Está en la página 1de 5

6 Quality Criteria Assessment Review

Assessment Name

McGraw-Hill Reading Wonders Weekly Assessment Unit 1,


Week 3 (The Burrowing Owl) Comprehension

Subject Area

Reading

Grade/Course

Grade 5

Total Possible Points

10
Quality Criterion #1: Validity (Assessment Target)

1. What learning goal(s) is the assessment is


designed to measure? The learning goal(s) should be

This assessment will show a students ability


to comprehend what they read and
understand the passage by demonstrating
the answering of questions correctly in areas
of organizational structure used within a
paragraph, using context clues, and the
meaning of vocabulary used within the
passage.

2. What are the key verbs from the learning goal(s)


listed above? The key verbs should help to define how

Comprehend, Understand, Use(d)(ing),


Demonstrating

3. Based on the above information, is this


assessment valid? Explain. Ask yourself: Do the

Yes. Students are given a reading passage


with 10 questions covering context clues,
vocabulary, and organizational structure.
They have access to the passage while
answering questions. They are able to go
back to find an answer they are not sure
about.

specific and precise to this assessment. Be sure to unpack the


standard to the appropriate level of detail based on the
assessment tool.

students should be demonstrating their knowledge on this


assessment.

questions all center around the learning goals? Do the


questions ask students to perform the key verbs?

Quality Criterion #4: Appropriate Level


1. Is the readability of the assessment appropriate
for this grade level?

This is a Grade 5 level text. For students on


grade level reading ability, this assessment fits
their ability.

2. When looking at each item/section of the


assessment, are there clear directions for the
student?

Most directions are given orally before a student


begins reading the passage on a script for the
teacher to read. Some questions do have clear
instructions: for example, 1. Reread paragraph
1. (Then the question about that paragraph is
asked.)

3. Is the length and formatting of the assessment


appropriate for this grade level?

This is given in a 45-60 min block of time for the


student to finish. For most students on grade
level, this is adequate time.

4. If you answered no to any of the above questions,


please describe what changes you recommend be
made to this assessment.

I think it would be beneficial to have simple


written instructions given to the student while the
teacher is orally giving instructions.

QC #1: Validity (Adequate Sampling) and QC #4: Appropriate Level


Complete the Table of Specifications (TOS) below.
A. Complete the key learning outcomes in the first column. Look back at the learning targets and key verbs to
help you. (You may not use all 5 rows, or you may need additional rows. This will depend on the
assessment you are reviewing.)
B. Review each question on the assessment using the DOK chart. Think about what type of thinking a student
will need to do to answer the question. Place the item number in the corresponding DOK column and
learning outcome row.
C. Add up the total number of items for each listed outcome (row.)
D. Add up the total number of items for each DOK level (column.)

Key Learning
Outcomes

Level 1
Recall and
Reproduction

Webbs Depth of Knowledge Levels


Level 2
Skills and
Concepts

Organizational
Structure
Context Clues

Vocabulary
Total # of Items/
Points Possible

2, 8, 10

Level 3
Strategic
Thinking

Total # of
Items/Points
Possible

4, 9

1, 7

6
2

3, 6

Level 4
Extended
Thinking

10

1. Based on the TOS is the sampling adequate for


each of the learning outcomes? Are there enough
questions asked to truly know if the student has a full
understanding? Explain how you decided. Make
suggestions if changes are needed to the
assessment.

The overall basis of this test is comprehension


of the passage with these underlying learning
objectives. I think Context Clues should be the
outcome used most in the test to track their
understanding of the passage. The students are
also expected to use a higher level of thinking
that just recalling answers. In this area, I do not
think changes are needed to be made.

2. Based on the TOS is the sampling adequate for


each DOK level? Do the questions asked match the
key verbs from the learning outcomes? Explain how
you decided. Make suggestions if changes are
needed to the assessment.

I like that DOK 2 is the level used most. You


dont want students to just be able to regurgitate
what is in the passage, you want them to think
about their answers and use critical thinking
skills. There are also quite a few DOK 3 level
questions, which will hopefully push the student
to be able to analyze which answer best fits the
question.

