An Argument-Based Framework for Validating Formative Assessment in the Classroom

The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood exactly same way for assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory educational assessment, 1994, Falmer Press, London, UK) have even contended an entirely different paradigm with independent set criteria its evaluation. Many others conceptualized ways Nichols et al., 2009 , 28 (3), 14–23; Stobart, Validity 2012, SAGE Publications Ltd, UK; Pellegrino Educ. Psychol., 2016, 51 (1), 59–81). This article outlines framework evaluating argument-based CBFA. particular, I use Kane (J. Meas., 2013, 50 1–73) as starting point to map out types inferences made CBFA (interpretation argument) structure arguments (validity argument). It is posited coherent practical framework, together suggested list inferences, warrants backings, will help researchers evaluate usefulness Teachers may find useful validating their own well.