ASSESSMENT AND EVALUATION TASKS by Alcira Sanabria

UNIVERSIDAD MARIANO GÁLVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS COURSE: EVALUATION TECHNIQUES. PROFESSOR: LICDA. EVELYN QUIROA.

EVALUATION TECHNIQUES

Tasks PORFOLIO 2012

Student: Alcira Ninet Sanabria GutiĂŠrrez. CarnĂŠ: 5076-04-402

INTRODUCTION The course will teach the form of evaluate and assess students. Teachers have to learn how to put in practice different techniques and styles of performance-base assessments in the summative form and in the formative feedback methods. Teachers have to learn to critique and analyze in order to create what is needed for a good evaluation and assignment.

INDEX

CONTENT

PAGE

Introduction Syllabus Student personal Expectations of the course TOPIC 1

Assessment and Evaluation Document of terminology Assignment: Define the terms you are familiar with. First Forum : answer the question related with the document

Evaluation and Assessment Document Assignment: A Venn diagram stating the difference between Assessment and Evaluation.

TOPIC 2

Second Forum: Definition in own words about Assessment and Evaluation. TOPIC 3

Types of evaluation Document and assignment Create a diagram comparing the three types of evaluation and include WHEN, WHERE, WHY & HOW. TOPIC 4

Types of Assessment DocumentAssignment: List and explain the different assessment categories. PAGE 3

TOPIC 5 WOW FACTOR TOPIC 6

SCAVENGER HUNTER TOPIC 7 UMG WORKSHOP TOPIC 8

WHAT DOES THE CONTEXT HAVE TO DO WITH EDUCATION? TOPIC 9

VALIDITY & RELIABILITY TOPIC 10 TEST BLUE PRINT TOPIC 11

INVERTED BLUE PRINT PART 1 TOPIC 12 INVERTED BLUE PRINT PART 2 TOPIC 13

TEST TYPES TOPIC 14

TEST INSTRUCTIONS TOPIC 15

CORE CONTENT TESTING PLAN BLUE PRINT TEST TOPIC 16 PORTFOLIO

TOPIC 1 ASSESSMENT AND EVALUATION VOCABULARY AND WHAT DO I EXPECT? INTRODUCTION I EXPECT TO LEARN A LOT ABOUT ASSESSMENT, BECAUSE OF THE PROCESS OF TEACHING. It´s the teacher´s way to know about what decisions we have to do about the achievement of students. Term: 

Action Research, Affective outcomes, Annual Report, Assessment, Educational Goals, Formative assessment, learning outcomes, Metacognition, Norm, Portfolio, Process, Course-level assessment, Reliability, Summative assessment, Rubric and Validity were some of the terms I could guess by logical thinking, and some I have already learned at the university techniques’ course, but others I really do not know the process of each one.



Assessment Cycle, Assessment Tool, Assessment Literacy, Authentic Assessment, Benchmark, Cohort, Course-embedded assessment,

Course Map, Diagnostic Evaluation, Direct Assessment, General

Education Assessment, Holistic Scoring, Measurable Criteria, Primary Trait Method, Program assessment, Self-efficacy and Senior Project. All these terms, I used to ignore the meaning, and I still do not know, yet nor even its process.

REFLECTION What do I speck from the Assessment and Evaluation Class? I desire to learn all that I still do not know, all the necessary to become a real teacher that means how to evaluate and assess my students correctly. I love what I do (teaching English), but I recognize that I have been working with empirical knowledge and that´s not my real me. I like to give my best and I will do my best to learn it. This is my opportunity the Assessment and Evaluation Course, because methods can be copied from an experienced

TOPIC 2 Definition of Assessment and evaluation . Assessment Evaluation: It is used to diagnose studentsÂ´ level and it has been done by gathering information about studentsÂ´ learning achievement goals by given them tasks to do during the ongoing course. It help teachers and students to measure and judge improvements (strength and weakness), but it also help teachers to know if they have to lower or speed up the pace of the class. Evaluation: It is the final prove of a culmination course document where teachers can measure what students have learned and take decisions about new strategies to improve studentsÂ´ achievement goals.

TOPIC 3

TYPES OF EVALUATION

August 23rd , 2012.

Universidad Mariano Gálvez Facultad de Humanidades/Escuela de Idiomas Técnicas de Evaluación Licda. Evelyn Quiroa STUDENT: ALCIRA NINET SANABRIA G. CARNE: 5076-04-402 DIAGRAM AT THE END

TYPES OF EVALUATION THERE ARE THREE TYPES OF EVALUATION: DIAGNOSTIC This is the evaluation to determine the knowledge, skills, the student´s needs and interest in the course. When is performance? It is done at the beginning of a unit or a year. Where? At school or place where the student will continue his/her studies. Why?It’s a requirement to know the level of knowledge, skills or attitudes the students have got along with their studies. How? Well it has a part of paper-and- pencil test that will show in a written way how the student deals with his/her knowledges and skills. Also there is an interview to take the student’s impressions and his/her interaction with the interviewer. (the speaking part) 8

FORMATIVE EVALUATION It’s done in a group of people to check student’s progress. In this evaluation the student will perform with help of his/her classmates who will evaluated at the same time to see their interaction in a real life situation. Of course the teacher has to have a check list to record his/her observations to report that later. When?

It’s a daily process.

Where?

It’s done inside a classroom or outside of it.

Why?

To record students progress.

How? It’s informal, but functional. You can use role plays, essays, dramas, debate, discussions.

SUMMATIVE It’s done at the end of a unit or a year, to demonstrate student´s achievement on the curriculum objectives. This kind of evaluation has to measure to determine the level of knowledge, skills and attitudes of the students. When?

At the end of a unit, a month, or a year.

Where?

In the classroom.

