Models for Assessment Part 1
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The document discusses models for assessing Jewish studies. It begins by outlining various goals for testing, such as clarifying learning objectives and improving student learning. It then differentiates between summative and formative assessment. The rest of the document provides detailed examples of defining learning goals and skills for Chumash study at different grade levels, as well as samples of how to write and grade tests to assess those skills.
Models for Assessment Part 1
- 2. Models of Assessment for Jewish Studies – Part I Rabbi Eli Kohn, The Lookstein Center
- 3. Goals of the Series:
- 4. Clarify your goals for testing
- 5. 2. Define more exactly what you want to test
- 6. 3 . Acquire skills in writing, grading and analyzing the results of a test
- 7. 4. Vary the repertoire of questions you give in your tests and assessments
- 8. 5. Examine alternative methods of assessment and in particular the assessment rubric.
- 9. Firstly, we have to ask ourselves the question, why are we testing at all?
- 10. Participants weigh in Determining the level of understanding of content Student retainment Self evaluation – how well did we teach Students to know what they know themselves How well they are acquiring their skills I teach Identify gaps in knowledge base Mandated review – how to modify teaching based on results
- 11. Why Test? To determine whether students have acquired specific knowledge or skills To provide data to assist in decision making To communicate with parents To improve learning To assess and improve teaching effectiveness To assess and improve the effectiveness of curriculum programs
- 12. Summative and Formative Assessment First point - our basic assumption in these lectures: main aim of the test is a tool for improving student learning and teaching (Formative).
- 13. If so, what is it that we want to test? (second outcome)
- 14. Sample Grade 3 Chumash Test How old was Yitzchak when he married Rivka? 2. Who was (a) Rivka’s father (b) Rivka’s brother 3. What was Yitzchak and Rivka davening for? 4. Who said to who, “If so, why should I exist? 5. Who said to who, “And the older will serve the younger.”? 6. About whom is it said, “ for she is barren.”
- 16. Examples of knowledge in Chumash… Examples of skills in Chumash… Examples of values in Chumash…
- 17. Our second point, the criteria of a good or bad test is based on whether it achieves the purpose you set for it .
- 18. Defining what you want to test -The importance of a detailed Syllabus If the emphasis is on knowledge - have I defined clearly what knowledge I wished to teach in the first place? 2. If the emphasis is on skills - have I defined clearly what skills I wished to teach in the first place? 3. If the emphasis is on values - have I defined clearly what values I wished to teach in the first place?
- 19. Skills-Oriented Goals A. Tanakh Text Reading Skills 2.1 read the Tanakh text fluently and accurately in the original Hebrew text 2.2 identify the Taamei Hamikra 2.3 use the Taamei Hamikra in a detailed way as an aid to reading the pesukim By the end of 12th grade, the student shall be able to…
- 20. B. Tanakh Text Reference Skills 2.4 distinguish between pasuk, perek, parasha, and sefer 2.5 distinguish between a parsha petucha and setuma 2.6 locate a parasha, perek and/or pasuk reference anywhere in the Tanakh 2.7 identify the aliyot, sheni, shlishi etc.
- 21. C. Tanakh Text Comprehension Skills 2.8 read the Tanakh text that has been studied with understanding 2.9 answer questions on the text using the Leshon Hapasuk 2.10 distinguish between Peshat and Drash 2.11 identify apparently superfluous or missing words in the Tanakh text 2.12 differentiate between what is written directly in the Written Torah text and the explanations of the Oral Torah 2.13 research issues and topics in the Tanakh using the Concordance, encyclopedias and the computer 2.14 prepare a number of pesukim of the Tanakh independently
- 22. D. Tanakh Text Grammar Skills 2.15 identify and explain the shoresh or root of a verb in Tanakh 2.16 identify and explain prefixes and suffixes of words in the Tanakh 2.17 identify the Heh Hayedi’a 2.18 identify the Heh Hashe’la 2.19 distinguish between male,female,singular and plural forms 2.20 distinguish between past, present, future and command ( tzivui ) forms 2.21 distinguish between Vav Hahipuch and Vav Hachibur 2.22 distinguish between Ktiv and Kri
- 23. E. Tanakh Commentary Reading Skills 2.23 read a comment of Rashi with fluency and accuracy 2.24 identify Rashei Teivot and key words in Rashi
- 24. F. Tanakh Commentary Reference Skills 2.25 locate basic commentaries such as Rashi, Onkelos and Siftei Chachamim on the Chumash page 2.26 locate a reference ( Dibur Hamatchil ) of a commentary anywhere in the Tanakh
