Using Peer Instruction and the Flipped Classroom to Teach Reliability and Validity

摘要

Designed for a course on educational testing and assessment, the author describes a sequence of activities that capitalizes on peer instruction as an extension of social constructivist epistemology. The inverted or “flipped classroom” frees class time for use of the approach, wherein students teach each other what they know about reliability and validity evidence in relation to assessment tools. The sequence is relatively easy to implement and is adaptable to numerous disciplines and courses.