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Assessment
guide information
Work
samples for Visual Language
Annotated
samples of students'
presentations in visual language have been developed
to compliment some of the viewing resources found in
the Assessment Resource Banks (ARBs). These are samples
of New Zealand students' work and link aspects of their
work to curriculum statements while supporting formative
assessment.
The students' explanations about their work
are on the left hand side of the work samples. An analysis of these responses
is shown on the right, and is drawn from both the students'
explanations and an analysis of their visual texts. These
interpretations of students' visual texts could be used
to suggest next steps.
Oral Language assessment guides – Speaking
Assessment guides have been developed to accompany the oral resources
found in the ARBs. They are
designed to help teachers assess the first achievement objective of the
curriculum (Page 26):
Students should be able to:
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engage with and enjoy oral language in all its varieties;
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understand, respond to and use oral language effectively in a range of contexts.
Relevant assessment guides are
linked to from each ARB oral language resource.
Descriptions of assessment guides
Assessment
guide A: Rating scale (Click
here for assessment guide A)
This assessment guide provides a four-point rating scale ranging from 'Almost
Never' to 'Almost Always' for assessing three content features and
eight delivery features of presentations. Although it is best suited for
formative assessment, it may be adapted by users for
summative assessment where information of this type is required.
Assessment
guide B: Observational scale (Click
here for assessment guide B)
This guide is used to assess the same content and delivery features as guide 'A',
but is based on teachers' observations or comments. The focus here is on
formative assessment. The 11 behaviours covered in the guide form the basis for valid feedback to
the speaker.
Assessment
guide C: Peer-assessment scale 1 (Click
here for assessment guide C)
This guide has a three-point rating scale ranging from 'Seldom' to 'Usually',
with additional space for comments. It helps focus the student assessor on
important elements of a speech. It is used to assess the same content and delivery
features as guides 'A' and 'B'. This guide is suitable for
assessment at intermediate and secondary schools.
Assessment
guide D: Peer-assessment scale 2 (Click
here for assessment guide D)
This guide has a three-point rating scale ranging from 'Seldom' to 'Usually',
with additional space for 'Where to next?' It is used to assessthe same content and
delivery
features as guides 'A', 'B', and 'C'. This guide is suitable for
assessment at primary schools.
Assessment
guide E: Debating scale (Click
here for assessment guide E)
This is a debating marking schedule. It uses the standard affirmative team
versus negative team
format, with a 400-mark score for assessing content and delivery. (We do not advocate the
summing of marks normally, but note that this is the standard approach used in team
debating.)
Assessment
guide F: Peer-assessment debating scale level 5+ (Click
here for assessment guide F)
This is a checklist for assessing how well a speaker has performed their
particular task as a debating team member. Use of this assessment scale will enable the student
assessor to appreciate the structure of a debate and gain insights into how the
adjudication process works.
Assessment
guide G: Peer-assessment debating scale level 3/4 (Click
here for assessment guide G)
This is a modified version of assessment guide 'F' with the key aspects listed. It is designed for students new to debating.
It enables students to follow the development of each team's case and to identify the
structure of the debating process.
Interpreting cloze results
Passages linked to curriculum levels
Each cloze resource is linked to a curriculum level within the reading function of
the written language strand based on:
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the
readability of the passage, assessed by the noun frequency method (Elley & Croft, 1989) prior to cloze word deletion, and
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an analysis of the text in terms of
characteristics of language at the various curriculum levels (as defined in English
in the New Zealand Curriculum, 1994).
Assessment of a cloze
passage
The assessment guides for
cloze passages enable students' responses to be marked by combination(s)
of:
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the
exact replacement
of the original word removed from the text, and/or
-
a matching synonym which meets
the text's semantic and syntactic context.
Credit 1 mark for each response that matches the replacement word
or words on the assessment guide for the passage. If a synonym other
than those included on the assessment guide is used by the student, the marker must decide whether the word makes semantic, linguistic, and syntactic
sense within the context of the passage and mark as correct or incorrect
accordingly.
As synonyms and/or
exact replacements are accepted when marking ARB cloze passages,
criteria for 'mastery' has been broadened from the more usual 40 percent
replacements, to 50 percent replacements.
Interpreting
results
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Students scoring more than
60 percent correct replacements have shown comprehension at the instructional level or
better.
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Students scoring less than
50 percent have
not shown comprehension of the passage at the instructional level.
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Students scoring in the
50 to 60 percent range have a borderline result, and a judgement about their comprehension of the
passage cannot be made.
To make a
sound assessment of broad comprehension skills on the basis of these cloze
passages, three passages at the same level should be chosen. The percentage of correct replacements should then
be combined over the three passages (about 65 percent responses). The combined
score will be more reliable than a score from one passage.
The validity of the
assessment will be maximised if passages that best match the prior
experience of the students are chosen.
Locating cloze resources
Use the keyword "cloze" to locate cloze resources.
References
Elley, W., & Croft, C. (1989). Assessing
the difficulty of reading materials: The noun frequency method. Wellington:
New Zealand Council for Educational Research.
English
Bank ARB
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