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Technology—The Great Equalizer 1

Running head: Technology--The Great Equalizer

Technology—The Great Equalizer

April D.Icsman

Instructional Technology Cohort

University of Akron

Submitted in partial fulfillment of

the requirements for Techniques of Research 5100:640

December, 2008


Table of Contents

Page

Abstract 3

Introduction 4

Statement of the Problem 8

Statement of the Hypothesis 8

Review of Related Literature 9

Method

Participants 12

Instrument 12

Procedure 12

Results 14

Discussion 17

References 18

Appendix

T-NETS 21

S-NETS 23

Example of holistic online grading 25

Summative Assessment 28


Diagnostic Assessment 32

Abstract

The purpose of this study was to prove technology can be used as an equalizer in

the classroom, not technology for technology sake, but as a tool to increase motivation

and test scores.

Technology use was defined as the exclusive use of computers in the classroom

for content dissemination, test taking, and essay writing vs. the traditional language arts

classroom where content was disseminated through hard texts, tests were paper and

pencil, and essays were written in long hand.

The results of the study conducted over a three-week period in four 9th grade regular

language arts classes in a suburban high school proved the hypothesis: those students in

language arts computer lab classes did significantly better on standardized tests, wrote

longer and more organized essays, and were more motivated to do their work. These

results were assessed through pretests, posttests, essays, and aLikert scale questionnaire.


Introduction

Schools are scrambling to buy the newest and most flashy technology to keep up

with the global society. As with most things in education, there are the technology haves

and have –nots. Even Bill Gates and Uncle Sam cannot level the playing field in some

cases . Is technology the great equalizer? How?

The integrating of technology in schools must be systematic, involving teacher and

student acclimation through appropriate inservice and implementation processes. After

researching the use of technology, I found that across the globe there are several key

concepts:

1. First we must define the term technology. When I took a technology class at

Miami University in the late ‘80’s, we learned how to use an opaque projector,

multi-colored dittoes, film strip projectors, and rubber cement! For the purposes

of this study, we are specifically talking about the use of computers and

appropriate educational computer programs such as word processing and

powerpoint presentations in the classroom.

2. Given the various ages and backgrounds of teachers, there will be varying degrees

of training necessary before the implementation of technology.

3. There must be a distinction between the tool and the content. Technology cannot

be taught in a vacuum, nor can it be taught as an ends itself. Technology for

technology sake is a waste of money, time, and effort.

This study will show that technology should continue to be touted as the great

equalizer and school systems should be equipping all students with access to and training

in the use of technology .


Statement of the Problem

The purpose of this study was to research the effect of technology use on the

achievement and motivation of 100 9th grade students in a suburban high school in NE

Ohio . Technology use was defined as the exclusive use of computers in the classroom

for content dissemination, test taking, and essay writing vs. the traditional language arts

classroom where content was disseminated through hard texts, tests were paper and

pencil, and essays were written in long hand.

Statement of the Hypothesis

The quality of software available for language arts classes has greatly improved

during the past 10 years since the inception of NETS. Intelligent Evalutaor Assessor

tools which assess writing have become less expensive, more textbooks are being found

online as well as in hard texts, and teachers and students alike are becoming more

technologically savvy. It was hypothesized that students in language arts classes utilizing

computers would do better on standardized tests, write longer and more organized essays,

and be more motivated.

Review of Related Literature

There have been many studies done in the past ten years regarding technology

use. Holt, Rinehart, and Winston , of course, did extensive study before designing and

developing their online tools.

I felt the following answer to a question recently asked on the CARET (Center for

Applied Research in Educational Technology) site succinctly summarized the literature.


How can technology be used to effectively assess and monitor student performance?

Their answer (quoted directly from the web site http://caret.iste.org) is as follows:

Digital tools provide a means for teachers to efficiently and routinely use open-ended

response and performance assessments that were previously too cumbersome to score

in an efficient manner (Fletcher, 2002).

Computer adaptive tests (CATs) adapt to test takers by selecting the next item to be

presented on the basis of performance on preceding items. According to the (Center

for Advanced Research on Language Acquisition at the University of Minnesota,

1999), the advantages of CATs include:

Compared to paper-and-pencil tests, CAT technology requires fewer test items

to arrive at a more accurate estimate of test takers' proficiency.

CAT scoring allows for finer distinctions than total number correct.

CAT scoring takes into account not just the number of items answered

correctly, but which items were answered correctly. A test taker who correctly

answers a more difficult set of questions will score higher than a test taker who

correctly answers an easier set of questions.

The time required to take a CAT is shorter, since test items outside the test

taker's proficiency level are excluded.

