Reflection: Teacher Designed ELA 9 Reading, Writing, and Grammar Benchmark Assessment - Section 3: Learning Activity


Open Response:

Only four out of fourteen students who took the test attempted to write an open response.  Out of the four that did, two wrote a short summary versus and open response answer.  I interpret this lack of attempt as partial not knowing how to write an open response and part resistance to writing in general.  I will focus on building their writing skills by integrating short writing assignments into their daily lessons and by giving them the tools and understanding of how to write a proper open response answer.  

 Grammar Assessment:

A majority of students demonstrated a lack of understanding in the proper use of:

  • Subject-verb agreement
  • Tense consistency
  • Headings and
  • Punctuation

Reading Comprehension:

The majority of students got half of the comprehension questions correct as well as answering correctly the main idea questions from the short passages.  Areas of need include inference, figurative language, and purpose.

What I was impressed with were students' willingness to try and answer all the questions. Most students worked until the end of the class and those who didn't felt like they "just did not get it."  How to answer an open response question will need to be reviewed and practice before the end of Unit Assessement.

  Anaylizing the Assessment
  Anaylizing the Assessment
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Teacher Designed ELA 9 Reading, Writing, and Grammar Benchmark Assessment

Unit 1: Establishing a Classroom Culture
Lesson 3 of 3

Objective: SWBAT demonstrate their prior knowledge of ELA 9 ongoing Priority Standards by completing a teacher made Benchmark Assessment.

Big Idea: Teachers must analyze and understand the academic strengths and needs of their students in order to plan lesson and assessments for the year.

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