3. Is the assessment measuring what students at this


grade level should know and be able to do? Explain
how you decided. Make suggestions if changes are
needed to the assessment.

These students learn many test taking strategies


that help them with comprehension and using
context clues to get them to their answers. This
test allows them to revisit the passage to help
them to answer the questions. I think this test if
very scalable in that some students may not
have to revisit the passage and some students
will need to look over the passage again.

Quality Criterion #2: Opportunity to Learn


1. Where in the curriculum will the students be given
the opportunity to learn the content for this
assessment? This should include specific references to the

These outcomes are covered during whole


group reading and guided reading groups
and activities.

2. Describe a specific example of a lesson


students participated in to gain understanding of the
assessed learning goals.

During guided reading groups, there are


comprehension activities we do as a group
that is comparing two texts, we talk about
looking at context clues to find out what a
word means or what the author is trying to
tell us, and how passages are written.

3. How will you work with students who have missed


part of the instruction? Give at least 2 ideas.

During intervention time, we sometimes meet


to revisit items they have learned but havent
quite mastered. They also have seat work
during guided reading groups. They may be
able to do some of the activities with some
instructions.

curriculum.

Quality Criterion #3: Free from Bias


1. Which specific items have potential bias? Describe the potential bias for each. How should the items be
changed to eliminate the bias. If bias does not exist, below this chart explain how you determined this.

Item Number
3

Potential Bias

Suggested Changes

Slang for a piece of paper money.


Students may not know that bill is
slang for money. The second
meaning is not covered in the story.

The student is to determine the


homograph for a birds beak and
money. The answer is bill. Possibly
pick a different homograph that goes
with the story.

Criterion #5: Reliability


1. Describe the procedures used to administer the
assessment.
Questions to Consider: Will you read the directions
aloud?; Can students use their notes, book, other
resources?; Will you review for the test before it is given?
If so, how?; Is there a time limit?

The directions on how to take the


assessment will be given orally by the
teacher before students are allowed to begin
reading their passage. Students are not
allowed to use any tools and there is no
review given before the weekly reading

assessment.
2. Describe the scoring procedures. Be detailed
enough to make sure all teachers will give each
student the same grade.
Questions to Consider: Is each question worth one
point?; If there are multiple point questions, how do you
determine the number of points a student will earn?; Are
the labels worth a point on math questions?; Does
spelling count? (Be Careful! Is spelling a learning
outcome?)

Each question given is worth one point and


are all multiple-choice. Each test is 10 points
/ 10 questions. If a student scores 8-10
points they are considered in the mastery
level. If a student receives 0-7 points on this
assessment, they are retaught skill during
intervention time.

Include the answer key/scoring guide/rubric with the assessment copy.


Criterion #6: Mastery Levels
1. Write a performance level definition for each of the possible performance levels. The performance levels in
the chart below should be changed to reflect your specific classroom.
2. Mark each item on the assessment with one of the performance levels. Count the number of items at each
performance level. Determine the point ranges for each performance level based on this information and
include the point range on the chart below.

Point
Range

Percent
Range

Performance
Levels

Performance Level Definition

Mastery

A Mastery student will be able to read the passage and use


context clues to show they are able to find answers for
questions about vocabulary, organizational structure, and
comprehension.

7-10

70% 100%

NonMastery

A Non-Mastery student will be able to...read the passage and


use context clues to show they are able to find answers for
some questions correctly about vocabulary, organizational
structure, and comprehension.

0-6

0% - 60%

3. What is the grading scale you are required to use


in your current classroom?

A student must score 80-100% to master this


test. If a student scores 70% or lower to be
considered in the non-mastery category. If they
score a 70% or below, they will be able to go
over the test again during intervention.

4. Do these point ranges agree with the grading


scale you are required to use? If no, what changes
do you suggest making to the assessment?

They are pretty close. There is a one-point


discrepancy. I would try to make a DOK level 2
question a level 3, to up the mastery level
needed. Making one of the context clue
questions a higher DOK level, would show if
they were able to comprehend the passage and
use the tools they have to answer the questions

on the test.
Overall Comments