The test taker is continuously faced with a realistic challenge--items are not

too difficult or too easy.

http://caret.iste.org/#references





Because each test taker is potentially administered a different set of test items,

test security is enhanced.

CAT technology allows test takers to receive immediate feedback on their

performance.

For tests administered on a large scale, scheduling and supervision concerns

are greatly reduced because individual administration is possible.

In recent years, some school districts and state departments of educations have

adopted CATs as a primary measure of student achievement and growth (Bennett,

2002a, 2002b; Kingsbury, 2002). Kingsbury found some divergence in scores on

similar tests given to elementary students in digital and paper-and-pencil format.

Overall, Kingsbury found that CATs benefit young students by:

providing a motivating testing format,

helping students focus on only one item at a time, and

eliminating the paper answer sheet.

Computer applications for assessing students’ open-ended responses also have been

heavily researched in recent years. Research shows that it is possible to develop

automated essay scoring technology that can achieve the same level of agreement with

a single human judge as is achieved between two single human judges to establish

inter-rater reliability (Burstein et al., 2001; Foltz et al., 2000; Kintsch et al., 2000).

Foltz et al., (2000) have researched and developed a tool called the Intelligent Essay

Assessor, which assesses writing and provides instructional feedback to students.










(Kintsch et al., 2000) found that a tool called Summary Street and its prototypes

helped 6th graders summarize better, resulting in development of deeper

understanding of complex reading materials.

(O’Neil & Schacter, 1997) found that they could use concept mapping software to

assist and assess students in becoming successful problem solvers by fostering their

understanding of content knowledge, their motivation to perform problem solving

activities, and their metacognitive ability to plan and monitor their own progress

toward solving the problem.

(Stevens et al., 1999) studied the use of artificial neural networks to generate

performance models of complex problem solving tasks that did not have

predetermined solution paths. This type of research and development involves

building models of complex phenomena by training software to recognize complex

patterns. ANN can classify performances in ill-defined simulation tasks and identify

different levels of expertise

Method





Participants

The participants were 100 9th grade regular language arts students from 4

different classes at Medina Senior High School, a suburban school, 25 miles south of

Cleveland, Ohio. The population was 95% anglo-saxon , with less than 5% below the

government poverty level. Each class of 25 students was a stratified sampling, 52% male

and 48% female.

Instruments

The instruments used were the Holt, Rinehart, and Winston online text, essay

scoring, and assessements, both pretests and posttests. For the control group, hard copies

were made of the prompts and tests. The traditional textbook ( with the exact content as

the online version) was used in the control group. For consistency, all essays were scored

by the same teacher using the OGT 6-point rubric. No names were on the essays and the

teacher was unaware from which group, either the control or experimental group the

essay originated.

Procedure

The procedure was to conduct a 3-week study of 9th grade regular language arts

students using the Holt, Rinehart, and Winston literature series. The study would include

instruction and assessment of a persuasive essay and collection 9 from the text.

Collection 9 included: three short stories, a personal essay, a biography, a speech,

an encyclopedia article, a recollection,and vocabulary.

There were four teachers involved , each having similar backgrounds in

technology. Each had undergone rigorous training in the HRW online learning programs

and were competent in the NETS-T . All four classes (2 control and 2 experimental) had


been taught the traditional way during the 8th grade, but met all standards listed in the

NETS-S .

All work was conducted in class as to not skew the results in case students

received help from parents. All teachers involved in the experimental groups were aware

of the study, but were not compensated or rewarded in any way . All agree to uphold all

ethical and moral constraints inherent in such projects.

Each teacher conducted the lessons using the same sequence and procedure, only

differing in the format of the content-the experimental group receiving all content on line,

the control reading content from the traditional textbook.

The first two weeks were spent going through the literature sequentially, using all

teacher questions and helps. The same pretest and posttest was given to all groups. For

the control group, the tests were a hard copy on which they wrote their answers. For the

experimental group, the tests were online and was graded immediately. These tests were

not adaptive, that is the questions did not change depending on the previous answer.

They were , however, in a different sequence on each computer, thus negating any

possible propensity for cheating due to the close proximity of the monitors. The control

groups were located in a traditional classroom with rows of desks. The teacher used 2

versions of the hard tests to negate any cheating possibilities. Both groups utilized oral

discussions.

The last week was spent writing and revising the persuasive essay. When writing

essays, the control groups used paper and pencil, writing the essays out in long hand.

The experimental group used the computer for its word processing capabilities to type as

well as tools such as thesaurus, spelling and grammar check, readability, passive/active


check, and find (to find all contractions and various slang words such as kid instead of

child).

