After publishing the second blog on engineer engaging learning and assessment content, I promised I would publish a blog illustrating the use of content features to motivate student engagement. In the blog today, I fulfill that promise by presenting two versions of the same NGSS-aligned, phenomenon-driven science task. The first version lacks most of the features of assessment tasks that inspire engagement and, sadly, looks like most assessment tasks. The second version is packed with just those features I discussed in the earlier blog demonstrating how to engineer engaging learning and assessment content.
No field or profession can prescribe what is or isn’t validity or efficacy evidence. Different fields have distinctive ways of asking questions, addressing a literature, criticizing ideas, and presenting arguments. The differences make sense from a socio-cultural perspective as each of these stakeholders—you might call them customers if you are in marketing or users if you are in product development—is coming from a different culture of evidence and set of life experiences. But this seems chaotic if you are trying to collect validity or efficacy evidence and construct an argument with it.
This is the second part of a two-part blog series on engaging learning and assessment content. In part one, I explained why engaging learning and assessment content is important for the Common Core State Standards (CCSS), the Next Generation Science Standards (NGSS), the NAEP Technology and Engineering Literacy Framework, and the 2025 NAEP Mathematics andContinue reading “How Do We Engineer Engaging Learning and Assessment Tasks?“
The last time I published a blog was two months ago. Grant proposals and holidays left no time for writing a blog. Today, I am publishing the first of a two-part blog series on engaging learning and assessment content. In the first part, I will explain why engaging learning and assessment content is important forContinue reading “Why Are We Talking About Engaging Learning and Assessment Tasks?”
As assessment designers and developers, we can do better than we do now building assessments that positively impact our customers’ lives. But using principled assessment design (PAD) is not enough. PAD is a collection of assessment design approaches including construct-centered measurement, cognitive design system, evidence-centered design, principled design for efficacy (PDE), and assessment engineering. SeeContinue reading “Why Is Principled Assessment Design Not Sufficient To Build Successful Assessment Products?”
If you have been following along over the last five blog posts, you may be experiencing some discomfort at the prospect of intentionally crafting the communication of a validity argument to support or challenge a particular score interpretation and use. Maybe you want to simply present the validity argument and let the chips fall whereContinue reading “The Last Word—Making a Judgement About the Validity Argument“
In this blog, we turn the tools to develop and communicate a validity argument upside down and explain how to develop, represent, and effectively communicate arguments skeptical of the intended score interpretation and use! In past blogs, we have given you tools to effectively develop and communicate a validity argument. Those past blogs assumed youContinue reading “Challenging the Validity Argument“
In our last blog, we described how to develop and use narratives as a tool to help the test developer communicate a validity argument to a nontechnical audience. In this blog, we give you two additional tools to help you effectively communicate a validity argument supporting the intended score interpretation and use: A thesis statement,Continue reading “Themes and Theses: More Tools to Effectively Communicate a Complex Validity Argument“
In this second blog in the series, we explain how to develop and represent a validity argument. We use a validity argument for the interpretation of scores from the AP History test to illustrate using graphs and outlines to represent a validity argument and assume teachers are the intended audience. This blog is a bitContinue reading “Effectively Developing a Validity Argument“
We, Michelle and Paul, are partnering to offer a tutorial as a series of six blogs—a new blog posted every week starting Tuesday, September 14, 2021—to help practitioners in educational measurement develop, represent, and effectively communicate validity arguments to stakeholder audiences. A validity argument is a valuable tool, as it can build the foundation forContinue reading “How to Effectively Represent and Communicate a Validity Argument“