Learning Assessment Strategies Field Study

!.isode / MY ATM Card (Available Tests & Measures) Name of FS Student: Maria Cristina Honrada Course: BAC !"#$ #F S!C#N%A$Y !%&CAT'#N Year and Se(tion: ') $esour(e Tea(*er: M$+ F&$',AY S(*ool: &N')!$S'TY #F -!$-!T&A" !"- SYST!M %A"TA Your Tools As you visit schools, study the teachers objectives, formulate test items, and interpret results, make a clear documentation of your tasks using the activity forms provided for you in this book. For your pen-and-paper test items, customize a table of specification, and prepare the test items, customize a table of specification, and prepare the test material based on the prescriptions of the school where you do class observation. 'N'T'A" N#T!S ame of the !chool "bserved# $%&!' &()&!*&""+ ,$(+'( ) !chool Address# %A-%+" A, +A! %( A! *(./ 'ate of 0isit# st th )rade1/ear +evel# 2 /ear and 3 /ear !ubject Area# 4nglish 5 !0A and %reposition .eachers +earning "bjectives# 6ecognizing the basic pattern of present-tense verbs. *rossing out prepositional phrases that come between subject and verb. +earning the singular indefinite pronouns 7 each, either neither, all the bodies, all the ones, and all the things8 and using them correctly with singular verbs. $sing the correct verb when a subject follows the verb. $sing plural verbs with compound subjects joined by and. -aking the verb agree with the part of the subject closest to it when a compound subject is joined by or. 'esired conditions and criterion levels of the learning objectives#
APPLY A RULE: To state a rule as it applies to a situation, object or event that is being analyzed. The statement must convey analysis of a problem situation and/or its solution, together with the name or statement of the rule that was applied. ASSESS: To stipulate the conditions by which the behavior specified in an objective may be ascertained. Such stipulations are usually in the form of written descriptions. For obvious reasons, assess is rarely used as a verb in learning objectives at the elementary school level. CLASSIFY: To place objects, words, or situations into categories according to defined criteria for each category.

The criteria must be made known to the student. COMPOSE To formulate a composition in written, spoken, musical or artistic form. CONSTRUCT: To make a drawing, structure, or model that identifies a designated object or set of conditions. DEFINE: To stipulate the re!uirements for inclusion of an object, word, or situation in a category or class. "lements of one or both of the following must be included #$% The characteristics of the words, objects, or situations that are included in the class or category. #&% The characteristics of the words, objects, or situations that are e'cluded in the class or category. To define is to set up criteria for classification. DEMONSTRATE: The student performs the operations necessary for the application of an instrument, model, device, or implement. ()T" There is a temptation to use demonstrate in objectives such as, *the student will demonstrate his knowledge of vowel sounds.* +s the verb is defined, this is improper use of it. DESCRIBE: To name all of the necessary categories of objects, object properties, or event properties that are relevant to the description of a designated situation. The objective is of the form, *The student will describe this order, object, or event,* and does not limit the categories that may be used in mentioning them. Specific or categorical limitations, if any, are to be given in the performance standards of each objective. ,hen using this verb in an objective, it is helpful to include a statement to the effect of what the description, as a minimum, must reference. DIAGRAM: To construct a drawing with labels and with a specified organization or structure to demonstrate knowledge of that organization or structure. -raphic charting and mapping are types of diagramming, and these terms may be used where more e'act communication of the structure of the situation and response is desired. DISTINGUISH: To identify under conditions when only two contrasting identifications are involved for each response. ESTIMATE: To assess the dimension of an object, series of objects, event or condition without applying a standard scale or measuring device. .ogical techni!ues of estimation, such as are involved in mathematical interpolation, may be used. See /"+S01". EVALUATE: To classify objects, situations, people, conditions, etc., according to defined criteria of !uality. 2ndication of !uality must be given in the defined criteria of each class category. "valuation differs from general classification only in this respect. IDENTIFY: To indicate the selection of an object of a class in response to its class name, by pointing, picking up, underlining, marking, or other responses. INTERPRET: To translate information from observation, charts, tables, graphs, and written material in a verifiable manner. LABEL: To stipulate a verbal #oral or written% response to a given object, drawing, or composition that contains information relative to the known, but unspecified structure of these objects, drawings, or compositions. .abeling is a comple' behavior that contains elements of naming and identifying. LOCATE: To stipulate the position of an object, place, or event in relation to other specified objects, places, or events. 2deational guides to location such as grids, order arrangements and time may be used to describe location. (ote .ocate is not to be confused with 23"(T2F4. MEASURE To apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. NAME: To supply the correct name, in oral or written form for an object, class of objects, persons, places, conditions, or events which are pointed out or described. ORDER: To arrange two or more objects or events in accordance with stated criteria.

