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Peer reviewedTaylor, Catherine S.; Nolen, Susan Bobbitt – Education Policy Analysis Archives, 1996
The usefulness of traditional concepts of validity and reliability, developed for large-scale assessments, for the classroom context is explored. Alternate frameworks that situate these constructs in teachers' work in classrooms are presented, and their use in an assessment course for preservice teachers is described. (SLD)
Descriptors: Educational Assessment, Learning, Models, Preservice Teachers
