Classroom assessment validity: a systematic literature review

This project focuses on the importance of validity in ensuring the quality of classroom assessments, highlighting its role in supporting teachers' decision-making to enhance teaching and learning. Traditional approaches to validity, based on psychometric standards from large-scale standardized tests, are often insufficient for classroom contexts. In classrooms, the emphasis is on the practical use and impact of assessment results rather than the detailed analysis of the assessment instruments. This study aims to address this gap by exploring the concept of validity in classroom assessments, identifying key criteria and strategies for validation, and examining the challenges and limitations present in the literature. To ensure the relevance and quality of the data analyzed, the study adopts inclusion criteria that require the studies to be complete and open access, peer-reviewed, focused on classroom assessment validity, published in English, Portuguese, or Spanish, and released between 2015 and 2024. The data for this systematic literature review will be collected from databases such as Scopus, Web of Science, ERIC, SciElo, and Google Scholar.