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'¶

Claim · All claims
Evidence · 1 study · theoretical r? · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? For classroom assessments based on complex constructs such as learning progressions in math and science, score use can be more effectively conceptualized as part of a potential solution to a problem, or 'job-to-be-done.' → 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?

Conceptual argument in the abstract. The author revisits the notion of test score use and argues that for "classroom assessments based on complex constructs, such as learning progressions in math and science," score use should be seen as part of a solution to a problem, or "job-to-be-done."

"at least for classroom assessments based on complex constructs, such as learning progressions in math and science, test score use can be more effectively conceptualized as part of a potential solution to solving a problem, or “job-to-be-done.”"

Discussion¶

Related Claims¶

• 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 — related
• Determining the right M&E activities for a new or evolving solution is challenging, and more complex when investing in multiple solutions at once — a broader claim this one bears on
• Rapid prototyping methods can amplify novice designers' tendency to commit to a solution too early. — related