1 Stephanie Cammack CRN 30154 Summer 2010 Assessment P and P Test Artifact 9th Grade Oklahoma History

Standard 3. The student will evaluate the social, economic, and political development and contributions of Native Americans from prehistoric settlement through modern times. 4. Identify significant historical and contemporary Native Americans (e.g., John Ross, Sequoyah, Quanah Parker, Jim Thorpe, Will Rogers, the Five Indian Ballerinas, the Kiowa Five, and Wilma Mankiller). Standard 4. The student will evaluate the major political and economic events prior to statehood. 3. Assess the impact of the cattle industry (e.g., cattle trails, railheads and cow towns in Kansas, and the location of railroad lines). 4. Evaluate the impact and importance of the various means of distributing land in Oklahoma (e.g., allotments, land runs, lottery, and Supreme Court settlement). Standard 6. The student will investigate the geography and economic assets of Oklahoma and trace their effects on the history of the state. 1. Locate the significant physical and human features of the state on a map (e.g., major waterways, cities, natural Learning Objectives: 1. Student will demonstrate knowledge of historical figures in Oklahoma history. 2. Student will demonstrate knowledge of geographical features of Oklahoma. 3. Student will demonstrate knowledge for Native American history as pertaining to Oklahoma history.

Blooms Taxonomy Knowledge1. MC LL 2. MC- HL 1-5 True and False, Binary Comprehension-

2 Matching AnalysisEssay Question Short Answer Matching EvaluationEssay Question

Accommodations - For students needing accommodation, directions will be read for each section, some students will require that the test be given verbally. Short answer word boxes will be provided for those students that it is appropriate. Accommodations will be made as necessary according to IEP directives.

3 9th Grade Oklahoma History

Multiple Choice Directions: Read the question and choose the best answer from the answers supplied. Circle the best answer. This section of the test is worth 10 points, 5 points for each question. 1. Bug Tussle was the proud and imaginative home of an Oklahoma Congressman and Speaker of the United States House of Representatives. This "Little Giant" was a heartbeat away from being the President of our nation when Gerald R. Ford was our national leader. Who is this person? A. Carl Albert B. Raymond Gary C. Robert S. Kerr D. Lee Cruce

Name_________________

Date_____________

2. This area of 1.5 million acres was assigned by the U.S. Supreme Court in 1896 to Oklahoma Territory as a result of the decision rendered in the United States vs. State of Texas case. At statehood this area was subdivided into four counties that currently comprise the southwestern corner of Oklahoma. What was the name of this area? A. Brazos County B. Greer County C. Tillman County D. Carter County

Directions: Choose the correct answer to the following True or False questions. Circle the correct answer. This section is worth 10 points, 2 points for each answer. 3. Pershing is a town in Oklahoma named after a Vietnam Veteran. T or F 4. Panther is another name for mountain lion. T or F 5. The three rivers in the Three Forks Region of Oklahoma are Grand, Arkansas and Verdigris.

4 T or F 6. The highest point in Oklahoma is at the top of Black Mesa. T or F 7. Oklahoma receives more rainfall in the East than the West T or F

Directions: Matching- choose the person or place in the first column closely related with the place or title they are associated with. This section is worth 10 points, 2 points for each match. Draw a line between the matches. People or 8. Washington Irving 9. George Catlin 10. Boy Scouts 11. The Dalton Boys 12. Nellie Johnstone #1 Places or Title A. Kingfisher B. Pawhuska C. Bartlesville D. Artist E. Cross Timbers F. Ponca City G. Roosevelt

Directions: Fill in the blank with the correct answer. This section is worth 10 points. 5 points for each answer. 13. The most significant Indian battle of Oklahoma history occurred Nov. 27, 1868 when Lt. Col. George A. Custer led the 7th Cavalry against an encampment of Cheyenne led by Black Kettle along and below the bluffs of the _______________________River.

14. The World War II submarine that is permanently moored along the Arkansas River Navigation System at Muskogee is called _____________________________.

Directions: Answer the following questions or problems using proper spelling and grammar. This section is worth 20 points, 10 points for each answer. If you need more room you can use the back of the test to complete the rest of your answer. 15. Explain what happened near the town of Dover in 1906 because of torrential rains.

16. How did Oklahoma acquire the land now known as the Oklahoma Panhandle?

Directions: On a separate sheet of paper, write a short essay. Describe why this was a problem for so long in the history of Oklahoma and Texas relations. This section is worth 40 points and should include a minimum of 4 paragraphs. 17. Explain the boundary dispute and resolution between Oklahoma and Texas.

