In lieu of an abstract, here is a brief excerpt of the content:

• Development of a College Student Validation Survey: A Design-Based Research Approach
• Toni A. May (bio), Dara N. Bright, Yiyun (Kate) Fan, Christopher Fornaro (bio), Kristin L. K. Koskey (bio), and Thomas Heverin (bio)

Rendón’s (1994) seminal research on validation theory (VT) provided a model for understanding how validating experiences can positively influence “culturally diverse” (p. 33) students in higher education. Validation is “an enabling, confirming and supportive process initiated by in- and out-of-class agents that fosters academic and interpersonal development” (Rendón, 1994, p. 44) and is critical for the transition, persistence, and success of college students (Rendón, 1994, 2002). Through this theoretical model, scholars have extensively explored how institutions can provide validating experiences by developing supportive learning environments for general undergraduate populations and specific groups such as Black, Latinx, low-income, first-generation, and two-year college students (e.g., Allen, 2016; Bauer, 2014). Many prior studies have relied on qualitative methods. While Rendón and Muñoz (2011) have called for further study of validation’s impact on student outcomes through quantitative methods, few quantitative instruments of VT exist. The primary tool used for assessing VT consists of two scales from the larger Diverse Learning Environments (DLE;

Hurtado et al., 2011) survey that have demonstrated their effectiveness for measuring academic validation in class and general interpersonal validation among college students at large (Hurtado et al., 2015). DLE scales were not, however, designed to match Rendón’s full four-component conception of VT (i.e., academic in-class, academic out-of-class, interpersonal in-class, interpersonal out-of-class). Thus, a new measure of VT is necessary to capture quantitative information aligned with Rendón’s model. The purpose of this study was to expand the field of quantitative VT research by presenting validity evidence from a new survey entitled the Validation Theory Survey (VTS) that was designed to align with Rendón’s VT model and to be used with undergraduate students. One overarching research question guided this study: To what extent did validity evidence (i.e., content, response process, consequential, and internal structure) support the use of the VTS to evaluate undergraduates’ perceptions of their academic and interpersonal validating experiences inside and outside higher education classrooms? [End Page 370]

METHODS

Educational design-based research (DBR) approaches emphasize a process of developing tools for a specific purpose through iterative methods of designing, testing, evaluating, and reflecting (Scott et al., 2020). DBR techniques implemented to develop and validate educational instruments have been effective when engaging in qualitative and quantitative field-testing methods (e.g., Sondergeld & Johnson, 2019) to evaluate multiple sources of validity evidence in concordance with The Standards for Educational and Psychological Testing (AERA et al., 2014). The Standards have urged instrument developers to evaluate multiple types of validity evidence, including (a) content or item alignment with construct; (b) response process, that is, participants understand the instrument as researchers intended; (c) consequential or controlling bias or potential negative impact on participants; (d) internal structure, that is unidimensional and reliable constructs formed; and (e) relationship to other variables or ensuring instrument outcomes are related to other hypothesized variables. This study presents findings related to the development and validation of the four VTS scales and reports on all types of validity evidence except the relationship to other variables, which will be examined in subsequent research.

Instrumentation

As part of a grant managed by the National Science Foundation in collaboration with the U.S. Office of Personnel Management and Department of Homeland Security, the VTS was created to evaluate project impact on undergraduate cybersecurity majors’ validating experiences in the program compared to those not participating. After a thorough review and synthesis of VT literature (e.g., Acevedo-Gil et al., 2015; Allen, 2016; Baber, 2018; Bauer, 2014; Rendón, 1994, 2002; Rendón Linares & Muñoz, 2011), 44 unique items were drafted to represent commonly noted validating experiences (17 academic in-class; 9 academic outof-class; 9 interpersonal in-class; 9 interpersonal out-of-class). These were rated on a 5-point scale (strongly disagree, disagree, agree, strongly agree, not applicable). Survey refinement based on two rounds of qualitative- and quantitative-field testing resulted...

