By Daniel Hickey
In my work with the Participatory Assessment Lab at Indiana
University and in my graduate education courses, I spend a lot of time helping
people understand validity in the context of educational assessment. In this post, I describe validity as it has traditionally been presented to educators. I summarize what one leading textbook has long
said educators should know about validity when assessing learning in their
own classes, and I extend that to credentialing innovators who are developing
digital badge systems, micro-credentials, and competency-based educational
programs. In subsequent posts, I will explore traditional views of “face validity” and “consequential validity.” Together, these posts will lay the groundwork for a final post that will explore several new developments in
validity theory that I believe are important for these two communities.
Posts