PREDICT To use a rule or principle to predict an outcome or to infer some conse!uence. 2t is not necessary that the rule or principle be stated. REPRODUCE: To imitate or copy an action, construction, or object that is presented. SOLVE: To effect a solution to a given problem, in writing or orally. The problem solution must contain all the elements re!uired for the re!uested solution, and may contain e'traneous elements that are not re!uired for solution. The problem must be posed in such a way that the student that the student is able to determine the type of response that is acceptable. STATE A RULE To make a statement that conveys the meaning of the rule, theory or principle. TRANSLATE To transcribe one symbolic form to another of the same or similar meaning.

'4!() ( ) %4 -A '-%A%46 .4!. .o help you prepare your pen-and-paper test which you will soon administer in the class you have observed, please remember to# 2. -ake a two-way .able of !pecification. -ake sure that you focus on the current subject matter of the class you observed, and that you target the higher levels of learning behaviors. %lease adopt the ."! format prescribed by the school where you do your class observation. (f the school has ."! templates ask permission to use it. 9. !how your ."! to your F! teacher, then to the classroom teacher. )et their comments and suggestions to improve your ."!. :. ;ith approved ."!, formulate your test items. ;rite each test item in an inde< card, indicating the subject matter and the desired level of learning behavior to be addressed, among others,. 7%lease use pencil in writing your test items to economize on the use of inde< cards.8 3. -ake an (tem ,ank by organizing the inde< cards containing your test items. !how it to your classmates for their comments and suggestions, then to your F! teacher for checking, and finally, to the classroom teacher. =. %repare a test paper of the finalized items. >. )et the classroom teachers permission to administer the test. ?. Administer the test to the class for which the test is designed. .hen check the papers and record students scores. @. 'o an item analysis and make inferences out of the result. A. (ndicate the item analysis results of each item on the inde< card where you wrote the item.

!N,"'S

0/

TAB"! #F S-!C'F'CAT'#NS AN% %!SC$'-T'#N #F !1AM'NAT'#N

TAB"! #F S-!C'F'CAT'#NS
C&$$'C&"&M #$,AN'2!$ !1AM'NAT'#N -A$T $' -art A: $eadin5 Com.re*ension: !tand-Alone .e<t 6eading and 0iewing 2 multiple choice $!A%'N, CAT!,#$'!S $M 9 multiple choice 'T : multiple choice 2 written response 9 multiple choice 3 multiple choice ? multiple choice AT 2 multiple choice 9:B 3&!ST'#N T#TA"S 4!',
T'N,

-art B: $eadin5 Com.re*ension: !ynthesis .e<ts 2 and 9 -art C: $eadin5 Com.re*ension: Analysis of !ynthesis .e<ts 2 and 9

2>B

9 multiple choice 2 written response

:2B

67 ;riting and 6epresenting -art %: *omposition

87

/87

9/7

4ei5*tin5 of e:amination for readin5: 8;7 :DB 4ei5*tin5 of e:amination for <ritin5: 9;7

4$'T'N, 2 written response

T#TA"S

// multi.le (*oi(e 9 <ritten res.onse

0;;7

.he number of Euestions given for each reading category is appro<imate. Actual numbers may fluctuate. .he .able of !pecifications provides weightings for the reading categories and for writing.

