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 in exactly the same way for formative assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory of educational asses...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-03-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2021.605999/full |