A General Framework for the Validation of Embedded Formative Assessment

Autor/inn/en	Hopster-den Otter, Dorien; Wools, Saskia; Eggen, Theo J. H. M.; Veldkamp, Bernard P.
Titel	A General Framework for the Validation of Embedded Formative Assessment
Quelle	In: Journal of Educational Measurement, 56 (2019) 4, S.715-732 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0655
DOI	10.1111/jedm.12234
Schlagwörter	Formative Evaluation; Test Validity; Scores; Inferences; Achievement; Scoring; Tests + Suchen Sie Ihr Suchwort? Testvalidität; Inference; Inferenz; Performance; Leistung; Bewertung; Examination; Prüfung; Examen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01