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

2. 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.

3. 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.

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

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

6. ( 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)

7. MCQ

8. 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 ( ? )

9. 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.

10. 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.

11. 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.

12. 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.

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

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

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

16. 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 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

18. 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

19. 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

20. Thanks