%!SC$'-T'#N #F T

-$#)'NC'A" !1AM'NAT'#N

.he provincial e<amination is divided into four parts# -art A: $eadin5 Com.re*ension = Stand>Alone Te:t !tudents will read one te<t and respond to multiple-choice Euestions and one written-response Euestion. .he te<t may be informational, poetry or literary prose. (n answering the written-response Euestion, students should be able to develop a unified and coherent paragraph of at least 2=D words. 6esponses should be constructed using complete and effective sentences and adhere to the conventions of standard written 4nglish. !tudents will be provided with one Euestion for response. -art B: $eadin5 Com.re*ension = S?nt*esis Te:ts 0 and / !tudents will read two te<ts and respond to multiple-choice Euestions on both. .he te<ts may be informational, poetry or literary prose. -art C: $eadin5 Com.re*ension = Anal?sis of S?nt*esis Te:ts 0 and / !tudents will respond to two multiple-choice Euestions and one written-response Euestion based on !ynthesis .e<ts 2 and 9. .he te<ts may be informational, poetry or literary prose. (n answering the written-response synthesis Euestion, students should be able to develop a multiparagraph essay of at least :DD words. !tudents should be able to support a position or interpretation by citing specific details, features and information from the te<ts. .hey should be able to generate and shape their ideas using varied sentences and an appropriate level of diction. .hey should also demonstrate an understanding of the conventions of standard written 4nglish by monitoring their spelling, grammar, punctuation and synta<. !tudents will be provided with one Euestion. (n interpreting informational te<t, students will be e<pected to demonstrate comprehension at the literal, inferential and critical levels. !tudents should be able to identify and analyze ways of manipulating language to create a desired effect such as presenting information, developing an argument, and supporting a thesis. !tudents will be asked to identify stylistic and persuasive techniEues used by writers to achieve their purpose. !tudents will be e<pected to differentiate between subjective and objective language, and between fact and opinion. (n interpreting poetry and literary prose, students will be e<pected to comprehend at the literal, inferential and critical levels. As well, they should be able to demonstrate an understanding of the terms and devices relevant to the discussion of the work and be able to support a position or interpretation by citing specific details, features and information from the poem or passage. At least one graphic will be included to support te<ts in %art A, %art , or %art * of the e<amination. .he graphic may be placed with any of the three genres# informational, poetry or literary prose. At least one Euestion will be asked on the graphic. A brief conte<t statement may be provided above reading passages where appropriate to give relevant information about the passage, source, or author, including historical background and setting. As e<cerpts from longer works are sometimes used, conte<t statements may e<plain the action or events that preceded the passage. For these reasons, students should be encouraged to read conte<t statements.

TY-!S #F $!A%'N, -ASSA,!S

F poems F short stories or e<cerpts F novel e<cerpts F newspaper and magazine articles, web pages, time lines, maps, charts, graphics, cartoons F non-fiction prose 7such as essays, journals, interviews, biographies8 -art %: Com.osition !tudents should be able to demonstrate the skills of written e<pression such as organizing ideas, using effective transitions within and between sentences and paragraphs, constructing effective sentences, and using conventions of standard written 4nglish. (n writing a multi-paragraph original composition of at least :DD words, students should be able to limit the topic, decide on their purpose and audience and present a thesis statement as appropriate. .hey should be able to generate and shape their ideas using varied sentences and an appropriate level of diction. .hey should also demonstrate an understanding of the conventions of standard written 4nglish by monitoring their spelling, grammar, punctuation and synta<. !tudents should be able to maintain a focus on the topic while developing ideas to support their thesis. !tudents will be provided with one topic for response. (n addressing the topic, students may apply any effective and appropriate method of development, including# F e<pository, informative, persuasive and argumentative stylesG F narrative, including use of first, second and third personG F descriptive, personal and reflective writing, including descriptions of characters, places, situations, events, etc., real or imaginary. !tudents may argue against the basic premise of the topic. !tudents may draw support from the e<periences of others or from any aspect of their lives, their reading 7including reading passages in the e<amination8 and their e<periences. .here may be a subtle thematic connection of the writing topic with the reading passages included in the e<amination.

