SETTING CREATIVE ARTS EXAM PAPERS: DRAMA

Lead Teacher training 21 February 2014

THEATRE IN SCHOOLS

Theatre is a ScienceTheatre is MathematicalTheatre is a Foreign LanguageTheatre is Physical EducationTheatre is HistoryTheatre is BusinessTheatre is Technology

THEATRE IN SCHOOLS

Theatre is taught in schoolNot because you are expected to major in TheatreNor because you are expected to perform all through lifeNot so you can relaxNot so you can have funBUTSo you will recognise BeautySo you will be sensitive

THEATRE IN SCHOOLS

So you will have more loveMore compassionMore gentlenessMore goodIn short, more Life.

Of what value will it be to make a prosperous livingUnless you know how to live?That is why theatre is taught in our schools

SUMMATIVE ASSESSMENT

Assessment of learningKey purpose is to

determine and report on attainment of skills, content and concepts at a given time

STEP 1: START WITH CONTENT, CONCEPTS & SKILLS IN THE TOPICS

STEP 2: CREATE A FRAMEWORK FOR THE PAPER

Consider the following:

•number of sections to be addressed

•number of questions per section

•cognitive levels to be addressed within each question

•the degrees of difficulty in each section

•number of marks allocated per section

EXAMPLE : divide the paper into two or

more sections

STEP 3: BRAINSTORM DIFFERENT KINDS OF QUESTIONS

WHY?To cater for different learning styles, multiple intelligences, different cognitive levels and different levels of difficulty.

To allow learners to demonstrate different competencies and skills.

A lack of variation may advantage some learners and disadvantage others.

STEP 3: INCLUDE A VARIETY OF QUESTIONS TYPES

Ensure a variety of question types that are appropriate to the content and skills assessed:

•Factual recall questions•Contextual questions – visual, auditory and written texts•Listening activity questions (music)•Practical application questions•Critical evaluation questions•Visual questions•Closed questions•Open-ended questions•Problem solving questions•Creative, explorative questions•Provocative questions•Real-life scenarios

FORMS OF QUESTIONS

True-False, Matching Pairs and Multiple Choice Questions Essay-type questionsPractical application questionsSource-based questions - interpreting visual texts, extracts,

notation, etc.Case studiesListening activity questions (music)Critical evaluation questionsCreative, explorative questionsProvocative questionsReal-life scenariosHypothesis testingOpen-ended questions

COMMON ESSAY STYLE QUESTIONS

Give a Quotation – Discuss Make an Assertion – Discuss Compare and Contrast Outline… Describe … Explain (with examples) … Evaluate … Analyse the advantages... Design a … Critically evaluate…

STEP 4: CONSIDER COGNITIVE LEVELSCOGNITIVE

LEVELS ACTIVITY % OF TASK

LOW Repetitive skills in each art form. 30%

MEDIUM Application of skills.Analysis of artworks. Written assignments requiring comprehension

40%

HIGH Creative work.Synthesis of skills and knowledge into arts works; evaluation of arts works.

30%

• Cater for all learner abilities in the paper• Be aware that taxonomies do not reflect levels of difficulties of the questions

– they merely reflect thinking processes For example, although ‘knowledge’ is at the base of the traditional Bloom’s taxonomy, many learners find recall of knowledge more difficult than evaluation, which is on a higher level

Original Terms New Terms

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

EvaluatingEvaluatingJustifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

AnalysingAnalysingBreaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

ApplyingApplyingUsing information in another familiar situation

Implementing, carrying out, using, executing

UnderstandingUnderstandingExplaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining

RememberingRememberingRecalling information

Recognising, listing, describing, retrieving, naming, finding

BLOOM’S TAXONOMY COLLAPSED INTO THREE COGNITIVE LEVELS

Cogni-tive level

Description Category Description

3 Creativity, analysis, evaluation and problem solving

C Challenging: Application of knowledge to formulate an “original” response in an “unknown” situation

2 Comprehen-sion and application

B Reproducing answers to “similar” but not the “same” questions asked before

1 Conceptual knowledge

A Reproducing the same learnt knowledge. Rote learning

REMEMBERINGThe learner is able to recall, restate and remember learned

information.

Recognising Listing Describing Identifying Retrieving Naming Locating Finding

Can you recall information?

