informative text (non-fiction) Text with a variety of (semi-) closed and open questions Reading …demonstrate understanding of conjunctions in the text Q1 5% 1 Q2 5% 1 Q3 10% 2 …demonstrate understanding of relationships (e.g. reference words) between sentences in the text Q4 5% 1 Q5 5% 1 Q6 10% 2 40% 8 Interpretation …grasp and/or explain the source text’s main intention Q7 20% 4 and/or summarise the intention of different paragraphs in the text (in own words) Q8 10% 2 Q9 10% 2 40% 8 Subject competence …identify the type of text, understanding and/or using appropriate terminology Q10 20% 4 20% 4 100% 20 Points Grades 19-20 A Excellent 17-18 B Very good 15-16 C Good 13-14 D Satisfactory 11-12 E Sufficient 8-10 F Failed (Weak) 1-7 Fx Failed (Very weak) Translation points to grades The designer of this Test Matrix wants to focus on ‘Reproduction’ in this S2-test, on recognizing certain features in or intentions of the text. Even though only 3 questions are devoted to the ‘Interpretation competence’ versus 6 to the ‘Reading competence’, both competences are equally weighted in the test. Only one question is devoted to the ‘Subject competence’, but its weight is substantial. Mastering certain objectives at this stage is valued higher than others. If a pupil is capable of grasping the main intention of the text, 4 points are awarded, whereas understanding the relationship between two sentences is considered as something that pupils should by now be familiar with and therefore awarded only 1 point each. 5.3.4 Marking schemes In assessment, it is extremely important that student work/tests/assessment products be corrected or judged in a similar way. Corrections and judgements must be fair, reliable and as objective as possible. Irrespective of the pupil concerned and irrespective of the corrector involved, similar products must lead to similar grades or marks. A marking scheme helps to achieve this. A marking scheme offers instructions for how to judge or correct performances in response to the stimuli in a test. This can simply be an overview of the correct answers, e.g. in case of
yes/no questions or multiple-choice questions. In case of (semi-) open questions, a marking scheme offers possible answers or elements that have to be found in the answers. Especially in of more holistic assessment tasks, it is not always possible to develop a simple marking scheme. For example, if pupils are supposed to write an essay (on a certain topic, for a certain audience), you cannot define beforehand one set of unambiguous instructions for judging the product. Nevertheless, you can describe in a more general way what you expect regarding e.g. content, structure, grammar etcetera. For the evaluation and judgement of such products, ‘rubrics’ can be of great help. A rubric defines (academic) expectations for pupils on a specific task and helps to ensure consistency in the evaluation from pupil to pupil, assignment to assignment and course to course. At the end of this paragraph, some examples of rubrics are included. Example 1: Analytic rubric - Physics. Task: testing a given physical hypothesis (for example: Aim: to test the relationship between force and acceleration; hypothesis: the more mass applied the faster a cart will accelerate) Aspects for judgement 5 points 4 points 3 points 2 points 1 point Plan for Investigation The plan is thorough. The plan is lacking a few details. The plan is just acceptable. The plan is missing details. The plan is incomplete and limited. Use of Materials Manages all materials responsibly. Uses the materials responsibly most of the time. Use of the materials is just acceptable. Mishandles some of the materials. Does not use materials properly. Collection of Data Thorough collection, according to standards for research Most of the data are available and collected according to standards for research. Some of the data are available; research standards are not fully met. Major portions of the data are missing; research standards are only partially met. The data collection consists of a few points; research standards are not met. Analysis of Data Excellent analysis; standards of subject and of statistics are met in a professional way Good analysis; standards of subject and statistics are mainly met. Satisfactory analysis; standards of subject and statistics are met, but can be improved. Sufficient analysis, but significant are missing; standards of subject and statistics are sufficiently met but deserve improvement Poor analysis, standards of subject and statistics are hardly met and need improvement.
