assignment # 3 1 assignment # 3 jennifer sommer marist college · assignment # 3 8 15 short answer...
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Assignment # 3 1
Assignment # 3
Jennifer Sommer
Marist College
Assignment # 3 2
Assessment Discussion
Overview of Assessments
The two formative assessments I chose for this project were an exit slip and the literature
circle strengths and weaknesses evaluation worksheet. Both of these assessments in conjunction
with my summative assessment can be used to assess the following student learning outcomes
from my unit plan:
Students will be able to…
1. Define personal narrative writing in their own words.
2. Define the following literary terms pertinent to narrative writing: sensory/descriptive
language, hook, theme, metaphor, dialogue, reflection, characterization, and internal
and external conflict.
3. Understand how an author uses first person point of view to support reflection in a
narrative.
4. Identify strengths and weaknesses in literature circle discussions.
5. Substantiate written and verbal arguments with evidence.
These outcomes are based on the following NYS Common Core Standards for grade 12 and will
support a student’s ability to meet these outcomes in the context of my larger unit:
Reading Standards
1. Cite strong and through textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
where the text leaves matters uncertain.
Writing Standards
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3. Write narratives to develop real…experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
o b. Use narrative techniques, such as dialogue, pacing, description,
reflection, and multiple plots lines, to develop experiences, events, and/or
characters.
o d. Use precise words and phrases, telling details, and sensory language or
convey a vivid picture of the experiences, events, setting, and/or
characters.
Speaking and Listening Standards
1. Initiate and participate in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and
persuasively.
My first formative assessment is an exit slip that asks students to define the term
narrative writing in their own words. This helps meet student learning outcome (SLO) 1 as well
as begins to equip students to meet CCS for Writing 3 because in order for students to write
narratives, they must first be able to define what a narrative is. This links well to my summative
assessment test because they must know the definition of narrative writing to answer question 14
and in order to answer many of the other questions which deal with the definitions of literary
terms that are salient in narrative writing. Students need to understand the larger context of what
a narrative is and how those terms work together to create one. Thus, while this SLO may be
based on the lower end of Bloom’s taxonomy it sets the stage for giving students the overarching
term to which they can interconnect other definitions and information and provides them with a
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basis off of which we can work together to reach higher levels of Bloom’s such as creating
narratives to fully meet CCS for Writing 3. The exit slip is correctly aligned with SLO 1 because
it asks students to do exactly what the outcome outlines. Furthermore, I will examine the results
of the exit slip only looking at the content for an answer that contains the key components of the
answer presented in the answer key in Appendix A. I will not assess students’ writing abilities or
critique grammar, spelling, or handwriting because those items are not part of my learning target.
As mentioned previously this assessment matches the learning outcome being looked at because
it asks students to do exactly what the learning outcome outlines. Thus I should be able to use the
results to determine which students can define the term narrative writing in their own words and
use this information to determine if I need to reteach or move on.
My second formative assessment is the literature circle strengths and weaknesses
evaluation, which assess SLOs 4 and 5 and in turn supports CCS for Reading 1 and for Speaking
and Listening 1. This links to my larger assessment plan for a few reasons. First it encourages
student self-evaluation and reflection which is an important skill they can carry over to
reflections and evaluations of their writing. Second they will also be able to carry over the
practice of substantiating their ratings with evidence to substantiating their opinions and things
they write with evidence. Third by requiring students to evaluate how they are doing in their
literature circles and asking them how they can improve they will be more likely to have
successful discussions; thus supporting CCS for Speaking and Listening 1. Finally by asking
students to self-assess after each literature circle meeting I can use their assessments and
compare it to my own observations in order to get a better picture of a student’s ability to self-
regulate and how successful he/she is during group discussion. This is all information I can use
to give students individual feedback so that they can improve, whether that be their use of
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evidence to support their arguments, their ability to self-evaluate, and/or their participation in
small group discussions. This formative assessment links to my summative assessment because it
helps support students so that they will succeed in matching question number 13, which asks
students to evaluate what is good and bad literature circle behavior.
