The results of the investigations carried out using intraclass correlation coefficient (ICC) are reported. The validity of the developed rubrics is investigated as well as reliability study carried out. This paper describes the construction and evaluation of the reliability and validity of a scoring rubric for grading pre-service art teachers‟ visual communication design products. Quality evaluation of artworks depends on accurate and reliable measurement. Abstract: The subjective nature of assessments in visual art raises a concern of how to effectively measure achievements in the subject. This design example addresses not only specifications for the tests, but also the means teaching the process of assessment to users of the system. Finally, we provide an illustration of the proposed principles, by applying them to the design of a student assessment system. We then apply these characteristics in developing a set of design principles for creating testing systems that are systemically valid.
We analyze some general characteristics that contribute to or detract from a testing system's systemic validity, such as the use of direct rather than indirect assessment. We introduce the concept of systemically valid tests as ones that induce curricular and instructional changes in education systems (and learning strategy changes in students) that foster the development of cognitive traits that the tests are designed to measure. The problem of validity arises if an educational system adapts itself to the characteristics of the outcome measures. Our concern in this paper is with the validity of educational tests when they are employed as critical measures of educational outcomes in a dynamic system.
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