Why? Because it’s a requirement of the school to measure the student’s level of knowledge, skills or attitudes. How? It is a paper-pencil-test that can be taken a limited of time. Besides to the paper-pencil-test there is a part of it that is done orally (the speaking part)

DIAGRAM

TOPIC 4 Universidad Mariano Gálvez Facultad de Humanidades/Escuela de Idiomas Técnicas de Evaluación Licda. Evelyn Quiroa STUDENT: ALCIRA NINET SANABRIA G. CARNE: 5076-04-402

EXAMPLES ASSESSMENT TECHNIQUES 1. MOVIE FORUM: a. Subject: Science b. Topic: Global Warming c. Low Intermediate The teacher plays a video (documentary, interview, etc) which will serve for a post critical discussion, while the teacher takes note of students comments. 2. A DEBATE: a. Subject: Social Studies b. Topic: Population a specific Global Issue c. High intermediate Students investigate and defend a specific point of view, with different arguments like the usage of facts to support their response. 3. Pasted posters: a. Subject: Social Studies b. Topic: High Earners c. Low Intermediate Teacher pastes posters with different questions around the class, the students walk around and write their comments, the comments must be sign with their names. 4. POWER POINTS PRESENTATION a. Subject: History b. Topic: The World Cups c. Beginners No words can be included on the PPP, SS describe or explain their PPP on their own words. 5. MOVIE TRAILER 12

a. Subject: Social Studies b. Topics: The World War II, Columbus discovering America, The telephone invention, French Revolution c. Low Intermediate They make a movie trailer in a way in which SS give the opportunity to the observers to realize what is the movie about. 6. PRESENT CONTINUOUS VIDEO a. Subject: Social Studies b. Topic: Different Cultures c. Level: Beginners Arrange SS in two rows and seat them back to back so that the video can be seen by one row (watchers) but not by the other ( writers). Explain the watchers that they are going to describe the action taking place on the screen using the present continuous. The writers can listen carefully to the watcher sitting behind them and write down as much as they can. After 5 minutes get them swap chairs and play different segment for the new row of watchers. Put SS into 2 groups according to row. They must now pull their notes and create their own version of events. Have them share with other groups. d. Poster RACE: a. Subject: Reading b. Topic: Bargain c. Level: Beginners d. Divide the class into 4 teams, paste 4 posters; 2 on a wall and the others on the board, SS will scan the info (the teacher talk about the last class) and say that the first team to complete the exercise on the board wins. 7. CRAZY STORY a. Subject: Reading b. Topic: THE LADY IN WHITE c. Level: Low intermediate Ask Ss to write a word on a piece of paper and tell them not to show anyone (could be a verb or whatever word he / she likes). The teacher starts the story, stops and SAY HIS/HER MAGICAL WORD (OF HER OWN) and chooses a student. Then Ss will continue it and must use his/her word, next he chooses another Ss to continue and soon. 8. DRIVING a.Subject: Social Studies b. Topic: Driver Responsabilities and the road signals c. Level: Beginners d. Make groups of three students, two Ss pretend they go by car on the road, but their ankles and wrists are tied and have to follow directions from the other member of the group. The group who performed very well (without any mistakes) is winner.

9. A LOVE STORY a. Subject: Reading b. Topic: The love in the human history. 13

c. Level: Beginners d. Gestures and mimics will take place in this activity. Groups of 3, two of them will perform the drama or story and one of them translates their gestures and mimics telling the love story, (a drama, a comedy of thriller about a murder). Teacher has to have a check list to grade their performing, pronunciation and the work team.

Ninet Sanabria 5076-04-402

TOPIC 6

SCAVENGER HUNT EVALUATION AND ASSESMENT TECHNIQUES

PART I: ASSESSMENT BASICS Why should assessments, learning objective, and instructional strategies be aligned?  Because each other support teaching learning goals. What if the components of a course are misaligned?  Students get frustrated because they do not practice what they have been taught and their exams do not measure what they have been learning. What is the difference between formative and summative assessment? Provide examples. Formative assessment: Teacher use to monitor and students learn ongoing or more specific, students identify its strength or weakness. E.g. concept map and CATS. Summative assessment: It evaluates students learning of a unit, it is done in midterm exams or final projects. It has a value even a low stakes or a high stakes. E.g. a midterm exam, a final project, a paper or a senior recital. What is the difference between assessment and grading? Assessment is the process of collecting information about what students have learned or done in a systematic and thoughtfully manner. Grading is the evaluation of an individual student learning and performance. participation and effort.

It must incorporate criteria: attendance,

PART II: HOW TO ASSESS STUDENTS´PRIOR KNOWLEDGE What are Performance-Based Prior Knowledge Assessments? Provide examples. Here the teacher wants to know what students have already learned and what skill they have gained form a course. It is used to diagnostic. E.g. reports, inventories of experiences, Portfolios and pre-test activities. Give examples of your own of appropriately written question for self assessment.  What books have you read? List them from the last one to the first one you read and make a brief comment on each one.  Can you write some of the auxiliary verbs you have already learned and give an example of each one?

 Are you familiar with the principles or values used at home? Write the definition about them.  What do you know about earth over heating?  What do you know about the Black Hole in the space? What are CATs? CATs (Classroom-Assessment-Techniques) are specific activities to gather data of a class´s levels of understanding, thus teachers be able to know if they speed up or lower the pace o the class.

Give 3 examples of CATs you have used in class.  2 minutes paper.  Make question and answers before an exam. The two groups should question and answer them.  Define the concepts about: honesty, friendship and complicity.

PART III: HOW TO ASSESS STUDENT´S LEARNING AND PERFORMANCE. List a few tips on how to create assignments.            

