Abstract
To meet accreditation requirements and to inform program improvement, school psychology programs often use locally-developed performance assessments (PAs). The results can provide evidence of candidates’ (i.e., graduate students) competencies aligned to professional standards. Yet, faculty express concerns about the amount of time and resources needed to effectively develop PAs and confidently interpret results (Prus & Strein, 2011). This article describes the use of a Validity Inquiry Process (VIP) created to assist faculty with PA development and validation to support continuous program improvement. Relevant PA and validity literature informed the VIP’s argument-based framework. This article describes how the VIP assisted school psychology program faculty in making improvements to a PA. Implications for school psychology training are discussed.
