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How to Make More Valid Decisions about Assessment Data

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Bibliographic Details
Title: How to Make More Valid Decisions about Assessment Data
Language: English
Authors: Thompson, Greg, Rutkowski, Leslie, Rutkowski, David
Source: Phi Delta Kappan. Mar 2023 104(6):34-39.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: N
Page Count: 6
Publication Date: 2023
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Validity, Decision Making, Data Use, Educational Assessment, Elementary Secondary Education, Data Analysis
DOI: 10.1177/00317217231161538
ISSN: 0031-7217
1940-6487
Abstract: Those asked to make valid decisions with data don't have the technical knowledge to understand nuance around data quality, assessment aims, and statistical limitations that influence how they should interpret the data. This reality is what Greg Thompson, Leslie Rutkowski, and David Rutkowski call the validity paradox. Educators can surmount this paradox by following a five-step model in which they make a claim, make the opposite claim, and then determine how well both claims are supported by the available evidence. This process can enable practicing educators to make more valid decisions based on data.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1369908
Database: ERIC
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Description
Abstract:Those asked to make valid decisions with data don't have the technical knowledge to understand nuance around data quality, assessment aims, and statistical limitations that influence how they should interpret the data. This reality is what Greg Thompson, Leslie Rutkowski, and David Rutkowski call the validity paradox. Educators can surmount this paradox by following a five-step model in which they make a claim, make the opposite claim, and then determine how well both claims are supported by the available evidence. This process can enable practicing educators to make more valid decisions based on data.
ISSN:0031-7217
1940-6487
DOI:10.1177/00317217231161538