Poetry Assessment Analysis & Critique Krissa Loretto EDUC 340 Spring 2014

Class Statistics The following report is an analysis and critique of results of the Poetry Assessment that I administered to 6 th Grade Visions on April 17, There were 27 students present on test day (2 absent that have yet to take the test). I gave a modified version of the test to General/Inclusion sections, who did not cover vocabulary.

Test Results Poetry test mean score = Poetry Test median score = 86 Poetry test mode score = 84 and 86 Highest scores = 96, 95 Lowest scores = 42, 46

Test Results (select response) Multiple Choice (2 pts each) Item 1- 7/27 incorrect Item 2- 4/27 incorrect Item 3- 10/27 incorrect Item 4- 7/27 incorrect Item 5- 2/27 incorrect Item 6- 7/27 incorrect Item 7- 6/27 incorrect Item 8- 5/27 incorrect True/False (2 pts each) Item 9- 1/27 incorrect Item 10- 3/27 incorrect Item 11- 2/27 incorrect Item 12- 1/27 incorrect Item 13- 1/27 incorrect Item 14- 2/27 incorrect Item /27 incorrect

Test Results (supply response) Fill-In-The-Blank (1 pts each) Item 16- 6/27 incorrect Item /27 incorrect Item 18- 0/27 incorrect Item /27 incorrect Short Essay (8 pts each) Item 20- Average = 7.4/8 (92.5%) Item 21- Average = 7.56/8 (94.5%)

Test Table of Specifications Most Frequently Missed Items Item #3- 37% incorrect Item #15- 37% incorrect Item #17- 44% incorrect Item #19- 78% incorrect

Inferences About Student Learning In regard to the learning objectives targeted by this test, I can infer that the students in my class definitely learned about several aspects of poetry. On the test, students demonstrated their abilities through the following behaviors and were able to: - Define a variety of new vocabulary words - Identify literary devices in poetry - Describe characteristics and features of different poetry forms - Describe and define a variety of literary devices - Correctly employ vocabulary when writing poetry - Compose original poetry. - Locate, define and differentiate between different forms of poetry.

Student 1: “Dillon” Dillon received a score of 84 on this assessment. Three of the five test items that he answered incorrectly fell into the “Poetry Reading” content area. His results indicate that he had difficulty understanding the different types of poetry covered in the unit. In regard to the Intended Learning Outcomes for this unit, Dillon was only somewhat able to describe and differentiate between different forms of poetry. Although Dillon only missed one item about Poetry Reading on knowledge level, perhaps a stronger foundation in this content area would have helped him with the more cognitively challenging items (for example, Item #17). There is a possibility that Dillon’s inability to understand some of the vocabulary (item #7) prohibited him from embedding the new vocabulary in a poem (Item #21). It is possible that Dillon could benefit from a review of basic poetry knowledge and vocabulary words.

Student 2: “Nate” Nate received a score of 78 on this assessment. The majority of the answers he answered incorrectly fall into the application category, revealing that although he understands and comprehends vocabulary, types of poetry, and literary devices, he struggles when he is asked to apply these concepts. Nate’s test results indicate that he understands the principles of poetry fairly well but he has difficulty writing it and also embedding the new vocabulary in his writing. In regard to the Intended Learning Outcomes for the unit, Nate did not demonstrate the ability to “compose an original shape, poem, limerick, free verse or haiku” or “compose poetry with integrated vocabulary from the unit.” Although Nate understood the basic concepts in the unit, he probably needs more instruction in writing poetry and practice employing the new terms.

Looking Toward the Future… The most commonly missed items on the assessment were questions at the “knowledge” cognitive level. The most frequently missed question was one about irony vs. literalism. Short Term (this week) Teach a mini-lesson on irony and review its definition Review the differences between elements of ballad, haiku, and limerick Review the definitions and physical features and differences between shape poetry and blackout poetry Review the definition of form poem and how it differs from free verse. Long Term (next year…) Spend more time reviewing the definitions of the different poetic forms Possible spend less time on haiku and free verse Make sure to sample all poetic forms more equally on the test Do not assume prior knowledge of literary elements (irony, for example) Stress part of speech and how to use the word in a sentence when teaching vocabulary

Concluding Thoughts on Validity and Reliability of the Poetry Test Overall, I believe that the test was fairly valid and fairly reliable. Considering it was carefully crafted so that the assessment matched the instruction (and curriculum), I believe the test was a fair representation of student learning. Overall, the students in my class demonstrated an above average knowledge of poetry, and I am happy with the results. As Dr. Gareis suggested, I fixed some minor structural errors (spacing, extra lines instead of blanks next to fill-in-the-blank questions) and I also dissolved any typographical errors that I found prior to administering the assessment. In order to better reflect student learning, there are also some things about the actual test itself that I would change. To avoid systematic error and increase reliability, I would change the wording of Question #20 because some students misinterpreted the direction, “reflect what you learned about haikus during the unit” and actually wrote haikus about haiku. I might also change Question #21 so that students cannot write another haiku. This would increase reliability because students would not be able to rely on the information in the previous question to answer this item. Next time I teach poetry, I plan to spend more time teaching the basics, such as definitions and characteristics of vocabulary, literary terms and poetic forms. I will assume less prior knowledge of poetry than I did in this unit in order to help students fully comprehend poetry on the knowledge cognitive level. I look forward to reflecting on this project to guide my assessment and instruction techniques for the rest of my student- teaching experience as the coming years as an educator.