The second source of validity evidence is based on response processes. Suppose a test is developed that claims to measure an individual’s level of cognition (e.g., higher–level thinking skills). To deliver solid inferences based on that claim, it would need to be demonstrated that when individuals are responding to a task or to an item they are not just recalling something from memory, but actually engaging in some higher–order cognitive process (e.g., synthesizing various sources of information and coming to a unique conclusion).
One method to identify response processes is to actually sit down with test takers and ask them questions such as: What are you doing? Why are you doing this? Similarly, math teachers attempt to understand their students’ thought processes by asking them to solve math problems and show their work.