REMEMBERING CONTINUES ListMemoriseRelateShow LocateDistinguishGive exampleReproduceQuoteRepeat LabelRecallKnowGroupReadWriteOutline

• Listen• Group• Choose• Recite• Review• Quote• Record• Match• Select• Underline• Cite• Sort

Recall or recognition of

specific information

Products include:

• Quiz

• Definition

• Fact

• Worksheet

• Test

• Label

• List

• Workbook

• Reproduction

•Vocabulary

QUESTIONS FOR REMEMBERING

What happened after...?How many...?What is...?Who was it that...?Can you name ...?Find the definition of…Describe what happened after…Who spoke to...?Which is true or false...?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

UNDERSTANDINGThe learner grasps the meaning of information by

interpreting and translating what has been learned. InterpretingExemplifyingSummarising InferringParaphrasingClassifyingComparingExplaining

Can you explain ideas or concepts?

UNDERSTANDING CONTINUED

Restate IdentifyDiscussRetellResearchAnnotateTranslateGive examples ofParaphraseReorganiseAssociate

• Describe• Report• Recognise• Review• Observe• Outline• Account for• Interpret• Give main idea• Estimate• Define

Understanding of given information

Products include:

• Recitation

• Summary

• Collection

• Explanation

• Show and tell

• Example

• Quiz

• List

• Label

• Outline

QUESTIONS FOR UNDERSTANDINGCan you explain why…?Can you write in your own words? How would you explain…?Can you write a brief outline...?What do you think could have happened next...?Who do you think...?What was the main idea...?Can you clarify…?Can you illustrate…?Does everyone act in the way that …….. does?

(Pohl, Learning to Think, Thinking to Learn, p. 12)

APPLYING The learner makes use of information in a context

different from the one in which it was learned.

ImplementingCarrying outUsingExecuting

Can you use the information in another familiar situation?

APPLYING CONTINUEDTranslateManipulateExhibitIllustrateCalculateInterpretMakePracticeApplyOperateInterview

• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatise• Construct• Use• Adapt• Draw

Using strategies, concepts, principles and

theories in new situations

Products include:

• Photograph

• Illustration

• Simulation

• Sculpture

• Demonstration

• Presentation

• Interview

• Performance

• Diary

• Journal

QUESTIONS FOR APPLYING

Do you know of another instance where…?

Can you group by characteristics such as…?

Which factors would you change if…?

What questions would you ask of…?

From the information given, can you develop a set of instructions about…?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

ANALYSING

The learner breaks learned information into its parts to best understand that information.

Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating

Can you break information into parts to explore

understandings and relationships?

ANALYSING CONTINUEDDistinguishQuestionAppraiseExperimentInspectExamineProbeSeparateInquireArrangeInvestigateSiftResearchCalculateCriticize

• Compare• Contrast• Survey• Detect• Group• Order• Sequence• Test• Debate• Analyse• Diagram• Relate• Dissect• Categorise• Discriminate

Breaking information down into its component

elements

Products include:

• Graph

• Spreadsheet

• Checklist

• Chart

• Outline

• Survey

• Database

• Mobile

• Abstract

• Report

QUESTIONS FOR ANALYSING

Which events could not have happened?If. ..happened, what might the ending have been?How is...similar to...?What do you see as other possible outcomes?Why did...changes occur?Can you explain what must have happened when...?What are some or the problems of...?Can you distinguish between...?What were some of the motives behind..?What was the turning point?What was the problem with...?

(Pohl, Learning to Think, Thinking to Learn, p. 13)

EVALUATINGThe learner makes decisions based on in-depth reflection,

criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring

Can you justify a decision or course of action?

EVALUATING CONTINUED JudgeRateValidatePredictAssessScoreRevise InferDeterminePrioritiseTell whyCompareEvaluateDefendSelectMeasure

• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticise• Rank• Reject

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:

• Debate

• Panel

• Report

• Evaluation

• Investigation

• Verdict

• Conclusion

•Persuasive speech

QUESTIONS FOR EVALUATING Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are the alternatives? Who will gain and who will loose?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

CREATINGThe learner creates new ideas and information using what has

been previously learned.

Designing Constructing Planning Producing Inventing Devising Making

Can you generate new products, ideas, or ways of viewing things?

CREATING CONTINUEDComposeAssembleOrganiseInventCompileForecastDeviseProposeConstructPlanPrepareDevelopOriginateImagineGenerate

• Formulate• Improve• Act• Predict• Produce• Blend• Set up• Devise• Concoct• Compile

Putting together ideas or elements to develop a original idea or engage

in creative thinking.

