A Study of Validity in Assessment for Learning

Abstract

Assessment for learning is any assessment for which the first priority in its design and
practice is to serve the purpose of promoting students’ learning. This definition implies that
validity is central to developing or practicing assessment for learning. By definition, the purpose
of assessment for learning is to lead to further learning. It thus differs from assessment designed
primarily to serve the purposes of accountability, ranking, or certifying competence. Firstly, the
evolution of validity and validation in language assessment has been reviewed from three
perspectives: categorized, unitary, and argumentative. Then, the definition of assessment for
learning is briefly introduced and the validity of assessment for learning is discussed. Secondly,
some key factors influencing the validity of assessment for learning are explored. Finally, two
important validation frameworks of assessment for learning are introduced and analyzed.