Abstract
Written with a tertiary educator in mind, this short paper aims to examine possibilities to maintain assessment score validity in light of the impact of COVID-19 on educational assessment. In doing so, this paper seeks to: (1) support some suggestions mooted by scholars or implemented by some educational systems, and (2) discuss how these may be applicable within tertiary education. The possibilities and a key threat to score validity (i.e., contract cheating) are discussed with respect to three of five facets of validity evidence (i.e., test content, internal structure and consequences of testing). The paper concludes by offering some views tertiary educators could consider when adjusting assessment to uphold score validity.
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