ABSTRACT
This chapter describes three factors underlying authors’ main points about the nature of classroom assessment information: theories of learning and motivation, contextual complexity, and a focus on individual students. The chapter shows how these factors affect the gathering, interpretation, and use of classroom assessment information, and discusses implications for designing effective classroom assessments that address multiple educational purposes. Finally, the chapter describes threats to classroom assessment validity and suggests an approach that educators could use to make validity arguments pertaining to the development, implementation, and use of classroom assessment information that improves instruction, learning, and motivation.
