Writing Classroom Assessment Items
The assessment for this unit of study is for English Language Arts for Grade 7 class. This assessment focuses on examining students literacy in the English language and their understanding of concepts learned in the classroom. In essence, this assessment is designed to examine students comprehension and mastery of the English language. Therefore, the assessment includes writing in order to examine students interactions with different pieces of literature. Writing test items that are reliable, valid, and free from bias is a major component of assessment literacy. According to Popham (2018), assessment literacy primarily entails ones ability to read and write rather than knowledge or competence in a specific area. This paper provides a summative, multiple-choice test, a formative assessment, and a performance task.
Part 1 Summative, Multiple-Choice Test
Assessment of Grade 7 students comprehension of concepts in the English language involves the use of summative and formative assessments. Summative, multiple-choice tests are viewed as effective and efficient approaches to evaluate learning outcomes (Brame, 2013). For this Grade 7 class, the summative, multiple-choice test seeks to examine learning outcomes in relation to concepts taught in the English Language Arts lessons. This summative assessment is based on test specifications and curriculum map created in Module 2. This end-of-unit assessment incorporates 10 multiple-choice items with a stem, four answer choices, and a starred correct answer. This summative, multiple-choice test is based on an excerpt from Anne of Green Gables, a classic story used in the classroom.
1. Who is the writer of this passage?
a. Anne
b. Marilla
c. An outsider
d. A narrator who is conversant with the story and its characters*
2. What is the author trying to portray in this story?
a. The life and times of a young girl living in rural Prince Edward Island*
b. Annes interactions with Marilla
c. How Anne feels about Marilla
d. Annes personality
3. What is the authors main idea or central theme?
a. To demonstrate Annes dramatic personality
b. Life in rural Prince Edward Island was characterized by numerous challenges that affected inter-personal relationships*
c. To show how Marilla prevented herself from being angry with Anne
d. To show the level of Annes intelligence
4. How would the word smart, which is used in the final sentence of the story, be applicable in todays life?
a. Painful
b. Fashionable
c. Intelligent*
d. Quick
5. Which words describe Annes feelings?
a. Scared and uncertain
b. Excited but nostalgic
c. Shy and inactive
d. Energized and excited*
6. If you were Marilla, how would you respond to Anne?
a. Send her back home
b. Be affectionate toward her
c. With suspicion
d. Unsure of how to act*
7. What aspects of Annes feelings support the authors main idea?
a. Annes dramatic personality
b. Annes intelligence
c. Annes fear of being misunderstood by Marilla*
d. None of the above
8. What could have influenced Annes dramatic personality...
…demonstrate how the central theme/idea develops throughout the story from the beginning to the end.Who will view the product or performance?
The product or performance will be reviewed by the English Language Arts teacher.
What is the real-world context for the task?
Relationships with family members play a key role in shaping ones life experiences.
List the step-by-step process for task completion.
1. Read the story several times.
2. Identify the various parts or elements of the story.
3. Determine what the author is trying to convey or his/her purpose of writing.
4. Link the authors main idea to how the story is developing throughout the text.
5. Identify how the story relates to the real world.
List process criteria.
1. Identity the author or main characters of the story.
2. Identify what the author is trying to convey.
3. Determine the authors purpose in writing the story.
4. Provide textual evidence to support inferences on what the author is trying to convey.
5. Comment on how the text relates to the real world based on the central theme.
List final product criteria.
1. Author and main characters are explicitly stated.
2. The authors main point is accurately depicted.
3. The authors purpose of writing is stated.
4. Inferences are supported by textual evidence.
5. Real world applicability of the story is mentioned.
Holistic Rubric
Product Criteria
Score
Accurate identification of the storys author and/or characters
4
(Excellent)
3
(Meets expectations)
2
(Partially)
1
(Poor)
Accurate depiction of the authors main point
4
(Excellent)
3
(Meets expectations)
2
(Partially)
1
(Poor)
Determines authors purpose of writing the story
4
(Excellent)
3
(Meets expectations)
2
(Partially)
1
(Poor)
Inferences supported by…
References
Brame, C. (2013). Writing good multiple choice test questions. Retrieved from Vanderbilt University website: https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
Izard, J. (2004). Trial testing and item analysis in test construction. Retrieved March 13, 2021, from http://www.sacmeq.org/sites/default/files/sacmeq/training-modules/sacmeq-training-module-7.pdf
Popham, W.J. (2018, August). Assessment literacy for educators in a hurry. Retrieved March 13, 2021, from http://www.ascd.org/publications/books/119009/chapters/Assessment-Literacy@-The-What,-the-Why,-and-the-How.aspx
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