Reconceptualizing Validity for Classroom Assessment |
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Authors: | Pamela A Moss |
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Institution: | Associate Professor, 4220 School of Education, University of Michigan, Ann Arbor, MI 48109-1259;e-mail: . Her areas of specialization are educational assessment, validity theory, and interpretive social science. |
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Abstract: | This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theory and hermeneutics to complement and challenge conventional theory. To illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theory is discussed. |
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Keywords: | classroom assessment hermeneutics sociocultural theory validity |
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