C2 - Validity

Validity in assessment has to do with the connection between the purpose of the assessment and the data being quantified by the assessment. We want to ensure the assessments we're using to measure student learning coincide with the original learning objectives.

Either SLOs or unit-level objectives may be used to determine alignment (since, presumably, unit objectives will lead to course objectives).

Examples

1. The objective states that "students will compare and contrast impressionist and modernist art styles." The assessment is an essay in which students are asked to select an artist from each of the two schools and compare/contrast their styles and methods.
2. An algebra final exam covers every form of algebra taught in the course (ensuring a complete and accurate measure of students' comprehension).

Non-Examples

1. The objective states that "students will compare and contrast impressionist and modernist art styles." The assessment is a T/F and multiple choice quiz on vocabulary terms and artists relating to modernist and impressionist styles.
2. An algebra final exam has questions written with complicated wording and phrasing. (This inadvertently becomes a test of reading comprehension rather than math.)

Where to Look

Look in discussions, assignments and quizzes.

What to Look For

Validity may seem difficult to determine in some courses (especially if it's not your discipline) but remember, if you have trouble seeing how an assessment relates to the learning objective(s), a student probably will too. Use the measurable verb and the stated topic from the objective(s) as your guide. Does the assessment seem to match or are students being asked to perform tasks unrelated to the identified behavior or topic?