Technology-Assisted Assessment Inquiry: Part 2

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1 Abstract The lesson designed in module 2 was presented to the students and assessments were administered. A formative assessment was administered to indentify basic reading comprehension of a poem. A summative assessment was administered which it was different from the formative assessments they took, before, during and after the lesson. The students took several formative assessments during the whole lesson; those were vocabulary, author and literature context clues project assessment and reading comprehension multiple choice assessments (online-based). The last one was chosen to compare results with the summative assessment. The results were posted in Synergy, the school academic & administrative system. As it is mentioned above, the formative assessment (multiple choices online-based) was designed to identify students basic reading comprehension of a specific poem Walking around by Pablo Neruda. The last assessment (summative essay) was designed to identify students ability to discuss a literary work, understand literature terms and to evaluate the students insight about the work studied. The rubric used is a College Board Rubric; RubiStar program was fed with this information. However, it was not used as an interactive rubric because was not uploaded on Way Point Outcome at the moment of the assessment was administered. The results from both assessments compared in this assignment are as follow: Period # of students MC on-line assess Class Avg. % Essay assess Class Acv. % % 73% % 74% Data taken from Synergy Taking the above data as a unique platform of analysis may help us to conclude that technology is an effective way to assess students academic achievement since the first assessment was an online tool and the second one was a traditional method of assessment. On the other hand, if results in the above chart are merely seen as a numbers to determine the students growth, the conclusion may be that they regress because in both periods the class average are highest in the first assessment compared to the second. However, there are many variables to include in order of drawing precise conclusions. First, the online assessment was designed to evaluate reading comprehension and understanding literary terms in a literature work. There are questions made in this quiz related to the poem main idea and literature concepts. In question number two of this quiz, the students must think about the author thoughts and feelings; it makes reference to the poem sensorial effect the author wants to transmit through a rhetoric language. In order for the students to understand this, they must work before with several questioning activities, many of them were traditional activities, but others were supported by technology. The summative assessment was a College Board format essay. At this point the students have practiced, produced and applied several literature elements presented during the whole lesson, many of them technology-based as well. Even when both assessments are different, both include basic reasoning on literature application terms and focus on sensorial elements. Thus, the results are comparable. However it is important to mention that the difficulty level in the second one (written AP Spa Literature & Culture Page 1

2 essay) is higher than the first one (multiple choice reading comprehension). The first one marked the foundation, it shows the students level of reading understanding, the second one encourage the students to produce, to explain authors intentions, and reading main ideas, the students infer readings and they put it in their own words. Technology plays an important role in order to obtain good results in both assessments. They use technology for research, communication and composition. Before doing the summative assessment, technology was used to support students learning, comprehension and application of literary elements. The students worked with Web projects, they used text, images, hyperlinks and audio to express their ideas. They worked in an online environment and in blended course; these types of activities facilitated in class discussions. Software such as audacity, Power Point, and websites such as YouTube, or LMS like Schoology were used to complement students learning. Note: below it can be found the Post-assessment s details, and in the appendix a copy of both assessments analyzed in this abstract. AP Spa Literature & Culture Page 2

3 Wiki Space URL: ID: Password: GCU2013 Especial note: This assignment was taught and its test and essays were administrated to the students on March In order to complete this assignment I went back to the students quiz results (I took them from Synergy a school academic & administration system) and I went back to my students essay rubric results to compare them. Lesson: Walking around Poem by Pablo Neruda Reading comprehension Un poema Summary of Part 1: Pre-assessment (detailed lesson submitted in Module 2) The nature of my courses requires teaching in class, the technology usages in formative and summative assessments are combined with a traditional learning environment. During part 1, the students were introduced and taught about a poem named Walking around by Pablo Neruda. The Wiki Lesson posted guided the student to a pre-reading (vocabulary presented through Wordly, the students did in class activities to master the vocabulary and they did Wordly reading predictions). During reading (they read in class and were encouraged reading partner strategy read aloud, think aloud ). Then in the post reading they were detecting poem sensorial elements by doing a sensorial graphic organizer. Also, group and partner discussions and drawing conclusions in a story board format were made and presented in class. The formative assessment the students did was multiple choice quiz (online-quiz in QuizStar, see below in the appendix page a copy of this multiple choice assessment). The online-test administrated in the first part of this lesson was to detect the students reading comprehension stage level and identify their understanding about literature elements applied to this poem. Part 2 Post-assessment In this lesson the students will develop the last part of the Lesson Goal: The student will read, understand and analyze a poem. They will discuss author intentions and literature strategies he used to engage the reader. Then they will write an analytical essay about how the authors use the time and space to create a variety of emotions and feelings? (e.g. confusion, nostalgia, regret, etc). Based in the analysis made in class (pre-during-post reading) and the literature elements on the poem they will develop the following topic: AP Spa Literature & Culture Page 3

