jeromedelisle.org

We will release new practice questions every two weeks

 

Read the following excerpt and then answer the question that follows

 

Much of the literature on formative assessment conceptualises it as an activity essentially rooted in pedagogical knowledge (e.g., Black and Wiliam 1998c) – i.e., as simply the process of good teaching. I have argued that such a conceptualisation needs also to include reasonably deep cognitive-domain understanding and knowledge of measurement fundamentals. My claim, in essence, is that a subset of these three competencies is unlikely to work.

 

If this claim is true, how can we best develop teachers’ formative assessment practice? A key question in this regard is whether the components can be effectively addressed semi-independently. For example, KLT focuses predominantly on the pedagogical- knowledge aspect of the practice. Formative-assessment pedagogical knowledge is connected to domain understanding through the discipline-centred teacher learning communities (see also Harrison 2005). However, deep domain understanding is unlikely to result, if it’s not already present, because such understanding is not formally incorporated into the programme. Rather, the development of domain understanding is seen as a ‘bonus feature’, as opposed to a targeted programme goal (Wiliam and Thompson 2008, 74). Measurement fundamentals, also, are not directly addressed in any systematic way.

 

The pedagogical-knowledge approach may well be sensible from a practical perspective. Intentionally trying to develop pedagogical knowledge, deep domain understanding, and measurement fundamentals simultaneously may be more than any one professional-development programme can reasonably deliver. At the least, preservice teacher education has a central role to play in developing a firmer foundation upon which in-service programmes can subsequently build (p. 18).

 

Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.

 

(A) Evaluate the challenges involved in training teachers to be proficient in assessment for learning or formative assessment (12 marks).

(B)  Outline the content and rationale for a training programme in formative assessment/assessment for learning to be administered to teachers in the CAC or SBA (8 marks)

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Read the following excerpt and then aswer the questions that follow:

This study was designed to evaluate differential performance and placement outcomes related to gender and geographic location for the high-stakes Eleven Plus examination in Trinidad and Tobago. Data gathered from 11 full cohorts (1995–2005) were analysed for gender differences across geographic space and time. Geographic space included dimensions related to socioeconomic status and ethnic composition, whereas the time component allowed an evaluation of the consistency
of differences and the possible influence of changes in assessment design. Medium-sized gender differentials and unequal female to male ratios were used to flag potential fairness issues.

One of the stated intentions of the Eleven Plus is to allocate places in the secondary school fairly. The findings in this study, however, suggest that both test
scores and placements varied greatly by gender, ethnicity, socio-economic status, and assessment design. There appears to be no simple solution to resolving these potential fairness issues because the pattern of gender disadvantage was complex
and heterogeneous, with both males and females disadvantaged, but on different constructs, on different assessment designs, and in different geographic regions. For males, the achievement disadvantage was primarily on Creative Writing, Language Arts, and the composite score, and in the education districts of Tobago and Port of Spain and Environs. Female students were disadvantaged on first- and second choice placements. Males were consistently disadvantaged on the 30% cut-score,
and increasingly so with the implementation of the new assessment design, which gave emphasis to literacy components.

 

De Lisle, J., Smith, P., Keller, C., & Jules, V. (2012). Differential outcomes in high-stakes eleven plus testing: the role of gender, geography, and assessment design in Trinidad and Tobago. Assessment in Education: Principles, Policy & Practice, 19(1), 45-64.



A. What is test fairness and why is it important in the context of the SEA in Trinidad adn Tobago?

B. Discuss the difficulty in establishing an test-based system as a means of fair placement in a multicultural society such as Trinidad and Tobago?

C. Suggest possible policy solutions to address the conundrum identified by the writer.

_______________________________

Study the following scoring scheme and associated CTT and IRT item analysis data for question 28 and then answer the question that follows

1. Evaluate the quality of inferences generated from scoring the writing prompt used in the National Tests at Standard 1 in Trinidad and Tobago (10 marks)

2. Suggest approaches to improving the scoring  (5 marks)

 

 

Item information

Classical statistics

IRT parameters

Category statistics





National Test 2012

Language Arts Standard One

Answer Key

28.Creative Writing

Content /ideas - The degree to which the writer establishes a controlling idea and elaborates the main points with supporting examples, facts or details that are appropriate and relevant to the prompt.

 

Marks	Characteristics
1 mk	Identifies and or makes reference to the main characters in the writing.
1mk	Identifies a main idea/activity  which  friends do together
2 mks	Provides supporting ideas about  the activities which  friends do together Supporting ideas are developed with specific examples about the activities friends do together.
1 mk.	Identifies and describes  how they feel when playing
1mks.	Supporting ideas about how they feel when playing are developed.