Standards & Assessment Development
Faith Wilson
American College of EducationIntroduction
This paper attempts to unpack a standard and create objectives and a unit which address the given standard. Mahmud (2014), states, ‘For the sake of developing and maintaining the English capabilities, plenty of efforts are required in teaching English. The success in teaching English is influenced by many factors, such as the teachers, materials, and methods’ (p. 2581). All such aspects are important and critical in the development of English in students. As was discussed in Module 1, the greatest inhibitor and difficulty facing education and assessment in my country of Indonesia is the lack of established standards. After many hours of research, the writer of this paper was only able to find one published document with specific standards for students in grade 6 English as Foreign Language (EFL). Most of the published ‘National Education Standards’ merely state the number of hours each student is to be in the classroom. Given this limitation and the lack of quality of the standard presented, the writer of this paper attempted to create objectives and a unit which adhered to the given standard, while also stretching the students beyond the simple standard into greater and higher levels of thinking.
Part 1: Unpacking a Standard
The Indonesian standard which will be unpacked and integrated into assessment is as follows:
Grade Level: 6
Subject: English as Foreign Language (EFL)
Standard: Writing
Original Stated Standard
Translated Stated Standard
Standar Kompetensi
Kompetensi Dasar
Competency Standard
Basis of Competency
Menulis teks fungsional pendek sangat sederhana dalam konteks sekitar peserta didik (Standar Kompetensi dan Kompetensi Dasar, n.d.).
Menulis teks fungsional pendek sangat sederhana secara berterima”
Write short, simple and functional text pertaining to the context of the learner.
1. Write a short, simple and functional text in a ‘thankful tone’.
Menulis kartu-kartu ucapan sangat sederhana secara berterima
2. Write a simple greeting card in a ‘thankful tone’.
Big Ideas of the Standard
The main idea of this standard is to demonstrate writing ability, including the ability to create complete sentences and also to create sentences relevant to the context of the writing prompt. This demonstrates use of grammar, tenses, and creative thought. Additionally, This standard addresses the concept of ‘tone’ and requires students to adapt their writing to an appropriate tone for the subject matter.
Three Enduring Understandings
Following the completion of this standard, students should be able to retain 1) how to write in complete sentences, 2) how to adapt the content of their writing to the context of the situation, and 3) how to make their writing ‘functional’, meaning utilizing words which are appropriate, simple, yet efficient. Students may indeed forget the reason they are writing or even specifically about writing in a ‘thankful tone’, but it is desired that students are able to successfully assess the context in which they are to write, and write something which is appropriate.
Six Essential Questions
McTighe & Wiggins identify six facets of learning (Richardson, 2008) which allow for the identification of these six essential questions:
1. What is the context of the writing, and how does it impact what should be written? (explain)
2. What are the best sentences to write in this context? (interpret)
3. What sentence structure/tense is most appropriate for this context? (application)
4. How does the ‘tone’ of the sentence impact the meaning and understanding of the sentence? (perspective)
5. How do these sentences make the reader feel when reading them? (empathy)
6. How is this writing piece a reflection of myself and my values? (self-knowledge)
Concept Map
Presented here is a concept map illustrating these six essential questions:
Learning Objectives
Below is documented three learning objectives based on the standard of ‘simple functional sentences’ as has been described above.
Learning Objective
Task
Condition
Standard of Performance
Students will write simple, complete, grammatically correct sentences.
With pictures of various activities posted around the classroom, students must go to each poster and write one sentence of what they see is occurring in the picture.
Students are given folio books to complete their sentences, with permission to walk around the room viewing the various posters. Students are to work alone.
Students must create complete sentences, simple, and without grammatical error.
Students understand context of writing and are able to create sentences which are content-appropriate.
Students are given three greeting cards, a ‘Get Well Soon’ card, a ‘Congratulations’ card, and a ‘Happy Birthday’ card. Students must write greetings in complete sentences which are appropriate to the context of the greeting card.
Students are given three greeting cards, and also are permitted to complete the task with art materials in which allow for expression of creativity. Students are to work alone.
Students must produce sentences which are complete, simple, and relevant to the content of the card. Each card must have a minimum of one sentence, with the allowance of more sentences for students of greater ability.
Students are able to express their ideas and thoughts in a short simple sentence, which communicates effectively.
Students view 3 videos, and between each video they must write a 2 sentence response which reflects their ideas and thoughts about the video succinctly yet clearly.
Students view the videos one time, but are given time between the videos to write their sentences.
Students must write complete, simple sentences which accurately express their response to the video, showing relevance to the video but also expressing opinion.
Unit of Study
In order to successfully implement this standard of ‘Functional Sentences’, a one week unit of study will be produced which presents a variety of activities and tasks for students inviting them to create simple, relevant and context-appropriate sentences. Five topics will be explored through the week:
1. Interaction with Others
2. Responding to the Universe
3. My School
4. Indonesian History
5. Food & Drink
Each topic is given one day, and within that day, students will be challenged to produce a number of simple functional sentences relating to the day’s topic, and which address the essential questions. They will record their sentences in a folio book, and at the end of the week present their sentences to each other about what they experienced through the week. Each sentence will be checked for grammatical accuracy, relevance to the context, and communication of the students’ ideas and thoughts.
Part 2: Table of Test Specifications
Standard: Write short, simple and functional text pertaining to the context of the learner.
