Abstract
In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument-based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.
| Original language | English |
|---|---|
| Journal | Journal of educational measurement |
| DOIs | |
| Publication status | E-pub ahead of print/First online - 19 Aug 2019 |
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A General Framework for the Validation of Embedded Formative Assessment. / Hopster-den Otter, Dorien; Wools, Saskia; Eggen, Theo J.H.M.; Veldkamp, Bernard P.
In: Journal of educational measurement, 19.08.2019.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - A General Framework for the Validation of Embedded Formative Assessment
AU - Hopster-den Otter, Dorien
AU - Wools, Saskia
AU - Eggen, Theo J.H.M.
AU - Veldkamp, Bernard P.
PY - 2019/8/19
Y1 - 2019/8/19
N2 - In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument-based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.
AB - In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument-based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.
UR - http://www.scopus.com/inward/record.url?scp=85070804573&partnerID=8YFLogxK
U2 - 10.1111/jedm.12234
DO - 10.1111/jedm.12234
M3 - Article
AN - SCOPUS:85070804573
JO - Journal of educational measurement
JF - Journal of educational measurement
SN - 0022-0655
ER -