Results

The results of the study conducted over a three-week period proved the hypothesis: those

students in language arts computer lab classes did significantly better on standardized

tests, wrote longer and more organized essays, and were more motivated to do their work.

Score Traditional Instruction

Computer Instruction

t

Pretest

Mean 87.47 87.63 -.08

Standard Deviation

8.19 8.05

Posttest

Mean 88.0 96.5 + 1.7

Standard Deviation

7.5 8.9

The motivational levels were assessed through surveys using the Likert scale for the

control group using the questionnaire below. Teachers also compared motivation levels

through descriptive narrative comparing noise level., on-task levels, and escitement


levels. The experimental groups were highly motivated whereas the control groups were

moderately motivated.

The results of the following survey given to the 50 students in the experimental group are tabulated in green after each question.

1. Given the choice between reading a piece of literature online or the same piece in a hard text, when would you choose the online? always most time

48no

preferencesometimes

2never

Other (please specify)

2. Given the choice between writing an essay longhand or using the computer, when would you choose the computer?always

43most times

2no

preferencesometimes

5never

Other (please specify)3. When given an assignment using the computer, is your motiviation level increased?

always

10sometimes

32no difference

8rarely never

4. When writing an essay using the computer, how much do you use the tools such as spelling and grammar check?

always most times

50no

preferencesometimes never

Other (please specify)5. If you had the choice to take a test online or the same test using pen and paper, when would you choose the computer ? Always

5most times no sometimes never


16 24preference 5Other (please specify)

The control group essay scores were 30% lower on the average than the experimental

group using computers to write their essays. The essays were scored using the 6 –point

OGT rubric.

Persuasive Essays Traditional Instruction

Computer Instruction

difference

# of words M= 450 M= 550 100 increase

Rubric score (OGT)

M= 3.6 M= 4.5 .9 increase

Time to complete 2 hours, 15 minutes 2 hours 15 minute decrease

Discussion

It may seem obvious it is important to emphasize computer use in the classroom,

but with more and more schools feeling the economic crunch, many times the technology

budget is cut . Studies such as these prove the importance of technology in schools.

When teachers are given the same training, they can use technology as a tool, not

for its own sake, but to increase motivation and scores.The results of the study proved the

hypothesis: those students in language arts computer lab classes did significantly better


on standardized tests, wrote longer and more organized essays, and were more motivated

to do their work.

There were also unforeseen benefits. Because of the higher motivation ot the

students, the computer lab classes were able to cover more material in less time, thus

allowing for more differentiation and additional coursework.

Teachers were more motivated to teach the class since they knew they class

would be better behaved and more on task when using computers. All the lessons were

available in hard texts, thus negating the possible draw back of not having a back-up

plan.

Despite initial stress involved with students and teachers alike when faced with

new technology, the benefits far aweigh any negatives. Technology is truly the great

equalizer.


References

Akhtar, S. H. (2008). Provision of Educational Technology at Secondary School Level in

North West Frontier Province Pakistan (ED503018). Unpublished manuscript.

Retrieved December 1, 2008

Beatham, M. D. (2009). Tools of Inquiry: Separating Tool and Task to Promote True

Learning. Journal of Educational Technology Systems, 37(1), 61-70 .

Bennett, R. E. (2002a). Issue Brief: Using electronic assessment to measure student

performance. NGA Center for Best Practices.

Bennett, R.E. (2002b). Technology and Assessment Symposium. Annual meeting of the

American Educational Research Association, New Orleans.

Burstein, J., Marcu, D., Andreyev, S., & Chodorow, M. (2001, July). Towards automatic

classification of discourse elements in essays. Proceedings of the 39th Annual

Meeting of the Association for Computational Linguistics, Toulouse, France.

Center for Advanced Research on Language Acquisition. (1999). Frequently asked

questions about computer adaptive tests. Minneapolis, MN: University of

Minnesota. Retrieved May 19, 2005 from

http://www.carla.umn.edu/assessment/CATfaq.html.

Fletcher, J.D. (2002). Is it worth it? Some comments on research and technology in

assessment and instruction. Technology and Assessment: Thinking Aloud-

Proceedings from a Workshop, 26-39. Washington, DC: National Academy Press.

Retrieved May 28, 2002, from

http://books.nap.edu/books/0309083206/html/26.html .

http://books.nap.edu/books/0309083206/html/26.html

http://www.carla.umn.edu/assessment/CATfaq.html


Foltz, P.W.,Gilliam, S., & Kendall, S. (2000). Supporting content-based feedback in

online writing evaluation with LSA. Interactive Learning Environments, 8(2), pp.