Teacher should determine his or her objective. Write you objective: I want each student to be able to………. . Be specific with parameter (length, size and formatting) Tell student type of audience and control over it. Tell students the purpose of the assignment in order to be evaluated. Clear description of the work. Reasonable work for students. Tell the due date. Tell the grade. Consider sequence. Schedule it with school plans. Make it interesting, challenging and creative.

List a few tips on how to create exams.            

Write objective test question to be only one answer. Clear and simple questions. Test only a single idea in each item. Those distracters are plausible. Make sure that position of the correct answers varies from item to item. Include from three to five option for each item. Make sure the length is the same for each question. Make sure there are not grammatical clues in the questions. Format the exam so that response options are indented and in column form. In multiple choice question avoid words like: not, except. And if a negative word is used: “NOT”, should be written. Avoid overlapping alternatives. Avoid using phrases: All of the above, None of the above.

Compare and contrast the previous method.

Contrast of a Test             

Similarities between a test and assignments        

Have clear objectives of what you want students to do.. Clear description of what is to be done. Reasonable length of work or exam. Tell due date. Tell grade of each item. Consider sequence. Schedule with school plans. Make it interesting, challenging and creative.

Assignments´ contrast            

What is the difference between concept maps and concept tests? Provide an example of each. Concept Map: It include concepts relationships between concepts indicated by a line, words in line or linking words and specific relationship to a concept. E.g. Make concept map about water cycle. Concept tests: Is used to check current understanding of a topic in class. It is valuable in large classes, depending on how well students performed the teacher could move on or lower the pace. E.g. Bioengineered crops, research for the information,

answer the questions, make a power point presentation, to be due in 3 weeks. Graded: research 5 points, answer the questions, 5 points. Power Point presentation 10 points. Group work evaluation 5 points. Total 25 points. Questions: Answer true or false Bioengineered crops are genetically-manipulates crops.

_________

Potatoes are used in laboratory test for a cholera vaccine.

_________

French researchers are developing biotech vaccines to prevent animal respiratory diseases.

_________

There is a biotech vaccine for bovine flu.

_________

Now there are vaccines from bananas and tomatoes.

_________

Provide tips on how to asses student group work? Explain what has worked for you.    

Ask students to asses each other contribution. Evaluate the team work. Students should performed to demonstrate individual knowledge Rubric criteria should be informed to students.

Rubrics that works in my case:      

Research. Make a report. Make a vocabulary on your report. Make a presentation. Evaluate project work. Evaluate group work.

What benefits are there in using rubrics? Provide an example of a rubric. It is a scoring tool for teachers, describes students performance, original evidence of students levels, used to provide students feedback, indentifies strength and weakness of students, help students to be consistently in their grades, Reduces uncertainly grading situations, students use instructor feedback to improve their knowledge and teachers assess students progress.    

Assignments. Short test. Research paper. Presentation.

PART IV: HOW TO ASSESS YOUR TEACHING. What are early course evaluations? What do they consist in? Early course evaluations are early test that help students to feedback before a midterm exam of final exam or project.

They consist on: open ended questions, specific issues, listing the themes. Comments of feedback which allows viewing strength and weakness, provides information about what can be improved and ideas for change. Teacher should thank students for their contribution to improve the class and if some changes cannot be made he or she should explain why. Explain the importance of classroom observations. What are a few suggestions on how to go about with a classroom observation? It provides immediate feedback for strength and weakness, concrete suggestions to improve class strategies. Suggestion to about it:    

First discuss the goals of the course previous to class observation. Discuss the specific goal. Discuss concerns and requirements. Discuss specific aspects of personal teaching. Thus help can be provided.

What is a student focus group? It is a useful method for collecting information about students experiences in a course or program. Students can identify areas of agreement and disagreement, and they can elicit students´ suggestions for improvements.

CATs Minute Paper: From a lecture, discussion, or assignment, port two question so they can identify the most significant one and give them 1 to 2 minutes to write on it. Their answers can help teachers if students have a good knowledge. Muddies Point: It focuses on areas of confusion, then teachers should ask students “what was the muddiest point in: today´s lecture, the reading or the homework? Two minutes writing.

Problem Recognition Tasks: Write a set of problems that can be solved by one or two methods. Ask students which method fits the best each problem (this can be used only to recognize methods).

Documented Problem Solutions: It consists in writing three problems and students got to solve them naming each step with its explanation (used only in problem solving at the beginning of the course or as a regular part of homework).

Directed Paraphrasing: Select the audience for the student so he will be prepared to explain in a presentation on his or her own words of an important concept that have been chosen by the teacher (teacher should give the length time of the explanation to the student).

Application Cards: A teacher should choose one important concept that have been taught in class and ask students to apply it in one to three different experiences of their own.

Student-Generated Test Questions: This implies that the teacher has to write a guideline before an exam. It has to include what types of questions are going to be on it. The teacher has to share it with his or her students.

Classroom Opinion Polls: When a pre-exited opinion of your students existed about the course, build a questionnaire to help to know your studentsÂ´ opinions.

Concept Maps: It consists of a graphic representation about what students have understood. The teacher will acknowledge how they organize what they already know.

Concept Test: It help teachers to gather information about what students have understood in the current course or to assess studentsÂ´ background knowledge. Teacher built a short and informal test that can be given during class.

TOPIC 8 UNIVERSIDAD MARIANO GALVEZ DE GUATEMALA FACULTAD DE HUMANIDADES ESCUELA DE IDIOMAS COURSE: EVALUATION TEACHING TECHNIQUES PROFESSOR: EVERYN QUIROA

IMPACT IN EDUCATIONAL CONTEXT

INTRODUCTION

The context influences on educational processes and on society.It has influence on tests, wash backs, and in assessment. Context is considered the main point in education around the world. It depends on context studentsâ&#x20AC;&#x2122; knowledge will increase.

