Jessica Shuff

FRIT 7236
KA Part 2

Short Answer-Based on the passages below. This test is created for first grade English
Language Arts. Students are required to answer questions in complete sentences using
RAC (restate the question, answer the question, and cite textual evidence).

Objectives Level & Type Questions

Student will be Remember Which text includes characters? What genre

able to explain Understand is the text? How do you know?
the major Apply
differences Evaluate
between books
that tell stories Factual
and books that
give information.

Student will be Understand Which text is nonfiction? How do you know?

able to explain Apply
 the major
differences Factual
between books
that tell stories
and books that
give information.

Student will be Understand Part 1: Which passage is meant for

able to explain Apply entertainment? Explain.
the major
differences Factual Part 2: Which passage is meant to inform?
between books Explain.
that tell stories
and books that
give information.

Essay Questions-The essay questions are based on the same passages, “Sunrise and
Sunset” and “Randy the Rooster” from Readworks.org.

Objectives Level & Type Questions

Student will be Understand Part 1: Which text includes STORY elements

able to explain Apply (Setting, talking characters, oops a problem,
the major attempts to resolve, and yes, a solution)?
differences
between books Factual Part 2: Name all the STORY elements
that tell stories
and books that
give information.

Student will be
able to describe
the characters,
setting, and
major events in a
story, using key
details.

Student will be Apply Retell the story events by including the

able to explain Analyze important details of the fiction text.
the major Create
differences
between books Conceptual
that tell stories
and books that
give information.

Students will be
able to retell story
events, including
key details.

Student will be Understand What are the major differences between the
able to explain Apply texts? Support your answer with explicit
the major Analyze evidence from both texts.
differences Evaluate
between books
that tell stories Conceptual
and books that
give information.

Assessment Plan

● Improving Test Reliability

As Brookhart and Nitko (2015) suggest, it is difficult for extended response and
essay questions to be reliable (p. 221). Teachers may assign different grades to
the same essays or short response questions. Because different grades may be
assigned, the validity is decreased. In order to remedy this problem, the first
grade team will grade the tests together using a standardized rubric.

● Improving Test Validity

In order to improve test validity, not only will teachers grade the assessment
together, but their will be a rubric for teachers to use when grading. The rubric
should lower the inconsistencies from student to student.

● Differentiation of Instruction
Students in the class are homogeneously grouped during ELA small groups.
However, the groups are flexible and can change based on formative assessments
throughout the two weeks this objective is taught. All students attend two small
group stations a day. (One teacher-led station and one independent). There are
two independent stations (computer station and a review station that is based on
the group needs). The teacher models the standard and objective in the large
group mini lesson. Two stations are teacher-led where students practice using
comprehension skills while reading appropriate lexiled texts. The amount of
teacher support while reading depends on student’s needs. Students then practice
responding to the texts using the RAC strategy with a differing amount of teacher
support.
● Improving Student Learning
While students attend the teacher led station, the teacher will provide explicit
feedback specific to each student. This feedback can be implemented throughout
the week so students can be more successful during the assessment. The students
will be given at least 9 days of practice responding to text before the assessment.
The practice questions will be written similarly to the assessment questions. For
students who need more support, the teacher will adapt the small groups and
ensure the struggling students visit the teacher station more often to practice.

● Improving Future Assessments

The texts included on the assessment are appropriate for most students in the
class to read independently. However, for all students to be successful in reading
independently, the text should be adapted depending on the lexile level of all
students. For example, higher level students can be given two texts with a higher
lexile level while struggling students could be given two lower lexile texts. Also,
struggling students could be given sentence starters to assist in completing the
test independently. Rubrics can then be adapted depending on student levels.