111-129. Retrieved January 20, 2003, from http://www.knowledge-

technologies.com/papers/ILE_foltz2000.pdf.

Kingsbury, G. G. (April, 2002). An Empirical Comparison of Achievement Level

Estimates from Adaptive Tests and Paper-and-Pencil Tests. Paper presentation at

the Annual Meeting of the American Educational Research Association, New

Orleans, LA. Proposal retrieved March 3, 2003 from

http://edtech.connect.msu.edu/Searchaera2002/searchsessions.asp?sessID=1971

Kintsch, E., Steinhart, D., Stahl, G., & LSA Research Group. (2000). Developing

summarization skills through the use of LSA-based feedback. Interactive learning

environments, 8(2), pp. 87-109. Retrieved January 30, 2003 from

http://lsa.colorado.edu/papers/ILE.ekintsch.pdf

Long, C. (2008, March). Mind the Gap. neatoday, 26(6), 24-31.

Lowther, D. L. (2008, September). Does Technology Integration “Work” when Key

Barriers Are Removed? . Educational Media International, 45(3), 195-213.

National Educational Technology Standards. (n.d.). ISTE International Society for

Technology Standards. Retrieved December 6, 2008, from

https://www.iste.org/AM/Template.cfm?Section=NETS

https://www.iste.org/AM/Template.cfm?Section=NETS

http://edtech.connect.msu.edu/Searchaera2002/searchsessions.asp?sessID=1971

http://www.knowledge-technologies.com/papers/ILE_foltz2000.pdf

http://www.knowledge-technologies.com/papers/ILE_foltz2000.pdf


O’Neil, H., Jr., & Schacter, J. (1997). Test specifications for problem-solving assessment.

Los Angeles, CA: National Center for Research on Evaluation, Standards, and

Student Testing. Retrieved April 8, 2002, from

http://www.cse.ucla.edu/CRESST/Reports/TECH463.PDF

[go to CARET review]

Sinnaeve, I., Hermans, R., Jo, T., Braak, J., & DeWindt, V. (2008, April). Technology

Curriculum and Planning for Technology in Schools: The Flemish Case

(EJ798648) . TechTrends: Linking Research and Practice to Improve Learning,

52(2), 23-26.

Stevens, R.., Ikeda, J., & Casillas, A., Palacio-Cayetano, J. & Clyman, S. (1999).

Artificial neural network-based performance assessments. Computers in Human

Behavior, 15, pp. 295-313. Retrieved February 10, 2003, from

http://www.immex.ucla.edu/ProjectsCollabs/CompHumanBehav.pdf.

Teacher Tools. (n.d.). Holt, Rinehart, and Winston online learning. Retrieved December

6, 2008, from http://my.hrw.com/hrw/my_hrw_teacher_hub.jsp

http://my.hrw.com/hrw/my_hrw_teacher_hub.jsp

http://www.immex.ucla.edu/ProjectsCollabs/CompHumanBehav.pdf

http://caret.iste.org/index.cfm?fuseaction=studySummary&studyid=410

http://www.cse.ucla.edu/CRESST/Reports/TECH463.PDF


AppendixNational Educational Technology Standards (NETS•T)and Performance Indicators for TeachersEffective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement,and assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models forstudents, colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:1. Facilitate and Inspire Student Learning and CreativityTeachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance studentlearning, creativity, and innovation in both face-to-face and virtual environments. Teachers:a. promote, support, and model creative and innovative thinking and inventivenessb. engage students in exploring real-world issues and solving authentic problems using digital tools and resourcesc. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,and creative processesd. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtualenvironments2. Design and Develop Digital-Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources tomaximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityb. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and becomeactive participants in setting their own educational goals, managing their own learning, and assessing their own progressc. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities usingdigital tools and resourcesd. provide students with multiple and varied formative and summative assessments aligned with content and technologystandards and use resulting data to inform learning and teaching3. Model Digital-Age Work and Learning


Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situationsb. collaborate with students, peers, parents, and community members using digital tools and resources to support student successand innovationc. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formatsd. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use informationresources to support research and learning4. Promote and Model Digital Citizenship and ResponsibilityTeachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethicalbehavior in their professional practices. Teachers:a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,intellectual property, and the appropriate documentation of sourcesb. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital toolsand resourcesc. promote and model digital etiquette and responsible social interactions related to the use of technology and informationd. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures usingdigital-age communication and collaboration tools5. Engage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professionalcommunity by promoting and demonstrating the effective use of digital tools and resources. Teachers:a. participate in local and global learning communities to explore creative applications of technology to improve student learningb. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and communitybuilding, and developing the leadership and technology skills of othersc. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digitaltools and resources in support of student learningd. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and communityCopyright © 2008, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved.