Note to Tea(*ers: !tudents written responses are scored holistically. &olistic impressions do not place undue emphasis on any one writing error i.e., paragraph structure, misspellings, fragments, run-ons, misplaced modifiers, poor transitions, etc. 6emind students to use language and content appropriate to the purpose and audience of this e<amination. Failure to comply may result in the paper being awarded a zero.

!N,"'S 0; TAB"! #F S-!C'F'CAT'#NS

*$66(*$+$"6)A (H46! +(.46A6/ % 6"!4 -$+.()4 64

'"-A( !

64A'( ) *A.4)"6(4!

%"4.6/

( F"6-A.(" A+

;4()&.( )!

$eadin5
64A'( ) A ' 0(4;( )

$etrieve 'nformation 76(8 $e(o5ni@e Meanin5 76-8 'nter.ret Te:ts 7(.8 Anal?@e Te:ts 7A.8

: -* : -* : -* 5

: -* : -* : -* 5

: -* : -* : -* 5

5 5 5 9 -* 2 ;6

23B 23B 23B 92B

;6(.( ) A ' 64%64!4 .( )

4ritin5

2 ;.

:?B

-* I -ultiple-choice Euestion 1 ;6 I ;ritten-response Euestion 1 ;. I ;riting

!:amination Confi5uration: -ultiple-choice format C 9A Euestions ;ritten-response format C 9 Euestions .he time allotted for the provincial e<amination is t<o *ours. Students may, however, take up to 60 minutes of additional time to finish. Reading Categories provides a description of what each 6eading *ategory means and shows relationships among the 6eading *ategories of the e<amination, the ,* %erformance !tandards and some %rescribed +earning "utcomes. ;hile the overall number of items in each reading category will remain constant, their distribution among the genres may vary.

!N,"'S 0; %!SC$'-T'#N #F T ! -$#)'NC'A" !1AM'NAT'#N

%efinitions of t*e %omains of $eadin5 and 4ritin5
$eadin5 .he )rade 2D 4nglish e<amination takes its definition of reading from the ational *ouncil of .eachers of 4nglish, 7 *.48 2AA?. J6eading is the process of constructing meaning from a written te<t. (t is an active process involving the constant interaction between the mind of the reader, the te<t, and the conte<t.K .he definition reflects numerous current theories, which define reading as a constructive, interpretive, and interactive process. -eaning is constructed in the interaction between reader and te<t in the conte<t of a particular reading e<perience, and culturally and socially derived e<pectations. .he reader brings a repertoire of skills, cognitive, and metacognitive strategies, dispositions, and background knowledge to the task of reading. .e<ts are broadly defined to include print, graphic, and digital forms. .his understanding of reading corresponds to that used in the 4nglish +anguage Arts curriculum and the ,* %erformance !tandards for 6eading. 4ritin5 .he definition of writing in the )rade 2D 4nglish e<amination is taken from Support for Learning and Teaching of English 7SLATE 0ol. 3, o. 9. April 2A?A8 J;riting is the process of selecting, combining, arranging, and developing ideas in effective sentences, paragraphs and, often, longer units of discourse. .he process reEuires the writer to cope with a number of variables# method of development, 7narrating, e<plaining, describing, reporting, persuading8G tone 7from very personal to Euite formal8G form 7from a limerick to a formal letter to a long research report8G purpose 7from discovering and e<pressing personal feelings and values to conducting the impersonal Lbusiness of everyday life8G possible audiences 7oneself, classmates, a teacher, Lthe world8. +earning to write and to write increasingly well involves developing increasing skill and sensitivity in selecting from and combining these variables to shape particular messages. (t also involves learning to conform to conventions of the printed language appropriate to the age of the writer and to the form, purpose and tone of the message. ,eyond the pragmatic purpose of shaping messages to others, writing can be a means of self-discovery, of finding out what we believe, know, and cannot find words or circumstances to say to others. ;riting can be a deeply personal act of shaping our perception of the world and our relationships to people and things in the world. .hus, writing serves both public and personal needs of students.K
ational !ouncil of Teachers of English

;riting is defined as a constructive, interpretive, and interactive process. -eaning is constructed in the conte<t of a particular writing e<perience, and culturally and socially derived e<pectations. .his understanding of writing corresponds to that used in the 4nglish +anguage Arts curriculum and the ,* %erformance !tandards for ;riting.

