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An Argument-Based Framework for Validating Formative Assessment in the Classroom
Frontiers in Education
The embedded and contingent nature of classroom-based formative assessment means that validity in the norm-referenced, summative tradition cannot be understood in exactly the same way for formative assessment. In fact, some scholars (e.g., Gipps, Beyond testing: towards a theory of educational assessment, 1994, Falmer Press, London, UK) have even contended for an entirely different paradigm with an independent set of criteria for its evaluation. Many others have conceptualized the validity ofdoi:10.3389/feduc.2021.605999 fatcat:6jjeeichkrbc7oa4igqznrdgge