A General Framework for the Validation of Embedded Formative Assessment

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

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 languageEnglish
JournalJournal of educational measurement
DOIs
Publication statusE-pub ahead of print/First online - 19 Aug 2019

Fingerprint

Task Performance and Analysis
Students
interpretation
Research
educational practice
performance
evidence
student

Cite this

@article{0dd552bedcb74d4782ee835ddc8b7a92,
title = "A General Framework for the Validation of Embedded Formative Assessment",
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.",
author = "{Hopster-den Otter}, Dorien and Saskia Wools and Eggen, {Theo J.H.M.} and Veldkamp, {Bernard P.}",
year = "2019",
month = "8",
day = "19",
doi = "10.1111/jedm.12234",
language = "English",
journal = "Journal of educational measurement",
issn = "0022-0655",
publisher = "Wiley-Blackwell",

}

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 journalArticleAcademicpeer-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

JO - Journal of educational measurement

JF - Journal of educational measurement

SN - 0022-0655

ER -