Instead, we typically use a carefully selected sample of the domain to make as valid an inference as possible with the 2 hours I have available for examination.
Finally, the stakes we attach to any assessment should be in proportion to the validity of our inferences.
Allocating students a grade which influences their access to employment or further education should only be done if we have high levels of confidence that our conclusions reflect reality.
• Learning is invisible. Assessment is an attempt to make it more visible
• Validity refers to how well any inference we make from an assessment reflects the reality of student understanding
• We should avoid attaching high stakes consequences to low validity inferences
Comments
I could construct a fairly valid assessment of a 6yo’s times-tables understanding by testing them on all their times-tables.
But if I want to gauge the understanding of a 16-year-old, I can't easily test them on everything they should know... this would take days.
Finally, the stakes we attach to any assessment should be in proportion to the validity of our inferences.
Otherwise, it just ain’t fair.
https://my.chartered.college/early-career-hub/assessment-why-it-matters-and-what-you-need-to-know/
Or this fresh new series from Becky & Matt:
https://100assessment.substack.com
• Learning is invisible. Assessment is an attempt to make it more visible
• Validity refers to how well any inference we make from an assessment reflects the reality of student understanding
• We should avoid attaching high stakes consequences to low validity inferences
👊