Products include:

• Film

• Story

• Project

• Plan

• New game

• Song

• Newspaper

• Media product

• Advertisement

• Painting

QUESTIONS FOR CREATING

Can you design a...to...?Can you see a possible solution to...?If you had access to all resources, how would you deal

with...?Why don't you devise your own way to...?What would happen if ...?How many ways can you...?Can you create new and unusual uses for...?Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

VARIOUS ACTION WORDS AND TYPICAL ANSWERS THAT SHOULD BE GIVEN

Analyse Divide into sections or elements and discuss in full.

Compare Identify the similarities or differences between facts or examine the differences between ideas, facts, viewpoints, etc.

Criticise Point out the good and bad characteristics, and give your own opinion after taking into account all the facts.

Define Give a short and concise definition of a subject or topic.

Describe Name the characteristics of an object or topic. You should do this in a logical, well-structured way.

Discuss Discuss a topic by examining its various aspects. Use a critical approach.

Distinguish Note the differences between two objects or topics.

Evaluate Give your own opinion about a topic, using the criteria as a basis.

Examine Examine and critically discuss a topic in terms of definite criteria or guidelines.

VARIOUS ACTION WORDS AND TYPICAL ANSWERS THAT SHOULD BE GIVEN (cont.)

Explain Explain and clarify to ensure that the reader clearly understands you. Use illustrations, descriptions or simple but logical explanations.

Give Give only the facts without any discussions.

Give an outline Present the information in a brief, logical and systematic manner.

Identify Name the most important characteristics of a topic.

Illustrate Give examples or draw a diagram to clarify a particular topic or subject.

Indicate how Present a premise logically by means of thorough reasoning.

Interpret Explain or give the meaning of an aspect in terms of common concept. Make your explanation practical.

List Give a list of names, facts, items, etc. in a specific order or category.

Name Give names, characteristics, items or facts.

Offer comments

Give a personal opinion on the matter.

Summarise Give the key aspects of a topic.

Step 5: Scaffold questions

COGNITIVE LEVELS

ACTIVITY % OF TASK

LOW LEVEL LOW LEVEL QUESTIONS QUESTIONS

• Accessible to all learners who deserve to pass.

• Repetitive skills in each art form.

30% of marks30% of marks

MEDIUM LEVEL MEDIUM LEVEL QUESTIONS QUESTIONS

• Application of skills• Analysis of artworks in each art form• Written assignments requiring

comprehension.

40% of marks40% of marks

HIGH LEVEL HIGH LEVEL QUESTIONS QUESTIONS

• Creative work• Synthesis of skills and knowledge

into arts works• Evaluation of arts works. In each art

form

30% of marks30% of marks

Learners across the spectrum of ability must be catered for in the paper

SCAFFOLD QUESTIONS

  Accessible to all learners

who deserve to pass 

Accessible to above average

learners

Accessible to the most

capable learners

  EASY MEDIUM DIFFICULTY CHALLENGING

Q1.1Q1.2Q1.3Q1.4

     

Q2.1 Q2.2Q2.3

     

etc.      

Total mark      

Target 30% = 30 marks 40% = 40 marks 30% = 30 marks

STEP 6: TECHNICAL REQUIREMENTS

A messy paper disadvantages the learnersDo not cut and paste – retype if necessaryIllustrations, graphs, photographs, drawings, etc. are clear

enough to ensure good reproduction in the paperQuestions posed in language that is user-friendly Optional questions should be clearly indicatedQuestions should be free from bias (gender, racial,

political, social and cultural)Correct spelling and grammar

TECHNICAL REQUIREMENTS (cont.)

• Cover page with time, subject, grade,maximum marks

• Clarity of instructions to learners

• Correct question numbering

• Numbering in marking memo matches numbering in questions

• Layout is learner-friendly

• High quality illustrations/ diagrams/photographs/ graphs

• Marks clearly indicated & totalling of marks correct

• Allocation of marks on question paper and memo the same

• General appearance and neatness of entire paper (typed) and memo (typed)

• Completed taxonomy and difficulty grid included

EXAMPLE OF A COVER PAGE FOR GRADE 7 ONLY EXAMPLE OF (mark totals are different for each grade) INSTRUCTIONS TO LEARNERS

Instructions to learners1.This paper consists of TWO sections.2.Section A: Drama3.Section B: Music4.There are five questions in each section.5.You must answer all the questions.6.Read your questions carefully before you answer.7.Write neatly and legibly.8.If you make a mistake, cross out the answer and begin again.9.Number all your questions correctly.

