TOWARD AN EDUCATIONAL-PSYCHOLOGY OF ASSESSMENT FOR TEACHING AND LEARNING - THEORIES, CONTEXTS, AND VALIDATION ARGUMENTS

A framework for an educational psychology of assessment for teaching a nd learning is proposed, consisting of three dimensions: epistemology and theories, the interpreter and user, and assessment characteristics . The dimension of interpreter and user is equal in importance to theo ry and assessments, responsive to cognitive constructivism and the con struction of meanings and beliefs, as held by teachers and students in practice contexts. Illustrations of the lines of inquiry and evidence that follow from this framework are given, drawing on research with t eachers and using a particular assessment. Validation arguments for as sessments in a practice-based context will be stronger when they are p roactive and include evidence on the constructions of teachers and stu dents and the meanings and use an assessment has for them in their edu cational situations.