6 Key A. Multiple Choice 1. Carl Albert 2. Greer County B. True False 1. 2. 3. 4. 5. F T T T T

1. 2. 3. 4. 5.

C. Matching Cross Timbers George Catlin Boy Scouts The Dalton Boys Nellie Johnstone #1

A. Kingfisher B. Pawhuska C. Bartlesville D. Artist E. Washington Irving F. Ponca City G. Roosevelt

Completion: 1. Washita 2. The Batfish

Short Answer 1. Weakened by torrential rains in 1906, the trestle bridge over the Cimarron River south of this town collapsed, plunging the locomotive and all but two sleeping cars into the rain-swollen river. The engine is still submerged in quicksand next to the steel bridge that replaced the washed out structure. 2. This area of 1.5 million acres was assigned by the U.S. Supreme Court in 1896 to Oklahoma Territory as a result of the decision rendered in the United States vs. State of Texas case. At statehood this area was subdivided into four counties that currently comprise the southwestern corner of Oklahoma.

7 Essay: The answer should contain at least 4 of the facts listed below.

The original Texas-Oklahoma border was based on an 1821 treaty between Spain and the United State which was upheld in 1896 by the U.S. Supreme Court.( 5 points ) In 1923 (Oklahoma v. Texas), the Supreme Court attempted to settle the dispute by ruling that the boundary between Oklahoma and Texas be identified by wooden stakes set on the river bank. But, any surveyor will tell you that wooden stakes are easy to move and don't last very long at all -- especially along a river. (5 Points ) In July 2000, both Texas and Oklahoma Legislatures agreed to a "Red River Boundary Compact," which sets the boundary between the States of Texas and Oklahoma as the vegetation line on the south bank of the Red River. Supporters of the Compact and leaders of both states agree that the resulting boundary is easy to identify and can be changed if and when the vegetation line erodes. (10 points) Also agreeing to the Compact were tribal leaders of the neighboring Kiowa, Comanche, and Apache Tribes, the Chickasaw Nation, and the Choctaw Nation of Oklahoma. (5 Points) However, state border disputes like this are not over until the U.S. Congress sings. Article 1, Section 10 (Clause 3) of the U.S. Constitution requires that when two or more states wish to enter into any agreement that agreement is subject to the consent of the Congress. (5 Points ) H.J.RES. 72, "Granting the consent of the Congress to the Red River Boundary Compact," passed the U.S. House on Friday (7/28/00) on a voice vote and was approved by the Senate. (5 Points) While not a single gunshot is known to have been fired, the long-festering disagreement has seen some touchy moments. In 1919, Texas Rangers drove an Oklahoma oil well testing crew from the disputed banks of the Red River. The crew said it was in Oklahoma, the Rangers said they were in Texas, and the governors agreed to disagree. (5 points ) Speaking in support of the Resolution agreeing to the Red River Boundary Compact, Independent Rep. Bernard Sanders of Vermont told the House, "'The U.S. Supreme Court has tried twice to settle this dispute, which at one point brought the governor of Oklahoma to the border in a tank. However, true to the slogan 'One Riot, One Ranger,' the good governor of Oklahoma and his tank was held off by a lone Texas Ranger on his horse.'" (5 Points ) All students should pay heed to proper grammar and spelling, grammar and spelling will count for 20% of the overall grade for the essay portion.

Artifact Feedback Sheet: Peer Review

(Point values for each component of the Paper & Pencil Test are shown in parentheses beside each component listed below.)

Part I Learning Goals, Objectives and Depth of Knowledge Assessed (20 points)
You must clearly define what knowledge, skills, and dispositions you want the students to learn, and then plan instruction and assessment accordingly. When this crucial planning occurs, the objectives, instruction, and assessment are aligned and students have a fairer chance of learning what they are supposed to learn! The following criteria are required for correct explanation of your plans for the test:

___3__ (3) -- PASS Objective(s) provided - Provide the entire PASS objective that is specific to your test s content, not just the letters and numerals. Go online to find the PASS objectives for your subject/grade (http://www.sde.state.ok.us) __2___ (2) -- PASS Objective(s) appropriate for subject/grade level. ___6__ (6) -- 3 specific learning targets provided - (PASS Objectives provide the broad umbrella . Under that umbrella, you will list 3 specific learning targets.) __3___ (3) -- 3 specific learning targets are appropriate for subject, grade, and this P&P test. The 3 specific learning targets you provide should be congruent with your test s content. ___4__ (6) -- Description of types of knowledge assessed. For each item type on the test (i.e., multiple choice, binary choice, matching, completion, short answer, and essay), describe the type of knowledge assessed by that item. For some item formats, you may have more than one type of knowledge assessed. (Make sure that I know you know the difference!) The type of knowledge may be low-level (Bloom s first level), or higher than low level (Bloom s other levels). Refer to your class handout regarding Bloom s Taxonomy. (NOTE: You re using cognitive domain!)