DRAMA, MUSICDRAMA, MUSIC

GREENPEACE PRIMARY SCHOOL

CREATIVE ARTSCREATIVE ARTSDRAMA AND MUSIC

GRADE 7TERM 1

50 MARKS: 25 DRAMA + 25 MUSICONE HOUR

CORRECT NUMBERING & MARK ALLOCATION

The easiest way to keep a paper well formatted is to use a table e.g.

QUESTION ONE

Once you have worked in the table you hide the grid lines e.g. QUESTION ONE

1.1 Why is it important to warm up before a drama class? (2)

1.2 Describe TWO voice exercises you would do to ensure clear articulation. (6)

1.3 What is a vocal characterisation? (2)[10]

1.1 Why is it important to warm up before a drama class? (2)

1.2 Describe TWO voice exercises you would do to ensure clear articulation (2)

1.3 What is a vocal characterisation? (2)[10]

TECHNICAL REQUIREMENTS: SOURCES AND CAPTIONS OF EXTRACTS, ART WORKS OR DESIGNS

Acknowledge sources when using quotes

Use indentations or frame the quotation

Be consistent with your captions of extracts, artworks, photographs or designs

CORRECT NUMBERING & MARK ALLOCATION

Question 1

1.11.2 etc.

Indication of expected marksSubsections: ( )Total number of marks for a question: /___/

LANGUAGE AND BIAS

Keep language simpleAvoidance of gender, racial, cultural, urban/rural/regional/provincial bias

Use subject-specific and commonly-used words

Be specific – do not expect candidates to read between the lines

Agreement between words and terms used in questions, diagrams, tables, graphs

Sensitivity to society and avoidance of content which may be offensive

Check translation carefully

Appropriate language register fo

r the Grade

EXAMPLEVusi Ngcobo earns a salary of R10 000 per month. What deductions will be made from his salary?

Expected answer:

PAYE, UIF, Medical Aid, PensionAnswer provided by a

candidate: Vusi is in a senior position in this business

EXAMPLESA snakes are very poisonous. Illustrate this point by providing two examples.

Expected answer:

Green mamba, Cobra

Answer provided by a candidate:

MEMORANDUM

Set the questions and the marking memorandum at the same time

Consider the appropriate assessment tool

Should you use a traditional marking guideline or rubrics or both?

Is the memo accurate?

Does it cater for alternative answers?

Rubrics work well for open-ended or divergent questions

MEMORANDUM

• A memorandum should be open-minded and cater for diverse, well-reasoned, motivated answers.

• Answer your own paper in the memorandum to make sure that the questions have been asked clearly.

• The exam is also an important teaching medium.

• Make detailed notes when marking to use as feedback.

• Learners often wish to discuss an artwork used in an exam – this leads to spontaneous learning. It is not just about marks!

STEP 8: TIME ALLOCATION

To be tested by the examiner

Instructions to be specific

STEP 9: MODERATION, REFLECTION & QUALITY CONTROL

INTERNAL EXAM MODERATION

• Are the papers fair and properly structured?

• Do they address the topics?

• Are there open-ended questions in the papers catering for a variety of responses?

• Do the papers create a culture of success & a belief that all can achieve?

MODERATION

• Stand up to scrutiny and criticism.

• Internally moderated by a HoD or senior teacher.

• It must be someone who has knowledge of norms and standards of exam papers. It is a teacher’s responsibility to be internally moderated. Must request it or report it if not occurring.

• District officials will moderate how internal moderation has occurred.

• Topical & relevant to learners of today.

• Not be set at the lowest perceived level.

• Positively influence teaching & learning.

• Address the topics and be CAPS compliant.

• Create a culture of success & a belief that everyone can achieve.CA SP LT TRAINING FEB 2014\EXAMS_MODERATION CHECKLIST.docx

STEP 8: ELECTRONIC MARK SHEETS - CEMIS

All senior grade Creative Arts marks will be captured on this mark sheet

Each learner is required to do TWO different art forms which each have equal weighting each term

There are suggested totals for mark allocations per gradeThese are the minimum marks that can be entered each

termThe mark total could be much higher All marks entered must have evidence of how they were

achievedRecording Mark Sheet 2014.doc

WEIGHTING

The weighting between the practical and the theory must be adhered to each term

TERM 1 - 3The practical and theory have equal weightingThese are SBA marks and count for 40% of the year mark

TERM 4The practical is double the theory in weightingThese are examination marks and count for 60% of the year mark

LET’S EXPLORE SOME PRACTICAL EXAMPLES

Exams questions.pdf

THE ENDTHE END

QUESTIONS / DISCUSSIONQUESTIONS / DISCUSSION

THANK YOU!