I have striven to ensure validity and reliability in both of my formative assessments and
my summative assessment. Validity is “the soundness of your interpretations” and how student
assessment results are used (Nitko & Brookhart, 2011, p. 35). Considering I do not have any
results to assess, determining the validity of my assessments may be a bit tricky. That being said,
I believe I can use the argument-based approach to validation, which is as follows: (1) stating
clearly what interpretations and uses you intend to make for the assessment results, (2)
presenting a logical coherent argument to support your claim that the assessment results can be
used as you intend, and (3) supporting your logical argument (Nitko & Brookhart, 2011, p. 46).
As mentioned previously, I intend to use the results of my formative assessments to assess how
well my students are meeting the assessed learning outcomes and the results of my summative
assessment to assess whether or not I successfully taught students the aforementioned student
learning outcomes. I believe that the results of these assessments will be able to be used in this
way because my assessments are aligned with my student learning outcomes in such a way that I
feel as though they are assessing the learning outcome mentioned. That being said, I will
obviously need to create more assessments in order to truly assess the range of outcomes
included in my unit. This in turn will help increase my reliability because as Nitko and Brookhart
(2011) note you can increase the reliability of the information you use by assessing the same
learning target with a variety of assessments; this triangulation of the results can give teachers a
more valid and reliable picture of student achievement (p. 87).
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Nitko and Brookhart (2011) define reliability as “the degree to which students’ results
remain consistent over replications of an assessment procedure” (p. 64). As mentioned
previously, reliability can be increased by assessing student achievement of outcomes through a
range of assessments over time. One way I have done this over these three assessments is by
evaluating different aspects of the same learning outcomes through all three of these
assessments. While some may look at my literature circle strengths and weaknesses evaluation
worksheet and argue that student self-assess may be unreliable and could affect my reliability, I
would point out that I am using this assessment to judge student learning outcomes 4 and 5,
which are the ability to identify strengths and weaknesses in literature circle discussions and
substantiate claims with evidence. My worksheet is a valid assessment of both of these outcomes
because I will be able to compare student assessment of their strengths and weaknesses with my
own observations. Furthermore to increase the reliability of self-assessment, I will be sure to
instruct my students in how to use the worksheet correctly and model how I might fill it out as
the textbook authors suggest (Nitko & Brookhart, 2011, p. 68). Finally the worksheet is a valid
assessment of student learning outcome 5 because it requires students to practice backing up
their points with evidence from the discussion.
To ensure reliability in my summative assessment, I have provided students with clear
directions and have created a variety of items that assess the same learning outcome from
multiple angles or aspects (Nitko & Brookhart, 2011, p. 66). I can further improve the reliability
of my summative assessment by taking Nitko and Brookhart’s (2011) advice by giving students
adequate time to complete the tasks and having a “systematic procedure for scoring, including
procedures to avoid rater errors” (p. 66). These final concepts can also improve the reliability of
my formative assessments.
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Overall my assessments work well together and I have done my best to ensure their
validity and reliability.
Description of Summative Assessment
My summative assessment is a 16 question test containing multiple-choice, short answer,
matching, and binary type questions. The table below identifies each question by number and
type and links it to the SLO being assessed and the CCS that SLO is based on.
Narrative Unit Test Question Information Table
Question Number Question Type SLO CCS
1 Multiple-Choice 3 Writing Standard 1
2 Multiple-Choice 2 Writing Standard 1
3 Multiple-Choice 2 Writing Standard 1
4 Multiple-Choice 2 Writing Standard 1
5/6 Binary 3 Writing Standard 1
7 Binary 2 Writing Standard 1
8 Binary 2 Writing Standard 1
9 Binary 2 Writing Standard 1
10 Matching 2 Writing Standard 1
11 Matching 2 Writing Standard 1
12 Matching 2 Writing Standard 1
13 Matching 4 Speaking and
Listening 1
14 Short Answer 1 Writing Standard 1
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15 Short Answer 2 Writing Standard 1
16 Short Answer 2 Writing Standard 1
To prove that these questions assess the aforementioned learning outcomes, let’s look
more closely at the questions. Question 1 helps assess one aspect of learning outcome 3 because
it ask students to identify which point of view is most commonly used in a memoir or personal
narrative. In order for students to meet SLO 3 and understand how an author uses first person
point of view to support reflection in personal narratives and memoirs, they must first be able to
identify which point of view is used out of all of the available point of views an author has. This
outcome is further assessed in questions 5 and 6 which ask students to remember if first person
point of view supports reflection and then explain how it does so. Thus, these questions work
together to assess all aspects of this outcome.