- 25. G. Tanakh Commentary Comprehension Skills 2.27 read a commentary of Rashi with understanding 2.28 anticipate the question of Rashi while studying the Tanakh text 2.29 distinguish between two explanations in Rashi and the reasons for them 2.30 distinguish between a Midrash Agadah and a Midrash Halachah 2.31 compare and contrast the explanations of various commentaries 2.32 identify the approach and style of a particular commentary 2.33 prepare a comment of the commentary independently
- 26. Grade 3 level Chumash Skills By the end of this grade students should be able to: Tanakh Text Reading Skills 2.1 read the Tanakh text fluently and accurately in the original Hebrew text 2.2 identify the Taamei Hamikra (Etnachta, Sof Pasuk) 2.3 use the Taamei Hamikra (Etnachta, Sof Pasuk) as an aid to reading the pesukim
- 27. Tanakh Text Reference Skills 2.4 distinguish between pasuk, perek, parasha, and sefer 2.5 distinguish between a parsha petucha and setuma 2.6 locate a parasha, perek and/or pasuk reference anywhere in the Tanakh 2.7 identify the aliyot, sheni, shlishi etc
- 28. Tanakh Text Comprehension Skills 2.8 read the Tanakh text that has been studied with understanding 2.9 answer questions on the text using the Leshon Hapasuk 2.10 distinguish between Peshat and Drash
- 29. Tanakh Text Grammar Skills 2.15 identify and explain the shoresh or root of a verb that has been studied in Tanakh 2.16 identify and explain prefixes and suffixes of words that has been studied in the Tanakh 2.19 distinguish between male, female, singular and plural forms studied 2.20 distinguish between past, present, and command ( tzivui ) forms studied
- 30. Tanakh Mefarshim Reading Skills 2.23 read a comment of Rashi studied with fluency and accuracy 2.24 identify Rashei Teivot and key words in Rashi studied
- 31. Tanakh Mefarshim Reference Skills 2.25 locate basic Mefarshim such as Rashi, Onkelos and Siftei Chachamim on the Chumash page Tanakh Mefarshim Comprehension Skills 2.27 read a commentary of Rashi studied with understanding
- 32. Grade 9 level Chumash Skills By the end of this grade students should be able to: Tanakh Text Reading Skills 2.1 read the Tanakh text fluently and accurately in the original Hebrew text 2.2 identify the Taamei Hamikra 2.3 use the Taamei Hamikra in a detailed way as an aid to reading the pesukim
- 33. Tanakh Text Reference Skills 2.4 distinguish between pasuk, perek, parasha, and sefer 2.5 distinguish between a parsha petucha and setuma 2.6 locate a parasha, perek and/or pasuk reference anywhere in the Tanakh 2.7 identify the aliyot, sheni, shlishi etc.
- 34. Tanakh Text Comprehension Skills 2.8 read the Tanakh text that has been studied with understanding 2.9 answer questions on the text using the Leshon Hapasuk 2.10 distinguish between Peshat and Drash 2.11 identify apparently superfluous or missing words in the Tanakh text 2.12 differentiate between what is written directly in the Written Torah text and the explanations of the Oral Torah 2.13 research issues and topics in the Tanakh using the Concordance, encyclopedias and the computer 2.14 prepare a number of pesukim of the Tanakh independently
- 35. Tanakh Text Grammar Skills 2.15 identify and explain the shoresh or root of a verb in Tanakh 2.16 identify and explain prefixes and suffixes of words in the Tanakh 2.17 identify the Heh Hayedi’a 2.18 identify the Heh Hashe’la 2.19 distinguish between male,female,singular and plural forms 2.20 distinguish between past, present, future and command ( tzivui ) forms 2.21 distinguish between Vav Hahipuch and Vav Hachibur 2.22 distinguish between Ktiv and Kri
- 36. Tanakh Mefarshim Reading Skills 2.23 read a comment of Rashi with fluency and accuracy 2.24 identify Rashei Teivot and key words in Rashi Tanakh Mefarshim Reference Skills 2.25 locate basic Mefarshim such as Rashi, Onkelos and Siftei Chachamim on the Chumash page 2.26 locate a reference ( Dibur Hamatchil ) of a Mefaresh anywhere in the Tanakh
- 37. Tanakh Mefarshim Comprehension Skills 2.27 read a commentary of Rashi with understanding 2.28 anticipate the question of Rashi whilst studying the Tanakh text 2.29 distinguish between two explanations in Rashi and the reasons for them 2.30 distinguish between a Midrash Agadah and a Midrash Halachah 2.31 compare and contrast the explanations of various Mefarshim 2.32 identify the approach and style of a particular Mefaresh
- 38. How to Write a Test
- 39. Grade 3 Chumash Test
- 40. Grade 3 Chumash Test
- 41. Grade 3 Chumash Test
- 42. Grade 3 Chumash test
- 43. How to mark a test
- 44. The Purpose of Diagnostic testing 1. Clear and accurate measure of each student and class as a whole 2. Method for teacher to correct teaching/testing in the future