Exploring Validity and Reliability in Authentic Assessments

The essay delves into the significance of validity and reliability in authentic assessments, particularly in education. It evaluates how these concepts ensure that assessments accurately measure what they intend to assess and do so consistently across different contexts and times. The use of rubrics as a tool for enhancing both validity and reliability is discussed, with references to literature on assessment practices. This analysis highlights the challenges educators face in designing authentic assessments and provides insights into best practices for developing valid and reliable evaluation tools.

Running head: ASSESSMENT PRINCIPLES AND PRACTICE 1
Assessment Principles and practice
Name:
Institution Affiliation:

ASSESSMENT PRINCIPLES AND PRACTICE 2
Assessment criteria and marking rubric
Student Name: __________________________________________ Student Number: ____________________________________
1 2 3 4 5
Individual Mark
The description of
the class
/5
There is no description
of the class which has
been included
everything is unclear.
Some parts have been
highlighted in relation
to description of the
class.
Description of the class
has been completed
There is clear and
complete description
The description of the
class of clearly
explained that is
detailed.
The activity that are
learnt
/5
The learning activity are
not included and not
clearly examined.
There is little
description of the
learning activities.
There is diverse
description of the
learning activity.
The learning activity is
clear and concise.
The learning activity is
engaging and it can be
clearly be understood.
validity, reliability
and authenticity
/10
Validity, reliability and
authenticity have not
been explained
There is some indication
that the learner has
explained validity,
reliability and
authenticity.
The activity learnt in
class provides some
clear indication of the
concept validity,
reliability and
authenticity.
The learner clear
understands the
concepts validity,
reliability and
authenticity.
The learner clearly
understands and has
demonstrated the
concept of validity,
reliability and
authenticity.
Flexibility and
fairness to the
There is no implication
of fairness and flexibility
An attempt has been
made to address the
There is some attempt
in examining the
Most of the gaps have
been addressed in the
The assessment has
acknowledged the

ASSESSMENT PRINCIPLES AND PRACTICE 3
Cerebral Palsy
student
/10
to the Cerebral Palsy
student included in
regards to their ability
to handle the
assessment.
implications for the
Cerebral Palsy student
in regards to handling of
The assessment.
fairness and flexibility of
the assessment in
regards to the Cerebral
Palsy student
assessment in regards
to the cerebral Palsy
student.
consideration of the
learners with the
Cerebral Palsy student.
Individual Mark
justification with
examples on the
tasks
/5
There is no use of the
concepts with examples
on the tasks
One or two examples
are identified and an
attempt has been made.
Various examples are
identified to examine on
the tasks.
Numerous examples
have been utilized in the
tasks.
The tasks have
incorporated various
examples and they can
be clearly understood.
Self-Evaluation
/5
There is self evaluation
which has been done on
the assignment.
There is little attempt
which has been made
on the aspect of self
evaluation.
Self evaluation reflects
on the various tasks of
the assignment.
The self evaluation
reflects accurately on
the tasks addressed.
The concept of self
evaluation reflects on
the tasks which are
raised.
Contribution to
assignment one /5
The task did not
contribute to
assignment one
The contribution was
mostly done on the
various tasks.
The learner contributed
significantly on
assignment one.
The leaner contributed
majorly to assignment
one.
The leaner was
excellent and
contributed significantly
to assignment one.
Academic Literacy
/5
Poor academic
literacy. Consistent
errors throughout the
text making it difficult
to comprehend.
Referencing is limited
and inaccurate.
Errors in spelling,
grammar, sentence
structure and
paragraphing
undermine the
readability of the
text. References were
not supplied for
Spelling and
Grammar is accurate.
Sentence structure
and paragraphing is
satisfactory.
Referencing is
consistent and
follows APA 6th
Spelling and
Grammar is accurate.
Sentence structure
and paragraphing is
effective. Referencing
is consistent and
follows APA 6th
structure. References
Excellent academic
literacy. Spelling and
Grammar is accurate.
Sentence structure
and paragraphing is
effective. Referencing
is consistent and
follows APA 6th

ASSESSMENT PRINCIPLES AND PRACTICE 4
substantive claims. structure with only
few lapses.
References are used
to support most
substantive claims.
are used to support
all substantive claims.
Some minor errors.
structure. References
are used to support
all substantive claims.
Total Marks:
/50
Feedback:

ASSESSMENT PRINCIPLES AND PRACTICE
5
Context
In this context it highlights an assignment which has been set for the students who are
undertaking Graduate diploma in education. In this assessment it is used to assist in the learning
and at the same time gauge the student’s summative achievement over the long term. The
assessment practice is to fulfill the various assessment users with the same data as well as
analyzes (Angell, 2015). The assessment aims to guide and monitor the understanding of the
learners on the way they are doing things and how they interpret the evidences in light to
everything else they know about the instruction (Arends, 2014). Part of the classroom assessment
usually resides in such connections. In this course assessment it is aimed to engender the learning
along with determining what the students they have learnt.
List of the requirement of the student
 The students are required to create the task sheet and task specific rubric that are suitable
in regards to the context.
 Justification of the various tasks: Validity, reliability, and authenticity.
 Justification of how to address issues with student with Cerebral Palsy who are unable to
complete the assessment.
Condition of the assessment
 Summative assessment worth 50 marks which is 50% of the overall assessment
 Assignment one marked out of 50 marks
 Assignment two mark out of 50 marks