4 Topic Assessment: Read the following extract taken from the poem Walking around, think about the main question you have at the beginning of this extract, reflect on it and answer it. Then observe the picture below, and guided for the question you have about the picture, analyze how the authors use the time and space to create a variety of emotions and feelings? (e.g. Confusion, nostalgia, regrets, etc.). Write your conclusions in a brief and well organized essay comparing the elements both authors used to create those emotions in the reader/observer. Note: The answers of the question will not be graded, however, it is important to respond them in order to help yourself to develop the essay. Extract taken from the poem Walking around Qué juicio parece haber formado la voz poética tocante a las relaciones entre las personas de su medio ambiente? Sucede que me canso de ser hombre. Sucede que entro en las sastrerías y en los cines marchito, impenetrable, como un cisne de fieltro Navegando en un agua de origen y ceniza. El olor de las peluquerías me hace llorar a gritos. Sólo quiero un descanso de piedras o de lana, sólo quiero no ver establecimientos ni jardines, ni mercaderías, ni anteojos, ni ascensores. Sucede que me canso de mis pies y mis uñas y mi pelo y mi sombra. Sucede que me canso de ser hombre. Sin embargo sería delicioso asustar a un notario con un lirio cortado o dar muerte a una monja con un golpe de oreja. Sería bello ir por las calles con un cuchillo verde y dando gritos hasta morir de frío. No quiero seguir siendo raíz en las tinieblas, vacilante, extendido, tiritando de sueño,hacia abajo, en las tapias mojadas de la tierra, absorbiendo y pensando, comiendo cada día. Observa el cuadro de abajo con cuidado, y luego compara con tus conclusiones arriba, el juicio que parece haber formado la mujer del cuadro sobre las personas del ambiente suyo. Subway George Tooker (1950) See RUBRIC in the Appendix pages AP Spa Literature & Culture Page 4

5 Appendix A copy of the following quiz was uploaded in QuizStar and in Schoology.com Prueba (Quiz) de comprensión y análisis Walking around Pablo Neruda Contesta las siguientes preguntas, o completa la idea, eligiendo en cada caso la respuesta más apropiada. 1. Considera los versos dos y tres del poema «Walking around»: «Sucede que entro en las sastrerías y en los cines/marchito, impenetrable como un cisne de fieltro/navegando en un agua de origen y ceniza». El cisne es una imagen recurrente en la poesía modernista, por lo hermoso y diáfano, y porque su cuello forma un signo de interrogación. Pero en «Walking around», qué imagen representa el cisne de fieltro? a. La imagen de un poeta presumido a causa de la gran fama que tiene. b. La imagen de un poeta abrumado por la vida en un mundo vertiginoso y artificial que mata al espíritu. c. La imagen de un poeta errabundo que anda vagando sin norte preciso. d. La imagen de un poeta que se apresta a morir abandonado. 2. Por qué dice el poeta: «Sucede que me canso de ser hombre»? a. Porque en un mundo como el que describe el poeta, ser hombre significa renunciar al espíritu original y adaptarse a convenciones sociales. b. Porque la condición humana condena a todos a sufrir desde que nacen hasta que mueren. c. Porque el ser humano está condenado a vivir conjurando la muerte, y a dejar algún día de ser el «yo» al que está acostumbrado. d. Porque el ser humano es por naturaleza pragmático, materialista e interesado. 3. Cuál de las siguientes afirmaciones podría ser una razón verosímil por la que el poeta escribe: «hay espejos/que debieran haber llorado de vergüenza y espanto»? a. Porque los espejos que han reflejado una realidad tan horripilante como la descrita en el poema deberían avergonzarse y espantarse por ello. b. Porque los espejos adquieren la capacidad humana de llorar gracias a la poesía. c. Porque los espejos, en lugar de reflejar lo grotesco, se complacen en reflejar cosas bellas. d. Porque los espejos reflejan solamente espejismos. 4. Según la última estrofa del poema, el poeta siente al caminar por la ciudad. a. cansancio b. odio c. una ola de energía d. distintas emociones contradictorias 5. Al parecer, el poeta sería más feliz si viviera. a. en las afueras de la ciudad b. en una ciudad más grande c. en un barrio un poco más lujoso d. en un sitio más familiar para el poeta donde se sintiera menos enajenado AP Spa Literature & Culture Page 5

