Framing Validity Evidence: Revisiting “Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools”

Abstract

During our tenure as editor-in-chief and editorial assistant, we placed a strong emphasis on how validity was conceptualized in the manuscripts we reviewed. Specifically, we encouraged authors to align their discussions of validity with the widely accepted understanding that it involves evaluating the trustworthiness and appropriateness of the intended uses and interpretations of test scores. In this commentary, we revisit the 2022 article by Mina Sedem, Eva Siljehag, Mara Westling Allodi, and Samuel Odom, titled “Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools.” We selected this article because it exemplifies how multiple sources of evidence can be used to support claims about the validity of test score interpretations and uses.