Learning-centred assessment validation framework: A theoretical exploration

Classroom-based assessment validation has received considerable critical attention and many conceptualisations have emerged. While these are helpful in advancing our knowledge, there is a need for more learning-oriented teacher practice validation. This paper builds on previous theories approaches to redefine the validity of classroom-based terms practical, useful, trustworthy interpretation uses classroom enhancing learning teaching. Further, sets relevant inferences prioritises teachers as sources evidence evaluation based pragmatic principles Vygotsky’s sociocultural theory. explication valuable exploring learning-centred approach evaluating assessment. The suggests practical learning-oriented, teacher-based Lastly, concludes by articulating implication any contemporary system.