ABSTRACT
Most practitioners, stakeholders, and users of assessment understand that the concepts of validity and reliability are fundamental to the field of measurement and fundamental to measures themselves. This chapter shares ways in which psychometric concepts of validity and reliability will need to evolve in the context of direct assessment as measured using multiple measures and applied in a digital-first world. Debates around reliability are less prevalent than those for validity. Ths chapter explains the evolution in the state of the art regarding the psychometric concepts of validity and reliability in the context of direct assessment. Direct assessments focus on student competencies and do not incorporate student behaviors or compliance information. In item response theory, reliability is conceptualized as information, or precision for distinguishing learners on a construct.
