vaughan task 4
TRANSCRIPT
B. Scott VaughanTask 4: Developing Multiple Choice Items
.Standard 3 - Design and Technical TheatreThe student will design a variety of technical elements for the theatre. Indicator: T4-3.1 Analyze stories, scripts, and performances to identify essential technical elements.
Standard 4 - DirectingThe student will demonstrate an understanding of the role and responsibilities of the director.Indicator: T4-4.4 Recognize and respond to stage directions.
Standard 5 - ResearchingThe student will use appropriate practices to research and inform his or her understanding of all aspects of theatre.Indicator: T4-5.2 Apply historical and cultural information from various sources (for example, stories, pictures, current events, and electronic media) to theatre activities.
Rationale for Multiple Choice: For this assessment I have decided to use a multiple choice item format. This allows me to cover a number of diverse topics as well as allowing for quick turnaround on feedback to student.
Table of specifications
Content Standard and Ind. Remembering(Knowledge )
Understanding(Comprehension)
High Level (Apply) (Analysis)
Topic Summary
Design and Technical Theatre Indicator: T4-3.1
1 14%
ResearchingIndicator: T4-5.2
1 14%
Directing – Indicator: T4-4.4
1 2 2 71 %
14% 29 % 57% 100%
B. Scott VaughanTask 4: Developing Multiple Choice Items
Standard 3 - Design and Technical TheatreThe student will design a variety of technical elements for the theatre. Indicator: T4-3.1 Analyze stories, scripts, and performances to identify essential technical elements.
Directions: Study the clown makeup application in the pictures below and answer questions 1 and 2. Circle the correct answer. (1 point each)
1. Figure 1 is an example of a (n) _____________ A. grotesque clown. We study this make- up application of exaggerated featuresB. neat white-faced clown. Correct AnswerC. Auguste clown. We study how the colors of Red/Brown make this clown D. character clown. We look at how the makeup application is droopy and dirty looking
2. Figure 2 is an example of a (n) _____________ A. grotesque clown. We study this make- up application of exaggerated featuresB. neat white-faced clown.Makeup in Proportion and normal in sizeC. Auguste clown. We study how the colors of Red/Brown make this clownD. character clown. Correct Answer
Bloom’s thinking skill Analyzing - to distinguish the difference between the applications of clown makeup 2 Guidelines:
1 – Write items in clear and simple language, keeping vocabulary as simple as possible.16 - Verify that each item has one and only one correct answer.
Figure 2Figure 1
B. Scott VaughanTask 4: Developing Multiple Choice Items
Standard 5 - ResearchingThe student will use appropriate practices to research and inform his or her understanding of all aspects of theatre.Indicator: T4-5.2 Apply historical and cultural information from various sources (for example, stories, pictures, current events, and electronic media) to theatre activities.
Directions: Use the images of the following playwrights to answer question 3. Circle the correct answer. (1 point)
3. The correct order for the playwrights above if they were on a time-line is__________.
A. A, D, B, C This is the Reverse orderB. C, B, A, D If student thinks Tennessee Williams is newestC. C, B, D, A Correct AnswerD. B, C, D, A If student thinks Shakespeare is oldest playwright
Bloom’s thinking skill Application – to use the information in a new way in a time-line. 2 Guidelines:
14 – Avoid using “none of these” and “all of the above” as alternatives. 5 – Avoid negative working in the stem.
A B C D
B. Scott VaughanTask 4: Developing Multiple Choice Items
Standard 4 - DirectingThe student will demonstrate an understanding of the role and responsibilities of the director.Indicator: T4-4.4 Recognize and respond to stage directions.
Directions: Use the diagram to answer the questions 4, 5, and 6. Circle the correct answer (1 point each)
Audience
4. Which number on the diagram is standing in the profile position? A. 1 Direction of left foot placementB. 4 Correct AnswerC. 5 Direction of foot placementD. 6 Both feet are the same
Bloom’s thinking skill: Understanding 2 Guidelines:
7 – Avoid providing clues to the correct alterative. 12 – Use alternatives that are approximately the same length.
5. Which numbers are following the correct stage direction for:At USC stand FF, XUSR stand ¼ L
A. 2, 3 Correct AnswerB. 5,6 Downstage Left ¾ RightC. 4,5 SC Stand Pro, XDSL stand ¾ rightD. 6,5 USC stand FF, XDSL
Bloom’s thinking skill Application – interpret the diagram into stage directions and body positions2 Guidelines:
7 – Avoid providing clues to the correct alterative. 12 – Use alternatives that are approximately the same length.
B. Scott VaughanTask 4: Developing Multiple Choice Items
6. The correct stage short-hand for 3 is A. DSR, ¼ L Might get upstage and downstage reversedB. DSL, ¼ R Mix-up between upstage downstage as well as stage right and stage leftC. USR, ¼ L Correct AnswerD. USR, ¼ R If student gets stage left and stage right mixed up
Bloom’s thinking skill Applying – to interpret the stage positions and body positions from the diagram2 Guidelines:
7 – Avoid providing clues to the correct alterative. 12 – Use alternatives that are approximately the same length.
B. Scott VaughanTask 4: Developing Multiple Choice Items
Standard 4 - DirectingThe student will demonstrate an understanding of the role and responsibilities of the director.Indicator: T4-4.4 Recognize and respond to stage directions.
Directions: Circle the correct answer for the following question. (1 point)
7. To write in stage shorthand “cross to upstage end of fireplace” it would be written:A. XU Fireplace Correct AnswerB. ExU Fireplace If student gets exit and cross mixed upC. Fireplace XU If student forgets to write the direction firstD. Fireplace ExU If student forgets to write direction first and mixes exit and cross
Bloom’s thinking skill Knowledge - to identify the correct short-hand 2 Guidelines:
16 – Verify that each item has one and only one correct answer14 - Avoid using “none of these’ and “all of the above” as alternatives
Rubric for Task 4: Developing Multiple Choice Items
Total Possible Points 20
B. Scott VaughanTask 4: Developing Multiple Choice Items
Criteria Scale Weight Total
Test specifications(i.e., table specifies
content, process skills, and percentages of
items by content and process skills)
0Not included
1Test
specifications are included but
missing most of the elements
2Test
specifications are included but missing some
elements
3Test
specifications are included
with all elements clearly
stated.
1
Thinking skill assessed 0Not stated
1Items engage
students primarily in
knowledge or comprehension
thinking skills or skills are not accurately described
2Majority of
items engage students in
higher levels of thinking skills and skills are
accurately described
1
Standards Alignment 0Items aligned
with lower grade-level
standards or not aligned with
any SC standards
1 Items aligned
with the standard content, but not aligned with the
standard cognitive level or some items
not aligned with SC standards
2Items aligned both with the
standard content and with the
standard cognitive level
1
Test and student directions
0Not included
1Test directions provided and
student directions present for some
interpretive exercises in the correct location
2Test directions provided and
student directions
present for each interpretive
exercise in the correct location
1
Interpretive exercise 0No interpretive
exercises included
1Interpretive
exercises may require students to use them to
answer the questions
2Interpretive
exercises require students to use them to
answer the questions
1