation, in the Husserlian [19] phenomenological sense, between educational communication, which involves teaching or learning as a self-instructive process, and assessment, which operationalizes the level of skills, realizes diagnoses, makes predictions on student performance, constitutes an incremental process. Incremental learning focuses on the emerging philosophy [18] of organizing educational situations whose instructional design capitalizes on effective ways of reactualization, using operationalized structuring in microworlds of declarative, procedurals, conditionally, and strategic knowledge [30], in problem spaces [34], as well as in new, interconnected linguistic structures [38]. In Minsky's theory of incremental learning [28], learning construction is based on the diversity of interactions between sensations, perceptions, representations, knowledge, and plausible inferences that act as a functional network of assimilated symbolic information. The advantage of incremental learning is that it ensures a continuous flow of new knowledge in direct connection with the existing ones, constituting self-organized maps and building meta-heuristics [14], allowing the development of multidisciplinary, interdisciplinary, and transdisciplinary skills. The construction of meaning (at the syntactic, semantic, thematic, narrative level) and of understanding requires the ability to conceive, operationalize and use strategies for processing and integrating new data into the operative cognitive network that is constantly being restructured. Given that in communication, the speaker neglects certain information considered non-essential or assumed to be known, the conceptual processing tries to fill in these omissions, using his proper cognitive network at all its levels (recognition, understanding, application, analysis, synthesis, evaluation, creation [3, 2].) This instantiation, conceptual materialization, is often corrected by the concrete data of each situation because, sometimes, the information