ABSTRACT
Most educators agree that classroom measures of learning must go beyond cognitive skills. Yet the challenge for teachers is reconciling what needs to be measured with what is known from testing specialists about limitations in available tools for generating trustworthy inferences. However, given the fluid and fine-grained construct of classroom learning, traditional notions of reliability and validity are outdated. The purpose of the present chapter is to explore the challenge of measuring supplementary socio-emotional student variables for the purpose of contextualizing classroom assessment results. In so doing, it is recommended that contextualized notions of reliability and validity be used where sufficiency of information about student learning involves collecting socio-emotional data, and claims about the validity of student assessment performance are tied to the efficacy of feedback interactions and interventions.
