The Multi‐State Collaborative: A Preliminary Examination of Convergent Validation Evidence

Making the Case for Assignment Design 2.0: Designing Classroom Assignments That Can Also Be Available for Institutional Assessment

“…There are unique challenges that come into play when using assignments designed for the classroom for institutional assessment. Chief among the concerns is the threat to validity that arises from the misalignment between the classroom assignment and the institutional assessment instrument used to adjudicate student learning (Nicholas, Hathcoat, and Brown 2016; Pike 2016; Pike, Hathcoat, and McConnell 2019). This misalignment also has implications for equity in assessment and can contribute to biased outcomes especially for the minoritized, underrepresented, and underserved students we seek to serve in higher education (Nicholas, Storandt, and Atwood 2019).…”

Improving the Dependability of Constructed‐Response Assessment: Lessons from an Evaluation of the VALUE Rubrics

“…A recent report by McConnell and Rhodes (2017) provides promising results. However, some concerns still remain, particularly regarding the dependability of the measures (see Nicholas, Hathcoat, and Brown 2016; Pike, 2016).…”