Part II The Test (60 points total)

Multiple Choice Items (10 points) The following criteria must be present for correctly written multiple choice items. __1___ ___1__ ___1__ __1___ __1___ (1) -- 1 MC item that assess low level knowledge. (1) -- 1 MC item that assess higher level knowledge. (1) -- Items have 4 response options, positioned vertically. (1) -- Stem is worded as a question. (1) -- Stem and options are appropriate in length, parallel, and grammatically correct.

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___1__ (1) -- All distracters are plausible to uninformed students and no cues to correct answer are provided. __1___ (1) -- Response options are organized to avoid confusion (i.e., alphabetical or chronological, as appropriate) __1___ (1) -- No negative wording (i.e., not ) or all of the above options. __1___ (1) -- Directions are clear about what to do, where to indicate response, etc. ___1__ (1) -- Point values are noted in the directions to the students.

Binary Choice Items (10 points)

The following criteria must be present for correctly written binary choice items: __5___ (5) -- 5 binary choice items are worded as statements. __2___ (2) -- Items are free of negative, ambiguous, and/or absolute wording. __1___ (1) -- Items are of approximately equal length. ___1__ (1) -- Directions are clear about what to do, where to indicate response, etc. ___1__ (1) -- Point values are noted in the directions to the students.

Matching Items (10 points)

The following criteria must be present for correctly written matching items: __2___ (2) -- 5 matching items with two columns ___0__ (1) -- Two columns clearly labeled with meaningful titles. (i.e., Explorers/ Continents, NOT Column A/Column B ) __1___ (1) -- All items are homogenous. ___1__ (1) -- Left-hand column ( the premises ) contain the bulk of the information. ___1__ (1) -- More responses in the right-hand column ( response set ) than premises in the lefthand column. ___0__ (1) -- Response set is organized to reduce confusion (i.e., ABC or chronological order, etc) __2___ (2) -- Directions are clear about what to do, where to indicate response, how many times a response option can be used, etc. __1___ (1) -- Point values are noted in the directions to the students.

Completion Items (aka Fill-in-the-Blank ) (10 points)

The following criteria must be present for correctly written completion items: __2___ (2) -- 2 completion items are worded as statements. ___2__ (2) -- Blanks occur near the end of the statements. ___2__ (2) -- Items contain one or two blanks.

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___1__ (1) -- Blanks are equal in length and long enough for students handwritten responses. ___1__ (1) -- Items do not contain contextual or visual cues. ___1__ (1) -- Directions are clear about what to do, where to indicate response, etc. _1____ (1) -- Point values are noted in the directions to the students.

Short Answer Items (10 points)

The following criteria must be present for correctly written short answer items: ____1_ (1) -- 1 short answer item worded as a question. ____1_ (1) -- 1 short answer item worded as a statement. ___2__ (2) -- Responses require a phrase, a few words/symbols/numbers, or a single sentence. ___2__ (2) -- Items assess low level knowledge. ___2__ (2) -- Items do not contain contextual or visual cues. ___1__ (1) -- Directions are clear about what to do, where to indicate response, etc. ___1__ (1) -- Point values are noted in the directions to the students.

Essay Item (10 points)

The following criteria must be present for the correctly written essay item: ___2__ (2) -- Item assesses higher-than-knowledge level cognition. (Remember that low-level knowledge is assessed using different item formats!) ___2__ (2) -- Item is clear regarding the depth of response required of the student. __1___ (1) -- Directions are clear about what to do, where to indicate response, etc. ___2__ (2) -- Directions are separate from the actual task described in the essay item. (i.e., don t cause confusion by weaving directions into the task) ___1__ (1) -- Point values are noted in the directions to the students. ___1__ (1) -- Points values are appropriate for the task, the time period, and the level of the students. ___1__ (1) -- If applicable, point values are specific about how many points will be awarded/deducted for mechanics. (i.e., if you deduct points for spelling/grammar errors, you must say so in the directions!).