ASSESSMENT PRINCIPLES AND PRACTICE
6
 To be completed by the student own time with the deadline. No additional time unless
with valid reason on the extension.
Instruction to the examiner
In this course assessment the overall grade is based on the assessments of various smaller units
which are awarded. Such partial evaluation is related to the case solution and active participation
in the class (Heitink, Van, Veldkamp, Schildkamp & Kippers, 2016). The instructors who are
responsible for the course will calculate the overall grade based on the partial grade awarded and
such arrangement implies that the academic responsible for the entire course has been extended
the responsibility to administer the process of grading.
The instructor of the class will be responsible for guiding the student on where to find the
instructions. They should also see the rubric for marking the various expectations with this
assessment (Heitink, Van, Veldkamp, Schildkamp & Kippers, 2016). As an instructor as they are
providing the various feedback to the learners they need to be supportive and guide them on the
areas which they could improve for any of the other upcoming assignments.
Justification of validity, reliability and authenticity of the tasks using examples
Authenticity
Authencity is vital characteristic when it comes to assessment since it is important for the
purpose of learning which is important in promoting and at the same time in the reinforcement of
the learning.

ASSESSMENT PRINCIPLES AND PRACTICE
7
Authentic assessment requires the applications of what the students have learned to the new
situation and which demands the judgment when it comes to determining the information as well
as the skills that are relevant and how they should be utilized (Arends, 2014). Authentic
assessments more often focus on the messy, complex real world situations and the constraints
which accompany; that are involved in the real world audience of stakeholders or even the client
(Hayward & Spencer, 2014). Authentic assessment usually measures the ability of the student in
applying the knowledge and the skills that is gained in the course.
Self assessment is the features which are more mentioned when the Authencity of the test are
determined especially when the student are in a position of constructing their own meaning to the
world by reflecting to what they have learnt and applying it to the various tasks (Rogler, 2014).
The aspect of Authencity could become more authentic depending on the professional situation
of the student when they are undertaken the assessment.
The assignment one was available and was done in the course of the semester, this allowed the
students to have ample time in becoming more familiar to the expectations of the assignment. in
the rubric five percent highlights the contribution to the assignment one. It was planned this way
in order to increase on the fairness as well as flexibility to the students when they are
undertaking their assignment (Rogler, 2014). In case the student makes contribute to the
assessment, they get to be rewarded for all the effort. Sometimes when it comes to life, it may
not work the way we want but with the thoughts of reward there is worth to pursue the ideas.
The rubric which has been created above for the assignment two is an authentic assessment item
for the learning purpose and it is a useful assessment. In this assessment it helps the instructors to

ASSESSMENT PRINCIPLES AND PRACTICE
8
use the evidence which has been formulated by the students and be in a position to access them
against all the examined concepts (Cook & Polgar, 2014). For example in the rubric there is a
part that talks about the description of this class and all the activity which are learnt. In this
assessment it would examine what the students have learnt and at the same time be able to gauge
what they have been taught in the course. The basic aspect of this assessment learning is to
examine the various activities, what the feedback which has been gained by the learners.
Therefore in this justification it would address various features which are related to the authentic
assessment and how assignment two contain it.
In this assessment in assignment two it is evaluated on three aspects. In this aspect the aspect
which are examined are; performance assessment, portfolio and self assessment (Hayward &
Spencer, 2014). In the performance the rubric highlights how the assessment will test the ability
of the student in using the skills in various authentic contexts. In this assessment it looks at how
the students work collaboratively and how they could apply the skills as well as the concepts
required solving the complex problems (Rogler, 2014). On the portfolio aspect of the assessment
it will examine on the perspective accounts for the student’s improvement as well how the
student values the self assessment, and revision. On the last aspect of the authenticity the rubric
aims at examining on the self assessment part. This part requires the students to evaluate on their
own participation. An example of this has been examined on the self evaluation. This helps to
gauge the students on the most difficult part of the project, what they think and what they have
learnt.
Validity

ASSESSMENT PRINCIPLES AND PRACTICE
9
Validity regards to how accurately a conclusion, measurement, or perhaps concept that
corresponds to what is being tested. There are various types of validity; the validity which has
been examined in the assessment is the content validity. This entails the valid extent a test
measures that it claims to measure (Hayward & Spencer, 2014). In the assessment there should
be a genuine relationship which exists between the task and the learning required in completing
the task. There should be a valid assessment task which will measure the learning of the student
(Rudestam & Newton, 2014). Therefore, the ability of completing the assessment task need to be
successful hence should be dependent on the learning of the student and what is required in the
course of the study (Arends, 2014). In the event that the student is not able to do the task without
the required learning, the assessment becomes invalid and it is not a measure of the student
learning (Arends, 2014). In the rubric it shows the description and what is to be learnt in class,
therefore, to have a valid assessment it requires knowledge or the skills that are relevant to what
is being accessed. In this case the student should grasps all the concepts related to the course
which is being examined (Merriam & Tisdell, 2015). For the assessment to provide sound
evidence to the extent to the learning, it should be representative of the area of the learning
which is assessed (East, 2015). The student with the solid overall knowledge of the entire
semester would might also fail such assessment as adequate opportunity in demonstrating their
learning, if it is not possible. Validity relates to the value of the assessment task when preparing
the students to what they are required in doing. The content validity will represent the facets of
all the tasks which the students will learn throughout the course (Zimbroff, Taylor & Houser,
2016). The rubric examines various tasks which the learners have learnt throughout the course
and the content is required to determine the knowledge the students they have gained during a

