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Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children

Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children

Richard G. Lambert
Copyright: © 2020 |Pages: 21
ISBN13: 9781799803232|ISBN10: 1799803236|EISBN13: 9781799803249
DOI: 10.4018/978-1-7998-0323-2.ch003
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MLA

Lambert, Richard G. "Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children." Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, edited by Christie Martin, et al., IGI Global, 2020, pp. 49-69. https://doi.org/10.4018/978-1-7998-0323-2.ch003

APA

Lambert, R. G. (2020). Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children. In C. Martin, D. Polly, & R. Lambert (Eds.), Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms (pp. 49-69). IGI Global. https://doi.org/10.4018/978-1-7998-0323-2.ch003

Chicago

Lambert, Richard G. "Shaping a Validity Argument for the Use of Authentic Formative Assessments to Support Young Children." In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, edited by Christie Martin, Drew Polly, and Richard Lambert, 49-69. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0323-2.ch003

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Abstract

The measurement properties of any assessment system should be rigorously examined as long as the measure is in use. Authentic formative assessments are not immune to this process. Messick provided a comprehensive theory of test validation that conceptualized validity as a unitary construct. He identified six distinct types of evidence that can support the inferences made from assessment scores, all of which are applied to the process of validating authentic formative assessment measures. The validation argument for direct summative assessments is compared to the distinct aspects of a validity argument to support formative assessments for young children. Specific sources of construct irrelevant variance in the information provided by authentic formative assessments are also outlined. The complex constellation of purposes for which authentic formative assessments have been developed is unified by a single underlying principle: usefulness to teachers.

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