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Validity in Classroom-based Formative Assessment

Formative assessment has been gaining increasing currency in language education in policy, practice, and research domains. Issues about the qualities of formative assessment, especially its validity, however, have not received enough attention. This presentation aims to outline major issues of validity in classroom-based formative assessment. I first explain the development of the validity concept, introduce facets of validity and the unitary conception of construct validity. Next, I will present my definition and operationalisation framework of formative assessment. I will argue that validity as an educational measurement concept applies to formative assessment as well. I will use illustrative examples to show that invalid interpretations and uses of classroom-based formative assessment results do not achieve formative effects. It is hoped that the conceptualisation and operationalisation of formative assessment and the discussion of its validity will be useful for researchers and teachers alike.