COMMON PERCEPTION The right context and a validity and reliability test comes from a meaningful context which it a powerful influence in the educational processes, and on our society more broadly. Therefore teachers must have knowledge of what they want to achieve and select the correct context and task that goes alone with it for better results in teaching learning achievement.

USE OF CONTEXT IN A TEST Teachers are able to achieve multiple functions with context in a test such as: Personal achievement (exams results as proof of individual achievement). A correct context oriented assessment can feed back learners and teachers. It is a public accountability or evidence of meeting targets and an exam becomes a proof of value for a usefulness of scheme educational program.

IMPLICATIONS Context in a test must be clearly defined and understandable for our students and for us in order to have the results that a teacher wants. The context in the test must fit the purpose of what a teacher wants. There must be appropriate balance of context given and the test question to reach an essential test quality. Thus, the following qualities must be on a test: validity, reliability, impact, practicality and quality. Think about the context and the impact of high takes testing, what issues are there? The issues you need and the way to avoid negative effects before they occur.

WASHBACK AND IMPACT Washback models in language testing As Watanable shares his knowledge and he explains the necessity of certain factors in producing a test and its context: Specificity:He explains the urgency that a test must have a specific effect on it. Intensity:He suggests that teachers should ask themselves how strong the effect of the test on students is. 23

Length: It expresses the necessity of asking how long will the effect of the test last. Intentionality: Teachers should decide if the test effect is intended or unintended. Value:The teachers should ask themselves: How is the effect perceived by key stakeholders?

Washback vs impact Washback:It is also known as backwash, it has been broadly defined in the assessment literature as the effect of testing on teaching and learning. It is related to the “micro contexts” of the classroom and the school, too. Impact: It is most concerned to the effects and consequences that a test can have beyond the classroom

and its immediate learning context.

It deals with the influences that includes “macro

contexts” that means test and examination in society.

Impact definition and types The consequences a on a test can have on the classroom immediate learning context can be: on the learning of students, on the individual career on each of them, on the life chances and in the educational systems and in society. Therefore, there can be positive or negative impacts related to context test. Positive Impact: It used to increase motivation of learners, it increases the proficiency of students and builds a closer relationship between learning and assessment. Negative Impact:It can cause a restriction of content narrowing the curriculum. If the teacher takes too much practicing for the test, it will lack time for content.

Teaching to the test It used to cause negative impact on students, therefore swain and Heyneman commented the following: Swain´s (1985) p -43 states that: “If has frequently been noted that teachers will teach to a test: that is, if they know the content of a test and/or the format of a test, they will teach their students accordingly” Heyneman (1987) p -260 commented that: “It´s true that teachers teach an examination…..officials have three choices with regard to this….effect: they can fight it, ignore it, or use it”.

Using test for different purposes Test can be used on young learner and to language tests for immigration, but cause and effect explanations are rarely adequate in a positive or negative context on a test because assessments form part of complex dynamic education systems where their introduction has expected and unexpected consequences.

Key we need to consider 24

It is necessary to answer the following questions: How educators and assessment context can provides foster beneficial effects from their test and examinations? How can harmful consequences be avoided or their impact mitigated?

Possible solutions It can be possible by fostering a closer relationship between learning the right context and assess according to context text. Teacher has to introduce a learning-oriented context assessment approach. Teachers should also understand that “any purposeful action ill produce some unintended consequences”. Goodhart (1975) shares the following: “So follow an impact by design approach.

A closer relationship between learning context and assessment Teachers should provide an effective feedback to pupils and an active involvement of pupils in own learning. There should be an adjusting teaching to take account of the results of assessment recognizing the profound influence assessment and good context has on the motivation and self esteem of pupils. Pont out the importance that students be able to assess themselves and understand how to improve.

Impact by design an action-oriented approach It is necessary to have an impact design previous to any class in order to call students´ attention and achieve the specific goal. The following factors are needed to reach this impact design: Plan :Use a rational an explicit approach to test development. Support: Support stakeholders (all those who have a legitimate interest in the use or effect of a particular test) in the testing process. Communicate Teacher should provide comprehensive, useful and transparent information. Monitor and Evaluate: Teacher must collect all relevant data and analyze as required.

CONCLUTIONS Students are influenced by parents, parents by consuls, Educational Curriculum and coordinators, different cultures, Society, and general system. All these factor influences in the context of an educational program, therefore teachers have to work along with the curriculum program of its state where they are working.

TOPIC 9 Validity vs Reliability Validity: It is the best available measurement method or method instrument considered valid if it measures what it intends to measure, it divides in two: Internal validity and external validity. Internal validity: It is relevant if we intend to establish a causal relationship and it is only relevant for specific study in questions (applied to program or intervention and not other causes). We should ask: Did the programme really caused the outcome? There are few things to be considered: a. external influences, changes in social contexts, ethical reason (should be comparable and that no social interaction leads to mudding results). Validity on a Test: It measure what is purport to measure. Content Validity: How well the items in the test represent the content to be measure. It is achieve through systematically defining in precise terms: A. The specific content universe. B. Objectives. C. How the content universe will be sampled. Predictive validity: How well predictions confirm by later behaviors of subjects. It is use in aptitude and other predictive test: A. Test is given. B. Later behavior is observed. C. Two measures are correlated. Concurrent validity:It is similar to predictive validity, but behavior is measured at the same time as test. Used when longer test are not feasible: A. Test is given. B. Behavior is observed at same time. C. Two measures are correlated. Construct validity: It measure a particular construct ( a theoretical construction about the nature of human behavior, such as intelligence, anxiety, or creativity). They are difficult to measure because they are not directly observable but they are inferred from their effect on behavior. It test distinguishes between two groups of subjects, one that exhibits a high degree of construct and one that does not. Face validity:It is how close the test appears to measure what it is supposed to measure. It is not empirical but it is important in test-giving situation. Students motivation and cooperation levels may increase, and low scorers may feel less dissatisfied. Reliability: It is the level of internal consistence or stability of the test over time, or the ability of the test to obtain the same score from the same student at different administrations in the same conditions.

