Learning-centred assessment validation framework
A theoretical exploration
Bibliographic Data
| ID | 13080337 |
|---|---|
| Authors | Oluwaseun Ijiwade (UNSW Sydney, corresponding author), Dennis Alonzo (0000-0001-8900-497X, UNSW Sydney) |
| Year | 2023 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Critical Studies in Teaching and Learning (JOURNAL) |
| Journal identifiers | ISSN: 2310-7103 • E-ISSN: 2310-7103 |
| Publisher | University of the Western Cape Library Service (PUBLISHER) |
| DOI | 10.14426/cristal.v11i1.1758 |
| OpenAlex | W4391552355 |
| Language | EN |
| References cited | 21 |
Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these conceptualisations are helpful in advancing our assessment knowledge, there is a need for a more learning-oriented teacher assessment practice validation. This paper builds on previous validation theories and approaches to redefine the validity of classroom-based assessment in terms of practical, useful, and trustworthy interpretation and uses of classroom assessment in enhancing learning and teaching. Further, the paper sets relevant inferences and prioritises teachers as sources of evidence in assessment evaluation based on pragmatic principles and Vygotsky’s sociocultural theory. This explication is valuable in exploring a learning-centred validation approach for evaluating classroom assessment. The paper suggests practical principles for evaluating learning-oriented, teacher-based assessment. Lastly, the paper concludes by articulating implication of the approach in any contemporary assessment system
Computer Science · Higher Education Learning Practices · Student Assessment and Feedback · Geology
Vygotsky and identity formation
Developing the theory of formative assessment
Classroom assessment and pedagogy
Situating learning in communities of practice.
Current Concerns in Validity Theory
Validating the Interpretations and Uses of Test Scores
Assessment and Classroom Learning
Culture, communication and cognition
Towards a Theory of Diagnosis in Second and Foreign Language Assessment
Critical language testing and beyond
Test architecture, test retrofit
Test fairness and Toulmin’s argument structure
Validity arguments for diagnostic assessment using automated writing evaluation
Beyond feedback
Predicting teachers’ formative assessment practices
How teachers engage with Assessment for Learning
Learning How to Learn and Assessment for Learning
Current Issues in English Language Teacher‐Based Assessment
The Role of Assessment in a Learning Culture
The Social and Technological Dimensions of Scaffolding and Related Theoretical Concepts for Learning, Education, and Human Activity
An argument-based approach to validity
| Citation velocity | historical |
|---|---|
| Highly cited | No |