Questions 2 through 12, 15, and 16 all assess SLO 2, which states students will be able to
define the following literary terms pertinent to narrative writing: descriptive language, hook,
theme, metaphor, dialogue, reflection, characterization, and internal and external conflict. Each
question addresses an aspect of this learning outcome by looking at one word individually, such
as in question 8 which asks students the definition of theme, or a different key aspect of each
term, such as the types of metaphors in question 15. Thus these questions work together to fully
assess how well a student knows the definitions of all of these terms and how well he/she meets
SLO 2.
Question 13 assesses SLO 4, which addresses a student’s ability to identify strengths and
weaknesses in literature circle discussions. This question assesses this outcome well because it
presents students with examples of various behaviors that might take place in a literature circle
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and asks them to identify those behaviors that are good and those that are poor. By presenting
students with these new examples, I can better assess if they truly understand what behaviors are
appropriate and inappropriate in discussions.
Finally question 14 links to SLO 1, which is students will be able to define personal
narrative writing in their own words. As mentioned previously, this is assessed in my first
formative assessment but it is also assessed here by seeing if students know the definition of
narrative writing through a short answer completion question. Thus it is clear that all my
questions link up to important SLOs from my unit.
Now let’s examine each individual question type and whether or not it is a quality item.
As seen above, questions 1 through 4 are of the multiple-choice variety. A multiple-choice
question “consists of one or more introductory sentences followed by a list of” possible
responses (Nitko & Brookhart, 2011, p. 166). Questions 1 and 4 are the correct answer type,
question 2 is the negative variety subtype, and question 3 is the incomplete-alternative variety.
If we look at Nitko and Brookhart’s (2011) checklist for reviewing the quality of
multiple-choice questions, it becomes clear that these questions are well written (p. 184). All of
these four test items assess important aspects of the learning targets for my unit as seen in the
table above (checklist question 1). Question 2 of the checklist cannot be answered at this time
because no point values have been awarded to these items as per the instructions of this
assignment. As for checklist question 3, all of the items ask a direct question with the expectation
of the completion variety (question 3) because by nature of its structure it is not phrased as a
question. All of the questions were originally written and none were taken directly from the
textbook so we can answer checklist question 4 with a yes. As for checklist question 5, all of the
questions use relatively low vocabulary and sentence structure with the exception of question 1
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which contains the words memoir and omniscient. That being said, students should know both of
these words because in this unit we are doing literature circles around memoirs and third person
omniscient is also a point of view they will have been exposed to in other previous units and
which will be touched on in this unit briefly. I tried to make all of the alternatives of similar
structure and type as well as plausible in order to avoid giving students any clues to the right
answer by putting in an absurd answer that can easily be thrown away, which answers checklist
questions 6 and 9 (Nitko & Brookhart, 2011, p. 184). To answer checklist question 7, to the best
of my knowledge the wrong alternatives represent possible student errors or places of confusion
because when read they seem rather plausible to someone who has not yet mastered the learning
outcome. All of the correct answers are independent of the correct answers to other items, which
answers checklist question 8. As for checklist questions 10 and11, none of the alternatives are
none of the above or all above and each only has one correct answer.
Questions 5 through 9 are of the binary question type, which are items that consist of a
statement which students must judge as either true or false, right or wrong, and so on (Nitko
&Brookhart, 2011, p. 157). Questions 5 and 6 represent the yes-no with explanation variety with
question 5 being the yes-no portion and question 6 being the explanation. Question 7 is a
multiple true-false type and questions 8 and 9 represent the traditional true-false variety.
