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.

Introduction to the Special Issue on Classroom Assessment

“…The next two papers (Briggs, Chattergoon, & Burkhardt, ; Hopster‐den Otter, Wools, Eggen, & Veldkamp, ) both contribute valuable general perspectives on the methodology of classroom assessment, addressing issues regarding (a) student learning objectives, and (b) a general framework for validity. The next set of four papers (Chen, Senk, Thompson, & Voogt, ; Keuning, van Geel, Visscher, & Fox, ; Leighton, ; Liu et al., ), makes valuable contributions to specific areas of the broad domain of classroom assessment in the areas of reading comprehension, formative assessment feedback, data‐based decision making, and geometry learning, respectively.…”

Modeling a smooth course of learning and testing individual deviations from a global course

“…Apart from that, the SGLDRM gives three numerical scores per student for interpretation and diagnosis -an intercept, a slope, and whether or not the deviations from the global curve are (statistically) significant. In terms of the decision and judgment inferences of Hopster-den Otter et al (2019), it would be important to provide guidelines for interpreting each outcome correctly. For better accessibility the parameter values could further be simplified by color schemes, graphical methods, and written explanations.…”

Untitled

“…For better accessibility the parameter values could further be simplified by color schemes, graphical methods, and written explanations. However, one should always keep in mind, that a test performance should be interpreted in relation to other student performances and the teacher's assessments in order to meet the generalization inference (Hopster-den Otter et al, 2019). When implemented and communicated properly the SGDLRM offers valuable information on student development and can support teachers in educational diagnostics.…”