Engaging Faculty in Examining the Validity of Locally Developed Performance-Based Assessments

Abstract

Locally developed performance-based assessment instruments must provide evidence of validity and reliability supporting their intended interpretation and use. Accrediting bodies, such as the Council for the Accreditation of Educator Preparation (CAEP), require Educator Preparation Programs (EPPs) to provide this evidence in their accreditation self-study. However, faculty may not have the expertise to conduct an effective examination of their assessments. This chapter describes a process for gathering evidence to build a validity argument for locally developed performance-based assessments. Grounded in measurement theory, the Validity Inquiry Process (VIP) guides faculty through a reflective practice approach towards making defensible claims about the use of results from locally developed performance-based assessments. Using this process, faculty can have greater confidence in using their performance-based assessments to provide feedback to their students, as well as offer assurances of program quality or to identify areas for improvement.