Fo(us of t*e -rovin(ial !:amination

.he )rade 2D 4nglish e<amination is a provincial large-scale assessment which is based on the 4nglish +anguage Arts curriculum. (t includes computer-marked and written-response Euestions. ;hile the curriculum addresses many aspects of 4nglish +anguage Arts, the )rade 2D 4nglish e<amination addresses only reading and writing. .he other aspects of the curriculum are better served through classroom assessment. .he )rade 2D 4nglish e<amination passages include informational te<ts and literary te<ts, both prose and poetry. .he informational passages may contain discontinuous te<t 7e.g., timetables, recipes8 and material presented in visual or graphical formats 7e.g., charts, maps, diagrams, schedules, numerical data, cartoons, web pages8.

Test %esi5n
.he e<amination design includes some JprocessK aspects of both reading and writing, and reading1writing connections. .he e<amination booklet is based on a broad theme. (n %art A, students are introduced to the theme. !tudents read three passages and answer nine multiple-choice Euestions on each passage. (n %art ,, students answer two multiple-choice Euestions based on two of the passages and a JsynthesisK written-response Euestion. (n %art *, students read a short section J)etting 6eady to ;riteK and a writing prompt based on the broad theme. !tudents do not need to refer to the reading passages when writing the composition.

%re-reading1thinking about the theme 795: min8 +iterary %rose

A -ultiple *hoice

%oetry
A -ultiple *hoice

(nformation
A -ultiple *hoice

:= min

9 +inking -ultiple *hoice

7based on 9 of the : passages8

2 hr 2D min

M
;ritten 6esponse
7based on 9 of the : passages8

:= min

%re-writing1thinking 795: min8 +ong ;riting

7based on theme8

=D min

$elations*i. of t*e ,rade 0; !n5lis* !:amination ($eadin5) <it* t*e BC Curri(ulum and -erforman(e Standards
(n ,ritish *olumbia, the learning outcomes of the curriculum are presented in the form of (ntegrated 6esource %ackages 7(6%s8. +earning outcomes, or content standards, describe the knowledge, attitudes and skills students are e<pected to learn in each grade level. %erformance !tandards describe levels of achievement in key areas of learning. %erformance !tandards support teachers in making consistent and accurate judgments about how well students are performing in relation to the prescribed learning outcomes. .he table below summarizes the relationship of the )rade 2D 4nglish 4<amination 76eading8 with the ,* *urriculum and %erformance !tandards.
BC "an5ua5e Arts '$"ral +anguage# %urposesG !trategies 6eading and 0iewing# %urposesG !trategiesG Features 6eading and 0iewing# .hinking BC -erforman(e Standards !trategies *omprehension ,rade 0; !n5lis* !:amination S.e(ifi(ations ot appropriate for large-scale testing

F 6etrieve (nformation F 6ecognize -eaning F (nterpret .e<ts F Analyze .e<ts

6esponse and Analysis

Conne(tions Amon5 t*e Four $eadin5 Cate5ories

.he following diagram 7Figure 28 illustrates the connections among the four categories in the reading component of the .able of !pecifications. !ubseEuent categories subsume the preceding categories. For e<ample, although closely related, Jretrieving informationK is generally a prereEuisite to Jrecognizing meaning.K .he diagram serves to illustrate that the categories are interconnected and overlapping, rather than discrete constructs.