National Educational Technology Standards (NETS•S)and Performance Indicators for Students1. Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processesusing technology. Students:a. apply existing knowledge to generate new ideas, products, or processes.b. create original works as a means of personal or group expression.c. use models and simulations to explore complex systems and issues.d. identify trends and forecast possibilities.2. Communication and CollaborationStudents use digital media and environments to communicate and work collaboratively, including at a distance,to support individual learning and contribute to the learning of others. Students:a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environmentsand media.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.c. develop cultural understanding and global awareness by engaging with learners of other cultures.d. contribute to project teams to produce original works or solve problems.3. Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources andmedia.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.4. Critical Thinking, Problem Solving, and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and makeinformed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.d. use multiple processes and diverse perspectives to explore alternative solutions.5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethicalbehavior. Students:


a. advocate and practice safe, legal, and responsible use of information and technology.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship.6. Technology Operations and ConceptsStudents demonstrate a sound understanding of technology concepts, systems, and operations. Students:a. understand and use technology systems.b. select and use applications effectively and productively.c. troubleshoot systems and applications.d. transfer current knowledge to learning of new technologies.© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in Education.World rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic, mechanical, photocopying, recording,or by any information storage or retrieval system—without prior written permission from the publisher. Contact Permissions Editor, ISTE, 175 West Broadway,Suite 300, Eugene, OR 97401-3003; fax: 1.541.302.3780; e-mail: [email protected] or visit www.iste.org/permissions/.


ESSAY SAMPLE

This sample received a 5 out of 6 on the OGT rubric.

Here is a sample of an essay using the following prompt :

Prompt: A well-known football coach once said, "Winning isn’t everything, it’s the only thing." Do you agree or disagree with this statement? Write an essay in which you state your position and support it with convincing reasons.

Joe StudentMrs.IcsmanOctober 21st 2008

I believe winning isn’t everything I believe that winning is not everything, not only the winners triumph, and there not the only ones to achieve. Even though if you lose your sad, winning is not everything because losing helps you try harder and winners always are not the true winners.This year my baseball team won the championship, we were undefeated. We went to the championship expecting a challenge but we got the opposite. The team we were facing was 8-3 and not the best hitters. They had bat first so we were in the field, im on first, Jake is pitching, Kyle is behind the plate, and Dylan is at short, were fired up, and ready to go. The first pitch was a strike and then he hit the ball right to short and we got him out. We end up not letting them on base there time at bat. We were up and im batting 3rd, Jake hits a single and then steals two, then Kyle gets out. Im up to the plate and everything is in slow-mo the pitch comes and I swing. I got an easy double to run Jake in and take the lead. We end up mercying them 16-0, which made us hyped. The award ceremony was after the game and as we were there, I could tell that the team that lost was happy and laughing, even when they lost. This showed me that winning isn’t everything its how you play and act that makes you a winner. In my whole life, I have always strived for the best and to be the best and it helps me, but sometimes I fell and the higher you climb the harder you fall. Some people find in life that winning is the most important thing to strive for like in the Olympics or in the super bowl. However, they are wrong in ways I hope they will find. The reason why it is not important is that you should do stuff for fun and the challenging competition not for the frustration and popularity. This one time when I went to a browns game it was browns versus the Steelers, the game to see. Therefore, when we are there everyone is cheering for the browns hoping for a win, and on the other side of the stadium is Steelers fans cheering for them. In the game there are people screaming and hollering for there team, but I wasn’t I was there to watch a game in between two teams that even if they lose they come back the next week and play with the same dedication as the last. In addition, this is one of those things that got to me, why do they still come back and try, why do they not quit when losing. I thought maybe because it is because of the money…..no, maybe it is because of the fans…no, or maybe they love playing football just like kids and still enjoy having fun with there friends. So my point of the last paragraph is that winning isn’t everything? As long as you enjoy what you are doing and have fun while doing it losing does not affect you or make you mad, you might get sad and all but, you are still happy you have to play. In addition, people should look up to those kinds of people because the more you fail the more you learn. The simple things in life are some of the most important things because the more and more you win or lose help you in different ways. As if you win, you will be happy and if you lose, you will be sad but by winning you are just saying “yeah next week we better play the same or im going to be mad” and that is not good. By losing, your saying “alright we need to practice and get better and come back for a win next week and show we got skill. Moreover, never get frustrated.


