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Comparison Between The Validity And Reliability Of Student Assessment Portfolio

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Validity, reliability, fairness, and positive consequences (for the student and teacher) influence my assessment portfolio many different ways. The validity and reliability was important for my test development and to give clarity. I constructed “Table of Specifications for Test” as a blueprint in Section III of my Assessment Portfolio. As McMillian (2014) emphasized on the terms validity of the test “is used, but it is more accurate to say the validity of the interpretation, inference, or use the results” (p. 65). To be sure that I have created assessment that allow me to make appropriate inferences regarding to the dental hygiene student performance in a content area; I should feel confident that I can attribute as a teacher contribution to this performance. I thought about it, …show more content…

What I have gather is validity is stronger when you are confident and when you are making appropriate inference by measuring what we are claiming to measure. “For classroom assessment reliability is concerned with the consistency, stability, and dependability of the scores and decisions based on the scores” (McMillian, 2014, p. 71). I realize that you can never have da perfect reliability, due to the fact I can never eliminate all measurement of error, but can test simply provide an estimate of the students true score. Therefore, my main goal is to create an assessment to get a close to an accurate estimate as possible.
Utilizing the term fair assessment draw reasonably good conclusions about what students have learned and give equitable

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Reliability is important because assessments need to be reliable. Doesn’t matter what the students is going through, students should keep up their typical scores. Validity is also important because assessments should actually measure what they are intended to measure (Frey, 2014). 2. Which type of test, norm-referenced or criterion-referenced, do you think is “best”?

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In my ENGL 1005A portfolio assessment, I see I am doing well on my Content and Use of Information. With this class, I really enjoyed the topics we worked on, which helped me create more developed essays and learned how to organize it. I am surprised as in how well I did in my first year of college. On my first essay, I worked hard on it and took my time with it by revising and asking my classmate to any errors I have made. It was my first essay in college

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So, you have to keep in mind: every student receives the same test, every student receives the same questions; every student receives an equal chance of proving their intellectual

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For this assignment, I gave the assessment that I created to a small group of students. This group was composed of four fifth grade African American female students and only one fifth grade African American male student. Each of the students were on different levels in regards to academic ability and each of the students had their own personal academic strengths and weaknesses. Before administering this assessment, I discussed the academic levels of the students with my cooperating teacher and she was confident that the students would be able to complete most of the questions on the assessment correctly because the worksheet covered topics that the students have already learned and topics that my cooperating teacher encouraged me to review with the students before they take the New York State Mathematics Test next week. Before administering the assessment, I had seen each of the students complete problems related to the topics on the assessment.

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Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam,

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This can include performance-based assessments, portfolios, projects, presentations, and teacher observations. For example, by implementing portfolio-based evaluation systems where students collect samples of their work over time to demonstrate their learning and growth. Portfolios can include diverse pieces of evidence, such as essays, projects, artwork, and reflections, offering a holistic representation of students' abilities and progress. And by emphasizing the use of performance-based assessments that require students to apply their knowledge and skills in real-world scenarios. Performance-based assessments provide a more authentic and comprehensive measure of students

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There are a considerably vast amount of cons related to the trustworthiness of student evaluations at the college level. One argument against the evaluation, which goes along with the qualifications of the student’s opinions, is that the students are not always willing to give honest critiques in fear of hurting the teacher’s feelings. Not to mention, many students are lethargic or procrastinators when it comes to work that needs to be completed. Therefore, their evaluations can not be used as reliable sources for the course’s caliber if one is rushing last minute to turn in their evaluation. As for the administrators who receive the information, it would be be wise for them to sit in on a class to gage the overall success of the course, rather

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The validity of a test is so important because teachers make many decisions based on tests so the accuracy of the assessment matters. Reliability measures the consistency of an assessment. One of the most common forms of reliability is the test-retest reliability. A student takes a tests and then waits an appropriate amount of time and then retakes the assessment the student should score the same. If a children scored high on the previous test, then they should score on high on the second test.

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The top half of the assessment has the students find the definitions for each term and matching the correct letters to the terms. The bottom half of the assessment requires the students to know the meaning of each term in order to find in the blanks with the correct vocabulary term. This assessment illustrates my ability to meet this standard because it aligns with the objective of my lesson and the state standard. Along with that, I graded each student’s assessment using the same grading sheet to check their answers and made sure that each student was receiving the fair grade for their

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I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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Consequential validity includes, tests effects on test-takers and teachers, score interpretations and misuses, and unintended tests' use. Messick (1996) considers both convergent evidence and discriminate evidence in test validity and assumes to relate the inferences to convergent evidence to support them and to discriminate evidence to discount them. Chappelle (1999) accepts Messick's theory and assumes validity as integrated quality being coherent due to the evidence of test scores'

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Introduction In the teaching profession, exploring a relationship between reliability and validity gives profession educators an understanding of rather their tests/ assessments is reliable/ unreliable or valid/ invalid. In other words, to fully understand the relationship between the two concepts, the profession educators will definitely know the type of testing to measure the understanding of their students. If a teacher does not understand the two concepts and their relationship, that teacher will end up giving students unreliable tests throughout the school year. Therefore, profession educators should know the relationship between reliability and validity in order for them to survive in the teaching field in the future.

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