Toward an educational psychology of assessment for teaching and learning: Theories, contexts, and validation arguments

Abstract

A framework for an educational psychology of assessment for teaching and learning is proposed, consisting of three dimensions: epistemology and theories, the interpreter and user, and assessment characteristics. The dimension of interpreter and user is equal in importance to theory and assessments, responsive to cognitive constructivism and the construction of meanings and beliefs, as held by teachers and students in practice contexts. Illustrations of the lines of inquiry and evidence that follow from this framework are given, drawing on research with teachers and using a particular assessment. Validation arguments for assessments in a practice-based context will be stronger when they are proactive and include evidence on the constructions of teachers and students and the meanings and use an assessment has for them in their educational situations.