Testing Constraints-Main Idea Assessment

The teacher will pass out the test (which is one sheet that contains the five sentence paragraph and space to illustrate the main idea and write a sentence) to student and a cover sheet for each student. Each student will have the same paragraph. Student is not allowed to talk during test administration. The teacher will provide oral instructions and before test administration ask if any student has any questions regarding test. Once the students begin the test, the teacher will set a timer for 20 minutes. If a student finishes before the timer goes off, he/she must sit quietly until the timer goes off.

If a students' pencil breaks they may quietly walk over and get a sharpened pencil. The student is not allowed to use the manual or electric pencil sharpener. Students are not allowed to use the restroom during test time, but in case of an emergency, the student may get up and quietly use the restroom located inside the classroom with no talking.

When the timer goes off, the student is to stop and put pencil down. The teacher will collect test papers and cover sheet.

Holistic Rubric-Main Idea Assessment

3 Mastered:

Illustration shows creativity and knowledge of main idea. Sentence is of correct topic and describes picture and main idea. Sentence is a complete thought and shows accuracy in puntuation and capitalization.

2 Developing
Ilustration shows little creativity. There is attempt of main idea in illustration. Sentence is a group of words that describes picture, but lacks some details of main idea and may not be a complete thought. Either correct capitalization or correct punctuation is missing.

 

1 Non-mastered

Illustration does not show main idea and group of words is not a sentence. Student attempts complete thought and some words written may be spelled correctly. Capitalization or punctuation may be present, but overall sentence is difficult to understand.

Main Idea-Assessment Plan

-Purpose of my assessment plan:
The purpose of this assessment plan is to evaluate first grade knowledge gained regarding the concept of main idea.

-Learning outcome:

Given a five sentence paragraph, the student will illustrate the main idea of a paragraph and write one sentence regarding the main idea of the paragraph with 95% accuracy.

-Assessment Context:

The students will be given a copy of the following assessments:

The student will read the paragraphs to himself/herself. The student will draw a picture and write one sentence describing their illustration to show knowledge gained and mastery of main idea.

Ben and Josh are friends.
They like to play.
They like to play in the in fall leaves.
In the fall, leaves are red, orange, and yellow.
Ben and Josh are best friends.

1.




2.________________________________________

Jan likes to go to the beach.
She builds castles in the sand.
She swims in the ocean.
Jan's favorite color is blue.
Jan's family takes a trip to the beach.

3.



4._________________________________________



5. What does the term main idea mean in a story?

Rationale for Test Items

        Test items that are mentioned such as filling in the blank with the main idea or placing a period or question mark at the end of a sentence are examples of completion test items.  Completion test items tend to show an understanding of a concept rather than probable guessing of a concept (Borich and Kubiszyn, 2013).  The authors state that “a lack of specificity” is a common fault within completion tests, but among a first grade rubric, an educator may be sighting emergent to proficient skills, rather than specific details that would otherwise count against the student in an older grade level (Borich and Kubiszyn 2013, p.154).
            
      Regarding the essay item for instructional objective 2, explain two reasons why it is important to include a punctuation mark at the end of a sentence, I have chosen an extended response essay.  An extended response essay gives the student more freedom in his/her answer to give knowledge and ideas regarding a topic using personal expression and organization (Borich and Kubiszyn, 2013).  First grade students need extended response essays, when possible because these students are beginning to organize and communicate ideas effectively one step at a time.

Reference

        Kubiszyn, T. and Borich, G. D. (2013). Educational Testing & Measurement Classroom    Application and Practice. Wiley & Sons, Inc.: NJ

 



Three Learning Outcomes for First Grade Students

-Given a five sentence paragraph, the student will illustrate the main idea of the paragraph and write one sentence describing the main idea of the paragraph with 95% accuracy.

 

Test Item(s) for Instructional Objective 1:

1.       In the space below, illustrate the main idea of the paragraph.

 

                Fill in the blank.

2.       One sentence that best describes the main idea of the paragraph is___________________________________________________________________.

-The student will take ten sentences and discriminate between telling sentences and asking sentences by placing a period or question mark at the end of each sentence with 90% accuracy.


Test Items for Instructional Objective 2:

1.      Use a (?) or a (.) to complete each sentence.

Would you please raise your hand ____

I want to call my grandmother on her birthday____

Please take a seat when you walk inside___

-The student will compute doubles facts up to 18 with 90% accuracy.

Test Item for Instructional Objective 3:

            1.   Solve.  Write the sum for each addition problem.

2+2=____   9+9=____   6+6=____   10+10=____   4+4=____   3+3=____

Test Item for Instructional Objective 2:

            1.  Explain two reasons why it is important to include a punctuation mark at the end of a sentence.