Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. Readers will find research-informed insights from a wide variety of international contexts. It features: New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning; Teacher-friendly assessment topics; Practical examples and chapter summaries throughout; This book is useful to teacher educators and researchers on graduate courses in education, teaching, learning and assessment.

Validity in Formative Assessment

Validity in formative assessment

Validity is central to any assessment. It is about the purpose of the assessment, whether the form of the assessment is fit-for-purpose, and whether it achieves its purpose. Validity includes how the results of an assessment are interpreted and used. We cannot say an assessment is valid without knowing what the intention was in using it and how well this intention was met. For example, if I use a well-constructed and reliably marked maths test to decide which maths group students should be in, this may have high validity. If I use the same test as the sole means of selecting students for a fine arts course, we would immediately say it was invalid – it is not ...

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