Abstract

ABSTRACT: Praxis of educational assessment is based on a set of scientific and philosophical assumptions. Beyond the discussions related to technical concerns, a systematic inquiry on assessment, and seeking of solutions for problems on assessment issues require one to take the relationship between these assumptions and assessment practices into consideration. Considering the historical background, it becomes explicit that conceptualization of assessment and discourse on assessment have developed based on these assumptions and needs which had been emerged in consequence of the social, political, economical, and cultural context. Approaching to the validity and validation issues with such a comprehensive perspective in terms of assessment will also lead up to a deeper comprehension on the concept of validity. This paper, aiming to address contemporary scientific discourse and measurement based assessment approach within the framework of the basic assumptions and historical context in which those had arise, is inspired by Foucault’s historical analysis method referred as “archeology”. This paper also aims to offer an in-depth examination of today’s dominant scientific discourse on assessment and validity through questioning our own conceptualization and practices; thus adding another dimension to the discussions mostly focusing on methods and technical issues.

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