Classroom Assessment Validity in Dynamic Postsecondary Systems

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division J - Section 4: Faculty, Curriculum, and Teaching Virtual Poster Session

Abstract

With so many pressures on postsecondary systems, we must consider who, what and how to conduct classroom assessment validity (Kane, 2006) in the postsecondary context. This paper shares results from a postsecondary classroom assessment validity study: college students (n = 71) and faculty (n = 7). Findings make a case for a seven-pronged approach to classroom assessment validity but focuses on results and findings about instructional validity (Pellegrino et al., 2016) and systemic validity (Frederiksen & Collins, 1989). This paper suggests a pragmatic, equitable and sustainable approach to classroom assessment validity and a novel postsecondary application.

Authors

• Maxine Britto, Brock University

• Tiffany L. Gallagher, Brock University