So all of the reasons and examples I have given are all a big part to show that winning is not everything and losing is not the worst. So all im trying to get to you is that winning is good but has its bad sides and losing is ok but it has its better and worse sides so be careful. In addition, do not get frustrated for nothing.

Holistic Score:

This response demonstrates proficient success with the persuasive writing task. For the most part, the essay:

focuses on a clear and reasonable position shows effective organization, with transitions offers thoughtful ideas and reasons supports a position competently, using convincing, well-elaborated reasons and evidence exhibits sufficient control of written language

Analytic Feedback for Your Essay: Our system has analyzed this essay for five important writing traits:

Content and Development Focus and Organization Effective Sentences Word Choice Grammar, Usage, and Mechanics

Study the statements that describe each trait to help improve the student's writing.

Content and Development

Your essay shows competent ability for this trait. For the most part, the essay: uses some meaningful and thoughtful ideas elaborates and supports some ideas with a mixture of general and specific details, reasons,

explanations, and/or examples

Focus and Organization

Your essay shows competent ability for this trait. For the most part, the essay: addresses the prompt, but may include minor digressions shows some awareness of audience displays effective organization and transitions, with minor lapses demonstrates general unity and completeness

Effective Sentences

Your essay shows competent ability for this trait. For the most part, the essay: generally forms sentences correctly but with occasional errors demonstrates sentence quality with few, if any, awkward sentences displays some variety in sentence types, lengths, structures, and beginnings displays some fluency

Word Choice

Your essay shows competent ability for this trait. For the most part, the essay:


uses words that are generally appropriate to audience and purpose uses some words that are precise and accurate may use figurative language and imagery somewhat effectively

Grammar, Usage, and Mechanics

Your essay shows limited ability for this trait. For the most part, the essay: demonstrates limited command of language conventions, with significant errors exhibits limited command of spelling, punctuation, and capitalization, with significant errors

Go To Section: Grade 9 : Collection 6 Summative Test

DIRECTIONS This test asks you to use the skills and strategies you have learned in this collection. Read this essay, “The Little

Vocabulary Skills: Choose the word or words that best completes each item.


Lizard’s Sorrow,” and then answer questions 1 through 10.

The Little Lizard’s SorrowMai Vo-Dinh

There is in Vietnam a certain species of small lizard only three inches long with webbed feet and a short, round head. They are often seen indoors, running swiftly upside down on the ceiling or along the walls, emitting little snapping cries that sound like “Tssst . . . tssst!” Suppose that you drop an egg on the kitchen floor; the kind of sound you would make then, with the tip of your tongue between your teeth, is like the cry of these harmless, funny little lizards. Sounds of mild sorrow, of genuine shock but somehow humorous regret that seem to say, “Oh, if only I had been . . . If only I had known . . . Oh, what a pity, what a pity . . . Tssst! Tssst!”There was once a very rich man whose house was immense and filled with treasures. His land was so extensive that, as the Vietnamese say, “Cranes fly over it with outstretched wings,” for cranes only do so over very long distances. Wealth breeding vanity, one of the rich man’s greatest pleasures was beating other rich men at a game he himself had invented. One player would announce one of his rare possessions, the other would counter the challenge by saying that he, too—if he really did—owned such a treasure. “A stable of fifty buffalos,” one man would say. The other would reply, “Yes, I also have fifty of them.” It was then his turn to announce, “I sleep in an all-teak bed encrusted with mother-of-pearl.” The first player would lose if he slept on cherry planks!One day, a stranger came to the rich man’s house. Judging from his appearance, the gatekeeper did not doubt that the visitor was a madman. He wanted, he said, to play the famous game with the mansion’s master. Yet dressed in clothes that looked as if they had been mended hundreds of times, and wearing broken straw sandals, the stranger appeared to be anything but a wealthy man. Moreover, his face was gaunt and pale as if he had not had a good meal in days. But there was such proud, quiet dignity to the stranger that the servant did not dare shut the gates in his face. Instead, he meekly went to inform his master of the unlikely visitor’s presence. Intrigued, the man ordered that the pauper be ushered in.

1. Which word has connotations closest to those of chortle?

A sound

B whisper

C speech

D laugh

Correct Answer: DII.2Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

2. If an animal appears gaunt, its bones show through; a person who appears gaunt would be someone who is probably —

A hungry

B robust

C strong

D inhuman

Correct Answer: AII.1Define unknown words through context clues and the author’s use of comparison, contrast and cause and effect.

3. Literally the word deigned means “thought of as beneath one’s dignity.” When someone has deigned to act a certain way, that person has —

A collapsed

B condescended

C cooperated

D contemplated

Correct Answer: BII.3Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes, idioms and puns.

