ASSESSING RECEPTIVE SKILLS
Reading
with Nik Clark
INDEX
Today's input and activities
Analysis of a CAIE sample
Starter activity
Assessmentobjectives
Item writing task
MoDs & stuff
INDEX
Today's input and activities
Analysis of a CAIE sample
Starter activity
Assessmentobjectives
Item writing task
MoDs & stuff
Today's Starter
Listen, and choose your response: a) Yes, of course! b) No, that's out of the question! c) Not today - I'm at a workshop! d) A box of eggs and a pineapple!
Today's Starter
Try this! DOWNLOAD and then OPEN the document entitled 'Starter Task'. Select ENABLE EDITING Complete the task as quickly as you can! Don't leave the meeting though! You can minimise windows, or split your screen.
Check Your Answers!
1) Eriksen er fodt 14. februar 1992
5) klub Ajax
6) Vendte han tilbage til England.
2) Thomas og Dorthe Eriksen
3) Middlefart
4) (i) Eriksen er 1,82 meter hoj (ii) Eriksen vejer 76 kilo
HOW DID YOU DO?
1) Eriksen er fodt 14. februar 1992
5) klub Ajax
6) Vendte han tilbage til England.
2) Thomas og Dorthe Eriksen
3) Middlefart
4) (i) Eriksen er 1,82 meter hoj (ii) Eriksen vejer 76 kilo
Wow! Have we just discovered a miraculous way to learn a foreign language instantly?!
As exam writers, What can we learn from this?
Or is there something wrong with this test?
CAIE ASSESSMENT OBJECTIVES
Reading for IGCSE E2L
obj 1
demonstrate understanding of factual information
obj 2
demonstrate understanding of ideas, opinions and attitudes
obj 3
identify and select details for a specific purpose
demonstrate understanding of implied meaning
obj 4
Show ability to read with comprehension at an IGCSE level, by employing appropriate reading and decoding skills, and utilising an adequate depth and range of language knowledge successfully.
in general
It's time to put on your examiner's hat!
Why? Because we're going to analyse a CAIE reading task and see how comprehension questions are crafted!
Got YOURS on???
Looking at the sample materials about stone plants that we've printed...
...we're going to analyse each question in this exercise.
Let's do a couple together.
We'll use the MS Form CAIE Analysis (Q1-5) to guide us.
Don't take your hat off yet!
You will be whisked away to a breakout room...
With your group, look at the sample materials about stone plants that you printed.
Open the MS Form entitled CAIE Analysis (Q1-5).
Complete your analysis of the remaining questions (but not Q6) - one form per Q.
Submit forms as your group finishes them.
Now let's look at q6
so, What do we know about the way caie create this reading task?
that brings us nicely to 'Modifiers of difficulty'
Things that can be manipulated by test writers to affect the level of challenge!
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Length of text
No of Qs and marks
Level of text
Style of questioning
Depth of questioning
Sequential or not
Outcome Space
Complexity of Q lang
Time limit
The above MoDs are fixed by CAIE and embedded in the course syllabus. 'Fixed' MoDs cannot be modified by an exam writer as it would compromise the validity (and reliability and fairness) of the assessment.
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Length of text
No of Qs and marks
Level of text
Style of questioning
Depth of questioning
Sequential or not
Outcome Space
Complexity of Q lang
Time limit
The above MoDs are fixed by CAIE and embedded in the course syllabus. 'Fixed' MoDs cannot be modified by an exam writer as it would compromise the validity (and reliability and fairness) of the assessment.
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Pronouns/referents
Hinge words
Reworded Q languge
Redundant parts
Distractors
Distribution of targets
Modification of text
Selection of topic
Choice of Wh- Qs
The exam writer can manipulate these MoDs, within acceptable parameters set by the syllabus, exemplar materials, past papers and common sense.
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Pronouns/referents
Hinge words
Reworded Q languge
Redundant parts
Distractors
Distribution of targets
Modification of text
Selection of topic
Choice of Wh- Qs
The exam writer can manipulate these MoDs, within acceptable parameters set by the syllabus, exemplar materials, past papers and common sense.
TIME TO SHINE!
TODAY'S ITEM WRITING TASK
Remembering the examples we've looked at, and the things we've talked about...
...write 2-3 CAIE-style questions based on a couple of paragraphs of your choosing.
An MS Forms template will be provided for you to work on.
Send in your items within 3 days so I've time to go through them before our next session :)
any comments or questions about anything we've covered today?
What happens next?
By the time you've poured yourself a cup of tea, these things will have been shared: 1) Today's short item writing task 2) A couple of items of 'further'reading' (in case you're interested to learn more about MoDs & QAP) 3) Session materials (slides in PDF) 4) Session feeback link (for CfBT/MoE) ;-)
That's all FOLKS...wELL DONE Thank you!!!
TODAY'S RESOURCES: GENIAL.LY MS FORMS MS WORD
2) Assessing Receptive Skills 1 - Reading
Nik Clark
Created on May 11, 2022
An introduction and overview of how IGCSEE2L comprehension items are crafted to meet the requirements of the syllabus and maintain exam validity and reliability.
