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This volume questions the validity issues surrounding educational
assessment programs and their appropriate uses in applied contexts.
The authors break new ground in terms of validity theory and
practice, offering recommendations, frameworks and assessment
solutions that are broadly applicable in different regions.
Chapters discuss the social consequences of validity oversights in
high stakes testing, evaluation and accountability contexts.
Questions addressed include: Do validity issues arise due to the
technical complexities in assessment programs today, or a lack of
awareness and inattention to technical limitations of assessment
instruments by users? Is there a communication divide between
educational policy-makers and measurement professionals that is
obstructing more valid use of educational assessments and other
forms of data? The prominent authors, representing voices of
educational policy-makers, leaders, and recognized experts in
educational measurement and evaluation from around the world,
describe assessment programs in their regions, and appraise the
conditions and factors that could enhance valid, equitable or fair
assessment practices.
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