Svientek Cody

ENG 346

Assignment 2

The world of academia has quite a lot of variety in its needs required for the teacher, the students, the

institution, and the parents. The process of developing a test is something I wish to improve upon, and

in this paper you'll find my though process for developing a achievement test for student's in a English

learning cram school environment over the duration of 13 weeks.

General Expectation and Outline

The outline is broken into 3 sections of four weeks, with one extra review week for the final, each with

a intended intensive study goals, and measurement of progress each section with a final examination

the end of the 13th week.

Each test is a weekly performance consisting of the following

1. The first hour of each 2 hour daily cram school consists of a lecture focusing on understanding and

comprehension of given terms (Vocabulary, Grammar, Reading, Writing, Speaking & Listening)

2. Followed by a intensive role-plays & lectures/review activities with specific focuses on one or two

of the above terms each week. The purpose of these activities is to focus on relevant matters and

important assistance with specific matters to assist the student with their high school cirriculum.

3. A written/scantron test each Friday reviewing the terms practiced in class that week, with a study

guide given Wednesday. Each exam is worth 5% of the total grade consisting of 12 exams, and 1 Final

exam on the 12th week worth 20%. With participation and assignments consisting of an additional 20%.

Every week extra credit is awarded for individuals who attend the review and feedback secession

Thursdays after class.

4. Students will be given basic information, assignments, and instructional packets the beginning of

each week to assist with their weekly activities and keep everything organized.

5. Section one focuses on Vocabulary and Grammar. While section two diverges into reading & writing,
with section three focusing on speaking & listening. A student should learn the basic mechanics before

they can practice the latter, with them reviewing the previous terms to reinforce their understanding

with the practice reading/writing & speaking/listening activities.

6. After each test Friday, individuals can attend a feedback secession the following Monday to give

assistance and meet the needs of a student.

The following is a example of a outline for section 1, week 3 examination.

After 3 weeks, students will be expected to know the past tense/irregular verb forms, comprehension of

the lexical meaning behind the basic verb form, writing basic sentences, as well as understanding the

following

1. Know the definition of given vocabulary we have reviewed this week.

2. Know the meaning of Common Verbs, conjugate past tense & irregular verbs.

3. Know the difference between current tense and past tense verbs.

4. Have a clear understanding of the test outlines

5. Put the activities of what you learned this week in class and apply it to the exam.

6. Answer some questions of the previous weeks grammar and vocabulary exams to review.

Beyond the Outcomes listed in the previously mentioned outline, students are required to

demonstrate the following.

1. Know the Lexical Meaning for Vocabulary & Basic form verbs.

1. Know and apply the definition by circling the correct answer on a scantron

2. Distinguish the meanings behind similar verbs and vocabulary.

3. Use the learned vocabulary and fill in the blanks on a scantron.

2. Know the Current & Past/irregular tense verbs.

1. Circle in which verbs are using the correct tense on a scantron.

 2. Know the difference between -d endings and -ed endings.

3. Recognize the verbs that do not follow these rules

3. Apply the lessons from the classes this week into the exam.

1. Be able to form basic sentences following the grammar rules stated in the question

2. Give 1-2 sentence reviews of activities using the grammar and vocabulary we reviewed this

week. (I.E My trip to the bank yesterday activity)

3. Use basic past tense and irregular past tense to describe someone's trip. (Mery crossed the

street, she wanted to meet Tom).

4. Be familiar with the last two weeks vocabulary and grammar lessons.

1. 1-3 questions from both weeks 1 & 2 will be present regarding understanding and circling in

the correct vocabulary and form of a verb on a scantron.

2. Previous weeks vocabulary will be recycled in this weeks small writing exercises.

Specifications

Content

Concepts

Lessons

Examples

Timing

Medium

Techniques

Scoring Procedures
Godwin Agboka
Foster Agama
English 346-

Assignment - 2

Administrators and teachers within an educational setting have several ways of developing test

specifications for students. In this paper we are going to look a particular table of test specification of

an achievement test for students at the end of a four-week intensive study of past tense verbs.

General learning Outcomes

After a four week lesson on verbs and their past tense formation students will be given an

achievement test in which they should be able demonstrate the following:

1. Know the definition of terms

2. Know the meaning of common verbs

3. Know the difference between regular and irregular verbs

4. Know how to formulate past tense verbs

5. Apply learning outcomes in real life like situations.

6. Comprehend general procedures of test taking

Beyond these general outcomes of the achievement test students will be required to

specifically demonstrate the following:

 Know the lexical meaning of common verbs

1. Identify the correct definition of terms

2. Identify meaning of terms when used in context

3. Distinguish between terms on bases of meaning

Know how to form past tense verbs

1. Identify which verbs are formulated using past tense -ed

2. Identify which verbs are formulated using -d

Recognizes Irregular forms

1. Identify verbs that do not follow regular -ed,- d rules

2. Formulate past tense forms of irregular verbs

3. Formulate subject verb agreement using irregular past tense forms

Apply learning outcome in real life like situations

1. Describe in an essay the past weekends events using past tense verbs.

2. Write a paragraph on any striking news item that occurred last week.

SPECIFICATIONS
Contents

This lesson is designed to introduce students to past tense verbs. The students have ample

knowledge of verbs. They have already studied verbs and the concept of verbs in the present. The

students know that the verb is the action of a sentence and that all sentences must have a verb. Also, the

students know when the action of a verb is in the present.

