Name: Angelica M.

Deza
Year&section: BSED3A

Module 3: Testing Literature

Lesson 1: Rationale of Literature Testing

Activity: Critical Thinking

1. How should the results of literature test be evaluated?

 Review
 Read critically
 Research and look for a reliable source
2. What is the importance of testing literature?
 Tests are given to measure the progress and aptitude of students
taking literature classes. Time: The duration of the tests varies
depending on the institution. Preparation: Students must perform close
readings of the texts they are asked to study in the class.

Lesson 2:
Types of Literature Test

Activity:

Choose a reading passage from books or magazines and use it as a

springboard for literature tests. Prepare a set of tests for each level of
questions in the Cognitive taxonomy using the reading passage.

Questions 1-4

Read the passage below and then choose the best answer to each question.
Answer the questions on the basis of what is stated or implied in the passage.
In this passage taken from a short story, the narrator describes the cabin
where her father worked.

I wasn't sure what this work involved, but it must have been exciting because
the Lab itself was exciting. Anywhere we didn't go often was exciting.

We would get there in a heavy wooden rowboat, built in the five-house village
half a mile away—our mother would row, she was quite good at it—or by
following a twisty, winding footpath, over fallen trees and stumps and around
boulders and across wet patches where a few slippery planks were laid across
the sphagnum moss, breathing in the mildew smell of damp wood and slowly
Name: Angelica M. Deza
Year&section: BSED3A
decaying leaves. It was too far for us to walk, our legs were too short, so
mostly we went in the rowboat.

The Lab was made of logs; it seemed enormous, though in the two
photographs of it that survive it looks like a shack. It did however have a
screened porch, with log railings. Inside it there were things we weren't
allowed to touch—bottles containing a dangerous liquid in which white grubs
floated, their six tiny front legs clasped together like praying fingers, and
corks that smelled like poison and were poison, and trays with dried insects
pinned to them with long, thin pins, each with a tiny, alluring black knob for a
head. All of this was so forbidden it made us dizzy.

At the Lab we could hide in the ice house, a dim and mysterious place that
was always bigger on the inside than it was on the outside, and where there
was a hush, and a lot of sawdust to keep the blocks of ice cool. Sometimes
there would be a tin of evaporated milk with holes punched in the top and
wax paper stuck over them; sometimes there would be a carefully hoarded
stub of butter or an end of bacon; sometimes there would be a fish or two,
pickerel or lake trout, already filleted, laid out on a chipped enamel pie plate.

What did we do in there? There was nothing to actually do. We'd pretend we
had vanished—that nobody knew where we were. This in itself was strangely
energizing. Then we'd come out, away from the silence, back into the pine-
needle scent and the sound of waves poking against the shore, and our
mother's voice calling us, because it was time to get back into the rowboat
and row home. *

Margaret Atwood, excerpt from "The Boys at the Lab" from Moral Disorder:
Stories. Copyright © 2006 by O. W. Toad, Ltd. Used by permission of Nan A.
Talese/Doubleday, a division of Random House, Inc. Any third party use of
this material, outside of this publication, is prohibited. Interested parties must
apply directly to Random House, Inc. for permission.

Details in the passage suggest that the narrator is:

A. an adult remembering a recent incident

B. an elderly person remembering middle age

C. an adult recalling a location from childhood

D. a child describing a frightening place

Name: Angelica M. Deza
Year&section: BSED3A
The descriptions of the Lab and of the ice house are similar in that both
descriptions

A. emphasize cheerful and light-filled surroundings

B. contain images of hiding and concealment

C. highlight the narrator's misconception of size

D. contrast with descriptions of the narrator's home

In the second paragraph, "this work" clearly refers to

A. writing

B. food science

C. photography

D. insect research

When the narrator repeatedly uses the pronouns "we" and "us," she is most
likely speaking of herself and:

A. a sibling

B. her mother

C. her father

D. the reader

Question 5

In 2010, talk show host Oprah Winfrey and novelist Jonathan Franzen kissed
and made up after a nine-year feud. In 2001, Franzen was disinvited from
appearing on Winfrey's TV show to pitch his novel The Corrections after he
made it clear that he was unhappy about the book's being chosen for the
Oprah Book Club. Describing his work as "in the high-art literary tradition,"
Franzen said he didn't want to be associated with the Club, which he accused
of occasionally choosing "schmaltzy, one-dimensional" novels. But Winfrey is
apparently able to forgive and forget: she chose Franzen's next novel,
Freedom, for her book club and said of it, "Now you haven't heard me say
this word often, but this book is a masterpiece."
Name: Angelica M. Deza
Year&section: BSED3A
The passage implies that Franzen's criticism of the Oprah Book Club was
motivated primarily by:

