Reconceptualizing Validity for Classroom Assessment
نویسنده
چکیده
This article explores the shortcomings of conventional validity theory for guiding classroom assessment practice and suggests additional theoretical resources from sociocultural theorg and hermeneutics to complement and challenge conuentionaZ theorg. T o illuminate these concerns and possibilities in a concrete context, the author uses her own classroom experience in teaching a qualitative research methods course. The importance of examining cases of assessment practice in context for developing, teaching, and evaluating validity theorg is discussed.
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