Should a scorer score a response based only on what is actually stated in that response, or should the scorer try to infer what the student means?
While a scorer may (and in fact, should) overlook errors in writing mechanics when scoring a students response for listening or reading comprehension, the meaning of the students response must be clear to the scorer. Scorers should not put themselves in the position of assuming or guessing the students intent, since those assumptions may be incorrect.
Related Questions
- Can we assume that a score point 4 response of a 2nd grade student will look much different from a score point 4 response of a 4th grade student? Can grade specific responses be added (especially at the grade 2-4 level)?
- Should a scorer score a response based only on what is actually stated in that response, or should the scorer try to infer what the student means?
- If a student is Bilingual and Special Ed, and is exempt from ISTEP based on their LAS score, are they also exempt from iStar?
