Validity and reliability in educational assessment and testing : a matter of judgement

Theories of validity and reliability in educational assessment are explored in terms of two value systems: standardisation and classical test theory, and contextualised judgements and hermeneutic theory. It is argued that both value systems have a role in maintaining validity and reliability, but that the latter should play a greater role than in the past. A framework for analysing the validity and reliability of assessment and testing outcomes is derived from Cronbach's (1988) perspectives on validity arguments and Moss's (1994) notions of reliability warrants. To illustrate its characteristics, this framework is applied to internal assessment and external testing in Queensland senior secondary schools