It is expressed in some sort of correlation coefficient. Values range from .00 (low reliability) to 1.00 (perfect reliability). It divides in six stages: Coefficient of equivalence, Coefficient of Stability, Coefficient of Internal Stability, Split-half or subdivided test, Method of Rational Equivalence and Cronbach Alpha. Coefficient of equivalence:It is also call alternate form of reliability. It is used when there is an equivalent test (another form of the same test) available. Both test are administered and correlation between the two is calculated. Coefficient of Stability:It is known as the test-retest reliability. This method requires two administrations of the same test, separated by some time delay ( a few days to a few weeks). The scores between the two test are the correlated. Coefficient of Internal Stability:It measure how well one part of a single test correlates to another part of the same test. Split-half or subdivided test:It is a kind of test in which half of the test items (even numbered) are correlated to other half (odd numbered) to obtain reliability coefficient. It really reassures the reliability of only half the test, an adjustment is make to obtain true reliability (using the Spearman-Brown prophecy formula). Method of Rational Equivalence:This is the only method that does not require the use of correlation coefficient. Their most common formulas include the KR-20 and KR-21 (a simplified version of the KR20). Items must be scored dichotomously (either right or wrong) to use these formulas. Cronbach Alpha: Its most general form is KR-20. They are not score dichotomously, e.g. multiple choice questions where different responses are given different point values. Bibliography: Google, w.w.w. Varrel .htm.reability and validity.Luzernecountycommunitycollege

Competences vs. Objectives Competencies and learning objectives are similar: Both are related to the desired learning outcomes. Competencies are more general and specific related to skill, behaviors and knowledge that should be gained through a course or series of courses when objectives are related to specific lesson and support the competencies.

Competences:It is an educational term relating to the skills, behaviors and knowledge that are necessary to be successful. It applies to successful completion of a course or success in a chosen career field. Competencies are more qualitative than quantitative, thus, less easily adaptable to a grade scale. To be more specific competencies are what students must be able to do or understand proficiently to successfully complete the course. Objectives:They are more specifically targeted to the educational outcomes of a lesson or a course. They are typically written using BloomÂ´s Taxonomy for educational objectives for a specific lesson. They support the competencies. They may suit the specific needs of the school. Bibliography: Google, http://suit101.com/artucke/competencies-verses-learning-objectives

TOPIC 10

SCHOOL NAME

Name

GRADE: SECTION:

LEVEL: SUBJECT: TEACHER: LEVEL

REMEMBERING Item Value Series

CONTENTS

Present of Be Present of Be: Yes or No questions and Wh questions Past of Be: Yes or No questions

UNDERSTANDING Item Value Series

APPLYING Item Value Series

ANALYSING Item Value Series

EVALUATING Item Value Series

CRE Item

Simple Present Statements

Simple Present Yes/No questions

Count Nouns

Describing my town

2 1

Shopping

TOTALS

50/40

LEVEL ITEMS

8 4 SERIES

14 7

I II SERIE SERIE

POINTS

18 9

III SERIE

IV SERIE

16 8

TOTAL 0

TOPIC 11 AND 12

Name

UNIVERSIDAD MARIANO GALVEZ EXAM ANALYSIS

CARNE 5076-04-402

CONTENT/ LEVEL

COLUMN DESCRIPTION

REMEMBERING Item

UNDERSTANDING

Value

Item

Series

SERIES II 3

Value

APPLYING Item

Series

SERIES I

SERIES III

Value

Series

7.317

56.079

12.195

7.32

SERIES V SCORES PERCENTAGES

TYPES OF DOMAINS: KNOWLEDGE, APPLICATION AND ANALYSIS THE MOST HEAVIEST DOMAIN: APPLICATION TEACHER ENPHASIZE THE SERIES:

ANALYSING

Value Item

SERIES IV

TOTALS

ALCIRA G.

SERIES I

I SHOULD CHANGE IN THIS TEST: I CHANGE THE QUANTITY OF PRONOUNS TO CLASITY IN PART BE AND INCREASE

12.195

4.878

EVALUATING Item

Value Series

TOPIC13 TEST TYPES Universidad Mariano Gálvez de Guatemala Evaluation and Assessment Techniques Evelyn R. Quiroa M.Ed 2012 NAME:_ALCIRA NINET SANABRIA G.____________________DATE: __26/10/2012______________ ID #: __5076-04402________

TEST ITEM TYPES INSTRUCTIONS: Complete the following chart based on test item types. TEST ITEM

CHARACTERISTICS

MULTIPLE CHOICE

Aplication, synthesis, analysis, and evaluation levels.The most useful format for measuring achievement

TRUE OR FALSE

 



Knowledge level content Evaluating student understanding of popular misconceptions Concepts with two logical

PROS & CONS

SKILL LEVELS ASSESSED

PROS: Score is easy, objective and realible. Guessing reduce,can cover broad range of content. CONS: contructing items is time consuming

Knowledge, comprehension, application, analysis , synthes is, evaluation.

