1. 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)

2. 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.

3. Task
Types of assessments

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

5. 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

6. Task

7. 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

8. 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

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

10. 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.

11. 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.

12. 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.

13. 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.

14. 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 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

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

18. 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

19. 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.

20. 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.).

21. 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.

22. 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)

23. Task
Develop10 MCQs regarding the different levels of thinking

25. Discussing spot test analysis

26. Analysing spot test Difficulty Index: DIF I
Keep questions between ( p 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)

27. True or False Items

28. 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

29. 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

30. Sequencing

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

32. 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  

33. Task
Create your own
sequence activity

34. Thank You