Education Policy Analysis Archives (EPAA)
Files
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Publisher
Arizona State University, University of South Florida
Publication Date
November 1996
Abstract
We question the utility of traditional conceptualizations of validity and reliability, developed in the context of large scale, external testing, and the psychology of individual differences, for the context of the classroom. We compare traditional views of validity and reliability to alternate frameworks that situate these constructs in teachers' work in classrooms. We describe how we used these frameworks to design an assessment course for preservice teachers, and present data that suggest students in the redesigned course not only saw the course as more valuable in their work as teachers, but developed deeper understandings of validity and reliability than did their counterparts in a traditional tests and measurement course. We close by discussing the implications of these data for the teaching of assessment, and for the use and interpretation of classroom assessment data for purposes of local and state accountability.
Keywords
Education and state
Extent
46
Volume
4
Issue
17
Language
English
Media Type
Journals (Periodicals)
Format
Digital Only
Note
Includes Contributed Commentary by Rick Garlikov, Catherine S. Taylor, and Susan Bobbit Nolen, December 19, 1996.
Identifier
E11-00066
Creative Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Taylor, Catherine S. and Nolen, Susan Bobbitt, ""What Does the Psychometrician's Classroom Look Like?: Reframing Assessment Concepts in the Context of Learning" and Commentary" (1996). Education Policy Analysis Archives (EPAA). 8.
https://digitalcommons.usf.edu/usf_EPAA/8