It is evident that these binary questions are constructed correctly if we go through the
checklist for judging the quality of true-false items (Nitko & Brookhart, 2011, p. 161). As noted
in the previous checklist answers for multiple-choice items, all of my test items assess learning
targets from the unit as shown in the Narrative Unit Test Question Information Table; thus
answering question 1. Checklist question 2 asks about question point values which were not part
of this assignment. As for checklist question 3, I believe all of these items assess important
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knowledge about narrative writing and the unit; they do not ask trivia questions such as what is
this character’s shirt and so forth but information that is important for students to know if they
are to be successful narrative writers and readers. For example, in order for students to
effectively use dialogue they must be able to identify why an author might use dialogue in a
narrative as seen in question 7. Checklist item 4 is satisfied because all of these statements are
definitely true or false. All of the statements are created or paraphrased from their sources, none
are copied verbatim from the textbook (checklist question 5). To answer question 6, the word
lengths of true statements are fairly similar to those of false statements. This is evident when
looking at question 7, which is a multiple true-false question, because all of the statements are of
similar lengths regardless of whether they are true or false. As for checklist questions 7 and 8, I
believe there is no discernable pattern among the binary question answers and all items are free
of any verbal cues that might cue a student to the correct answer. None of the statements in these
questions represent an opinion; therefore question 9 does not need to be addressed. Finally, as for
question 10, I believe all of the statements focus on one important idea such as in question 9
which asks students to know the definition of the literary term reflection.
Questions 10 through 13 are of the matching variety. Nitko and Brookhart (2011) explain
that matching questions “present students with three things: (1) directions for matching, (2) a
premise list, and (3) a response list” (p. 191). It is then up to the student to match each premise or
statement with its correct response or answer (Nitko & Brookhart, 2011, p. 191). Questions 10
and 13 are masterlist or key list matching type questions and questions 11 and 12 are the more
traditional matching format with both having homogenous premises and responses. Homogenous
premises and responses mean that the items in the premise list and the response list refer to the
same type of things; thus preventing students from figuring out answers by matching premises
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and responses by the type of thing they are alone (Nitko & Brookhart, 2011, p. 193). Since Nitko
and Brookhart (2011) provide separate checklists for judging quality for matching exercises and
matching exercises of the masterlist variety, we will have to look at each separately (p. 194-198).
Let’s first judge the quality of questions 11 and 12 using the checklist for judging the
quality of matching exercises (Nitko & Brookhart). As answered in the previous checklists
questions 1 and 2, all of the test questions are aligned with important standards, which is evident
by looking at the Narrative Unit Test Question Information Table, and at this time no point
values have been awarded to any of the test items because that was not part of the assignment.
To answer checklist question 3, all premises and responses are homogenous. In question 11
premises are definitions of literary terms and responses are literary terms and in question 12
premises are examples of literary terms and responses are literary terms. Furthermore these
questions are quality because the directions clearly state what the responses and premises
represent as well as tell students if the answers are used more than once and so forth (checklist
question 4). For the student who has mastered student learning objective 2, all premises will only
have one logical or best response but for students who did not meet the learning objective the
other answers will likely be plausible due to the fact that all responses and premises are
homogenous (checklist question 5). As for checklist question 6, both questions have less than 10
responses with 11 having 5 responses and 12 having 6. There is no perfect matching, which is
when you have an equal number of premises and responses, because in all of the matching
questions on this test there are an unequal number of premises and responses (Nitko &
Brookhart, 2011, p. 192). To further improve the quality of the question and make it easier for
my students, I have placed the longer statements in the premise list and kept all of the responses
to only one or two words in length (checklist question 8). I also ordered the responses in
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alphabetic order so students could more easily search for answers (checklist question 9). Finally,
in reference to question 10, all premises are numbered and all responses are lettered. Therefore
questions 11 and 12 are quality according to the checklist.