PROS: relative easy to prepare, easy to score accurately and CONS: since students have 50/50 is considered to be tricky by students.May encourage guessing.

analysis, synthesis

RULES AND TIPS Format the items vertically not horizontally, the reponse options should be indented in a column, avoid trick items, use active voice, include from 3 to 5 options, use letters infront of options rather than numbers. Required students circle or underline a typed T or F, rather than fill in, avoid ambiguous or tricky answers USE MORE false than true

responses

MATCHING

KNOWLEDGE LEVEL  



ESSAY QUESTIONS



PROS: Maximum coverage at knowledge Knowledge level level in a minimum amount of Some comprehension space/preptime, valuable in content level, if areas that have lots of appropriately facts. CONS: Time constructed consuming for students nt good for higher level of leaning. Extended response: synthesis and evaluation levels; a lot of freedom in answers Restricted response: more consistent scoring, outlines parameters of responses



PROS: Allow expression, encourage originally and creativity. Opportunity to use judgment styles and vocabulary. Easy to construct. CONS: limited sampling of content, they are not efficient for assessing knowledge. Can limit amount of material tested, therefore has decreased validity. Subjective, potentially unreliable scoring. Time consuming to score.

knowledge



Application, synthesis and evaluation levels

Use only homogenius material in a set of matching. Be certain there are never multiple correct choices for one premise. Arrange the items in a response column in some logical order Demonstrate command of background information, by asking them provide supporting evidence. Try to write rubrics

FILL IN THE GAPS

The simplest forms of constructed response. These assessments are relatively easy to construct, yet they have the potential to test recall, rather than simply recognition

PROS: can be extended

KNOWLEDGE

Create short answer items, make sure the question is clear and there is a single, correct answer. Ask a direct question that has a definitive answer.

Knowledge, comprehension, analysis, application

Use original questions rather than taking questions from the text. Provide clear and concise vocavulary and phrases that come from the text or presentations, avoid use a long quote.

constructed response assessments can more easily demand higher levels of thinking. CONS: Not appropriate for higher level thinking, performance or attitudinal outcomes. Very difficult to check.

OPEN ENDED QUESTIONS

Open-ended questions allow respondents to include more information, including feelings, attitudes and understanding of the subject. This allows researchers to better access the respondents' true feelings on an issue.

PROS: THEY require a definite response rather than a simple recognition of the correct answer. CONS: memorization of bits and pieces of information can result in higher test score. They are more difficult to score. More than one answer may have to be consider correct. If open-ended questions are analyzed quantitatively, the qualitative information is reduced to coding and answers tend to lose some of their initial meaning. â&#x20AC;˘ Because openended questions allow respondents to use their own words, it is difficult to compare the meanings of the responses.

TOPIC 14

INSTRUCTIONS OF RULES AND TIPS FOR TYPES OF TEST Date: October 25, 2012. TEST ITEM MULTIPLE CHOICE

RULES AND TIPS Rules In the stem: Avoid Long complex sentences. In vial statements. Negative and double negative. Ambiguity or indefinite terms. Disorganization. Extraneous material. Items that provide a clue. A misconception. More than 3 to 5 options. Placing the option in horizontal position, they should Be placed in vertical position. Place letters for the options. Place the correct options randomly. Avoid over lapping (e.g. If “A” is true..) Implausible responses. “All of the above”, “None of the above” Tips In the stem: Compose questions while the material is fresh. Use your own words. Simple, clear formulated problems. Tips in the choice: Plausible and homogeneous distractors. Statements based on common students. Do NOT use true statement that do 34

NOT answer the question. All questions with same length. Correct option random distributed Alternative “C” is also true. TRUE OR FALSE

MATCHING

Rules: Avoid Negative and double-negative. Long complex sentences. Trivial material. Broad generalizations. Ambiguous or indefinite terms. The same number of true and false questions or slightly more false. Tips: Use your own words. One central idea in each item. Increase the usefulness of true/false Questions by asking students to correct false statements. Rules: Avoid Long stems and options. Heterogeneous content (dates mix with people). Implausible response. Short response 10-15 items only on a page. Unclear directions. Illogical ordered choices use chronological alphabetical, etc. Tips: You can use some choices more than once for the effect of guessing.

ESSAY QUESTIONS

Rules: Avoid Complex, ambiguous working. Questions that are too broad. All time to students to give a depth response. Unclear instructions. Unclear expectations.

Tips: Limit of time of time for thinking and writing. Use your own words. Use words like “compare” or “contrast” at the beginning of the question. 35

Distribute possible essay questions before the exam. Make your criteria slightly stricter (Students will improve the quality of the answers and the quality of learning without making the exam any easier. FILL IN THE GAPS

OPEN ENDED QUESTIONS

Rules: Avoid Avoid taking out so many words that the sentence is meaningless. Tips: Omit only one or two key words at the end of the sentence. Test students knowledge definition and other that supply the definitions to provide the term. Rules: Avoid Trivia. Long complex sentences. Tips: Clear wording. Use your own words. Specific problems. Direct questions. Time limit for thinking. Time limit for writing.

BIBLIOGRAPHY: Cunninghan, G. K (1998) “Assessment in classroom”, PA: Falmer. Ward, A. W, d Murrray-Ward, M (1999)”Assessment in the classroom”, Ch. Wardworth Publishing.

TOPIC 15 CORE CONTENT TESTING PLAN BLUE PRINT TEST

María José Murillo Martín Jennifer Figueroa

50765076-11-7723

Alcira Ninett Sanabria

5076-04-402

Martha Lydia Barahona Paz 5076-10-57 MONTHLY PLANNER MON 3 Topic: Introduction of the Present of be Objective: Memorize the form of be according to the pronoun to be used. Assessment activity: Choose the right form of the verb to complete the sentences.

10 Topic: Introduction verb “to be” Present Tense. Yes/ No questions Objective: Expressing and practicing with real life statements. Assessment activity: Listen to a dialogue. Practice making Yes questions using professions.

