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Essay / Research Paper Abstract
This 3 page paper assesses a teacher made test. There are distinct strengths and weaknesses in the teacher-made assessment provided by the student. This paper will provide an overview of those strengths and weaknesses in order to better understand the assessment tool, its utility and the impacts on accuracy in determining learner outcomes.
Page Count:
3 pages (~225 words per page)
File: MH11_MHTeaWAs.rtf
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Unformatted sample text from the term paper:
accuracy in determining learner outcomes. The test entitled "Literature 7 First Trimester Exam (2004-2005)" has a number of strengths. First, the assessment uses a varied question format in order
to address the needs of a varied learner population. Specifically, the use of matching, true and false and an essay question addresses the issue of differences in learning style.
Second, the test provides a rubric for the grading of the essay segment, giving the students direction and expectations in regards to their essay response. Finally, the test
also gives explicit directions for each of the other segments of the test, including both true and false and matching segments. These strengths, though, are offset by some structural
and content weaknesses. The first major weakness of this assessment has to do with inconsistencies in the language and grammar of the questions. For example, while most of
the questions include reference to the specific story or specific characters present, Question 10 asks the student to reference an incident with rats, without mentioning the story, a main character
or any other significant or indicative elements. This inconsistency creates a question of equity in terms of the question and its impact on the testing outcomes as a whole.
Both questions 16 and 20 include grammatical errors or language that appears faulty, again impacting the testing effectiveness. In Question 10, the sentence could read: "At the
time the story "Rickki-tikki-tavi" was written, India was ruled by Greece." In Question 20, the phrase "due to being bitten by rats" is pedantic. The phrase "due to"
could be replaced with "from" or "after" and the sentence would be more effective. Another significant weakness that relates to the scoring and assessment of teacher-made tests is
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