Questions 10 and 13 are also quality items but must be judged by Nitko and Brookhart’s
(2011) checklist for reviewing the quality of masterlist exercises (p. 198). As mentioned when
reviewing all the other previous checklists questions 1 and 2 deal with the items’ abilities to
asses important learning outcomes and the number of points valued to that question in reference
to the outcomes weight in the unit. Questions 10 and 13 are aligned with my learning outcomes
as seen in the table. Checklist question 2 cannot be answered because awarding point values was
not part of this assignment. Moving on to checklist question 3, both items require students to
apply what they know to new situations. In question 10, for example, students are presented with
new examples of various conflicts that we have not discussed during this unit and they are then
asked to determine what type of conflict is present or if there is not one present at all. In question
13, students must apply what they know about strong and weak novel example behaviors in a
literature circle and assess the behaviors accordingly. As for checklists questions 4 and 5, I
believe that knowledgeable students will be able to answer both of these questions with relative
ease because the premises and key list items are clear. Furthermore the directions clearly explain
how students should answer the question. The quality of both of these questions is further proven
by the fact that all the masterlist responses and the stems belong to the same categories. In
question 10 students must determine which type of conflict is presented in the examples and in
question 13 students must determine whether each example of literature circle behavior is good,
poor, or neutral (checklist question 6). Therefore in both questions the stems represent examples
of either types of conflicts (question 10) or types of behavior (question 13). Furthermore there is
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no perfect matching in either question because the stems outweigh the number of key list items
(checklist question 8) and all key list items are alphabetically ordered in both questions (checklist
question 9). Lastly both questions are quality because the stems are numbered and the masterlist
response choices are lettered (checklist question 10) and all of the responses are plausible except
to the knowledgeable student who has met the outcomes.
Finally questions 14 through 16 represent the short answer variety with question 14
representing the completion subtype and questions 15 and 16 being of the question variety. A
short-answer item is not answered with a sentence as one might think, that would be an essay
item, rather a short-answer item require students to respond with a word, short phrase, number,
or symbol (Nitko & Brookhart, 2011, p. 151).
Let’s look at the checklist for reviewing the quality of short-answer items to assess the
quality of questions 14, 15, and 16 (Nitko & Brookhart, 2011, p. 154). As with all of the other
checklists questions 2 cannot be addressed because of the nature of this assignment and question
1 is evident when looking at the provided reference table. Moving on to checklist question 3,
with the exception of question 14 which is a completion variety, all of my questions are phrased
as questions. These three questions are also quality because they are worded so that students
answer with only a brief phrase or single word (checklist question 4). Furthermore the
completion variety question is structured so that the blank ends up at the end of the sentence
(checklist question 5) as suggested by Nitko and Brookhart (2011) and the word omitted could
arguably be the most important word in the sentence since it explains what the sentence is
defining (checklist question 7) (p. 154). Also in reference to the completion question, there is
only 1 blank and the other two questions have two blanks (checklist question 8). Furthermore all
of these blanks are about the same length in order to ensure that students do not try to judge what
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answer fits into the blank based on its length (checklist question 9). All of the questions or items
are paraphrased rather than copied from learning materials which helps improve their quality
(checklist question 6) and they contain no grammatical clues to the answer (checklist question
11).
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Appendix A
Formative Assessment 1
NAME: ____________________________
Exit Slip
Define the meaning of the term “narrative writing” in your own words.
Assignment # 3 17
Formative Assessment 1 Answer Key
NAME: ____________________________
Exit Slip
Define the meaning of the term “narrative writing” in your own words.
Any answer similar to the following will be accepted: piece of writing that tells a story, either
real or fictional, in which the narrator shares his/her experiences as a direct participant or as an
observer.
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Formative Assessment 2
Literature Circle Strengths and Weaknesses Evaluation
Name: ______________________________
Book: ___________________________________________________________
Date of Discussion: ________________________
Rate each entry by circling the number associated with your evaluation: 1 - Needs Improvement,
2 - Satisfactory, or 3 - Very Good
Type of Contribution Rating Example/Evidence
I came prepared to discussions (i.e.
completed reading and strategy worksheet
and anything else my group agreed on).
