Written Classroom Assessment Items Essay

Open, View, and/or
Download this Document

Total Length: 1362 words ( 5 double-spaced pages)

Total Sources: 5

Page 1 of 5

Writing Classroom Assessment ItemsThe assessment for this unit of study is for English Language Arts for Grade 7 class. This assessment focuses on examining students’ literacy in the English language and their understanding of concepts learned in the classroom. In essence, this assessment is designed to examine students’ comprehension and mastery of the English language. Therefore, the assessment includes writing in order to examine students’ interactions with different pieces of literature. Writing test items that are reliable, valid, and free from bias is a major component of assessment literacy. According to Popham (2018), assessment literacy primarily entails one’s ability to read and write rather than knowledge or competence in a specific area. This paper provides a summative, multiple-choice test, a formative assessment, and a performance task.Part 1 – Summative, Multiple-Choice TestAssessment of Grade 7 students’ comprehension of concepts in the English language involves the use of summative and formative assessments. Summative, multiple-choice tests are viewed as effective and efficient approaches to evaluate learning outcomes (Brame, 2013). For this Grade 7 class, the summative, multiple-choice test seeks to examine learning outcomes in relation to concepts taught in the English Language Arts lessons. This summative assessment is based on test specifications and curriculum map created in Module 2. This end-of-unit assessment incorporates 10 multiple-choice items with a stem, four answer choices, and a starred correct answer. This summative, multiple-choice test is based on an excerpt from Anne of Green Gables, a classic story used in the classroom.1. Who is the writer of this passage?a. Anneb. Marillac. An outsiderd. A narrator who is conversant with the story and its characters*2. What is the author trying to portray in this story?a. The life and times of a young girl living in rural Prince Edward Island*b. Anne’s interactions with Marillac. How Anne feels about Marillad. Anne’s personality3. What is the author’s main idea or central theme?a. To demonstrate Anne’s dramatic personalityb. Life in rural Prince Edward Island was characterized by numerous challenges that affected inter-personal relationships*c. To show how Marilla prevented herself from being angry with Anned. To show the level of Anne’s intelligence4. How would the word smart, which is used in the final sentence of the story, be applicable in today’s life?a. Painfulb. Fashionablec. Intelligent*d. Quick5. Which words describe Anne’s feelings?a. Scared and uncertainb. Excited but nostalgicc. Shy and inactived. Energized and excited*6. If you were Marilla, how would you respond to Anne?a. Send her back homeb. Be affectionate toward herc. With suspiciond. Unsure of how to act*7. What aspects of Anne’s feelings support the author’s main idea?a. Anne’s dramatic personalityb. Anne’s intelligencec. Anne’s fear of being misunderstood by Marilla*d. None of the above8. What could have influenced Anne’s dramatic personality and her relationships?a. Her beauty-loving eyesb.…

[…… parts of this paper are missing, click here to view the entire document ]

…throughout the story from the beginning to the end.Who will view the product or performance?The product or performance will be reviewed by the English Language Arts teacher.What is the real-world context for the task?Relationships with family members play a key role in shaping one’s life experiences.

Stuck Writing Your "Written Classroom Assessment Items" Essay?

View All Our Example Written Classroom Assessment Items Essay

Have A Custom Example Essay Written

List the step-by-step process for task completion.1. Read the story several times.2. Identify the various parts or elements of the story.3. Determine what the author is trying to convey or his/her purpose of writing.4. Link the author’s main idea to how the story is developing throughout the text.5. Identify how the story relates to the real world.List process criteria.1. Identity the author or main characters of the story.2. Identify what the author is trying to convey.3. Determine the author’s purpose in writing the story.4. Provide textual evidence to support inferences on what the author is trying to convey.5. Comment on how the text relates to the real world based on the central theme.List final product criteria.1. Author and main characters are explicitly stated.2. The author’s main point is accurately depicted.3. The author’s purpose of writing is stated.4. Inferences are supported by textual evidence.5. Real world applicability of the story is mentioned.Holistic RubricProduct CriteriaScoreAccurate identification of the story’s author and/or characters4(Excellent)3(Meets expectations)2(Partially)1(Poor)Accurate depiction of the author’s main point4(Excellent)3(Meets expectations)2(Partially)1(Poor)Determines author’s purpose of writing the story4(Excellent)3(Meets expectations)2(Partially)1(Poor)Inferences supported by textual evidence4(Excellent)3(Meets expectations)2(Partially)1(Poor)Demonstrate the applicability of….....

Show More ⇣

     Open the full completed essay and source list


OR

     Order a one-of-a-kind custom essay on this topic


sample essay writing service

Cite This Resource:

Latest APA Format (6th edition)

Copy Reference
"Written Classroom Assessment Items" (2021, March 13) Retrieved April 29, 2024, from
https://www.aceyourpaper.com/essays/written-classroom-assessment-items-2176753

Latest MLA Format (8th edition)

Copy Reference
"Written Classroom Assessment Items" 13 March 2021. Web.29 April. 2024. <
https://www.aceyourpaper.com/essays/written-classroom-assessment-items-2176753>

Latest Chicago Format (16th edition)

Copy Reference
"Written Classroom Assessment Items", 13 March 2021, Accessed.29 April. 2024,
https://www.aceyourpaper.com/essays/written-classroom-assessment-items-2176753
   

Open, View, and/or
Download this Document
order custom essay example