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.
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“