English Grammar

TUE 4 Topic: Present of be Objective: Identify in an oral and written way the present of Be Assessment activity: Ss listen to a tape and writes down the sentences where they here the be verb. 11 Topic: Introduction verb to be, present tense, NO questions Objective: Make questions in negative form. Assessment activity: formulate negative questions .

September 2,012

9th. Grade

WED THUR 5 6 Two Periods Topic: Present Topic: Present of Be of Be Objective: Objective:  Organize the Make information given sentences  Check and correct using the any mistake in the present of be. use of the Present of Assessment Be. activity: Assessment activity: Ss describe a  Ss read a paragraph, picture using organize the ideas sentences with and correct any the present of mistake in the use of be. the present of be

FRI 7 Topic: Present of Be Objective: Create their own sentences to describe. Assessment activity: In groups, Ss create a game in which they use the structure learned.

12 Topic: Feedback Yes/No questions. Objective: Compose and formulate Yes/No questions. Assessment activity: Each Ss prepare 10 questions using yes/no questions, then they have to ask another

14 Topic: Feedback Wh questions verb “to be” present tense. Objective: Produce and make questions with the wh words. Assessment activity: Creating an interview, Ss formulate a questionnaire practice what they have learnt.

13 Topic: Introduction of Wh questions, verb “to be” present tense. Objective: Ss. Experiment making a lot questions using what/where/who/why Assessment activity: Giving a list of ten sentences, Ss have to change them using the Wh words.

17 Topic: To be Past Tense Objective: Underline the correct use of was/were, affirmative/negative form to talk about location of people and things in the past. Assessment activity: Reading activity with yes/no /wh questions

18 Topic: Feedback To be past Tense Objective: Identify the verb in a reading Assessment activity: Identify in a police report the location of suspects in the accident of a whole family.

24 Topic: Count Nouns Objective: Ss. Be able to name and use them Assessment activity: Create 10 written sentences applying count nouns

25 Topic: Feedback Count Objective: Ss. Be able to contrast, revise and construct sentences Assessment activity: making a list contrasting count and non-count.

MONTHLY PLANNER

partner. 19 Topic: To be Past tense: Yes/no questions Objective: Make and answer questions to confirm what people are asking. Assessment activity: Create a questionnaire to confirm the location of witness in a robbery.

26 Topic: Proper Nouns Objective: Ss, uses and revise the in pairs. Be able to determine Assessment activity: Make a list of 5 classmates, 5 family members, 5 names of places and countries and their capitals.

20 Topic: wh questions to be past tense Objective: Produce wh questions to practice long affirmative and negative answers with to be past tense. Assessment activity: â&#x20AC;&#x153;Where were youâ&#x20AC;Ś? POLICE REPORT Create a questionnaire about dates and ask people about their location on that day.

27 Topic: Feedback of Proper Nouns Objective: Ss be able to select and formulate appropriately proper nouns Assessment activity: Match the names of countries with its capitals

21 Topic: Feedback yes/no questions, wh questions to be past tense Objective: Analyze a text to find out information for answering questions with the past tense of to be verb Assessment activity: Superminds! Create situations in the past to remember the location of people and things. 28 Topic: Short test on Count and Proper Nouns Objective: Ss. Reassure knowledge about count and Proper Nouns Assessment activity: Solve the test.

October 2,012

MON TUE WED THUR 1 Topic: 2 3 4 Simple present Topic: A typical Topic: Topic: Rule of statements morning at home yes-no questionsthe (dothird as Objective: Tell aboutObjective: discuss auxiliary verb) and person. everyday activities weekly routines short answers Objective: Talk Assessment activity Objective: ask for about lifestyles Assessment Create a cartoon information of a famous activity: Make a about lifestyles of Assessment activity: person. . list of your people. Formulate Assessment everyday questions for activity: Make activities with an interview. a drama about time a famous expressions. lifestyle of a famous person.

FRI 5Topic: Wh questions does (as auxilary verb) Objective: Ask information about a famous person. Assessment activity:Make a list of activities of famous people do and contrast it with

ordinary people.

8 Topic: Plural of nouns Objective: Differentiate rules to make plural and what are the irregular nouns Assessment activity: Classify the plural of nouns according to their rules.

9 Topic: Prepositions of place (in,on,at/next to/behind/in front to/ opposite/betwe en/ under Objective: describe places and things in town. Assessment activity: Make a map your town.

15 Topic: Likes and dislikes.(Like, want , love, hate) Objective: Choose and describe your preferences.

16 Topic: Clothing and accessories

Assessmente activity: Write a list of your likes and dislikes activities.

22 Topic: Sightseeing information Objective: Talk about countries you want to travel to Assessment activity: An itinerary of places to visit and things to do. (prepare a flow chart to sequence an itinerary)

Objective: Advertise a line of clothing and accessories. Assessment activity: List a line of clothing and accessories that your boutique has on sale.

23 Topic: Can/can’t Objective: Recommend places to visit and thing you can do there. Assessment activity: Make a booklet about the most important places in your country and the activities to do.

10 Topic There is /there isn’t there are/there aren’t a/an/some/a ny Objective: Recognize places and things for their description. Assessment activity: Make poster of the most interesting places in your town, 17 Topic: How much is / are This, these; that, those Objective: Ask and answer questions. Assessment activity: Calculate the total amount in the shopping list of a customer. . 24 Topic: Verbs to describe abilities Objective: Describe a position or a vacancy in your company Assessment activity: Sell an idea

11 Topic: Location expressions Yes/no questions Objective: locate places in town. : Is there? and Are there?a/an/any Assessment activity: Ask and answer questions

12Topic:Feedba ck Give directions Offer help Word stress in compound nouns Objective:Talk about stores and favorite places in your town Assessment activity: Recommend places in your neighborhood

18 Topic: Shopping Objective: Ask and answer about prices and use “Time to think” expressions Assessment activity: Create a dialog to ask help to make a choice

19 Topic:Feedback Talk about clothes Ask for and give prices Shop for gifts Objective: Discuss shopping habits Assessment activity:Give your opinion about your classmates shopping habits.