Analyze Texts Inte ! et Texts Re"#$n%ze Mean%n$

Ret %e&e In'# (at%#n

Fi5ure 0

$eadin5 Cate5ories <it* !:am.les from t*e BC Curri(ulum and -erforman(e Standards
.he following table further illustrates the nature of the !pecifications, by showing relationships with some of the descriptions from the ,* %erformance !tandards, and some of the %rescribed +earning "utcomes from the (6%s. 7Note: .he e<amples are not comprehensive or e<haustive.8
$eadin5 Cate5ories $etrieve 'nformation .he reader locates information that is found in the te<t. o inferences or interpretations are reEuired. .he information is usually contained within a phrase or sentence. $e(o5ni@e Meanin5 .he reader uses information provided in the te<t and understands an eEuivalent statement or reformulates it in her1his own words. .he reader comprehends the use of literary and stylistic terms and devices. .he information is usually contained within a phrase or sentence. 'nter.ret Te:ts .he reader integrates ideas and information to show an understanding or interpretation. .he information may be implicit and open to interpretation. (nformation may need to be inferred, Jfilled-inK or linked across parts of a te<t. .he information is generally derived across the te<t, but may sometimes be found in a word or sentence. Anal?@e Te:ts .he reader takes a stance, evaluating and making judgments about aspects of the te<t or the authors purpose, perspective, craft and effectiveness. .he evaluation may focus on personal reactions and opinions, or on critical analysis. .he evaluation may reEuire information to be integrated or transformed. .he reader may make connections with other te<ts, or synthesize information from multiple te<ts. BC -erforman(e Standards F uses te<t features to preview and locate information F provides specific, relevant detail as needed '$- #ut(omes +earning outcomes for this category are not included in the (6% as these outcomes are considered appropriate for lower grade levels. As Figure 2 7p. 38 illustrates, lower level categories are subsumed in higher level categories. +earning outcomes for this category are not included in the (6% as these outcomes are considered appropriate for lower grade levels. As Figure 2 7p. 38 illustrates, lower level categories are subsumed in higher level categories.

F accurately identifies main ideas and restates them in own words F deals effectively with obvious themes

F offers logical predictions and speculations F uses subtle clues in the te<t to build inferences and interpretations

F interpret and evaluate ideas, information and understandings from te<ts F make and support reasoned judgements F compare information from a variety of sources including magazines, newspapers, web sites and electronic media

F logically describes and analyzes elements and key features, offering an interpretation that goes beyond retelling F e<plains relationships among ideasG offers logical predictions, speculations, and conclusions based on specific evidence from the te<t

F compare ideas and elements among te<ts F synthesize and e<tend thinking about te<ts

!:am.les of !:amination TasAs for t*e Four $eadin5 Cate5ories

$eadin5 "iterature $etrieve 'nformation "or e#ample$ F identify e<plicit information about characters, and events F identify setting 7where and when8 F recount events F locate details relevant to a particular task 7e.g., to complete a template or answer a Euestion8 F identify the seEuence of e<plicitly stated events or steps F locate the definition of a word or phrase provided in the te<t $e(o5ni@e Meanin5 "or e#ample$ F identifies main ideas that are straightforward, and restates in own words F describes setting and main character F determines e<plicitly described character traits and motivation F determines a characters feelings from his or her actions or reactions F describes basic relationships between two characters F describes story elements or key features F identifies more obvious themes 'nter.ret Te:ts "or e#ample$ F makes logical predictions F infers character traits and motivation F infers main ideas F infers a characters feelings from his or her actions or reactions F interprets themes or message F infers mood or tone F suggests alternatives to characters actions F integrates information to support a generalization or conclusion Anal?@e Te:ts "or e#ample$ F makes connections to other selections F offers an insightful analysis F generalizes about a theme, relating it to other elements F e<plains relationship among ideas F analyzes main ideas and provides te<tual support F analyzes authors purpose1intent and provides te<tual support F compares two characters F compares features of two te<ts 7e.g., themes, characters, style8 $eadin5 'nformation "or e#ample$ F locate details relevant to a particular task 7e.g., to complete a template or answer a Euestion8 F identify e<plicitly stated topic or main idea F identify the seEuence of e<plicitly stated events or steps F locate the definition of a word or phrase provided in the te<t

