An argument-based approach to test score effectiveness can be illustrated by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint versus one augmented with learning progressions¶
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Evidence · 1 study · theoreticalr?·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
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q1 i? Effectiveness arguments for interim assessments can be constructed and contrasted for a conventional test blueprint versus a blueprint augmented with learning progressions. → Garron Gianopulos 2021
Evidence¶
Garron Gianopulos 2021¶
Garron Gianopulos. (2021). Arguing about the effectiveness of assessments for the classroom. The Journal of Mathematical Behavior, 61. https://www.sciencedirect.com/journal/the-journal-of-mathematical-behavior
q1 · i? · theoretical · r?
Illustrative analysis described in the abstract. The author illustrates "an argument- based approach to test score effectiveness by contrasting effectiveness arguments for interim assessments" built on a conventional test blueprint versus one augmented with learning progressions.
"Finally, we illustrate an argument- based approach to test score effectiveness by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint or a test blueprint augmented with learning progressions."
Discussion¶
Related Claims¶
- Distributed blueprints with differing district pacing guides risk testing students on content they had no opportunity to learn — related
- The book argues that quality assessments can provide accurate and timely information to maximize student learning, in contrast to punitive testing rhetoric — related
- Interpreting differences in school-aggregate test scores as real differences in school performance raises accuracy concerns even under routine schooling conditions, which the pandemic may exacerbate — related
- For classroom assessments of complex constructs such as learning progressions in math and science, test score use is more effectively conceptualized as part of a potential solution to a problem, or 'job-to-be-done' — related
- Conventional higher-education assessment practices are argued to be flawed, compartmentalised, standardised and disadvantaging to many students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
effectiveness-arguments-interim-blueprint-contrast |
title |
An argument-based approach to test score effectiveness can be illustrated by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint versus one augmented with learning progressions |
description |
An argument-based approach to test score effectiveness can be illustrated by contrasting effectiveness arguments for interim assessments based on a conventional test blueprint versus one augmented with learning progre... |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — garron-gianopulos-2021 |
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