Summative Assessment Grade 6 April 2018 Develop Revise Pilot Analyze Decide Summative Assessment Grade 6 April 2018

Course Objectives To develop an understanding of summative assessment and the need for assessments to exemplify good technical qualities namely: cognitive complexity, content quality, meaningfulness, language appropriateness, ability to make general statements about student achievement from the results, fairness, and reliability.

Course Objectives 2 To enable summative assessment writers to: know and follow appropriate principles for developing and reviewing summative assessments and to be able to use these assessment methods in their teaching, identify and accommodate the limitations of different informal and formal assessment methods. gain an awareness that certain assessment approaches can be incompatible with certain instructional goals. 3. To enable summative assessment writers to develop improved Grade 6 assessments for end of semester assessments.

Assessment Diagnostic Before learning Formative (Looking forward) While learning Summative (Looking backward) Post learning

Performance test items Question Patterns Subjective Short-answers Extended responses Problem solving Performance test items Objective Multiple Choice True-False Matching Completion

( international practice) Before creating a S.A Curriculum Doc. G.6 Scope & Sequence Intermediate Stage Curr. Doc G.5 Sc. & Standards S.A should be designed according to Competences and standards, not the textbook content ( international practice)

MCQ

Creating an MCQ : The language of the stem should be easier than the students 'reading level. All distractors, when possible, should be taken from the text End your MCQ, when possible, with a question mark ( ? )

Don’t use the word NOT in MCQs Don’t use completion and Multiple choice in the same item at the same time. e.g.: The main idea of the passage is……. Don’t use the word NOT in MCQs Don’t use ‘All of the above’ or ‘ None of the above’ as distractors.

Try not to use ‘do you think’ in the stem. ‘Do you think’ could be used in inference questions. All spaces in completion items should be the same length.

Don’t include more than ONE demand in one question. You shouldn’t use positive & negative at the same time in MCQs: e.g. a) Dolphins can talk. b) Dolphins don’t have feelings. Don’t include more than ONE demand in one question. Every question should measure a Cs.

If needing to use the negative in a question, just highlight it. It’s better to locate the longest distractors at the end. Questions must be direct.

Language should be tested as a whole. No voc., gram. alone We should test the language skills Avoid repeated patterns in distractors

Spot Test Develop Review Pilot Analyze Decide Reject self Edit peer Item Bank group Distractors Administer Difficulty Mark Discrimination Entry

Flesch Readability Score Designed for L1 learners, for L2 learners go higher 2 grades.

Scores can be interpreted as shown below: notes School level Score Very easy to read. Easily understand by an average 11 yrs 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

CORRECT ANSWER C A B D EI for A 0.50 0.31 0.25 0.34 0.19 0.38 0.16 0.22 0.56 0.41 EI for B 0.13 EI for C 0.28 0.09 EI for D 0.06 TOTAL 1.00 0.97

Questions Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 passing 16 8 2 11 7 12 10 18 failing 24 30 21 25 20 22 14 Difficulty Index (30-70) 50 6 34 38 31 41 56   Validity valid invalid Comment To be edited To be reconsidered

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