Cecilia's Group-Constructed Grading System

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In this reflection, the students were asked to list any questions they might have regarding validity evidence, then respond to each of the following prompts: Identify five to six key points related to validity. How does knowing about validity pertain to you, a future general education teacher? Then read the Decision Time on page 100. What is your response to Cecilia about her group-influenced grading system? This paper will follow that above order in the responses to the above question. First, I will start with the question I have about validity evidence, explain, and give an example of response processes? Now that I have ask the question, I will move onto the key points that I believe relate to validity. The first and I believe the most important is that there is no such thing as a valid test. The second would be the definition of validity according to Popham (2017) “it is the degree to which evidence supports the accuracy of test-based inferences (interpretations) about the students for a test’s specific purpose” …show more content…

I have to agree with Fred, I do not see how Cecilia can give a valid 40 percent grade to a student if that grade is based on other’s work and is not relating what standards she is testing. I could see an 80/20 split being more valid and just as motivating for the students in the group. I do not believe that any group project should have such an impact on a student’s grade as to fail it if the group members do not participate. I also would encourage Cecilia use the information that Popham (2017) points out in regards to a validity arguments. She needs to spell out the grading criteria and relate it to the standards with which she is grading the student on (intended interpretation). Then she needs to come up with a proposition that supports the intended interpretation, and collect as much relevant evidence as possible, then show that her score based interpretations are

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