A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments

By James W. Pellegrino, Louis V. DiBello, Susan R. Goldman. 2016

164 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/dd46d10fb38d1118b68442c679d5798241dbfe19

Citations in the corpus

• Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018, unknown): “cognition develops through social interaction, as individuals solve problems, complete tasks, and devise strategies to pursue particular goals” (Penuel & Shepard, 2016b, p. 147). We resisted labeling the extensive literature on learning progressions as sociocultural, however, because existing resear”