1 2 3
I shared my ideas and offered my
suggestions. 1 2 3
I spoke clearly and slowly enough to be
understood. 1 2 3
I answered other's questions. 1 2 3
I remained on topic and helped the group
stay focused. 1 2 3
I encouraged others to participate. 1 2 3
I was polite and courteous (i.e. disagreed
without hurting others' feelings and
listened to my peers).
1 2 3
I substantiated my opinions with textual
evidence. 1 2 3
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My biggest strength in this discussion was:
My weakness in this discussion was:
My plan for improvement is:
Adapted from http://webersarmy.com/literature_circle_resources.htm
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Formative Assessment 2 Example
Since responses to this may vary by the nature of the assessment, I have provided an
example of a well done evaluation and below in place of an answer key. Further explanation the
assessment and its measures is provided in the formative assessment description section above.
Literature Circle Strengths and Weaknesses Evaluation
Name: Bay Summers
Book: The Complete Persepolis by Marjane Satrapi
Date of Discussion: 10/5
Rate each entry by circling the number associated with your evaluation: 1 - Needs Improvement,
2 - Satisfactory, or 3 - Very Good
Type of Contribution Rating Example/Evidence
I came prepared to discussions (i.e.
completed reading and strategy worksheet
and anything else my group agreed on).
1 2 3
I read all sections for this meeting that my group
decided we would finish as well as took notes on the
chapters with the help of the double-entry journal
strategy.
I shared my ideas and offered my
suggestions. 1 2 3
I talked a lot about the art in the book and how I
thought that helped support what the author was
trying to say.
I spoke clearly and slowly enough to be
understood. 1 2 3
I did not mumble and no one asked me to repeat
myself after sharing an idea.
I answered other's questions. 1 2 3 I answered Peter’s question but no one else’s.
I remained on topic and helped the group
stay focused. 1 2 3
Our group only talked about the book and things
related to the book such as what life was like during
the Islamic revolution and how we would feel if we
were Marjane.
I encouraged others to participate. 1 2 3 I did not prevent anyone from contributing but I did
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not directly ask anyone in particular for their opinion.
I was polite and courteous (i.e. disagreed
without hurting others' feelings and
listened to my peers).
1 2 3 I gave whoever was speaking my full attention by
looking at them and not having side conversations.
I substantiated my opinions with textual
evidence. 1 2 3
When talking about how Marjane felt torn between
two words, I showed my group the picture in the
graphic novel where she had drawn half of herself in
a traditional Islamic veil and the other half in Western
dress.
My biggest strength in this discussion was:
I contributed my opinions and supported them with evidence from the text.
My weakness in this discussion was:
I did not really invite anyone to participate but instead just posed my questions to the group as a
whole.
My plan for improvement is:
I will try to follow-up others’ opinions with specific questions directed at them or pose my
questions to a member of the group who has not spoken much during the session.
Adapted from http://webersarmy.com/literature_circle_resources.htm
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Appendix B
Summative Assessment
Name: __________________________________ Date: _____________
Narrative Writing Unit Test
1. What point of view is most commonly used in a memoir?
a. First Person
b. Second Person
c. Third Person Limited
d. Third Person Omniscient
2. Which of the following is NOT a metaphor?
a. She felt lost in a sea of grief.
b. She felt as though she was a toy in the lost and found bin.
c. She felt extremely sad and cried uncontrollably.
d. She felt as though the grief tore her in two.
3. An introductory statement designed to get the audience’s attention is called a _____.
a. catch
b. grab
c. hook
d. pick-up
4. Which of the following is an example of correctly punctuated dialogue?
a. “Let’s go to lunch.” Said Tom.
b. “Let’s go to lunch,” said Tom.
c. “Let’s go to lunch”, said Tom.
d. “Let’s go to lunch” said Tom.
