JELT_V2_N2_A1 Samantha Rix Journal on English Language Teaching 2249 – 0752 2 2 1 6 Construct Validity, Formative Assessment, Assessment of Formative Testing Scores, Validity, Classroom Assessment, Teacher Judgments 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. April - June 2012 Copyright © 2012 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=1823