Validity and reliability in student learning evaluation throughout active methodologies

The demands on university education call for changes on teaching strategies and in the evaluation of student learning. Active methodologies are part of these strategies, which facilitate the development of student learning or competences, through situations or problems close to the real world and to a professional career. These require to rethink, plan and guide teaching as student-centered, as well as to use techniques and techniques for collecting valid and reliable information that leads to an appropriate and a fair evaluation of student learning. However, the evidence of validity and reliability of the interpretations of the scores or information collected with these tools has not had enough attention, according to the literature reviewed. The purpose of this paper is to discuss the validity of the interpretation and reliability of the scores or the information collected through classroom assessment tools in universities. Accordingly, to some publications, a set of recommendations is provided with sources of evidence that underpin validity and reliability. At a minimum, it is suggested taking into account evidence related to content validity and to internal consistency of the scores or the information collected, when making judgments and decisions that affect the students. It is concluded that greater prudence is needed in the interpretations and inferences of learning, if there is insufficient validity evidence.