What will my test look like? Example of a Test Matrix: Language 1, reading, written test, S5 Task Competence(s) Objectives Questions (Q) Weight in % Weight in points The student is able to… Literary text/extract, not with in class, with a limited number of open questions Reading … show understanding of the content and characters of a literary text Q1 15 Interpretation … analyse and interpret the content of a text Q2 18 Subject competence …use and apply relevant concepts and terminology Q3 15 50% 48 Non-literary stimulus with a writing task. Writing … write a coherent and structured text 12 Q4 48 … produce a text that is a proper response to the assignment 12 …apply grammatical rules and spelling conventions 6 …use appropriate and varied vocabulary 6 Arguing/ Reasoning … present reasons and/or explanations for opinions and ideas 12 50% 48 100% 96 Sample questions for this test: Q1 Summarize the content of the extract. Q2 Characterize the persons in the extract in detail. Q3 Analyse the language in the extract. Use relevant concepts and terminology. Q2/Q3 Characterize the persons in the extract and demonstrate how this is reflected in the language. Q4 Stimulus: Notification from the management of the school, stating that from next school year onwards, each student receives a school agenda, the use of which is mandatory. Task: On behalf of your class, you write a formal letter to your deputy-director, explaining why you agree or disagree with this new rule. 4 How will I evaluate the student’s performance? Example of a rubric to evaluate the reading task Aspects for judgement 15 p 12 p 9 p 6 p 3 p 1 p 0 p
Reading: Summary Excellent Content and structure of the summary fully meet whatever might be expected! Very good Content and structure of the summary are very good! Good Content and structure of the summary are good. Satisfactory Content and structure of the summary meet the demands, but leave room for improvement. Sufficient Content and structure of the summary meet very basic demands, but leave quite some room for improvement. Weak Content and structure of the summary do not meet very basic demands and need to be improved. Very weak Content and structure are very weak! Subject Comp.: Analysis of Language Excellent Excellent and full analysis. Professional use of concepts and terminology. Very good Very good and analysis. Very good use of concepts and terminology. Good Good analysis and good use of concepts and terminology. Satisfactory Satisfactory analysis and use of concepts and terminology, but is room for improvement. Sufficient The analysis and use of concepts and terminology meet very basic demands, but leave quite some room for improvement. Weak The analysis and use of concepts and terminology do not meet very basic demands and need to be improved. Very weak The analysis and use of concepts and terminology are very weak! Aspects for judgement 18 p 15 p 12 p 9 p 6 p 3 p 0 p Analysis and interpretation of persons Excellent Excellent and professional analysis and interpretation. Very good Very good and broad analysis and interpretation. Good Good analysis and interpretation. Satisfactory Satisfactory analysis and interpretation, but there is room for improvement. Sufficient The analysis and interpretation meet very basic demands, but leave quite some room for improvement. Weak The analysis and interpretation do not meet very basic demands, and need to be improved. Very weak The analysis and interpretation are very weak! Example of a rubric to evaluate the writing task Aspects for judgement 12 p 10 p 8 p 6 p 4 p 2 p 0 p
4 How will I evaluate the student’s performance? Marking scheme – Rubrics 5 How will I report on performance(s)/overall performance? Paragraph – Translation Marks to Grades!? A (9.0-10 – Excellent) B (8.0-8.9 – Very good) C (7.0-7.9 – Good) D (6.0-6.9 – Satisfactory) E (5.0-5.9 – Sufficient) F (3.0-4.9 – Failed/Weak) FX (0-2.9 – Failed/Very weak) Knowledge Displays comprehensive knowledge of Displays a very broad knowledge of facts Displays a broad knowledge of facts Displays a reasonable knowledge of facts and definitions Recalls main names, facts and definitions. Displays little recall of factual information Displays very little recall of factual information. Comprehension and a thorough command and use of concepts and principles in science. and a good command and use of concepts and principles in science. and good understanding of main concepts and principles in science. and understanding of basic concepts and principles in science. Understands only basic concepts and principles in science. and a limited understanding of concepts and principles in science. Shows very little understanding of scientific principles and concepts. Application Makes connections between different parts of the syllabus and applies concepts to a wide variety of unfamiliar situations and makes appropriate predictions. Makes some connections between different parts of the syllabus and applies concepts and principles to unfamiliar situations. Is capable of using knowledge in an unfamiliar situation. Is capable of using knowledge in a familiar situation. and can use basic knowledge in a familiar situation. / / Analysis Is capable of detailed and critical analysis and explanations of complex data. Analyses and explains complex data well. Produces good analysis and explanations of simple data. Produces basic analysis and explanations of simple data. a structure can analyze and explain simple data. Can use data only with significant guidance. Fails to use data adequately.
Communication (oral and written) Communicates logically and concisely using scientific vocabulary correctly. Demonstrates excellent presentation skills. Communicates clearly using scientific vocabulary correctly. Demonstrates very good presentation skills. Communicates clearly most of the time scientific vocabulary correctly. Demonstrates good presentation skills. Uses basic scientific vocabulary, and descriptions show some structure. Demonstrates satisfactory presentation skills. Uses basic scientific vocabulary, but descriptions may lack structure or clarity. Demonstrates satisfactory presentation skills Generally produces descriptions that are insufficient or incomplete with a poor use of scientific vocabulary. acceptable presentation skills. Has very poor communication and presentation skills.