i-manager Publications

Construct Validity in Formative Assessment: Purpose and Practices

Samantha Rix*

*University of Northern Iowa.

Periodicity:April - June'2012
DOI : https://doi.org/10.26634/jelt.2.2.1823

Abstract

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.

Keywords

construct validity, formative assessment, assessment of formative testing scores, validity, classroom assessment, teacher judgments

How to Cite this Article?

Rix, S. (2012). Construct Validity In Formative Assessment: Purpose And Practices. i-manager’s Journal on English Language Teaching, 2(2), 1-6. https://doi.org/10.26634/jelt.2.2.1823

References

[1]. Bachman, L. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language testing, 17(1), 1-42.

[2]. Bachman, L. & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.

[3]. Beswick, J., Willms, J. & Sloat, E. (2005). Education, 126(1), 116-137.

[4]. Brindley, G. (2001). Outcomes-based assessment in practice: some examples and emerging insights. Language testing, 18(4), 393-407.

[5]. Kane, M. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527-535.

[6]. Kane, M. (2001). Current concerns in validity theory. Journal of Educational Measurement 38(4), 319-342.

[7]. Llosa, L. (2007). Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach. Language testing, 24(4), 489-515.

[8]. Llosa, L. (2008). Building and supporting a validity argument for a standards-based classroom assessment of English Proficiency Based on Teacher Judgments. Educational Measurement: Issues and Practice.

[9]. Llosa, L. (2011). Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research. Language testing, 28(3), 367-382.

[10]. Nichols, P., Meyers, J. & Burling, K. (2009). A framework for evaluating and planning assessments intended to improve student achievement. Educational Measurement: Issues and Practice.

[11]. O'Malley, J. & Valdez Pierce, L. (1996). Authentic assessment for English language learners. United States of America: Addison-Wesley Publish Company.

[12]. Shepard, L. (2009). Commentary: Evaluating the validity of formative and interim assessment. Educational Measurement: Issues and Practice.

If you have access to this article please login to view the article or kindly login to purchase the article

Single Article

	North Americas,UK, Middle East,Europe		India	Rest of world
	USD	EUR	INR	USD-ROW
Online	15	15

ADD TO CART

Options for accessing this content:

If you would like institutional access to this content, please recommend the title to your librarian.
If you already have i-manager's user account: Login above and proceed to purchase the article.
New Users: Please register, then proceed to purchase the article.