ASSESSMENT PRINCIPLES AND PRACTICE
10
given period throughout the semester (Merriam & Tisdell, 2015). The instructors could improve
the validity of the assessment when they design the assessment and when they use evidence to
report score back to the students. When the reliable scores have been reported back to the
students they should function as accurate feedback if they are to promote the future progress or
they demonstrate the degree of the mastery (Merriam & Tisdell, 2015). The validity of the
assessment ensures that they are accurate and at the same time usefulness are maintained all
throughout the assessment. The validity is joint responsibility of the developers of the test and
the individuals who administers on it.
Reliability
For the assessment to be sound it needs to be free of the biasness and distortion. Reliability refers
to the extent to which the assessment is consistent. Reliability is the consistent instrument which
measures the achievement of the student (Ghosh, Bowles, Ranmuthugala, & Brooks, 2016).
When the assessment offers an accurate and precise measurement of the learning of the learners,
it yields the same, consistent result despite when the assessment occurs (Zimbroff, Taylor &
Houser, 2016). In the assessment there should be compeling evidence which shows that the
results are consistent across the markers as well as the marking occasions (Angell, 2017). In the
rubric highlights that there should be evidence which support the claim which the mark which
are awarded by that individual would be comparable to the ones which are awarded through
similar qualified individual (Hayward & Spencer, 2014). The area which poses a challenge to the
assessment reliability is when the same course has been delivered and at the same time assessed

ASSESSMENT PRINCIPLES AND PRACTICE
11
across various classes (Angell, 2017). Reliability is more challenging when it comes to dealing
with the assessments where one tries to generalize. This generalization is not necessary
especially to the locally developed assessments to use in the classroom. Reliability is more
concern on the standardized or the high stakes testing as compared to the classroom assessment.
In the assessment the student knowledge would be accessed repeatedly and this allows the
teacher to adjust the new insights that are required (Angell, 2017). The decisions in the
classroom are made on the basis of the assessment and this could be changed in case they appear
to be wrong. Therefore, it is important to note that reliability is not the same as the crucial
significance as in the large scale assessment, where there is no turning point.
There should be consensus moderation processes which are aimed to ensure the required
standards by the students in achieving a given grade which is consistent and at the same time
comparable across the learners (Hayward & Spencer, 2014). The test takers will score the same
no matter when or where they take the task, within reason of the course. Nonetheless, that does
not mean that it is valid (Burgstahler, 2015). This assessment thus demonstrates the
understanding of the student in the real life performance. They highlight the array of the various
tasks for the learning.
Student with Cerebral Palsy
When it comes to assessing a student with Cerebral palsy could be challenging. This child could
struggle with the testing situations and could remain at the task longer to complete such an
assessment as it was originally set (Burgstahler, 2015). Nonetheless, it is important to note that

ASSESSMENT PRINCIPLES AND PRACTICE
12
the assessments are important, since they provide the student with the opportunity to demonstrate
the knowledge, skills along with the understanding. With the learner with exceptionalities such
as the student with CP the tasks needs to be modified to make it more fair and flexible to them.
The rubric has also been modified to meet the need of this student. One of the components that
have been included is that of the flexibility and fairness which aims at addressing the needs of
the learner (Riley, Miller & Sorenson, 2016). One way which the instructor will make sure that
the assessment is fair would be through observation (David, 2016). Observing the student in the
learning environment will be part of the assessment method that would be utilized. This will be
done in a small setting while at the same time engaging with the teacher to make sure the student
is engaged to the learning of the tasks which have been presented (Hayward & Spencer, 2014).
There will also be a performance task which the student will undertake while the instructor
assesses the performance of the learner (Hathcoat, Penn, Barnes & Comer, 2016). Some task
based on his ability will be presented and they would be asked to solve the problem through
presenting the word problem and trying to ask them questions in relation to the tasks. The
modification of the task is to map the feasibility of the measurements in every aspect of the
assessment (De, 2014). There should be also systematic collection of the agreed aspect of the
information at the various aspects of the assessment (Heitink, Van, Veldkamp, Schildkamp &
Kippers, 2016). The instructor aims at examining the skills along with the ability and the attitude
of the student towards the tasks presented (Rodicio, 2015). Additionally, the instructor will
incorporate the conference strategy where there would be a one on one with this student. The
purpose is to prompt the cue and determine the level of the understanding and the knowledge and