Brookhart, S.M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5-1.
This article examines the degree to which conventions and assumptions of measurement theory apply to classroom assessment. The author argues that because the classroom context is fundamentally different than the large-scale testing context from which classic and modern test theory were derived, measurement theory specific to classroom assessment should be developed. Three contextual considerations are highlighted to emphasize the importance of developing classroom specific theory: the psychosocial context of classroom assessment, the integration of instruction and classroom assessment, and the formative nature of most classroom assessments. The author further supports these ideas by contrasting large-scale and classroom assessment concepts and makes suggestions for ways to develop measurement theory specific to the classroom context.
Data Quality Assurance, Formative Assessment, Multiple Measures