Moss, P. (2003, Winter). Reconceptualizing validity for classroom assessment. Educational Measurement: Issues and Practice, 22(4), 13-25.
This article explores the shortcomings of conventional validity theory for guiding classroom assessment practices and provides alternative theoretical frameworks to add to conventional theory. The author reflects on her own experience using classroom assessment practices in a graduate research methods course to illustrate these ideas. The author further discusses the importance of exploring assessment practices in context and drawing from real life examples to inform the development and evaluation of validity theory. She concludes with implications for teaching and research and presents ways that researchers and those with measurement/testing expertise can be more helpful to classroom teachers.
Formative Assessment, Professional Expertise, Skills and Knowledge, Tools