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ERIC Number: EJ1070202
Record Type: Journal
Publication Date: 2012
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2231-3338
Construct Validity in Formative Assessment: Purpose and Practices
Rix, Samantha
Journal on English Language Teaching, v2 n2 p1-6 Apr-Jun 2012
This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these scores and states that how the scores are used, instead of the actual score itself, is integral for conveying the two parts of the General Validity Theory; actions and structures. The paper continues by intertwining the idea that validation can eventuate only if evidence is being supported by different sources. Finally, the paper concludes by providing examples of how educators can prevent misinterpretation and deter bias whilst using the validity argument when conducting formative assessments.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A