4. Suppose you are writing an essay about someone who acted with malice. You don’t want to overuse the word, so you


Trying to conceal his curiosity and surprise, the rich man offered his visitor the very best chair and served him hot, perfumed tea.“Well, stranger, is it true that you have deigned to come here to play a game of riches with me?” he began inquiringly.The visitor was apparently unimpressed by the rich surroundings, giving them only a passing, casual look. Perfectly at ease, sipping his tea from the rare porcelain cup, he answered in a quiet though self-assured voice, “Yes, sir, that is if you, too, so wish.”“Naturally, naturally,” the rich man raised his hand in a sweeping motion. “But, may I ask, with your permission, where you reside and what is your honorable occupation?”The stranger gave a little chortle, visibly amused. “Sir, would you gain any to know about these? I came here simply to play your game; only, I have two conditions, if you are so generous as to allow them.”“By all means! Pray, tell me what they are,” the rich man readily inquired.The visitor sat farther back on the brocaded chair, his voice soft and confidential. “Well, here they are. A game is no fun if the winner does not win anything and the loser does not lose anything. Therefore I would suggest that if I win I would take everything in your possession—your lands, your stables, your servants, your house and everything contained in it. But if you win—” Here the stranger paused, his eyes narrowed ever so slightly, full of humorous malice, “If you win, you would become the owner of everything that belongs to me.” The stranger paused again. “And what belongs to me, sir, you will have no idea of. I am one of the most fortunate men alive, sir . . . . And besides that,” he added with a knowing look, “I would remain in this house to serve you as a domestic the rest of my life.”For a long moment the rich man sat back in silence. Another long moment went by, then the rich man spoke: “That’s agreed. But, please, tell me your other condition.” Eyes dreamy, the stranger looked out of the window. “My second condition, sir, is not so much a condition as a request. I hope you would not mind giving me, a visitor, an edge over you. May I be allowed to ask the first question?”The rich man thought for a long second, then said, “That is also agreed. Let’s begin.”

use another that has similar connotations, such as —

A sympathy

B interest

C spite

D kindness

Correct Answer: CII.2Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

5. The word interrupted contains the prefix inter– and the Latin root –rupt–. If you know that inter– means “between,” then the word root –rupt– probably means —

A opinion

B rule

C break

D knowledge

Correct Answer: CII.5Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

Comprehension: Choose the best answer to each of the following items.6. In this story the truth about the wanderer is that he —

A was a lizard that had been transformed into a rich man

B was a wise and clever man who was also generous

C was a crane that protected the lands of the rich man

D cannot win a game invented by the rich man

Correct Answer: BV.3Identify ways in which authors use conflicts, parallel plots and subplots


“Do I really understand that you have agreed to both my conditions?” the stranger asked thoughtfully.Something in this visitor’s manner and voice hurt the rich man’s pride. He was ready to stake out his very life on this game that he himself had created. There was no way out. “Yes,” he said. “Yes, indeed I have. Now tell me, please, what do you have that I have not got?” The stranger smiled. Reaching to his feet, he took up his traveling bag, a coarse cotton square tied together by the four ends. Opening it up slowly, ceremoniously, he took out an object and handed it to his host without a word. It was an empty half of a coconut shell, old and chipped, the kind poor people use as a container to drink water from.“A coconut-shell cup!” the rich man exclaimed. One could not know whether he was merely amused or completely shattered.“Yes, sir, a coconut-shell cup. A chipped shell cup. I use it to drink from on my wanderings. I am a wanderer,” the visitor said quietly.Holding the shell between his thumb and his forefinger and looking as if he had never seen such an object before, the rich man interrupted, “But, but you don’t mean that I do not have a thing like this?”“No, sir, you have not. How could you?” the stranger replied.Turning the residence upside down, the man and his servants discovered odds and ends of one thousand and one kinds, but they were unable to produce a drinking cup made from a coconut shell. In the servants’ quarters, however, they found a few such utensils, but they were all brand new, not chipped. One could imagine that the servants of such a wealthy man would not deign to drink from a chipped cup. Even a beggar would throw it away . . . .“You see, sir,” the stranger said to the rich man once they were again seated across the tea table, “you see, I am a wanderer, as I have said. I am a free man. This cup here is several years old and my only possession besides these poor clothes I have on. If you do not think me too immodest, I would venture that I treasure it more than you do all your collections of fine china. But, from this day, I am the owner and lone master of all that belongs to you . . . .”Having taken possession of the rich man’s land, houses, herds and all other treasures, the

in literary texts.7. What is the relationship between the lizard and the rich man?

