Chapter 4: Validity in Educational Assessment

Moss, Pamela; Girard, Brian J.; Haniford, Laura

doi:10.3102/0091732x030001109

Cited by 138 publications

(106 citation statements)

References 49 publications

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“…Sociocultural perspectives focus assessment attention on how learning and its motivations, development and expression are mediated by the social, material, temporal, historical and cultural setting in which they are taking place (Wertsch, 1991). The social and cultural processes and consequences of learning and assessment for student learning as well as student learning identities and identifications with subject matter (the disciplines) as meaningful and important for their lives and development are foregrounded (Cowie, 2005;Moss, Girard, & Haniford, 2006). In the following quote, Moss (2008) establishes concepts critical to our view of classroom assessment as a social and cultural practice with social consequences for student identities as learners and knowers:…”

Section: Introductionmentioning

confidence: 95%

Leveraging disciplinary practices to support students’ active participation in formative assessment

Cowie

Moreland

2015

Assessment in Education: Principles, Policy & Practice

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Studies of disciplinary work have converged with studies of classrooms to highlight the social and cultural nature of disciplinary knowledge and practices, and of classroom learning and assessment. For students to become discerning and autonomous/authoring learners, classroom assessment needs to ensure students experience what it means to exercise discernment as part of collective and individual decision-making. In this paper, we adopt a sociocultural lens and focus on student appreciation and use of disciplinary norms and practices within a classroom community of scholars as both a means and an end for learning and its assessment. We illustrate student responses to the way their primary teacher combined disciplinary norms with formative assessment practices to help them appreciate and experience how knowledge is generated and warranted within biotechnology. We argue that when sources of authority are distributed and used to scope possibilities, students experience learning as the development of autonomy and discernment.

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Section: Introductionmentioning

confidence: 95%

Leveraging disciplinary practices to support students’ active participation in formative assessment

Cowie

Moreland

2015

Assessment in Education: Principles, Policy & Practice

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“…The implementation of NCLB in the USA-like its UK and, now quite similarly, Australian counterparts-has raised technical issues of sociodemographic classification and the definition of target populations (Lucas and Beresford 2010), construct definition (Rochex 2006), measurement validity and reliability (Moss et al 2006;Stobart 2008). Nonetheless, post-NCLB data points to two problem scenarios.…”

Section: Autonomous and Ideological Models Of Literacymentioning

confidence: 95%

Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools

2011

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This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke 1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools.

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“…In the educational assessment community, there is debate regarding assessment validity (Moss, Girard, & Haniford, 2006). Some experts fear that a prescriptive approach to validity documentation limits the generative context and flexibility required for meaningful scientific investigation.…”

Section: Validitymentioning

confidence: 99%

“…Table 4 lists a range of validity measures that will be pursued. This thorough and systematic approach to establishing validity will allow the research team to develop, analyze, and integrate multiple types of evidence at varying levels of scale (Moss et al, 2006).…”

Section: Validitymentioning

confidence: 99%

SCIIENCE: The creation and pilot implementation of an NGSS-based instrument to evaluate early childhood science teaching

Kaderavek

North

Rotshtein

et al. 2015

Studies in Educational Evaluation

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Chapter 4: Validity in Educational Assessment

Cited by 138 publications

References 49 publications

Leveraging disciplinary practices to support students’ active participation in formative assessment

Leveraging disciplinary practices to support students’ active participation in formative assessment

Comprehension and content: planning literacy in low socioeconomic and culturally diverse schools

SCIIENCE: The creation and pilot implementation of an NGSS-based instrument to evaluate early childhood science teaching

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