"or e#ample$ F identifies main ideas that are straightforward, and restates in own words F describes basic cause-effect relationships F re-states conclusions or generalizations F e<plains the meaning of technical or specialized words or phrases in conte<t F classifies information F makes notes using logical categories

"or e#ample$ F infers main ideas F provides relevant details1supports inferences F compares information from two parts of a te<t F integrates information to develop a generalization or conclusion F draws conclusions about an authors viewpoints and opinions F develops categories that reflect the underlying framework of a te<t

"or e#ample$ F provides logical, supported judgments, and evaluations F makes comparisons with other te<ts F offers logical predications, speculations and conclusions supported by evidence F provides thoughtful Euestions and connections F analyzes authors purpose1intent and provides te<tual support F interprets the influence of historical, social, or cultural conte<t on a te<t

! :a m in ab le T er m s an d % ev i( es in "i te ra tu re
A
Alliteration Allusion Antagonist Aside Atmosphere Audience

Flashback Flat character Foil Foreshadowing Free verse

- %arado<
%ersonification %ersuasionG persuasive %lot %oint of view %ropaganda %rotagonist

,
)enre &yperbole

$ 6efrain
6esolution 6hyme 6hyme scheme 6hythm 6ising action 6ound character

' (mage
(magery (ndirect presentation (rony

B
Oargon

S
!arcasm !atire !etting !imile !lang !onnet !peaker !tanza !tatic character !tereotyped character !tyle !uspense !ymbolG symbolism

"
+imited omniscient point of view +yric

M
-etaphor -ood

N
arration arrative arrator

T
.heme .one .ragedy

#
"bjective point of view "mniscient point of view "nomatopoeia "<ymoron

B
,allad ,ias ,lank verse

&
$nderstatement

C *haracter
*hronological order *lichN *lima< *olloEuial *omedy *ompare *onflict 7internal, e<ternal8 *onnotation *ontrast

%
'enotation 'escription 'ialogue 'irect presentation 'rama 'ynamic character

!
4<positionG e<pository

F
Falling action Figurative language First person point of view

T?.es of $eadin5 -assa5es or !:(er.t Sour(es

F essays 7formal or informal style8 F discontinuous te<ts 7e.g., tables, charts, graphs, web pages, maps, timelines8 F non-fiction prose 7diaries, journals, letters, newspaper columns, magazine articles8 F F F F plays poetry novels short fiction

Your Anal?sis 'o you think the teachers learning objective was appropriately assessed by your test itemsP Yes it ma?+ 'f it <ill materiali@e ++ No+ be(ause t*eories are t*eories ++ ;hy did you have to study the teachers learning objectives prior to developing an assessment toolP

An assess(ent t##l %s %nten)e) t# see %' lea n%n$ #*+e"t%&es ,e e (et- Y#. "ann#t assess es.lts ,%t/#.t 0n#,%n$ ,/at t/e lea n%n$ #*+e"t%&es ,e eYour $efle(tions ;rite you personal reflection of thoughts and feelings regarding the %eace *oncept on Focus. !hare your reflection with your F! teacher and classmates. A good assessment has both validity and reliability, plus the other Euality attributes noted above for a specific conte<t and purpose. (n practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrong will always give the same 7wrong8 measurements. (t is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an e<ample of an assessment which is valid, but not reliable. .he answers will vary between individuals, but the average answer is probably close to the actual time. (n many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank Euestions. (t will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multiple choice. (t isnQt as good at measuring knowledge of history, but can easily be scored with great precision. ;e may generalize from this. .he more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. (t is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. .hey never are. %erhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry. (t is well to distinguish between Rsubject-matterR validity and RpredictiveR validity. .he former, used widely in education, predicts the score a student would get on a similar test but with different Euestions. .he latter, used widely in the workplace, predicts performance. .hus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively-valid test would assess whether the potential driver could follow those rules.
-ea(e Con(e.t on Fo(us: Fairness (n assessment, fairness is not only a matter of teachers attitude towards students. (t also involves the use of assessment tools that are appropriate,