Fairness in Assessment

It is clear that in order to have assessment that is fair teachers must show validity and reliability. As said in Chapter 2 giving number grades does not really tell a student satisfactorily where the are in their academics, and I feel this is a good point. Any teacher can write a number on a test or assignment and call it a grade, but it is this really fair? No, not at all. I feel when grading a student's work there should be careful consideration taken towards what the student has done and what the student is capable of. As we all know from Howard Gardner every student learns differently. There also should be a column in the assessment for positive feedback. This feedback will help students fix where they went wrong, and give them a focal point to continue working on. Here is where validity is crucial because in order to give a positive correction to your student in assessment there must be a good amount of fundamental supporting evidence.
Another factor is the assessments level of reliability. The refers to how consistent an assessment is. There should be no bias in an assessment in any sense no matter the ethnicity or socioeconomic status, or other possible biases. Always make sure when performing an assessment there are more ways than one to do so. Using a rubric or clipboard with comments can be useful. This helps to keep assessment fair and consistent, and gives students a chance to elaborate on their progress once te assessment is given.
The end results of different types of assessment with validity and reliability can be very useful. As teachers we want to avoid using sole number grades, and having a negative impact on our students with these grading measures. We want to use all types of assessment to create a plethora of information and feedback for the student to better achieve their goals.