A. pride

B. anger

C. insensitivity

D. ignorance

If you are committed to healthy, green living and want to reduce your
environmental footprint, you might consider expanding your daily diet to
include bugs. Supporters of the edible insect initiative rightfully argue that
farming insects has a much lower environmental impact than does raising
livestock since bugs are easier to harvest and require a fraction of the water
and land space that cattle need. Indeed, the high-protein, low-fat health
benefits of bug-eating have long been known. For hundreds of years, crickets,
silkworms and even tarantulas have been served roasted, stewed and fried at
the dinner tables of many cultures.

Which words best describe the author's attitude toward the "edible insect
initiative"?

A. awe and amazement

B. interest and support

C. disgust and distaste

D. fear and apprehension

Question 7

When we think of volcanoes, eruptions, lava, and smoke-filled air come to

mind—all occurring on land. Most people are surprised to learn about the
prevalence of underwater volcanoes on our planet. Because the lava and
smoke spilling out of an active, underwater volcano is contained by the
ocean, people generally do not take note of these eruptions. However, the
largest underwater volcanoes are capable of creating huge tidal waves,
threatening coastal communities.

The main idea of the passage is that:

Name: Angelica M. Deza
Year&section: BSED3A

A. traditional volcanoes and underwater volcanoes are similar

B. the lava and smoke from an underwater volcano is contained by the

sea

C. most tidal waves are caused by underwater volcanoes

D. underwater volcanoes receive little attention but can be dangerous

Question 8

The main authors of The Declaration of Independence and the Constitution

are usually thought of as America's "Founding Fathers." Other less known
personages also deserve the title, and Noah Webster was one of these.
Through his writings, which include the still influential dictionary that bears
his name, Webster sought to legitimize an "American English" that was
independent of British spelling and pronunciation. For instance, Webster
removed the "u" from "colour," creating the distinct American version of the
word.

What is the main purpose of this passage?

A. To praise the Founding Fathers

B. To present information about an important American

C. To define and explain "American English"

D. To distinguish American dictionaries from British dictionaries

Questions 9-10

Passage 1

I recently met a fifth-grade teacher who had asked her students what they
did after school. Most said they stayed inside and watched TV or spent time
on the computer. Some went to a recreation center for an afterschool
program—where they played computer games. A handful of students played
outside, but most of those were doing organized sports. It turned out that
fewer than 10% of the children were enjoying unstructured time outside
rather than concentrating on electronic devices. This is a tragedy! Now more
than ever, kids need opportunities to learn and develop through outdoor
activities—and not just on organized teams. Parents, limit computer use and
encourage your kids to get outside and play every day!
Name: Angelica M. Deza
Year&section: BSED3A
Passage 2

There is almost no reliable data about the level of technological literacy

among children in the United States. Our students perform relatively poorly
on international tests in science and math, however, and many other Western
countries teach more about technology than we do. It seems that American
students are not as technologically literate as their international counterparts.
This could put them at a disadvantage when it comes to their careers,
because technology is everywhere, from medical facilities to farms. Obviously,
it is imperative that teachers and parents make the use of technology,
including computers, a more central part of children's lives.

The author of Passage 1 would most likely criticize the author of Passage 2
for:

A. overemphasizing the strength of the data about students' technological

literacy

B. overlooking the drawbacks of increasing the time children spend using

technology

C. dismissing as unimportant the development that occurs during outdoor

activities

D. exaggerating the proportion of careers that require knowledge of

science and math

The author of Passage 2 probably would respond to the last sentence of

Passage 1 ("Parents . . . every day!") by:

A. asserting that parents should help children find a balance of indoor and
outdoor activities

B. claiming that young children often know more about computers than
their parents do

C. pointing out that many children would rather use technology than play
outside

D. arguing that children should be spending more time using computers

Name: Angelica M. Deza
Year&section: BSED3A
1. What is the role of literature in language testing?
 According to (Littlewood, 1986). Literature enables the learners to get
familiar with universal issues and thereby motivates them into reading.
Language-based approach is another effective approach that facilitates
students' responses and experiences with literature and provides more
language access for the learners
2. What are the different types of literature tests?