Title of Unit of Study: Functional Sentences
Grade Level: 6
Content Area: English as Foreign Language (EFL)
Total Points: 10
Type of Items: Multiple choice, written response
Bloom’s Taxonomy Cognitive Levels
Number (Percent) of Items Per Level
Objectives
Level: Remembering
Level: Applying
Level: Analyzing
Total (Percent)
Students are able to express their ideas and thoughts in a short simple sentence, which communicates effectively. (Remembering)
2 (20%)
2 (20%)
4 (40%)
Students will construct simple, complete, grammatically correct sentences. (Applying)
1 (10%)
1 (10%)
2 (20%)
Students understand context of writing and are able to create sentences which are content-appropriate. (Analyzing)
1 (10%)
1 (10%)
2 (20%)
4 (40%)
Total
2 (20%)
4 (40%)
4 (40%)
10 (100%)
Part 3: Curriculum Map
Standard: Write short, simple and functional text pertaining to the context of the learner.
Learning Objectives:
1. Students are able to express their ideas and thoughts in a short simple sentence, which communicates effectively.
2. Students will construct simple, complete, grammatically correct sentences.
3. Students understand context of writing and are able to create sentences which are content-appropriate.
Grade Level: 6
Content Area: English as Foreign Language (EFL)
Unit Title: Functional Sentences
Length of Unit: 1 Week
Description of Unit of Study:
The students will learn the value of simple functional sentences, which are relevant to the topic being presented but which also adequately express information or ideas. Five days of study gives for five different topics which the students will be challenged to integrate simple functional sentences, and they will be required each day to demonstrate their ability to create sentences which are grammatically correct, adhere to the context presented, and which adequately express an idea or thought. With the deviation of the various days, students are given a variety of topics and ideas in which to write about, varying their sentences and ideas which they must express.
Content and/or Essential Questions
Knowledge and Skills
Suggested Assessments
Activities
Resources
Interaction with Others
How do these sentences make the reader feel when reading them? (empathy)
Personal pronouns and their place in functional sentences
Pre test: students are asked to write 5 simple functional sentences
Students write cards to each other, using simple functional sentences, and then cards in response.
Greeting card examples, cardstock, shape-cutters, glue, scissors, markers
Responding to the Universe
What are the best sentences to write in this context? (interpret)
Efficient word choice and ability to communicate ideas simply yet effectively
Formative Assessment–Multiple choice test: students choose which sentences are relevant to the context of ‘Responding to the Universe’
Students watch videos about the universe, and write simple functional sentences in response.
Videos, folio books to write in, presentation about the universe
My School
How is this writing piece a reflection of myself and my values? (self-knowledge)
Expressing opinion in complete sentences
Simple present tense
Performance Task: students interview other students and teachers in the school and recount the responses in simple functional sentences
Students conduct interviews as reporters, and create a poster about their school with quotes from teachers and students as well as their own ideas.
Posterboard, glue, scissors, available teachers and students for interview
Indonesian History
How does the ‘tone’ of the sentence impact the meaning and understanding of the sentence? (perspective)
What structure/tense is most appropriate for this context? (application)
Effective use of past tense
Sentence structure in talking about the past
Creating sentences about ‘then’ and ‘now’
Performance task: students write simple functional sentences with correct grammar about a chosen Indonesian historical figure
Indonesian Historical figures are posted on posterboard around the classroom, and students initially write one sentence about each figure. Following this, they choose one figure to explore in depth and write a series of simple functional sentences, demonstrating effective use of past tense.
Readings, biographies and videos about important Indonesian historical figures
Food & Drink
What is the context of the writing, and how does it impact what should be written? (explain)
Sentences which express opinion and fact (simple present)
Sentences which show process
Summative Assessment: Students correct simple functional sentences, match sentences to their correct context, and write 5 simple functional sentences with correct grammar.
Students in groups cook recipes, and try each other’s recipes. Each student must write sentences of opinion and also sentences which demonstrate and discuss the process of their cooking.
Cooking materials and supplies, cleaning supplies
Rationale for Assessment Choices
My rationale for assessment choices was in order to demonstrate the entire process of the students’ learning, and help identify which students have advanced understanding of the topic, which are average, and which students are struggling. The week begins with a pre-test which demonstrates current ability level to create simple functional sentences relevant to the topic presented. A formative assessment is also given to specifically assess whether or not students are able to adequately identify context and relevancy of their sentences. Through the week two performance tasks are given, including oral interviews of other students and teachers as well as written documentation demonstrating effective use of past tense and grammar. The week ends with a summative assessment that demonstrates students’ understanding of grammar, relevance, context, and ability to create simple functional sentences, which demonstrate an idea succinctly and correctly.
Conclusion
The Indonesian standard of developing the students’ abilities to create and succinctly write sentences which are functional and also context-relevant was addressed through this paper, with attempts to sufficiently unpack this standard. Through the use of various assessments, including formative assessment, pre-test, performance tasks, and summative assessment, students are able to develop their skills in writing simple functional sentences, and also are able to develop their critical thinking ability in understanding the correct context for his or her sentences.
References
Mahmud, M. (2014). The EFL students’ problems in answering the Test of English as a Foreign Language (TOEFL): a study in Indonesian context. Theory And Practice In Language Studies, (12), 2581-2587.
Richardson, J. (2008). Evidence of learning: A conversation with Jay McTighe. Principal Leadership, 9(1), 30-34.
Standar Kompetensi dan Kompentensi Dasar. (n.d.). Guru Kota Jambi. Retrieved October 18, 2015, from https://gurukotajambi.wordpress.com/