Analysis Of The Story Writing Subtest

There will be formative assessments on student’s participation, progress, and effort during the lesson. For instance, in the individual handout sheet, student’s ideas and thoughts on each question will be assessed, and the differences of the responses between the Bellringer and the exit slip will also be evaluated as well. The Bellringer can be examined as a pretest that teachers can use for determining what students already know (Woolfolk, 2015, p. 571). The summative assessments will be held mainly on students’ English language development in order to examine the level of accomplishment students gained (p. 571). For native speaking students, teachers will examine the quality of student’s response on the homework assignment sheet and the usage of tone, diction, and literary devices in building arguments on the critical response. Also, student’s reflection on fellow students’ contribution regarding the argument construction and the racism will be examined as well.

Writing Prompt. This two-day lesson assessment determined whether or not students met the lesson’s objective. We chose this assessment because it provides qualitative data and incorporates the writing standard into our lesson. Also, the writing prompt is an open-ended assessment tool that does not limit the students’ choices when answering the prompt. If we gave them a multiple choice form of assessment, then the students only have 4 options to choose from that may not represent their thoughts entirely. Plus, students could select the correct answer through process of elimination, which would not represent the full picture of their knowledge and understandings. The writing prompt required the students to individually explain to an alien what its responsibilities are now that it is a member of the local community. Attached to the writing prompt was a writing rubric that would guide students to write a complete answer (See Appendix A). Since their language arts and reading teacher uses this writing rubric for her assignments, the student are familiar with it and understand how to write a complete answer. We had the students complete it individually so we could see each students’ voice and thoughts and eliminate the possibility of their answer being influenced by their peers’ opinions. Since we understand that the “the results of assessment are used to inform the planning and implementing of experiences and to evaluate and improve teachers’ and the program’s effectiveness”

The common core state standard for this section was for the student to be able to distinguish the main idea of the story and to be able to evaluate through their own process. The students should have the ability to summarize and pick out key details and ideas. The student should also be able to have well thought out conversations regarding key point when assessed by the teacher. The assessment could be done in a number of ways quotes, paraphrases or summarization. I believe the teacher does a good job reaching this objective. The teacher starts by asking questions that point out particular scenes

The targeted skill for beginning writing using a text structure to help generate ideas for a personal narrative using the writing process.

As one test ends, both students and teachers begin to prepare for the next. Instead of seeking to gain knowledge and fuel curiosity about the world, scholars are more concerned about memorizing the definitions of vocabulary words likely to appear on the next examination. Throughout their years of education, many students have experienced the effects of over testing. A typical American student takes an average of 112 mandated standardized tests between pre-kindergarten and 12th grade (Layton). America’s competitive desire to keep up with other countries academically has led to over testing, which narrows curriculum, creates a stressful environment for students and teachers, and decreases creativity. To combat this issue,

“The English portion on the test is through the 10th grade and the mathematic portion is through 6th and 7th grade. Some states, such as Florida (which currently includes only reading and math in its test), are phasing in other subjects”. The math portion covers academic content standards for grades 6 and 7 and algebra I, including statistics, data analysis and probability, number sense, measurement, algebra and functions, math reasoning, and geometry. The English/language arts portion includes content standards through grade 10, including vocabulary, reading, writing strategies and conventions. In addition to answering multiple-choice questions, students write an essay on a specific topic. It is a pass or fail test that is not

All of our assessments are standards based and reflect the skill we learned throughout the week. In addition, many of you recognize the Common Core Reading test format that was given in first grade. I know and understand the difficulty of the test.We are now required to give the same format test in second grade. The questions on the test are divided into a (part a) and (part b). The part b part of the question requires to students pick the correct evidence on how they choose their answer for part a. To prepare students for the test, we read the story in small group and I also eliminate answer choices on the test. I will do everything I can to make sure your child is prepared for this assessment. It is always important for the children

Students writing can be assessed on five factors in their product. Content, syntax, fluency, vocabulary and punctuation of the text. Writing samples should be evaluated according to the purpose and genre of the writing. After that during the treatment, teachers use two kinds of contextual scaffoldings to teach to students how to write more fluent and accurate. 30 students will be reached the modeling scaffolds and 30 students will be instructing by hints or cues. The classroom pre and post treatment samples will identify the positive and negative points in instructional system and shows students weaknesses and strengths. These factors identify the effectiveness of the contextual scaffoldings and instructional tasks or activities. They help to teachers for giving feedback to students and monitoring the students and their performances in the class. As a result these factors can report the progression of the process of learning to the teacher. Writing samples will be administered two times by two groups of students as a pretest and

I will provide my students with thesauruses to assist them with word choice. They will help each other with conventions and word fluency. During this process the students will edit and make any necessary revisions. Once they have completed their projects each group with present their website page to the class. Students will guide the discussion and ask questions. During these presentations I will begin to assess my students through observations. I can begin scoring their ideas, organization, voice, sentence fluency, word choice and presentation by using the 6 + 1 Traits of Writing

Forbes realised the Proctor most likely watched the battle from the safety of an isolated control room, laughing at their endeavours as he planned more atrocities. Without him dead, his ideology would live on and the attack on Earth a certainty. He felt the futility of his plan and its failure.

My rubric is about scoring and evaluating stage II learners’ writing skills. The rubric will be interpreted from 0 to 3 points. This rubric will be measuring my learners' skills based on their ability to creating diverse English phrases relevant to the topic. During this exercise, learners will focus their thoughts and imagination based on the picture. Learners will be instructed to check their writing. They are required to write a story concerning what they see in the picture. For a successful writing, they should include the main idea, characters, and necessary details. They need to utilize descriptive word to show vivacity in the story. They should construct complete sentences with the use of correct capitalization and punctuation. The

As students are exposed to various story genres at a young age they begin to learn about not only the concept of stories but also start to “draw from stories they’ve read as they create their own stories, intertwining several story ideas and adapting story elements and genres to meet their own needs” (Tompkins, 2016, p. 243). “When they read stories in traditional basal reading textbooks, they write stories that reflect the short, choppy linguistic style of the textbooks, but when they read trade-book stories, their writing reflects the more sophisticated language structures and literary style of the trade books” (Tompkins, 2016, p. 243). The five types of stories students write are: 1) Written retellings which are retold stories of familiar

Higgins, B., Miller, M., & Wegmann, S. (2006). Teaching to the test…not! Balancing best practice and testing requirements in writing. Reading Teacher, 60(4), 310-319. doi:10.1598/RT.60.4.1

When selecting this particular group, i wondered whether these students had lower test scores than other students in the class because they did not ‘test well’, or because the reading and writing samples were not an effective way for them to showcase their skills and understanding.

Chapter 7 discusses two types of constructed-response tests: short-answer items and essay items. If an item requires the student to supply a word, phrase, or sentence to complete a sentence or to answer a direct question, the item is considered a short-answer item. If an item requires the student to construct a lengthy response, the item is considered to be an essay item. The major advantage of short-answer items is that there is a correct response to produce; the major disadvantage of these items is that the longer the student’s response is, the more difficult it is to grade and the least likely it is to be reliable or valid. The major advantage of essay items is that more complex learning can be assessed; the major disadvantage of these items is that the items