Part III Scoring Key & Test Format (20 points total)

11 Scoring Keys for All Item Formats (10 points)

The following criteria must be present for the scoring keys: __4___ (4) -- Scoring keys with correct answers are provided for all items on the test. __3___ (3) -- Scoring key for essay item includes a model answer. (Write this as you would like to see the ideal response from your students. This allows you to see if your directions are clear, as well as gauge the difficulty of the desired response.) __2___ (3) -- Scoring key for essay item specifies exactly how the points will be allocated. (Award points for components of the answer for more reliable, defensible, and fair scoring).

Test Layout (10 points)

The following criteria must be present for an effective test layout: ___2__ (2) -- Test header includes a place for name of student, date or class period, and Title of Test. (i.e., Quiz Chapters 3 5; Test 3 The American Revolution; etc.) ___2__ (2) -- No widows or orphans . __2___ (2) -- Test items are numbered in consecutive order with multiple choice items numbered 1 and 2, followed by binary choice items numbered 3 7, and so on to the end of the test. __2___ (2) -- All items of like format are grouped together. (i.e., don t have 1 multiple choice, then 3 binary choices, then 2 completions, then 1 multiple choice, etc.) ___2__ (2) -- Use a Plain font such as Aral or Times New Roman with a minimum 12 point size font. (Special populations may require larger font, as appropriate. Fancy fonts such as script are not appropriate for tests.) Analytic Feedback Sheet and Scoring Rubric submitted: Submitted on time and in proper form: Yes ____X___ No _______ Yes _______ No __X_____

If necessary, date resubmitted in proper form: __________June 21st, 2010_________________ TOTAL POINTS for this Paper & Pencil Test (out of 100 possible points): ________95__________

Initials of peer reviewer: TW Comments: 1) I was expecting a table with Bloom s Taxonomy competence domains in one column and the questions that correlated to the specific domains in the second column. 2) Matching premise and responses need titles. 3) Point allocation need for specific components of essay question.

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Name ______________________________________ CRN ____________________ Score ___________

Education Assessment PTE 4172 Scoring Rubric for Assessment Plan Artifact (Pencil & Paper Test)
Unacceptable LEARNING GOALS, OBJECTIVES & DEPTH OF KNOWLEDGE
Less than 14
Not provided, OR contains more than 6 errors in describing learning goals, objectives, and depth of knowledge.

Basic
14
Demonstrates basic understanding of PASS objectives, learning targets, and knowledge levels, with 5 or 6 errors.

Developing
16
Demonstrates developing understanding of goals, PASS objectives, and knowledge levels, with 3 or 4 errors.

Proficient
18
Demonstrates proficient understanding of goals, PASS objectives, and knowledge levels, with 1 or 2 errors.

Outstanding
20
Demonstrates outstanding understanding of learning goals, objectives, and depth of knowledge with no errors.

THE TEST

Less than 42
Demonstrates unacceptable understanding of appropriate test item construction with more than 18 errors.

42
Demonstrates basic understanding of appropriate test item construction with 13-18 errors.

48
Demonstrates developing understanding of appropriate test item construction with 7 - 12 errors.

54
Demonstrates proficient understanding of appropriate test item construction with 6 or less errors.

60
Demonstrates outstanding understanding of appropriate test item construction with no errors.

SCORING KEY & TEST FORMAT

Less than 14
Not provided, OR contains more than 14 errors in scoring key and test format construction with more than 6 errors.

14
Demonstrates basic understanding of appropriate scoring key and test format construction with 5 or 6 errors.

16
Demonstrates developing understanding of appropriate scoring key and test format construction with 3 or 4 errors.

18
Demonstrates proficient understanding of appropriate scoring key and test format construction with 1 or 2 errors.

20
Demonstrates outstanding understanding of appropriate scoring key and test format construction with no errors.

IMPORTANT NOTE: Assignment Submission It is expected that this assignment will reflect a college senior s best work and will be free from errors in the following areas: grammar, punctuation, spelling, capitalization, word usage, and appropriate font (12 point). Assignments that do not meet these criteria will be

13 returned to the student for revision before an evaluation will be made of the assignment. The assignment will then be considered LATE. Submitted on time and in proper form: yes _______________ no _________________

Instructor Comments:

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