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Transcript
ASSESSING RECEPTIVE SKILLS
Reading
with Nik Clark
INDEX
Today's input and activities
Analysis of a CAIE sample
Starter activity
Assessmentobjectives
Item writing task
MoDs & stuff
INDEX
Today's input and activities
Analysis of a CAIE sample
Starter activity
Assessmentobjectives
Item writing task
MoDs & stuff
Today's Starter
Listen, and choose your response: a) Yes, of course! b) No, that's out of the question! c) Not today - I'm at a workshop! d) A box of eggs and a pineapple!
Today's Starter
Try this! DOWNLOAD and then OPEN the document entitled 'Starter Task'. Select ENABLE EDITING Complete the task as quickly as you can! Don't leave the meeting though! You can minimise windows, or split your screen.
Check Your Answers!
1) Eriksen er fodt 14. februar 1992
5) klub Ajax
6) Vendte han tilbage til England.
2) Thomas og Dorthe Eriksen
3) Middlefart
4) (i) Eriksen er 1,82 meter hoj (ii) Eriksen vejer 76 kilo
HOW DID YOU DO?
1) Eriksen er fodt 14. februar 1992
5) klub Ajax
6) Vendte han tilbage til England.
2) Thomas og Dorthe Eriksen
3) Middlefart
4) (i) Eriksen er 1,82 meter hoj (ii) Eriksen vejer 76 kilo
Wow! Have we just discovered a miraculous way to learn a foreign language instantly?!
As exam writers, What can we learn from this?
Or is there something wrong with this test?
CAIE ASSESSMENT OBJECTIVES
Reading for IGCSE E2L
obj 1
demonstrate understanding of factual information
obj 2
demonstrate understanding of ideas, opinions and attitudes
obj 3
identify and select details for a specific purpose
demonstrate understanding of implied meaning
obj 4
Show ability to read with comprehension at an IGCSE level, by employing appropriate reading and decoding skills, and utilising an adequate depth and range of language knowledge successfully.
in general
It's time to put on your examiner's hat!
Why? Because we're going to analyse a CAIE reading task and see how comprehension questions are crafted!
Got YOURS on???
Looking at the sample materials about stone plants that we've printed...
...we're going to analyse each question in this exercise.
Let's do a couple together.
We'll use the MS Form CAIE Analysis (Q1-5) to guide us.
Don't take your hat off yet!
You will be whisked away to a breakout room...
With your group, look at the sample materials about stone plants that you printed.
Open the MS Form entitled CAIE Analysis (Q1-5).
Complete your analysis of the remaining questions (but not Q6) - one form per Q.
Submit forms as your group finishes them.
Now let's look at q6
so, What do we know about the way caie create this reading task?
that brings us nicely to 'Modifiers of difficulty'
Things that can be manipulated by test writers to affect the level of challenge!
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Length of text
No of Qs and marks
Level of text
Style of questioning
Depth of questioning
Sequential or not
Outcome Space
Complexity of Q lang
Time limit
The above MoDs are fixed by CAIE and embedded in the course syllabus. 'Fixed' MoDs cannot be modified by an exam writer as it would compromise the validity (and reliability and fairness) of the assessment.
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Length of text
No of Qs and marks
Level of text
Style of questioning
Depth of questioning
Sequential or not
Outcome Space
Complexity of Q lang
Time limit
The above MoDs are fixed by CAIE and embedded in the course syllabus. 'Fixed' MoDs cannot be modified by an exam writer as it would compromise the validity (and reliability and fairness) of the assessment.
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Pronouns/referents
Hinge words
Reworded Q languge
Redundant parts
Distractors
Distribution of targets
Modification of text
Selection of topic
Choice of Wh- Qs
The exam writer can manipulate these MoDs, within acceptable parameters set by the syllabus, exemplar materials, past papers and common sense.
Modifiers of difficulty
MoDs that affect reading comprehension assessments
Pronouns/referents
Hinge words
Reworded Q languge
Redundant parts
Distractors
Distribution of targets
Modification of text
Selection of topic
Choice of Wh- Qs
The exam writer can manipulate these MoDs, within acceptable parameters set by the syllabus, exemplar materials, past papers and common sense.
TIME TO SHINE!
TODAY'S ITEM WRITING TASK
Remembering the examples we've looked at, and the things we've talked about...
...write 2-3 CAIE-style questions based on a couple of paragraphs of your choosing.
An MS Forms template will be provided for you to work on.
Send in your items within 3 days so I've time to go through them before our next session :)
any comments or questions about anything we've covered today?
What happens next?
By the time you've poured yourself a cup of tea, these things will have been shared: 1) Today's short item writing task 2) A couple of items of 'further'reading' (in case you're interested to learn more about MoDs & QAP) 3) Session materials (slides in PDF) 4) Session feeback link (for CfBT/MoE) ;-)
That's all FOLKS...wELL DONE Thank you!!!
TODAY'S RESOURCES: GENIAL.LY MS FORMS MS WORD