25 Topic: Sports and leisure activities Objective: Illustrate what do people do in their free time. Assessment activity: create a cartoon with some characters in their leisure activities.

26 Topic: Feedback Can/can’t Objective: Differentiate on action and nonaction verbs Assessment activity: classify action and nonaction verbs.

29 Topic: What a week! Objective: people describe their week, and choose a response Assessment activity: write a personal journal.

30 31 Topic: Don’t Topic: forget! Weekend fun Objective: • Objective: Remember identify main things, and topics and identify the details methods to use Assessment Assessment activity: • Listen to activity: two stories, Memory game: identify the Order events details, and with before, then predict after, when, the endings and then

SCHOOL NAME

Name

GRADE: 9 th. SECTION:

Mentes Brillantes

LEVEL:

SUBJECT: TEACHER: LEVEL

CONTENTS

REMEMBERING Item Value

UNDERSTANDING Item Value

APPLYING Item Value

ANALYSING Item Value

EVALUATING Item Value

Series

Present of Be Present of Be: Yes or No questions and Wh questions Past of Be: Yes or No questions

Simple Present Statements

Simple Present Yes/No questions

Count Nouns

Describing my town

2 1

Shopping

TOTALS

50/40

LEVEL ITEMS

8 4 SERIES

14 7

I SERIE

II SERIE

III SERIE

IV SERIE

TOTAL 0

POINTS

Colegio “Mentes Brillantes” Guatemala, Guatemala Subject: Grammar 1st. Grade Teacher: María Murillo

Name:______________________________________________Date:_____________ First part (10 points) Fill in the gaps with the correct form of the verb to be - am, is, are, to make Yes/No questions. Example: 1. _Are Jane and Alice sisters? 2. ____this car yours? 3. ____ I in your way? 4. ____Maria John's sister? 5. ____you twenty-five years old? 6. ____the Smiths divorced? Second part (12 points) Write the correct order of the words to make wh questions. Example: 1. are tired ? you when __When are you cold______________________________

2. book ? your is where ___________________________________________

3. from ? the is Mr. Peters where ___________________________________________ 42

4. they are what ? ___________________________________________

5. am I where ? ___________________________________________

6. is daughter Sandraâ&#x20AC;&#x2122;s ? who ___________________________________________ 7. you when coming are ? home ___________________________________________ Third part (10 points) Questions with verb to BE in past (10 points) Decide if the questions are correct and rewrite them if not. Place a check or a cross in the squares.

1. Were the kids in the garden? ___________________________________________

2. Was they happy yesterday? ___________________________________________

3. Was you a football player when you were young? ___________________________________________ 4. Was she a secretary? ___________________________________________

5. Were he a teacher in the university? ___________________________________________ Fourth Part (10 points) 43

Decide whether these nouns are countable (C) or uncountable (U) 1. The children are playing in the garden.

______

2. I don't like milk.

______

3. I prefer tea.

______

4. Scientists say that the environment is threatened by pollution.

______

5. My mother uses butter to prepare cakes.

______

6. There are a lot of windows in our classroom.

______

Fifth part Simple present statements (10 points) Write a letter to a friend telling him what you do every day and what other members of your family usually do. _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _______________________________________________________ Sixth Part Simple present yes/no questions (20 points) You are interviewing a person for a job. Create questions in simple present that he can answer with yes or no. Example: Do you study? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

______________________________? ______________________________? ______________________________? ______________________________? ______________________________? ______________________________? ______________________________? ______________________________? ______________________________? ______________________________?

Yes, I do __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ 44

Seventh Part (14 points) Circle the correct answer Example 1. ____________ like to play with toys. a.childs b.children c. childrens

2. Are there__________museums downtown? a. an b. some c. any 3. Is there _______ umbrella? a. Some b. a c. an 4. There are __________ old churches near here. a. any b. an c. some

5. ________ I help you? a. Does b. Can c. Is

6. Are they __________happy playing in the park? a. Childrens b. Childs c. Children 7. I always buy two _________________for my own.? a.book b.notebook c. dictionaries 45

Eighth part (14 points) Underline the correct option. Be careful by reading before you answer. Marta is a shopping holic, she has spend all day just only checking prices and offers. She thinks is a smart plan to do that, in addition she has many coupons to low the cost of her shopping list, because she doesn’t want to pay for those things. Sometimes she feels stress because she doesn’t have enough money to spend and there aren’t enough offers in the supermarket. Sometimes she finds many offers at flee mark but not all the time.

1.What’s the main idea of the paragraph? a. Save money is difficult b. Shopping stress occupation c. Low prices are the most desirable.

2.What does the paragraphs say? a. Marta is trying to save money. b. Marta is always stress. c. Marta likes to pay for everything.

3.What does the paragraph say? a. Marta is an unconscious buyer. b. She needs help to try her addition. c. She’s only a housewife that tries to have everything to live.

4. When you go shopping what do you try to do? a. Buy everything, it doesn’t matter the cost. b. Buy only the necessary things to survive. c. Buy the things but be clever in the manage of money.

5.What do you prefer? a. Things that are offered with 1 or 2 days of use. b. Things that are on sale no matter the price. c. Things with low prices but high quality. 46

6.What do think that are Martaâ&#x20AC;&#x2122;s thoughts? a. Have many things in order to buy with less money. b. Have many things in order to high quality. c. Have many things but donâ&#x20AC;&#x2122;t pay any money.

7.What is a flea market? a. a pet shop b. a fruit market c. an old things market