5. Does first person point of view support reflection in a personal narrative? Yes No
6. Justify your answer to the question above ____________________________________
_______________________________________________________________________
7. Dialogue serves the following purposes in a narrative for the author:
a. To progress or advance the plot. True False
b. To reveal a character’s motivation. True False
c. To meet necessary page and word counts. True False
d. To develop characters. True False
e. To keep characters entertained. True False
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8. Theme is the category a piece of writing falls under. It is determined by the piece’s style,
content, or form. True False
9. Reflection as a literary term is defined as careful consideration or thought by a character
that reveals what the character has learned or how he/she has changed. True False
10. The numbered statements below are descriptions of conflicts that an author may
incorporate in his/her story. For each description, choose the correct conflict type from
the masterlist and place the letter identifying it on the line preceding the number of the
description. Answers may be used once, more than once, or not at all.
a. External Conflict
b. Internal Conflict
c. No Conflict
____ 1. The revolutionaries were desperate to overthrow the government that took away
all their freedoms.
____ 2. Abigail slept soundly despite the noise.
____ 3.Tom struggled to climb Mount Everest.
____ 4. Ms. Sommer could not decide between a cheeseburger or salad for lunch.
____ 5.Voldermort and Harry fought to kill one another.
11. For each definition in the left column below, choose the literary term from the right
column that it describes and place the letter identifying it on the line preceding the
number of the example. Not all answers will be used.
____ 1. Writing that gives the reader a detailed
picture of what is going on in the story.
____ 2. Process in which the author reveals
details about the people in the story.
____ 3. One subject is implied to be another in
order to draw attention to the
similarities between the two.
____ 4. Obstacles or resistance that work in
opposition to the character’s goals.
____ 5. Conversation between characters.
a. Characterization
b. Conflict
c. Descriptive Language
d. Dialogue
e. Hook
f. Metaphor
g. Reflection
h. Theme
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12. For each example in the left column below, choose the literary term that the writer used
from the right column and place the letter identifying it on the line preceding the number
of the example. Each answer in the right column may only be used once or not at all. Be
sure to choose the best answer for each.
____ 1. I’ve often thought about that game and how
we could have one if I had only been willing
to trust Mike and pass him the ball.
____ 2.Samantha was a tall girl with a bubbly
personality.
____ 3.John’s parents refused to support his dream
of becoming a world famous mime.
____ 4. The ocean raged like a toddler having a
tantrum.
____ 5. I was all alone in the house when I heard
glass shatter.
____ 6. I could smell maple syrup and
hear the sizzle of bacon frying as I padded down
the carpeted hallway towards the kitchen.
13. For each numbered example below, determine whether it is an example of good or bad
literature circle behavior and place the corresponding letter on the line preceding the
number of the example. Each answer can be used more than once or not at all.
a. Good Behavior
b. Neutral Behavior
c. Poor Behavior
____ 1. Marybeth texts during her meeting.
____ 2. Frank yells, “That idea is stupid.”
____ 3. Pablo refers to the text while talking about the book.
____ 4. Jessica asks a clarifying question of one of her classmates.
____ 5. Jane forgets her book and work at home.
14. A piece of writing that tells a story in which the narrator shares his/her experiences as a
direct participant or observer is called ______________________________________.
a. Characterization
b. Conflict
c. Descriptive Language
d. Dialogue
e. Hook
f. Metaphor
g. Reflection
h. Theme
Assignment # 3 25
15. What are the two types of metaphors called?
(1) _________________________________________________________
(2) _________________________________________________________
16. What are two types of narrative hooks?
(1) _________________________________________________________
(2) _________________________________________________________
Assignment # 3 26
Summative Assessment Answer Key
Narrative Writing Unit Test
1. What point of view is most commonly used in a memoir?
a. First Person
b. Second Person
c. Third Person Limited
d. Third Person Omniscient
2. Which of the following is NOT a metaphor?
a. She felt lost in a sea of grief.
b. She felt as though she was a toy in the lost and found bin.
c. She felt extremely sad and cried uncontrollably.
d. She felt as though the grief tore her in two.
3. An introductory statement designed to get the audience’s attention is called a _____.
a. catch
b. grab
c. hook
d. pick-up
4. Which of the following is an example of correctly punctuated dialogue?
a. “Let’s go to lunch.” Said Tom.
b. “Let’s go to lunch,” said Tom.
c. “Let’s go to lunch”, said Tom.
d. “Let’s go to lunch” said Tom.
