ABSTRACT
Increasing attention is being paid to the need for systems of assessments, with an emphasis on the design and use of assessments intended to function much closer to the processes of teaching and learning. This chapter reviews key aspects of the validity framework for assessments intended to directly benefit instructors and students. It provides an example of applying this framework to diagnostic assessments from the Physics Diagnoser system that focuses on conceptual understanding and reasoning in middle and high school physical science. A strong validity argument for assessments intended to support classroom teaching and learning depends upon evidence that all three components of validity are high relative to assessment purpose and use. The chapter concludes with a consideration of the need for careful and consistent application of the validity analysis framework, including collection of response process data, in the design of integrated sets of curriculum, and instructional and assessment resources.
