Validity and Assessment-Hypothetical Example Hypothetical classroom observation of student writing
1. Generate two examples of validity in student assessment. The firstexample should be positive, and the second example should be negative.Explain in a short paragraph why your example is positive or negative.One of the most difficulty things to assess about a student is his or herdevelopment over the course of a semester in writing. An excellent andvalid example of student assessment in this area is that of a writingportfolio, whereby a teacher may examine the development of a student'sprose over the course of a semester-how it has improved and areas thatstill must be developed. In contrast, to give a student an assessment ofwriting purely based upon essays on tests, where students may not shine inpressured situations and do not have the time to ref
Generate two examples of validity in grading. One recent, fairly successful example of achievement testing has proved tobe the first section of the SAT II Writing Test, which has inspired thenew, upcoming version of the modified SAT I verbal section. Explain in a short paragraph why it is positive ornegative. This may be contrasted with thenow discarded antonyms section of an earlier version of the SAT, wherestudents were given words and asked to identify the word's opposite,essentially rewarding students with large, memorized vocabularies whomcould identify the opposite meanings of the words out of written context. lect upon nor edittheir written work, is a much weaker tool to assess a student's writingability. Conversely, students who aregrammatically competent, but may require extra encouragement to take risksin their prose or choosing subject matter of their written work can beidentified. Generate two examples of validity in standardized achievementtesting. Giving a student two grades on essays, one for his or her content andcreativity, the other for his or her grasp of mechanics is an excellent andvalid assessment technique. This is superior to such techniques as taking of points ordropping a grade for mechanical errors, which may result in creativestudents being penalized, and becoming discouraged from using 'big words'when writing, for fear of misspelling and getting a poor grade. It rewards not necessarily a stronger writer, but rather studentswho work well under pressure or who know a great deal about a particularsubject, or simply have a good immediate grasp of spelling and grammar butnot the re-writing process or even the writing process itself as anindependent skill. The first example should be positive, and the second exampleshould be negative. The first exampleshould be positive, and the second example should be negative. It rewards students with strong ideas, yetstill identifies students whose spelling and grammatical prose may requireadditional attention or resource room help.
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