中文翻译：

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大学生验证调查的开发：基于设计的研究方法

以下是内容的简短摘录，以代替摘要：

• 大学生验证调查的开发：基于设计的研究方法
• Toni A. May（简介）、Dara N. Bright、Yiyun (Kate) Fan、Christopher Fornaro（简介）、Kristin LK Koskey（简介）和 Thomas Heverin（简介）

Rendón (1994) 关于验证理论 (VT) 的开创性研究提供了一个模型，用于理解验证经验如何对高等教育中的“文化多元化”（第 33 页）学生产生积极影响。验证是“由课内和课外代理人发起的一个启用、确认和支持过程，促进学术和人际发展”（Rendón，1994，第 44 页），对于大学的过渡、坚持和成功至关重要学生（Rendón，1994，2002）。通过这一理论模型，学者们广泛探索了机构如何通过为一般本科人群和黑人、拉丁裔、低收入、第一代和两年制大学生等特定群体开发支持性学习环境来提供验证经验（例如，艾伦，2016 年；鲍尔，2014 年）。许多先前的研究都依赖于定性方法。尽管 Rendón 和 Muñoz (2011) 呼吁通过定量方法进一步研究验证对学生成绩的影响，但 VT 的定量工具却很少存在。用于评估 VT 的主要工具由来自更大的多元化学习环境 (DLE；DLE) 的两个量表组成。

Hurtado 等人，2011）的调查证明了它们在衡量课堂学术验证和广大大学生的一般人际验证方面的有效性（Hurtado 等人，2015）。然而，DLE 量表的设计并不符合 Rendón VT 的完整四部分概念（即课堂内学术、课外学术、课内人际、课外人际）。因此，需要一种新的 VT 测量方法来捕获与 Rendón 模型一致的定量信息。本研究的目的是通过提供一项名为验证理论调查 (VTS) 的新调查的有效性证据来扩展定量 VT 研究领域，该调查旨在与 Rendón 的 VT 模型保持一致并供本科生使用。一个总体研究问题指导了这项研究：[完第370页]

方法

基于教育设计的研究 (DBR) 方法强调通过设计、测试、评估和反思的迭代方法开发用于特定目的的工具的过程（Scott 等人，2020）。用于开发和验证教育工具的 DBR 技术在采用定性和定量现场测试方法（例如，Sondergeld & Johnson，2019）来根据教育和心理测试标准（AERA）评估多个来源的有效性证据时非常有效。等人，2014）。标准敦促工具开发人员评估多种类型的有效性证据，包括（a）内容或项目与结构的一致性；(b) 响应过程，即参与者按照研究人员的意图理解该工具；(c) 对参与者产生后果性或控制性偏见或潜在负面影响；(d) 内部结构，即形成的一维且可靠的结构；(e) 与其他变量的关系或确保工具结果与其他假设变量相关。本研究提出了与四种 VTS 量表的开发和验证相关的发现，并报告了除与其他变量的关系之外的所有类型的有效性证据，这些证据将在后续研究中进行检验。

仪器仪表

作为美国国家科学基金会与美国人事管理办公室和国土安全部合作管理的拨款的一部分，VTS 的创建是为了评估项目对本科网络安全专业的本科生验证项目经验的影响（与未参与的学生相比）。经过对 VT 文献的彻底回顾和综合（例如，Acevedo-Gil 等人，2015 年；Allen，2016 年；Baber，2018 年；Bauer，2014 年；Rendón，1994 年、2002 年；Rendón Linares 和 Muñoz，2011 年），44 个独特的项目起草代表了常见的验证经验（17 项课堂内学术；9 项课外学术；9 项课堂内人际交往；9 项课外人际交往）。这些内容按 5 分制评分（强烈不同意、不同意、同意、强烈同意、不适用））。基于两轮定性和定量现场测试的调查细化结果......