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Through our research we have developed theoretical models
- of the psychological processing
involved in answering an exam
question; and
- of the types and qualities of
mark schemes.
Recently we have integrated these
into a more comprehensive model
- of how to construct valid exam tasks; and
- of how to design a valid exam.
We believe that validity must be built into assessment from the
start. At every stage of designing,
producing, and using an exam, mistakes
can be made which will reduce the
ultimate validity of the test results.
Much of our current activity is related to developing the third model as a way to ensure the validity of educational assessments.
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