Myth: Assessments Must Be Tests to Be Valid
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Myth: Assessments Must Be Tests to Be Valid
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A quiz can be quick, clean, and easy to score, but does it actually prove learning? We take on a stubborn myth in instructional design and education: that assessments must be tests to be valid. In this episode, Jackie explains why tests are so often treated as the gold standard, from the comfort of “objectivity” to the pressure for efficiency in schools, certification programs, and workplace training.
Then we make the real shift: valid assessment is about the quality of evidence, not the format. Using backward design, we start with the learning outcomes and ask what learners should be able to do and what would demonstrate it. If the goal is recall, a short quiz might be right. If the goal is application, analysis, decision making, communication, or performance, we may need case studies, branching scenarios, simulations, demonstrations, observations, checklists, portfolios, journals, or a clear rubric to capture authentic performance.
You’ll leave with a simple “myth reset” challenge: review one assessment you use and ask whether it collects the evidence you truly need or whether it’s there because it’s familiar. If you found this helpful, subscribe, share the episode with a colleague, and leave a review so more educators and learning designers can build assessments that measure what matters.
🔗 Episode Links
Please check out the resource mentioned in the episode. Enjoy!
Myth Reset Case File: Assessment Beyond Tests
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