Assessment Design Qualities
Hager, P., & Butler, J. (1996). Two models of educational assessment. Assessment and Evaluation in Higher Education, 21(4), 367-378.
Jonsson, A. & Svingby, G. (2007). The Use of Scoring Rubrics: Reliability, Validity and Educational Consequences. Educational Research Review 2(2), 130–144.
Kane, M. T. (2001). Current concerns in validity theory. Journal of Educational Measurement, 38(4), 319-342.
Lin, R. (2020). Rubrics for scoring, interpretations and decision-making. In K.H.K. Tan (Ed.), Assessment rubrics decoded: An educator’s guide (pp. 46–62). London: Routledge. https://doi-org.libproxy.nie.edu.sg/10.4324/9780429022081
Messick S. (1989) Meaning and values in test validation: the science and ethics of assessment. Educational Researcher, 18(2), 5-11
Messick, S. (1994). The interplay of evidence and consequences in the validation of performance assessments. Educational Researcher, 23(2), 13-23.
Popham, W. J. (1997). Consequential validity: Right concern-wrong concept. Educational Measurement: Issues and Practice, 16(2), 9-13.
Popham, W. J. (2010). Everything school leaders need to know about assessment. Thousand Oaks, CA: SAGE. (Read Chapter 3: Test reliability)
Popham, W. J. (2012). Assessment bias: How to banish it (2nd ed.). Boston, MA: Pearson Education.