Scoring and evaluation
Scoring procedures
In most cases, test results are represented in terms of numerical. These consist of raw scores, standard scores, and percentile scores. The teacher needs to identify and understand the scoring system used to interpret scores as required.
Raw scores; These scores are an example of results that have not been adjusted in any way. They are mostly the original results that a student has scored. In most cases, the raw score represents only the correctly answered items. For instance in the case of mental health or a merit test. However, there is some test that has no right or wrong answers. They include work values or personality questions. One will not get much information in raw scores therefore they may not be reliable in most cases. It is important to compare other people’s results to evaluate where the context lies (Kwon, M.2019).
Standard scores; standard scores represent converted raw scores. It shows more elaborate information on what a person has scored as compared to a reference group. An example of this is if a scoreline is at an average of 50% and a person scores a figure more than the average then their score is above average. If in another person scores less than the average then the score is below average. Standard scores include two score distribution; these are mean score and standard deviation. The mean score is mostly used in the measurement of central tendency in arithmetic form. A mean number is normally assigned by the test providers which represent the mean score once it is converted from raw scores into standard scores. In the case of standard deviation, it presents a commonly used variable. It is used in describing score allocation in the mean scores. Standard deviation enables the distribution of mean scores (Kwon, M.2019).
Percentile score; percentile score is another form of the converted raw score. Conversion of raw scores is done to numbers representing the per cent of individuals in the group scoring below the stipulated score. For instance, if an individual scores 70% of the total score, it represents a higher score. However, a 50% score represents the median which is the middle distribution of the score. Percentile score represents the percentage of units of individual’s scores within a reference group. Percentile units enable the comparison of an individual’s scores in a reference group. A teacher can evaluate and assess each individual using the percentile distribution of scores (Kwon, M.2019).
Analysis of writing
- Demonstration of effective analysis of text and skilful writing
It effectively outlines parts of the task to demonstrate a clear view of the texts. There is defined organizational structure and focus on tasks with clear ideas and opinions, the introduction of an article body structure development, and conclusion. However, it consists of proper analysis, skilful use of idea transition within categories supporting information. There is the effective use of proper language, specific vocabularies, and clear sentence structure. There is a use of significant referencing of ideas and essential details in the text. Few errors are noticed in the text or sentence structures. These include; punctuations, capitalization, grammar ( Peacock, C 2017).
- Demonstration of an adequate analysis of text and appropriate writing
The text addresses all parts of the assigned task to provide important understanding. There is a proper structure of sentences sticking to the assigned task. There is a clear usage of language according to the task assigned. The information presented is sufficient and accurate and directly pointed towards the text. However, there may be the presence of some errors in grammar, sentence structure, punctuation, and capitalization among others. These errors in most cases interfere with the meaning of the sentence ( Peacock, C 2017).
- Demonstration of unclear text and inconsistent writing.
There is inconsistency in addressing parts of the assigned task. This shows a poor understanding of what is required in the text. The text has poor organization difficult to understand. The referencing to ideas is limited or incorrect, providing inefficient details of the information. Errors are multiple in sentence structures, grammar usage, spelling, capitalization ( Peacock, C 2017).
- Demonstration of the minimal analysis of the text.
There is minimal addressing of information regarding the task assigned. This shows a poor understanding of the text. Poor organizational structure with no evidence the focuses the goals of the outlined task. Insufficient references to support the ideas and details outlined. It is limited or no use of language that is accepted. The type of text is prone to errors of grammar, spelling, sentence structure, and capitalization (Peacock, C 2017).
Overall evaluation
One of the most significant findings in overall evaluation is the alignment of tests. Tests and tasks can achieve all the objectives and goals targeted. Most students will score above average of the total score in a given test. Students will always perform equally in all parts of a test. It is because they are normally prepared to tackle the test before the test commences (Peacock, C 2017).
Recommendations based on students’ performance
Teachers need to increase ELL students in English language and peer interaction. It is recommended this should be done since it will help students to verbally demonstrate and exploit their language abilities in classroom environments. Teachers should also assess the students’ language and academic structures. Students sometimes experience difficulty in vocabularies and phrases and will need the teacher’s assistance in handling such cases.
Students should be taught the English language vocabularies and structures. Doing this helps them identify, learn and present academic tasks correctly. Teachers play a critical part in supporting language and vocabulary structures. Therefore they help students learn how languages and vocabulary work. Teachers should build on ELL background to enhance comprehensive learning. Parents need also to be involved in ELL to be informed. There should be increased writing opportunities for students.
Reference
Kwon, M. (2019). Preservice Teachers’ Scoring Rubric Development To Assess Conceptual Understanding In Mathematics. ICERI2019 Proceedings. doi:10.21125/iceri.2019.2114
Peacock, C. (2017). The Writing Process: An Analysis. Teaching Writing, 24-36. doi:10.4324/9781351236348-3