Validity Criteria for Improvng Classroom Assessment

As teachers, sometimes we don't pay attention to every single thing or question in our assessments and we don't know if it is valid or not.  But know since we are taking the assessment course, we learned several criteria that can be used to improve the validity of using our assessment results for grading students.  These criteria can be summarized in the following questions under certain categories:
 * Content Representativeness and Relevance
1. Does my assessment procedure emphasize what I have taught?
2. Do my assessment tasks accurately represent the outcomes specified in my school's or state's curriculum framework?
3. Are my assessment tasks in line with the current thinking about what should be taught and how it should be assessed?
4. Is the content in my assessment important and worth learning?
* Thinking Processes and Skills Represented
5. Do the tasks on my assessment instrument require students to use important thinking skills and processes ?
6. Does my assessment instrument represent the kinds of thinking skills that my school's curriculum framework and state's  performance standards view as important?
7. Do students actually use during the assessment te types of thinking I expect them to use?
8. Do I allow enough time to demonstrate the type of thinking I was trying to assess?
* Consistency With Other Classroom Assessment
9. Is the pattern of results consistent with what I expected based on my other assessment of them ?
10. Do I make the assessment tasks too difficult or too easy for my students?
* Reliability and Objectivity
11. Do I use a scoring for obtaining quality ratings or scores from students' performance on the assessment?
12. Is my assessment instrument long enough relative the types of learning outcomes I am assessing?
* Fairness to Different Types of Students
13. Do you word the problems or tasks on your assessment so students with different ethics and socioeconomic backgrounds will interpret them in appropriate ways?
14. Do I modify the wording or the administrative conditions of the assessment tasks to accomodate students with disabilities or special learning problems?
15. Do the pictures, stories, verbal statements, or other aspects of my assessment procedure perpetuate racial, ethnic, or gender stereotypes?
* Economy, Efficiency, Practicality, Instructional Features
16. Is the assessment relatively easy for me to construct and not too cumbersome to use to evaluate students?
17. Would the time needed to use this assessment be better spent directly teaching my students instead?
18. Does my assessment represent the best  use of me time, easy tasks, term papers, and projects generally require much student time to complete and much teacher time to grade and evaluate?
* Multiple Assessment Usage
19. Do I use the assessment results in conjunction with other assessment results?