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Similar to progressive reading and writing test on Dr Jekyll and Mr Hyde.pptx
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progressive reading and writing test on Dr Jekyll and Mr Hyde.pptx
- 1. With a focus on comprehension, vocabulary, and creative writing Progressive Reading and Writing test FOR ELEMENTARY SCHOOL
- 2. OBJECTIVES 02 • Reading material • Test subjects • objectives • test tour THE TEST 04 • Evaluation • Limitations • Development RESULTS 01 Brief inroduction to the chosen skills and test type INTRODUCTION 03 • Question types • Tools METHODS
- 3. INTRODUCTION Progressive Test • Evaluates students’ progress throughout the course • Usually administered as mid-term exams or classroom tests • Provides students feedback and prepares them for finals (Orleans, 1932, p. 246)
- 4. INTRODUCTION skills Reading Writing • A receptive skill where there is information input that aids in productive skills (Pachina, 2019) • A productive skill where there is information output • Evaluates comprehension sub- skill (related to text’s main ideas) • Evaluates correct use of grammatical structure sub-skill • Assesses vocabulary context clue sub-skill • Observes ability to write creative content (critical thinking sub-skill)
- 5. The Test reading material, test subjects, objectives, test tour
- 6. Dr Jekyll and Mr Hyde by Robert Louis Stevenson. Retold by Elizabeth Gray. Chapter 6 (Dr Jekyll’s Will) READING MATERIAL Dr Jekyll is a kind, well-respected and intelligent scientist who meddles with the darker side of science, as he wants to bring out his 'second' nature. He does this through transforming himself into Mr Hyde - his evil alter ego who doesn't repent or accept responsibility for his evil crimes and ways.
- 8. Students TEST SUBJECTS 4 Number • 31 students • Mixed genders 2 Level Elementary – intermediate 1 Age • Between 9 – 10 years old • Grade 4 3 School El Golf Language School, Cairo
- 9. TEST OBJECTIVES Objectives 1. Assess the students’ reading and comprehension skills in terms of understanding the chapter’s main ideas 2. Examine their ability to infer vocabulary word meanings through context clues 3. Evaluate their writing based on grammatical structure and creative thinking skills
- 10. TEST TOUR
- 12. The Methods tools used, question types
- 13. QUESTION TYPES PART 1 PART 2 PART 3 THREE SECTIONS Vocabulary Comprehension Writing
- 14. QUESTION TYPES 01 Assesses vocabulary understanding through context clues FILL IN THE BLANKS 02 Tests the students’ comprehension of the text’s main ideas TRUE OR FALSE 03 Appropriate for students who struggle more with reading comprehension (easier to solve) MATCHING 04 Less guessing needed, more challenging due to distractors, tests comprehension skill MULTIPLE CHOICE 05 Tests the students’ comprehension of the text’s main ideas, more subjective SHORT ANSWER
- 15. TOOLS USED Class Test How Designed on Microsoft Word Outcome Printed into sheets made of four papers
- 17. CHARACTERISTICS OF A GOOD TEST Some questions were understood subjectively OBJECTIVE 01 SCORABLE 02 PRACTICAL 03 EASY TO MARK 04 COMPREHENSIVE 05 EASY TO ADMINISTER 06 Present Present Present Present Present
- 18. EVAUATION RELIABLE Present 01 VALID Present 02 PRACTICAL Present 03 DISCRIMINATING Almost present 04 • Various test types present • Higher percentage of A grades
- 19. LETTER GRADES INFOGRAPHICS A+ 23% A 10% A- 32% Letters below A- 35%
- 20. MOST CHALLENGING QUESTIONS Fill in the blanks, question 3 • He died without leaving a ......(will)……. behind. • 63% of students chose (clues) Fill in the blanks, question 4 • ……(Fortunately) ………. he did not get into a car accident. • 61% of students chose (will) 63% 61%
- 21. MOST STRAIGHTFORWARD QUESTION True or False, question 1 • As written in Dr Jekyll’s diary, evil cannot be controlled (T) • Although the statement is clearly written in the reading material, 48% of students answered incorrectly 48%
- 22. STRUGGLED WITH Not being familiar with the students Not knowing students’ level of English Not knowing what questions students are used to Short reading material LIMITATIONS
- 23. CONCLUSION • The test was able to target all the wanted objectives • It was simple and easy to score and was mostly objective, valid, practical, and discriminating • It can be developed by being able to predict all or most possible answers in order to avoid misunderstandings or double meanings • It would be helpful to know the cohort beforehand in order to create a suitable test for them
- 25. REFERENCES Orleans, J. S. (1932). Tests and Progressive Teaching. Junior- Senior High School Clearing House, 7(4), 246–249. http://www.jstor.org/stable/30176346 Pachina, E. (2019). Why Receptive and Productive Skills are Important, for Language Learning. International TEFL and TESOL Training. Retrieved from https://www.teflcourse.net/blog/why-receptive-and- productive-skills-are-important-for the-language-learning-ittt-tefl-blog/