A The rich man laughs like a lizard whenever he wins a game.

B After his death the rich man becomes the lizard.

C The lizard turns into a rich man when it sips from a coconut-shell cup.

D By listening to the rich man, the lizard learns to say “Tssst, tssst.”

Correct Answer: BV.1Identify and explain an author’s use of direct and indirect characterization, and ways in which characters reveal traits about themselves, including dialect, dramatic monologues and soliloquies.

8. The rich man most enjoys himself when he —

A wins at a game he invented

B feeds the hungry

C watches cranes fly

D surveys his vast land holdings

Correct Answer: AV.3Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

9. What challenge does the wanderer suggest to the rich man?

A Whoever loses the game gives up his most prized possession.

B The first one to find a chipped coconut-shell cup wins the game.

C The first one to ask a question loses the game.

D Whoever wins the game gives up all his possessions.

Correct Answer: DV.3Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

10. What is the outcome of the challenge between the wanderer


stranger began to give them away to the poor and needy people. Then, one day, taking up his old cotton bag, he left the village and no one ever saw him again.As for the dispossessed rich man, it is believed that he died of grief and regret and was transformed into this small lizard. Curiously, one sees him scurrying about only indoors. Running up and down the walls, crossing the ceiling, staring at people and furniture, he never stops his “Tssst, tssst.” Vietnamese children, in particular, are very fond of him for he looks so harassed, so funny.But, oh, such sorrow, such regret, such self-pity. “The Little Lizard’s Sorrow” from The Toad Is the Emperor’s Uncle, Animal Folktales from Vietnam by Mai Vo-Dinh. Reproduced by permission of the author.

and rich man?

A The rich man turns the wanderer into a lizard.

B The wanderer wins because of his cleverness.

C The wanderer loses because he is unlucky.

D The rich man cheats and then is found out.

Correct Answer: BV.3Identify ways in which authors use conflicts, parallel plots and subplots in literary texts.

The remaining sections of this test are available in Holt Assessment: Literature, Reading, and Vocabulary and on the One-Stop Planner.

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Go To Section: Grade 9 : Collection 6 Diagnostic Test

DIRECTIONS Choose the best answer to each of the following items.

1. Which of the following elements would probably not be used as a symbol?

A Place

B Object

C Idea

D Person

Correct Answer: CV.10Explain how authors use symbols to create broader meanings.

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2. Which statement about symbols is false?

A They appear in everyday life as well as in literature.

B They can be interpreted differently by readers.

C They may have multiple meanings.

D Their only purpose in a literary work is to stand for something else.

Correct Answer: DV.10Explain how authors use symbols to create broader meanings.

3. When readers interpret the meaning of a symbol, they most often —

A summarize a story

B analyze the author’s writing style

C examine the context in which the symbol appears

D compare and contrast characters

Correct Answer: CV.10Explain how authors use symbols to create broader meanings.

4. A story’s theme consists of —

A a central idea, or insight, about life

B the events of the plot and the order in which they occur

C the time and place of the action

D a subject, or topic

Correct Answer: AV.5Interpret universal themes across different works by the same author and different authors.

5. What is imagery?

A Language that appeals to the senses

B A type of poem

C The atmosphere of a literary work

D Words or phrases that an author uses repeatedly


Correct Answer: AV.9Analyze ways in which the author conveys mood and tone through word choice, figurative language and syntax.

6. What would be the best way to understand an author’s views about a subject?

A Examine other authors’ opinions about the subject.

B Read a variety of articles by the author on the subject.

C Analyze the first work the author wrote about the subject.

D Learn about the author’s personal life.

Correct Answer: BV.4Evaluate the point of view used in a literary text.

7. An author’s purpose is —

A the main idea of a work

B the structure of a text

C his or her attitude toward a subject

D his or her reasons for writing a work

Correct Answer: DIV.1Identify and understand organizational patterns (e.g., cause-effect, problem-solution) and techniques, including repetition of ideas, syntax and word choice, that authors use to accomplish their purpose and reach their intended audience.

8. Which of the following strategies would be most useful if you were having trouble understanding a nonfiction text?

A Making predictions

B Visualizing

C Paraphrasing

D Comparing and contrasting

Correct Answer: C


III.1Apply reading comprehension strategies.

9. A word’s connotations are —

A the feelings associated with the word

B the contexts that the word is used in

C other related words

D the definitions of the word

Correct Answer: AII.2Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and infer word meanings from these relationships.

10. Which of the following words contains the same root as the word reduction?

A replace

B production

C emotion

D dull

Correct Answer: BII.5Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies).

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