The validity of evidence obtained from classroom assessments in schools is an important concept as significant decisions are made from teachers’ judgments of this evidence. However, what is not clear are the classroom assessment practices that teacher teams use to ensure that the evidence of student learning produced from classroom assessments is valid for their purpose. This qualitative study examined the assessment practices, focussing on validity, from three primary school teacher teams in Australia as they designed classroom assessments in mathematics. From the analysis, four broad themes associated with validity were identified: alignment with curriculum and instruction, catering for student abilities, the scoring rubric and using classroom assessments data to meet students’ needs. These findings could contribute to research and assessment practices in schools that enhance the validity of the evidence collected from classroom assessments.

从学校的课堂评估中获得的证据的有效性是一个重要的概念，因为根据教师对证据的判断做出重大决定。但是，尚不清楚教师团队用来确保课堂评估产生的学生学习证据对其目的有效的课堂评估实践。这项定性研究考察了澳大利亚的三个小学教师团队设计数学课堂评估时的评估实践，侧重于有效性。通过分析，确定了与有效性相关的四个广泛主题：与课程和教学保持一致，满足学生的能力，评分标准和使用课堂评估数据来满足学生的需求。