The students are aware that a complete sentence structure must contain a verb. They are able to

consistently identify verbs in a sentence. The students have written sentences using verbs in the present

and were able to identify the action of the subjects they have written about. Also, students are able to

distinguish between regular verbs and irregular verbs.

Concepts

1. You can change many verbs into the past tense form by adding ed to the end of the verb.

2. Verbs are words that tell an action. Past tense verbs tell that the action happened in the past.

Lesson

The teacher will begin the lesson by reviewing verbs. She will then read story containg verbs.

She/He then will then ask the student about the story they just hear and about the verbs within the story.

The teacher will explain the concept of past tense verbs. The class will go over the story again using the

transparency and the overhead projector. As the class is going through the story the teacher will ask the

student to point out the past tense verbs, as they do this she/he will circle the verbs.

The teacher will write 3-5 sentences on the board leaving a blank space where the verb belongs.

She will have verb cards on the chalkboard beside the sentences. The verb cards will be both the past

and present tense of a verb. Students will be asked to come to the chalkboard and place the correct form

of the verb in the blank spaces of the sentences.

Examples

1. We __________ the cars.

2.__________ a cake.

3. I know you __________ hard for the test.

Next the teacher will talk about the way the verbs on the verb cards end. They all have the ed ending

but what else is different she/he will prompt the students.

Now is the time that the teacher will explain the rules for adding ed or d to the end of

a verb in order to make it past tense.

Ø Add ed to most verbs (looked, talked).

Ø Drop the e and add ed to verbs that end with e (smiled, danced).

Ø Change y to i and add ed to verbs that end with a consonant and y (carried, studied).

Ø Double the consonant and add ed to verbs that end with one vowel and one consonant

(dragged. Stopped).

After looking at some sentences with verbs that associate to each of the rules the teacher will

give the students a worksheet in which they will have to apply the rules and add a verb to sentences. As

the students are working on the work sheet the teacher will walk around the classroom in order to make

sure the students are performing the task correctly. She/He will give any added guidance that is needed.

If necessary the teacher will do more class instruction and write additional sentences on the
chalkboard for the student to complete as a class.

As a reinforcement activity the students will be asked to write a paragraph on When I was a

Little Boy/Girl. The teacher will begin this activity by reading a story that he/she has written

him/herself titled, When I was a Little Boy/Girl. All of the verbs in the story will be past tense. The

story will include a story about the teacher as a child and will contain a picture of her/him.

The students will paste the pictures of themselves on a piece of construction paper. Each student

will write at least one sentence about the activity they are doing in the picture. The sentences will begin

with when I was a Little Boy/Girl; the students will finish the sentences using verbs in the past tense.

To close this lesson the teacher will review the rules for making a verb past tense. She will also

review verbs in the present tense. As the teacher is reviewing he/she will also have the students give

examples.

After the review is completed each student will individually read the When I was a Little

Girl/Boy sentence that they have written. The students will point out the past tense verb that they have

used in their sentence. After each student has read his/her sentence the teacher will collect them

explaining that they will be laminated and put into a class book titled When I was a Little Boy/Girl.

Each student will have an opportunity to take the book home and share it with his/her family.

Timing:

Students will be allowed to work on the test within one hour. Students will use 20 minutes for the gap filling

exercise and the remaining 40 minutes for the paragraph.(this seems very little time, but the more advanced

students will find the paragraphs extremely easy and will take very little time

.
Medium: Pencil-and-paper.

Techniques: All items will be based on gap filling and short paragraphs.
1. He (walk) to school yesterday.

He to school yesterday.

2. They (do) their homework last night.

They their homework last night.

3. You (are) lazy last week.

You lazy week.

4. That woman (buy) a new book this morning.

That woman a new book this morning.

5. The janitor (clean) the blackboard yesterday.

The janitor the blackboard yesterday.

Scoring Procedures

The students will be assessed by their ability to correctly insert the correct form of a verb into a

sentence. They will also be assessed by the worksheet they have completed and by the quality of the

sentence they have written in their paragraph on When I was a little Boy/Girl. A discrete point system

will be used. Each correctly formed verb will be worth one point.
Eng 346
Victoria & Chutima

Assignment 2

TEST CONSTRUCTION

Topic of the Test: Subject Verb agreement

Sample of the Test:

I. Circle the correct verb in the parentheses.

1. Susan and I (was, were) eager to hear the results.

2. Neither of us (jump, jumps) to conclusions.
3. Each (serve, serves) a different purpose.
4. Time (fly, flies) when you’re enjoying yourself.
5. Jack (was, were) a good friend of mine.
6. He (is, are) my boss and friend.
7. Diamonds (is, are) the most valuable gems.
8. The photograph (show, shows) your best features.
9. Both of us (is, are) going shopping tomorrow.
10. Nobody (believe, believes) your argument.
11. There (was, were) a detour in the road.
12. Almost everybody (has, have) some difficulty with writing.
13. The Hansons, including their son George, (ski, skis).
14. We (was, were) late for the opera.
15. Today our committee (reach, reaches) a decision.
16. Stamps and envelopes (is, are) on the table.
17. The blue car (race, races) through the street.
18. The education of adult (is, are) important.
19. Each citizen (has, have) one vote.
20. Both John and Betty (work works) for the phone company.
II. Write “T” if the sentence is TRUE or “F” if the sentence is FALSE
 because
of an error in subject-verb agreement. Correct each “F” sentence on the line below
it.

