TY - JOUR
T1 - Balancing varied assessment functions to attain systemic validity
T2 - Three is the magic number
AU - Hickey, Daniel T.
AU - Zuiker, Steven J.
AU - Taasoobshirazi, Gita
AU - Schafer, Nancy Jo
AU - Michael, Marina A.
N1 - Funding Information:
This paper is based on work that was supported by the U.S. National Science Foundation Grant REC-0196225 to the University of Georgia and by the Classroom of the Future Program at the Center for Educational Technologies at Wheeling Jesuit University, which is funded by the U. S. National Aeronautics and Space Adminstration (NASA). The opinions presented here belong to the authors and do not necessarily represent the positions of the University of Georgia, the National Science Foundation, or NASA. The authors wish to thank Dr. Steven McGee, formerly of the Center for Educational Technologies, for his support and substantive contribution to some of the research described in this paper. Kate Anderson and Dionne Cross contributed substantively to the ideas in this article.
PY - 2006
Y1 - 2006
N2 - Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the "consequential" validity of our strategy without compromising curricula, instruction, or the "evidential" validity that warrants their continued use.
AB - Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the "consequential" validity of our strategy without compromising curricula, instruction, or the "evidential" validity that warrants their continued use.
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U2 - 10.1016/j.stueduc.2006.08.006
DO - 10.1016/j.stueduc.2006.08.006
M3 - Article
AN - SCOPUS:33750953613
SN - 0191-491X
VL - 32
SP - 180
EP - 201
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
IS - 3
ER -