Validity, Reliability,
and Accuracy
Dawn Stevane
EDU645: Learning &
Assessment for the 21st Century (MRB1231B)
Instructor: Richard Newman
September 3, 2012
Week five assignment is to choose a
learning outcome and draft an assessment that supports the outcome and also
explain how you used validity and reliability in your assessment. I will use
the poem Batty by Shel Silverstein. I will read the poems from Shel Silverstien
and this will help the children by using rhyme and repetition. By reading these
poems to the children they will help the children to gain their memorization
skills and learn to create an enjoyment and interest in poetry. Even though
they are short they are just the right poems to try and figure out what the
message is in the poems.
The learning outcomes will be:
The
student will memorize a poem, the student will individually recite a poem, the
students will recite poetry together as a class, and the students will improve
their pronunciation skills.
The objective to the first lesson will be the
children will start to recognize the rhyming words from each line. The children
are given a copy of two poems.
Test
Item:
The
students will read the poem to try and memorize it. The students will find the
rhyming words in each line. Then will answer questions to figure out what the
poem is about.
Questions
about poem one are; What words rhyme with light?, How many times is the word light used?, Does the word light have the same meaning each
time it is used?, When is light used as
a noun, verb, or an adjective?
Questions
for poem two are; What words rhyme with rain?, What word rhymes with head?,
When is rain used as a noun, verb, or an adjective?
The baby bat
Screamed out in fright,
“Turn on the dark,
I’m afraid of the light.”
I
opened my eyes
And
looked up at the rain,
And
it dripped in my head
And
flowed into my brain,
And
all that I hear as I lie in my bed
Is
the slishity-slosh of the rain in my head.
I
walk very slow,
I
can't do a handstand--
I
might overflow,
So
pardon the wild crazy thing I just said--
I'm
just not the same since there's rain in my head.
When the class has finished reading
the poem they will discuss what they have learned and then they will write in
their journals about the poem and also try and write a poem in their own words
about the poem the read or anything they can think of. Then they will compare
the poems of everyone else and look how the poem should be written while the
teacher writes it in the board with the correct punctuation. The teacher will
ask the students which poems are similar and why. The will also discuss which
poem they liked and which poems they disliked and why. The students will write
these notes in their journal so they can have all different types of poems in
their journal to research the different kinds of poems.
Then the children will read other
poems form the author of the first poem and compare each poem because they are
all different and have different styles. Some poems are short and some poems
are long, some have rhyming words and others don’t have a word that rhymes at
all. After writing their own poem in their journal the children will draw a
picture that represents what they think their poem means.
Hypothetical
Assessment
I have chosen theoretical; if
students were assessed on every element of the learning outcomes (e.g. multiple
choice items, essay items, authentic assessment, true false, matching etc.)
then the teacher would have covered every learning objective describe. If the
students researched, listen to the read materials, took notes completed their
journal writing assignments, explained and defined the major differences of
poems, drama, and prose, were able to refer to the structural elements of the
follow writing process to create poetry at first glance this should have been
fairly easy.
The class should be able to relate
and make a connection to the author by following the provided activities
creating a list of words using nouns and adjectives as well as brainstorming,
and writing ideas for their own poems this was in the first day of introduction
to poetry writing.
The
objective was to introduce students to Poetry Writing; by expanding their
knowledge through visual connections, auditory while learning and explaining
the terms and having fun do this project. The student should be able to
demonstrate proficiency when completing the test items.
Testing
Constraints
Students
were told to do their best but not to spend too much time on a question they
were unsure of but to circle the number and if
time permits return to that question and work on the question some more.
At best students will have to apply their cognitive thinking skill. The teacher
will write on the board the time they may begin and the time they will end. A
10 minute warning will be announces down to times up. The students will be
provided testing materials two number two pencils and each student will be
given four stapled sheets of paper to record their answers on. The students
will be instructed what to do next. Write complete sentences and at least one
page essay about the author and add at least three or more sentences to
complete poem one and poem two.
Rubrics
Below
are the test items and scoring rubric these rubrics are used to assess
students’ proficiency with poetry writing activities.
5
- Proficient
4 Capable
3 Satisfactory
2 Emerging
1 Beginning
In conclusion I will make sure that
the children learn the lesson before I move on. I will go over it until the
children understand it. I will also have after and before school help of the
children need it. It is important to make sure that the children understand a lesson before moving on.
Kubiszyn,
T. & Borich, G. (2010). Educational testing & measurement: Classroom
application and practice (9th ed.). John Wiley & Sons, Inc., Hoboken, NJ.
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