Information Technology Self-Assessment Learning Journal - Assignment Example

ESSAY, EDUCATION WEEK 6 -611 Interpretive Exercise These are test items that have pictures, maps, graphs, charts, tables, poem or passage that must be interpreted by the students when answering a set of questions. These test items may also be in several forms, but are typically true false or multiple-choice items. Since most students get a conjoint set of data, there is a possibility of measuring number of complicated outcomes of learning (Krumsieg & Miller, 2008). The students may be required to recognize lawful conclusions, data relationships, to spot proper data applications, and to evaluate inferences and assumptions. Advantages of interpretive Exercise 1. The material used in introduction ensures that there is a possibility of measuring the ability of interpreting pictures, maps, graphs, charts, written materials and other media used in communication. 2. It ensures that there is a possibility of measuring intricate learning outcomes. 3. It reduces the impact of extraneous realistic information. 4. By having a variety of test items that are related based on a mutual set of data, there can be larger depth got from the measuring intellectual skills. Disadvantages of interpretive Exercise 1. It is not easy to construct 2. It needs a heavy demand of skills in reading 3. It is restricted to outcomes of learning at the recognition level.   2. Interpretive exercise for the following A Paragraph of written material As the 13th century approached, there were a number of famous Universities in Europe, however, they were quite distinct from modern universities. The widely recognized university was the one that was founded earliest. University of Bologna was one of the earliest to be founded. In this University, students from across the globe to study Roman law. Those students who had interest in theology and philosophy studied in Paris, while those interested in medicine studies in Salerno or Montpellier. Questions on the paragraph The professor’s were not paid well During the middles ages, no one had any interest in education Europe had books during this period There was poor teaching during this period A picture or cartoon Pictures may have two vital functions in interpretive exercises. Pictures may assist in measuring a number of learning outcomes that are the same as the ones that have been discussed just by replacing the data or written text with images. This application is useful to younger students since ideas can easily be presented using pictures (Krumsieg & Miller, 2008). Pictures may also measure the student’s capability in interpreting cartoons, graphs or any other pictorial representation. In most learning institutions, these subjects are quite significant. The following are pictorial examples indicating time. Students will be asked questions regarding the pictorial representation of the clocks.     Which clock represents twenty-two minutes past eight? Which clock represents ten minutes to two o’clock? A Chart The chart below indicates a record of the earnings collected from people who watch films of different genres from the year 2006 to 2010. The genres of films include classic, mystery, Romance, Science fiction and fantasy, and Young adult. Directions: Circle true or false if the information provided below coincides with the chart. Most people prefer watching Romantic movies than any other movie. True or false? Classic films are the least watched films. True or False? More people watch science fiction films than mystery films. True or False? In 2010, there was more gross earning from films than 2007. True or False? 3. How the essay question is used in assessment The questions made for the paragraph were used to test if the student can interpret the narrative on a different perspective. It means that if the students understood the paragraph, they would be able to recognize that in the mid centuries, professors were poorly paid, few people or none had any interest in education, Europe was already publishing books during this period, and also teaching was quite poor (National Reading Conference & Greene, 2001). The questions made for the pictures were meant to test the student’s ability to recognize or read the clock. The students should be able to identify the difference in meaning between the clock’s short arm and long arm. The long arm represents the minute movement of the clock while he short arm represents the hourly movement of the clock. Once students can identify this difference, they will be able to know what time it is by just identifying the positions of the clock’s arms. For example, when the long arm points at the figure twelve and the short arm points at the figure two it means the time can be interpreted either as 2pm or 2am. The questions made for the chart were meant to test the student’s ability to interpret charts. The charts represented the various gross earnings from different films of different genres from the year 2006 to 2010. If the students can interpret the chart well, it means that they will be able to identify which film had the highest gross per year because each film genre has be labeled with a different color. For instance, the film genre classic is labeled with a blue bar, mystery has an orange bar, Romance has a red bar, science fiction has a green bar and young adult has a brown bar. Advantages The questions used in the paragraph have an advantage because it measures the student’s ability to interpret the narrative. It helps the examiner know if the students have grasped all the details required of the narrative. The questions used in the pictures are useful because it helps the examiner know if the student can recognize the meanings of the different positions of the clock’s arms and interpret them well. The questions used in the charts have an advantage of measuring complex data. Limitations One of the major limitations of the questions used in the charts is that these questions are not easy to construct. It is also quite challenging to choose printed material that relate to the instructions. A lot of editing has to be made for the chosen material. It requires a lot of reading to be done before the questions are set. Too much reading may even make the examiner get confused about which questions they are supposed to set for the students. 4. Restricted-response essay There are a number of ways that can be used to construct interpretive exercise. One of them involves choosing a valid material for the introduction. Another way is to construct a variety of test items. The following ideas will enable the construction of a good interpretive test: It is always advisable to choose a relevant material that will be used to introduce the subject matter. The selected material must also coincide with the student’s reading level and curricula experience. The material must be new, meaningful and brief to the student. 5. Extended-response essay The examiner should revise the material used in the interpretive exercise for conciseness and clarity. The test items constructed should require interpretation and analysis of the material. The number of test items made should be almost proportional to the material used in introduction. The examiner should also study all the suggestions used in making the objective items. While designing the key-type items, the examiner must ensure that the categories are mutually exclusive and designed homogeneously. The key-type items must also have regular key categories. 6. Essay question Students will create a lesson plan and to do this they should choose a topic. To design this lesson plan, students will use power point. They can select one lesson vocabulary and reading or vocabulary and listening or vocabulary and grammar. The second part of the lesson is to design an exercise that uses the hot potato software, which requires filling in gaps and multiple choices. Students will select the correct answer. They must install the software first. The link for installing the software is available at http://hotpot.uvic.ca/ Grading Rubric 40 percent of the marks Students should use authoring environments to design materials for learning language for a context of their choice. The materials ought to offer the learners a minimum of sixty minutes of studying. The materials ought not to meet the needs of the learners, but also aim at improving the learner’s language system or skill. The materials must also exemplify the learner’s technical capability in creating multimedia language and show their knowledge of sound. The materials should also consider the good practice in using layout and colors and must appeal visually. Choosing the area The students should think about the materials that they might want to develop. It means that they will start thinking and reading ahead. They must look for a topic that will be clear to them. They can also discuss a topic that they want with their tutors so that they can choose the right one. The materials must include one of the following: Speaking Listening Reading Grammar Pronunciation Vocabulary References Krumsieg, K., & Miller, R. (2008). Information technology self-assessment learning journal: [...for improving skills performance and problem-based project development]. Lisle, Ill: Pacific Crest.  National Reading Conference (U.S.), & Greene, F. (2001). Reading, the right to participate: Twentieth yearbook of the National Reading Conference. Milwaukee, Wis: National Reading Conference.     Read More