 TESTING LITERAL COMPREHENSION.

 TESTING INFERENCE.
 Testing Appreciation.
 ELT.
 TESTING. REORGANIZATION.
 EXAMPLES. OF. LITERATURE TESTS

3. How should the results of literature tests be evaluated?

 Review
 Read critically
 Research and look for a reliable source

4.What are the disadvantages of essay test?

 Some disadvantages of essay exams include the amount of time they
take to grade and their inherent subjectivity. Teachers can increase
their grading objectivity by covering students' names, deciding in
advance the key points each essay should cover, and stopping the
grading when they begin to feel tired.
Name: Angelica Deza
Year&Section: BSED3A
Lesson 3:
Format of Literature Test

Activity.

1. Construct 5 multiple choice, matching type, and true or false test on any literary
text.

Literary text “Hamlet”

 Multiple choice

Choose and encircle the correct answer.

Act 1, Scene 1
1. Where is Elsinore in Act 1, Scene 1?
(a) France.
(b) Denmark.
(c) Italy.
(d) England.
2. What time of day is it when the play starts?
(a) Late at night.
(b) After dinner.
(c) Noon.
(d) Morning.
3. At the start of the play, what are Francisco and Bernardo doing?
(a) They are on watch.
(b) They are fighting in a battle.
(c) They are getting ready to go to sleep.
(d) They are eating a meal together.
4. Who does the ghost in Act 1, Scene 1 look like?
(a) The king's advisor, Polonius.
(b) The Queen.
(c) The king who just died.
(d) The prince, Hamlet.
5. How many times does the ghost appear in Act 1, Scene 1?
(a) Four times.
(b) Three times.
(c) Twice.
(d) Once.

 Matching type

Match the correct answer in the given test, put the answer before the number.

William Shakespeare Prince Hamlet Ophelia

Polonius Claudius Polonius

_____1. He is the author who wrote many famous literary piece and one of which is
Hamlet
Name: Angelica Deza
Year&Section: BSED3A
_____2. He is the Protagonist of the story Hamlet
_____3. She is prince Hamlet’s lover who died by drowning.
_____4. He is the one who killed Old King Hamlet.
_____5. He studied with the prince at the university in Wittenberg. He is loyal and
helpful to Hamlet throughout the play

 True or False

Analyze the statements and write “F” if the statement is false and “T” if the statement
is true.

_____1. Gertrude have an affair with Claudius before he killed Hamlet’s father.

_____2. Hamlet killed his lover, Ophelia.

_____3. Hamlet killed himself.

_____4. Claudius killed Hamlet’s father 

_____5. Hamlet tries to kill Claudius three times.

1. Give at least three strengths of matching type format.

 Easy to read and understand
 Less guessing game for student since it has more choices
 Much engaging because it allows students to study and read the lesson.

2. What are the two types of testing?

 Multiple Choice exams
 Essay Exams
3. Give the three formats of Literature test and briefly discuss each
 Testing literal comprehension- includes recall of details, main ideas, sequence,
comparison, cause and effect relationships and character traits.
 Testing reorganization- entails classifying, outlining, summarizing, and
synthetizing ideas.
 Testing interference- require students to use information explicitly stated in the
text along with personal experience and knowledge in order to conjecture and to
form hypothesis
Name: Angelica Deza
Year&Section: BSED3A

Lesson 4.
The Use of Rubrics in Testing

Activity.

Create a rubric for a stage play, do a 5 criteria 3 level one.

 Name: Angelica Deza
Year&Section: BSED3A

Assessment:

1. What are the steps in creating a rubric? Discuss each step.

2. How do you score an essay test?
3. What is the purpose and use of rubrics in evaluating authentic assessments?
4. The Role of Rubrics in Testing and Teaching

Lesson 5:MI Approach for

Testing Literature

Activity: Critical Thinking

1. Why multiple intelligence test is important?

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2. How do the multiple intelligences affect the assessment practice?
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Assessment:

1. How can multiple intelligences benefit learners?

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Name: Angelica Deza
Year&Section: BSED3A
2. How do MI influence teaching and learning?

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