Kelli, I'm interested in how you analyzed the Arkansas Benchmark to get the findings you mention below. If someone wanted to analyze their (my!) state test similarly, how would you recommend going about that? Did you use a certain tool to measure the test items? Heather Wall/ 3rd grade/ Georgia NBCT 2005 Literacy: Reading - Language Arts
----- Original Message ---- From: RICHARD THEXTON <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Listserv <[email protected]> Sent: Saturday, December 30, 2006 3:13:41 PM Subject: Re: [MOSAIC] when comprehension strategies become the reason forreading. . . I struggle with teaching for the sake of the test, but in a recent item analysis myself and fellow lit coaches did on the Arkansas Benchmark, 85% of the test items were on the high end of Bloom's taxonomy. Only 15% of the test items asked students to literally retell an event from the text. That means 85% of the questions were asking students to use those strategies...infer, predict, connect, answer questions that weren't directly answered in the text. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