6 6. Cuál de estas palabras mejor resume la emoción que predomina a lo largo de este poema? a. melancolía b. indiferencia c. hastío d. tranquilidad 7. Al decir la voz poética que el día lunes lo ve llegar con su cara de cárcel, qué figuras retóricas emplea el poeta? a. Una personificación seguida por un símil. b. Una personificación seguida por una metáfora. c. Una personificación seguida por un apóstrofe. d. Una sinécdoque seguida por una metonimia. Technology-Assisted Assessment Inquiry: Part 2 8. La forma métrica de este poema. a. paradójicamente, presenta un orden marcadamente opuesto a su idea fundamental. b. transmite en lo formal el mismo sentido caótico que su idea fundamental. c. recuerda al lector las formas métricas de la poesía en los orígenes de la literatura española. d. apoya fielmente la variedad de emociones conflictivas, entre gran felicidad y gran dolor, que hay en el poema. 9. Cuál de estas descripciones mejor describe el lenguaje poético de «Walking around»? a. cacofónico b. eufónico c. lleno de pathos d. catártico AP Spa Literature & Culture Page 6

7 Grade Description CB Grade The writers of these well-constructed essays fully answer the question, approach the text analytically, and 9-8 illustrate their points with numerous textual references and/or quotations. Working with a convincing thesis, the writer demonstrates a clear understanding of the task and the piece. Although not without flaws, these essays reflect the writer s ability to control a thesis, write with clarity, precision, and coherence, and in the case of a nine (9) essay with particular persuasiveness and/or stylistic flair papers respond to the assignment clearly and directly, developing a sound thesis that answers all parts 7-6 of the question. They indicate a good understanding of the text and support their points with appropriate textual references and/or quotations. While their approach is analytic, the analysis is less precise that in 8-9 papers. They seem less insightful, or discussion is more limited. Nonetheless, they confirm the writer s ability to read literary texts with comprehension and to write with organization and control. 6-7 papers respond to the assignment clearly and directly but with less development than 8-9 papers These essays respond to the assigned task, but they tend to be superficial in analysis. They often rely 5 upon plot summary that contains some analysis, implicit or explicit. They may use textual references and quotations sparingly or without clearly enough supporting their points. These essays may demonstrate a rather simplistic understanding of the question/work. Typically, these essays reveal unsophisticated thinking and/or immature writing. The writers demonstrate adequate control of language, but their essays may be marred by surface errors and may lack effective organization. The style of 5 essays may be mechanical or banal These papers fail in some important way to fulfill the assignment. They may omit some part of the 4-3 question, fail to provide minimal textual support for their points, or base their analysis on a misreading of some part of the text. Nevertheless, these essays normally present one or more incisive points among others of less value. The writing may be similarly uneven in development with lapses in organization and clarity These papers commonly combine two or more serious failures: they may not address the actual question; they may indicate serious misreading of the text; they may not use textual support -- or may use it in such a way that suggest failure to understand the text; they may be unclear, badly written, or unacceptably brief. The style of these papers is usually marked by egregious errors or by abruptness that suggests the student did not finish; but some may be smoothly written but devoid of content. 0 This score is reserved for essays that make no more than a reference to the task, those that are off-topic, 0 and for a blank sheet. AP Spa Literature & Culture Page 7

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