Summative Assessment English Lang. Workshop April 2018 (Primary Stage) Ministry of Education Farwaniya Educational Area ELT Supervision Summative Assessment English Lang. Workshop April 2018 (Primary Stage)

Objectives By the end of the workshop, trainees should be able to: 1. Check the readability of the reading passage to ensure it is age-appropriate and of an appropriate maturity level. 2. Formulate the MCQ stems and distractors properly. 3. Check to what extend the test would be suitable for Grade 5students. 4. Develop MCQs considering Blooms’ taxonomy levels of thinking 5. Learn how to analyse test results and use the results to improve tests and classroom practice.

Task Types of assessments

Types of assessments in schools Diagnostic Before Learning Formative While Learning Summative After Learning

Performance Test Items Types of questions Objective True & False Matching Completion MCQs Subjective CRQs Problem Solving Performance Test Items Open End questions Extended responses Short Answers

Task

Specific Competences For Grade 5 G.C 3   3.4 . Reading and understanding short scientific texts to describe the universe 3.3 . Showing interest and curiosity while reading different texts, (fiction/nonfiction) And expressing his/her opinion related to them 3.2 . Reading grade level narrative and short informative texts to determine the main idea, the theme of a text and draw simple inferences and conclusions 3.1 . Reading grade level narrative and short informative texts for a variety of purposes ( reading for information, or pleasure) Reading and viewing a range of texts by means of different strategies in a variety of contexts

Task Using the sample test, identify the specific competences for each question and the number of times the competence is used Question SC Number of times

Task Have all the SCs been tackled? Which specific competences have not been tackled? Why?

When preparing a summative test You should consult * Kuwait National Curriculum and Standards document *Exam framework * Test Specification table *Synopsis & Scope and Sequence *Primary Stage Curriculum Document * Curriculum standards descriptors Summative assessment test should be written according to the competences standards not just the text book content.

Choosing Reading Texts It is essential that texts are of value in their own right. A good test cannot be written using a poor text. The text chosen should not be from material which is widely used for teaching purposes. The text should be: Intrinsically interesting and relevant to the Stage being assessed; Linguistically accessible to students at a particular grade; Complete in itself; Well-written; Well-structured.

What is a Flesch-Kincaid score? Readability Test What is a Flesch-Kincaid score?  The Flesch-Kincaid readability score uses the sentence length (number of words per sentence) and the number of syllables per word in an equation to calculate the reading ease. Texts with a very high Flesch-Kincaid reading ease score (about 100) are very easy to read. They have short sentences and no words of more than two syllables.

How do I check Felsch Kincaid on Microsoft Word? Click the Microsoft Office Button, and then click Word Options. Click Proofing. Make sure Check grammar with spelling is selected. Under When correcting grammar in Word, select the Show readability statistics check box.

Scores can be interpreted as shown below: notes School level Score Very easy to read. Easily understand by an average 11 years old 5th grade 90-100 Easy to read. 6th grade 80-90 Fairly easy to read 7th grade 70-80 Plain English. Easily understood by 13-15 yrs 8th & 9th grade 60-70 Fairly difficult to read 10th -12th grade 50-60 Difficult to read College 30-50 Very difficult to read College graduate 0-30

What should we consider when writing MCQs ? Task What should we consider when writing MCQs ? Stem Distractors

Tips for developing good MCQs; 1. When possible, state the stem as a direct question rather than as an incomplete statement Desirable Form What is the capital of Kuwait? Undesirable Form The capital of Kuwait is......... 2. Eliminate excessive verbiage or irrelevant information from the stem Which of the following ways of heat transfer explains why Ayesha’s hand was burned after she touched a hot iron? While ironing her clothes, Ayesha burned her hand accidently on the hot iron. This was due to a transfer of heat between... 3. Include in the stem any word(s) that might otherwise be repeated in each alternative. In national elections in Kuwait the Prime Minister is officially chosen by: a-the people.√ b-members of Parliament. c-the political party. d-the Districts In national elections in Kuwait the Prime Minister is officially: a- chosen by the people.√ b- chosen by members of Parliament. c- chosen by the political party. d- chosen by the Districts

Tips for developing good MCQs; 4. Present a definite, explicit and singular question or problem in the stem. Desirable Form The study of human society is called Undesirable Form Social Studies is.. 5. Use negatively stated stems sparingly. When used, underline and/or capitalize the negative word. Which of the following is NOT a verb? Which of the following is not a verb? 6. Make alternatives approximately equal in length. What is the most general cause of low individual incomes in Kuwait? A. A lack of goods and services to sell √ B. The population’s unwillingness to work. C. Too much reliance on automation D. Increasing cost of raw materials The most general cause of low individual incomes in Kuwait is: A. lack of goods and services to sell √ B. unwillingness to work. C. automation. D. inflation.

Tips for developing good MCQs; •Use at least four alternatives for each item to lower the probability of getting the item correct by guessing. •Randomly distribute the correct response among the alternative positions throughout the test, having approximately the same proportion of alternatives a), b), c), and d) as the correct response. •Use the alternatives none of the above and all of the above sparingly. When used, such alternatives should occasionally be used as the correct response. •List alternatives on separate lines (rather than including the options as part of the stem) so that all options can be clearly distinguished. •Keep all alternatives in a similar format (i.e., all phrases, all sentences, etc.).

Remember ! The questions should test different levels of thinking. The questions should tackle the four ranges of the S.Cs The questions should test different levels of thinking. The questions should based on different levels of difficulty.

Think Pair Share Task Develop 10 MCQs regarding the different levels of thinking: ( include 3 Qs to test Grammar) *Low levels of thinking(Recalling, Understanding) *Middle level of thinking( Appling, analysing) *High Level of thinking( Evaluating ,Creating)

Task Develop10 MCQs regarding the different levels of thinking

Discussing spot test analysis

Analysing spot test Difficulty Index: DIF I Keep questions between ( p 0.30- p 0.70) Discrimination Index: DI Keep questions with a positive discrimination value (above ”0” to +1) Distractors Efficiency: DE It is recommended to change the distractors that were not chosen by students “0” as they do not represent common mistakes. It is a NONFUCTIONAL DISTRACTOR (NFD)

True or False Items

True or False Simple and clear language Notes to Remember True or False Simple and clear language Complicated statements lead to testing reading skill, not content Use  Tick or x Cross Present correct relationships first, vary second parts Equal length of responses Randomize true and false statements Use popular misconceptions as false statements Write items with a plausible false response Reference the Development of Competency-based Item Guide and have participants read table on development of True/False Items

Matching Make sure a matching component is appropriate Notes to Remember Matching Make sure a matching component is appropriate 10-15 items maximum Use short phrases or single words in response list Arrange list of responses in a systematic order Ensure only one correct response for one stem Avoid breaking set of items over two pages

Sequencing

Sequencing Applicability Basic knowledge level content Complex levels of reasoning Understanding logical order Following directions

Sequencing Notes to Remember Make sure that a sequencing component is appropriate Keep sequencing items brief, limit to 5-6 Language as simple and clear as possible Reduce the amount of reading time by including only short phrases or single words in the response list Avoid breaking a set of items (stems and responses) over two pages Require students to enter the number corresponding to the item, thus avoiding having to interpret confusing handwriting. Randomize the sequence Write items so that the incorrect response is more plausible or attractive to those without the specialized knowledge being tested  

Task Create your own sequence activity

Thank You