___ 1. Martha, as well as Stewart, do not wish to register.

________________________________________________________

___ 2. One of you has to buy the tickets.

________________________________________________________

___ 3. Wedding is fun.

________________________________________________________

___ 4. Both of them wish they were rich.

________________________________________________________

___ 5. Each envelope needs to be addresses.

________________________________________________________

___ 6. Babies are innocent and adults is not.

________________________________________________________

___ 7. Neither of us are able to pass the road test.

________________________________________________________

___ 8. Grammar and spelling is difficult.

________________________________________________________

___ 9. Anyone who winks at me embarrass me.

________________________________________________________

___ 10. Alfred buy records and listens to them in his room.
 ________________________________________________________

TEST SPECIFICATIONS

COURSE OBJECTIVE

The objective of the course is to teach students how to write complete and accurate sentences. Most
students will be basic writers and they will be challenged to build sentences using past grammar skills
as well as newly acquired grammar skills.

OBJECTIVE OF THE TEST

The main test objective is to validate the students understanding of subject verb agreement using two
types of testing methods. A form of multiple choice and true/false questions have been chosen to
satisfy the testing objective.

PURPOSE OF THE TEST

The purpose of the test is to monitor the progress of students and gauge their understanding of subject
verb agreement. An additional purpose of the test is for the instructor to gauge teaching style and
methods in order to monitor the learning environment and its productivity.

DESCRIPTION OF STUDENTS OR LEARNERS

Students who will take the test fulfill one or more of the following criterion:

6. Age 16-18,
7. Both genders
8. Lower-Intermediate language skill levels
9. First year college students who are not majoring English,
10. Native language: Thai (in Thailand)
TEST DESCRIPTION
The test is comprised of questions from the discrete-point test type family and it contains two sections:
 Section I - Choose the correct answer from the two choices (20 questions)
 Section II - Identify T/F and then make a correction (10 questions).

The testing time period is 30 minutes. Each question in Section I of the test is worth one point. The
questions in Section II are also worth one point. In Section II, students are asked to correct the
sentences that are false. If a student is successful in completing this task, the appropriate corrections
are worth an additional point each.

TEST TYPE

The test is comprised of written text type 5 and it contains both productive and receptive modes of
testing. Students have to read the questions and then choose the correct answer in Section I which
demonstrates receptive mode testing. Students are asked to rewrite incorrect sentences in Section II or
the test. When students rewrite the sentences, they are demonstrating the productive mode of test
taking.

TEST SKILLS

The test features questions that test a student’s reading, writing, and comprehension skills by focusing
on a particular linguistic feature.

MAIN FOCUS

Subject-Verb agreement is the grammatical feature that is the focus of this test. Subject-verb agreement
understanding is verified by the student in both Sections I and II. The main focus is also clearly stated
at the top of the test so that students know exactly what grammatical feature or skill is being tested in
order to eliminate confusion.
TEST INSTRUCTION

Test instruction is clearly stated at the beginning of each section of this test. The instruction is not
complicated or complex because the exam is not complicated or complex. The instructions are basic
and they inform students of what is required of them during test taking. The only additional instruction
that could be included on the test, but is not necessary, is a time instruction. For instance a statement
such as:

“Circle the correct verb in the parentheses. You will have 15 minutes to complete this section
of the test”

An instruction statement like the above statement would assist students in becoming aware of all
expectations including time. If time is important to the administrator of the test or if time is a factor to
be considered in the test-taking criteria, then it should be included.

ASSESSMENT CRITERIA

Accuracy is the most important criteria for assessment. Since this test is not an essay test or a short
answer test, students must concentrate on the accuracy of how they are circling the answers in Section I
and how they are labeling (T or F) the answers in Section II. If a student is not accurate in their
answers, there is little room for argument since the test is not opinion based, but rather fact based.
Accuracy is not difficult to determine in assessing the test because the test is very “black and white”
which makes accuracy much easier to pinpoint.

TEST RESULTS

Results of this test will be delivered directly to the students as a gauge for their understanding of
subject-verb agreement. Students will be able to see exactly where they must improve or where they
have excelled. Test results will also assist the instructor or test administrator in gauging course
materials and gauging student comprehension of the subject matter. If the results are positive, the
instructor will know that the students understand course materials. If the results are negative, the
instructor will know exactly where he/she needs to spend more time with instruction.