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.
PY - 2006/11/17
Y1 - 2006/11/17
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.
UR - http://www.scopus.com/inward/record.url?scp=33750953613&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33750953613&partnerID=8YFLogxK
U2 - 10.1016/j.stueduc.2006.08.006
DO - 10.1016/j.stueduc.2006.08.006
M3 - Article
AN - SCOPUS:33750953613
VL - 32
SP - 180
EP - 201
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
IS - 3
ER -