5. Does first person point of view support reflection in a personal narrative? Yes No
6. Justify your answer to the question above: Students should mention the following: (1)
First person POV uses the pronoun I, (2) I enables the main character to look inward and
express inner thoughts for reflection.
7. Dialogue serves the following purposes in a narrative for the author:
a. To progress or advance the plot. True False
b. To reveal a character’s motivation. True False
c. To meet necessary page and word counts. True False
d. To develop characters. True False
e. To keep characters entertained. True False
8. Theme is the category a piece of writing falls under. It is determined by the piece’s style,
content, or form. True False
Assignment # 3 27
9. Reflection as a literary term is defined as careful consideration or thought by a character
that reveals what the character has learned or how he/she has changed. True False
10. The numbered statements below are descriptions of conflicts that an author may
incorporate in his/her story. For each description, choose the correct conflict type from
the masterlist and place the letter identifying it on the line preceding the number of the
description. Answers may be used once, more than once, or not at all.
a. External Conflict
b. Internal Conflict
c. No Conflict
__A__ 1. The revolutionaries were desperate to overthrow the government that took
away all their freedoms.
__C__ 2. Abigail slept soundly despite the noise.
__A__ 3.Tom struggled to climb Mount Everest.
__B__ 4. Ms. Sommer could not decide between a cheeseburger or salad for lunch.
__A__ 5.Voldermort and Harry fought to kill one another.
11. For each definition in the left column below, choose the literary term from the right
column that it describes and place the letter identifying it on the line preceding the
number of the example. Not all answers will be used.
__C__ 1. Writing that gives the reader a
detailed picture of what is going on in
the story.
__A__ 2. Process in which the author reveals
details about the people in the story.
__F__ 3. Comparison is made in which a word
or phrase usually used to explain one
thing is applied to another.
__B__ 4. Obstacles or resistance that work in
opposition to the character’s goals.
__D__ 5. Conversation between characters.
12. For each example in the left column below, choose the literary term that the writer used
from the right column and place the letter identifying it on the line preceding the number
a. Characterization
b. Conflict
c. Descriptive Language
d. Dialogue
e. Hook
f. Metaphor
g. Reflection
h. Theme
Assignment # 3 28
of the example. Each answer in the right column may only be used once or not at all. Be
sure to choose the best answer for each.
__G__ 1. I’ve often thought about that game and
how we could have one if I had only been
willing to trust Mike and pass him the ball.
__A__ 2.Samantha was a tall girl with a bubbly
personality.
__B__ 3.John’s parents refused to support his dream
of becoming a world famous mime.
__F__ 4. The ocean raged like a toddler having a
tantrum.
__E__ 5. I was all alone in the house when I heard
glass shatter.
__C__ 6. I could smell maple syrup and
hear the sizzle of bacon frying as I padded down
the carpeted hallway towards the kitchen.
13. For each numbered example below, determine whether it is an example of good or bad
literature circle behavior and place the corresponding letter on the line preceding the
number of the example. Each answer can be used more than once or not at all.
a. Good Behavior
b. Neutral Behavior
c. Poor Behavior
__B__ 1. Marybeth texts during her meeting.
__B__ 2. Frank yells, “That idea is stupid.”
__A__ 3. Pablo refers to the text while talking about the book.
__A__ 4. Jessica asks a clarifying question of one of her classmates.
__B__ 5. Jane forgets her book and work at home.
14. A piece of writing that tells a story in which the narrator shares his/her experiences as a
direct participant or observer is called a narrative.
15. What are the two types of metaphors called? Simile and analogy.
a. Characterization
b. Conflict
c. Descriptive Language
d. Dialogue
e. Hook
f. Metaphor
g. Reflection
h. Theme
Assignment # 3 29
16. What are two types of narrative hooks?
Any two of the following are acceptable answers: question, figure of speech, definition,
quotation, addressing the reader, or setting the scene/setting.
Assignment # 3 30
References
Nitko, A.J. & Brookhart, S.M. (2011). Educational Assessment of Students. Boston, MA:
Pearson.