1 / 15

DRC Item Writer Training ~Reading~

DRC Item Writer Training ~Reading~. Oklahoma State Department of Education February 14, 2008. Reading Test Development Process. Passage acquisition Passage finder training State test specifications serve as guidelines Selection/approval of passages Content review of expository passages

Download Presentation

DRC Item Writer Training ~Reading~

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. DRC Item Writer Training~Reading~ Oklahoma State Department of Education February 14, 2008

  2. Reading Test Development Process Passage acquisition • Passage finder training • State test specifications serve as guidelines • Selection/approval of passages • Content review of expository passages • Permissions requests initiated • State style guide used for formatting • Passage review by committee • Approved passages ready for item writers

  3. Reading Test Development Process(continued) Item development • Item writer general training • State-specific training • Standards and objectives • General considerations • Assign passages • Assignment map • Review/feedback

  4. Reading Test Development Process(continued) Item editing • DRC content specialists • Alignment • Style • Formatting Item review • Item review by state teacher committee • Field test ready

  5. Let’s practice. • PASS standards as reference • Item Review Form as reference • Read the poem and passage – Gr. 6 • Review five items together “September Storm” and “Circle of Storm” by Gloria Whelan

  6. Objective: 4.3d DOK: 2 Focus: imagery Key: C Read line 13 from the poem. I know its fleece of chickweed flowers, The imagery in this line suggests that the flowers brighten the dark landscape. gather together like chickens. cover the ground like a blanket. are beautiful keepsakes. Item 1-

  7. Objective: 4.3d DOK: 2 Focus: imagery Key: C Read line 13 from the poem. I know its fleece of chickweed flowers, The imagery in this line suggests that the flowers brighten the dark landscape. gather together like chickens. cover the ground like a blanket. are beautiful keepsakes. Objective:4.3a DOK: 2 Focus:metaphor Key: C Read lines 12–13 from the poem. I know that ground,/I know its fleece of chickweed flowers, The metaphor in the lines suggest that the flowers brighten the dark landscape. gather together like chickens. cover the ground like a blanket. are beautiful keepsakes. Item 1-

  8. Objective: 1.2a DOK: 2 Focus: foreign word Key: C The word souvenir is a French word meaning “to remember.” In the passage, the souvenirs left on the beach are travelers. messages. keepsakes. surprises. Item 2-

  9. Objective: 1.2a DOK: 2 Focus: foreign word Key: C The word souvenir is a French word meaning “to remember.” In the passage, the souvenirs left on the beach are travelers. messages. keepsakes. surprises. Objective: 1.2a DOK: 2 Focus: foreign word Key: C The word souvenir is a French word meaning “to remember.” Using this meaning, what are the souvenirs left on the beach? travelers messages keepsakes surprises Item 2-

  10. Objective: 4.2d DOK: 3 Focus: compare/contrast ideas Key: B What is described in the passage but not in the poem? A. the gulls B. the falling fruit C. the storm’s power D. the crumbling bank Item 3-

  11. Objective: 4.2d DOK: 3 Focus: compare/contrast ideas Key: B What is described in the passage but not in the poem? A. the gulls B. the falling fruit C. the storm’s power D. the crumbling bank Objective: 4.2d DOK: 3 Focus: compare/contrast ideas Key:C What is described in the passage but not in the poem? A. the gulls B. the birch tree C. the falling fruit D. the crumbling bank Item 3-

  12. Objective: 4.2d DOK: 3 Focus: compare/contrast ideas Key: A Which characteristic of the storm is emphasized in both the poem and the passage? its power its suddenness its beauty its orderliness Item 4-

  13. Objective: 4.2a DOK: 2 Focus: character Key: A Based on Grandpapa’s actions in the orchard, the narrator can tell that he is upset. pleased. curious. frightened. Item 5-

  14. Objective: 4.2a DOK: 2 Focus: character Key: A Based on Grandpapa’s actions in the orchard, the narrator can tell that he is upset. pleased. curious. frightened. Objective: 4.2a DOK: 2 Focus: character Key: A Based on Grandpapa’s actions in the orchard, which word would the narrator use to describe him? upset pleased curious frightened Item 5-

  15. Final Item Checklist: • Items are passage dependent. • Item is clearly aligned to one objective. • Stem is clear and concise. • Options are parallel in structure and content. • One clear, correct answer. • Grade level appropriate vocabulary used. • No evidence of bias or sensitivity. • No cluing/clanging between items. • Assignment map/DOK requirements met.

More Related