Megan Anderson

Performance Assessment Items:

Objectives:
1.) Students will be able to name the types of figurative language in a sentence or phrase.
2.) Students will be able to recognize and label figurative language when it is read or
heard.
Georgia Standards of Excellence (GSE):
ELAGSE5L5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
ELAGSE5L5a: Interpret figurative language, including similes and metaphors, in context.

Task #1:
Create Your Own Comic Strip: (Apply and Create, Factual knowledge)
You will use your creativity to create a comic strip using the seven types of figurative
language (simile, metaphor, idiom, hyperbole, personification, onomatopoeia, and alliteration).
Before you begin, review the seven types of figurative language. For this assignment, you must:
Give an example of each of the seven main types of figurative language.
Provide specific dialogue between at least two characters using figurative
language.
You must create images that correctly correlate with each of your examples.
You will use www.makebeliefscomix.com to create your comic strip.
Review the Rubric below.
Rubric:
https://docs.google.com/document/d/1XL2OFhXUPr_57vHbsB2gg2vCFsoceC2umyqfiFLZKYY/
edit?usp=sharing

Objectives:
 Megan Anderson

1.) Students will be able to name the types of figurative language in a sentence or phrase.
2.) Students will be able to recognize and label figurative language when it is read or
heard.
Georgia Standards of Excellence (GSE):
ELAGSE5L5: Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
ELAGSE5L5a: Interpret figurative language, including similes and metaphors, in context.

Task #2:
Create Your Own PowerPoint (Create and Apply, Factual knowledge)
For this assignment, you and your partner will create a PowerPoint demonstrating your
understanding of the seven main types of figurative language (simile, metaphor, personification,
idiom, hyperbole, alliteration, and onomatopoeia). Your instructions are as follows:
Write the definition of each of the seven types of figurative language.
Provide two unique and creative examples of each of the seven types of
figurative language.
Use images throughout your PowerPoint to make your presentation attractive to
the audience.
Review the Rubric below.
Rubric:
https://docs.google.com/document/d/1JwXqhQDy6_KZK1QURnXwjMFyPuCm17N-9KmIxZVrOk
Q/edit?usp=sharing

Objectives:
 Megan Anderson

Students will be able to demonstrate their understanding of the functions of prepositions in the
English language.

ELAGGSE5L1: Demonstrate command of the conventions of Standard English grammar

and usage when writing or speaking. a. Explain the function of conjunctions,
prepositions, and interjections in general and their function in particular sentences.

Task #3:
Create Treasure Map Directions:
For this assignment, your will create treasure map directions leading you to a secret
treasure. You must be as creative and imaginative as possible! You can use mythological
creatures, mountains, oceans, or any made up obstacle to get to the treasure. For this activity
you must:
First, at the top of your paper, define a preposition.
As your create your directions, dont forget to circle your prepositions and
underline the entire prepositional phrase.

For example: The troll jumped on of the bridge!

You must use at least twelve steps in your directions to the treasure.
When you are finished, draw the map with all of the obstacles you wrote about.
 Megan Anderson

Improving Item Reliability:

Reliability is defined as the degree to which students scores are consistent over
the repetition of a specific assessment or objective. As each individual student completes a
performance assessment, they will show exactly how they can apply their knowledge of a
specific content. To improve item reliability, a teacher can test and retest these particular skills
to ensure content has been learned and applied. The teacher will also alternate tasks to ensure
that the students are successful at producing the knowledge being assessed. The teacher will
also use a subject matter expert as a resource to analyze and determine whether or not the
skills match the objectives for the activity. A rubric will also be presented before the task is set in
motion. The rubric will be reviewed before the assessment takes place, to ensure the student
understands of what skills they are expected to perform to meet their objectives. The teacher
will organize the rubric so that each scoring group matches the content and process of the
curriculum. Training of students at understanding the rubric will be administered before the
students begin, to ensure success. The teacher may also allow more than one person rate the
performance of a student at a specific task to ensure item reliability.

Improving Item Validity:

Validity is soundness of the teachers interpretation and uses of the assessment
results of the students (Brookhart & Nitko, 2014, pg. 37). General scoring rubrics will be used to
improve scoring consistency as well as validity. Rubrics will be used to clarify the standards of
achievement that will be used with the students. A subject matter expert or a group of English
Language Arts teachers should assess the assignments to determine whether or not the
assessments align with the objectives perfectly. It is extremely important that the teacher use
the results to determine whether or not the objectives have been fulfilled. Determining how to
use the results of the assessments is also important for improving validity. The teacher must
determine what will follow after a student shows successful completion or incompletion of a set
of objectives.

Differentiation of Instruction:
Differentiated Instruction means that instructional practices and assessments are altered
to meet the needs, motivation, and the level of ability that each student has. When differentiated
instruction is provided, each child has the opportunity for success. Whether it is extensions, for
students with accelerated learning, or modifications, for students with lower abilities, students
needs should always be met. Allowing students to work with a partner (same-level or mixed
ability) will allow the students to learn from their peers, review material, and teach each other
the content. Allowing students to collaborate will assist them during instruction. Rubrics and
directions will need to be read aloud for students with disabilities, SPED students, and ESOL
students. Modeling examples of what is expected when they have completed their assessment
would also provide students with appropriate accommodations to ensure their success at
reaching their learning goal.
Improving Student Learning:
Students learning are improved through differentiation, peer review, and engagement.
Providing assessments that are engaging to the students is essential to succeed in effectively
 Megan Anderson

improving their learning. The objectives seem less intimidating than state standards, providing a
more relaxed and easily comprehensible goal that the students can aim for. As the students
complete the assessments, whether with a group or working individually, the teacher can
circulate the classroom and correct any misconceptions about the material or assignment. It is
important, however, to remember to allow the assignment to be student-led, otherwise the
teacher will not effectively know what the student can do.

Improving Future Assessments:

To improve future assessments, a teacher will need to analyze the data received from
how well the students were able to meet the objectives. The teacher must analyze what the
strengths and weaknesses were regarding the assignment. Providing a clear, simple model of
expectation for the students would help them realize what exactly they are intended to learn,
allowing them to be prepared for the next assessment. The teachers instruction should be
analyzed as well, regarding how well the students did at meeting their learning goals. Even the
assessments themselves should be evaluated to determine their effectiveness in measuring the
objectives in the particular curriculum. Speaking with other English Language Arts teachers will
allow the teacher to address different parts of an assessment that were not as reliable or valid
as it should be.