Britney L.

Pardue
ED 507: Principles of Developing and Interpreting Assessment
Topic 8: Summative Assessment

I. ASSESSMENT MATRIX

BLOOM’S CCSS.ELA- CCSS.ELA- CCSS.ELA-

TOTAL
LEVEL LITERACY.RL.9-10.1 LITERACY.RL.9-10.2 LITERACY.L.9-10.4.A

Remember 7 (8, 9, 10, 11, 12, 13,

4 (1, 2, 6, 7) 0 11
Understand 14)

Apply 3 (4, 5, 16) 4 (3, 15, 18, 19) 1 (17) 8

Analyze

Evaluate 3 (20, 21, 23) 3 (22, 24, 25) 0 6

Create

Total 10 7 8 25

II. Objectives and Measurement Documentation

1: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to recall what is explicitly
said in the text with 90% accuracy.
Measurement: True/False
The woman and the man are having an argument. TRUE

2: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to draw inferences from
the text with 80% accuracy.
Measurement: True/False
The woman and the man come to a mutual agreement. FALSE

3: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to summarize the theme
or central idea of a text with with 80% accuracy.
Measurement: True/False
The poem is trying to convince us that the earth is flat. FALSE
4: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to draw inferences from
the text with 80% accuracy.
Measurement: True/False
The conversation between the woman and the man is very respectful. FALSE

5: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to draw inferences from
the text with 80% accuracy.
Measurement: True/False
The earth is flat. FALSE

6: Remembering/Understanding
Standard:CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to recall what is explicitly
said in the text with 90% accuracy.
Measurement: True/False
The author of this poem is Wendy Cope. TRUE

7: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to recall what is explicitly
said in the text with 90% accuracy.
Measurement: True/False
The title of this poem is She tells Him. FALSE

8: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
In altercations fierce and long, she tries her best to prove him wrong.
a. boring
b. aggressive
c. detailed
d. intellectual

9: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
In altercations fierce and long, she tries her best to prove him wrong.
 a. arguments
b. chats
c. changes
d. conversations

10: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
She cannot win. He stands his ground.
a. doesn’t falter
b. stomps his feet
c. stands up
d. walks around

11: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
He calls her arguments unsound.
a. too loud
b. too quiet
c. engaging
d. incorrect

12: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
He tells her that the earth is flat.
a. shares with
b. suggests to
c. hints to
d. explains to

13: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
He calls her arguments unsound.
a. reasoning
 b. voice
c. essay
d. yells

14: Remembering/Understanding
Standard: CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Equivalency
She tries her best to prove him wrong.
a. make him look stupid
b. hurt his feelings
c. show he is incorrect
d. demonstrate she is superior

15: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to summarize the theme
or central idea of a text with with 80% accuracy.
Measurement: Multiple Choice – Text Analysis
This poem is going to be included in an anthology of poems with similar themes. What would
be a good title for the book?
a. Poems about Planets
b. Poems about Feminism
c. Poems about Arguments
d. Poems about Winning

16: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to draw inferences from
the text with 80% accuracy.
Measurement: Multiple Choice – Text Analysis
How does he respond to her arguments during their altercation?
a. He tells her that her reasoning is wrong.
b. He tells her to be quieter.
c. He asks her not to yell.
d. all of the above.

17: Apply/Analyze
Standard:CCSS.ELA-LITERACY.L.9-10.4.A Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or
phrase.
Assessment Objective: Upon completion of the unit, the learner will be able to use context to
determine the meaning of a word or phrase with 80% accuracy.
Measurement: Multiple Choice – Text Analysis
How would you describe the conversation between the woman and the man?
a. friendly, respectful
b. ferocious, enduring
 c. long, light-hearted
d. fierce, brief

18: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to summarize the theme
or central idea of a text with with 80% accuracy.
Measurement: Multiple Choice – Text Analysis
What do you think is most-aligned with the author’s purpose?
a. To propose that only scientist hold conversations about geology
b. To describe a societal problem
c. To explain that the earth is flat
d. To demand everyone learn Lincoln-Douglas style debates

19: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to summarize the theme
or central idea of a text with with 80% accuracy.
Measurement: Short Answer
What is this poem about? What is the poem’s theme? Consider discussing both literal and
figurative elements of the poem.

20: Evaluate/Create
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to draw inferences from
the text with 80% accuracy.
Measurement: Short Answer
What do you think his personality like? Why do you think that? Cite evidence from the text.

21: Evaluate/Create
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to draw inferences from
the text with 80% accuracy.
Measurement: Short Answer
What do you think her personality like? Why do you think that? Cite evidence from the text.

22: Apply/Analyze
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to analyze the theme or
central idea of a text with logical supporting arguments with 80% accuracy.
Measurement: Short Answer
The words man and explaining can be blended into the relatively recently-coined term
mansplaining. Google Dictionary defines mansplaining as, “the explanation of something by a
man, typically to a woman, in a manner regarded as condescending or patronizing.” How do
you think this poem relates to mansplaining?
23: Evaluate/Create
Standard: CCSS.ELA-LITERACY.RL.9-10.1 Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Objective: Upon completion of the unit, the learner will be able to evaluate inferences
from the text with 80% accuracy.
Measurement: Short Answer
Do you this the problem that arises in the text results from the characters’ personality
differences or is it a broader, societal problem? Why do you think that?

24: Evaluate/Create
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to evaluate the
development of a text’s theme and how it refined by details with with 80% accuracy.
Measurement: Short Answer
How does the final line of the poem “The planet goes on being round” shape the overall tone of
the poem? Would the poem feel different if this line were omitted? How?

25: Evaluate/Create
Standard: CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze
in detail its development over the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the text.
Assessment Objective: Upon completion of the unit, the learner will be able to critique, defend, and
devise their own opinion surrounding the text’s theme with 80% accuracy.
Measurement: Opinion Essay
Evaluate the two statements below. What are the arguments for and against each statement?
Do you agree with either statement why? Are those who “mansplain” society’s winners or
losers? Use explicit textual evidence and/or draw inferences from the text during your analysis.

He stands his ground, so he wins the argument.

The planet goes on being round, so she wins the argument.

Short Answer Rubric

Does Not Meet Meets Expectations Exceeds Expectation
Expectations (1 point) (2 points) (3 points)
Length 0-2 Sentences 3-4 Sentences 5 or More Sentences
Form Somewhat correct spelling, Mostly correct spelling, Correct spelling, grammar,
grammar, and sentence grammar, and sentence and sentence structure
structure structure
Content Does not answer the Somewhat thoroughly Thoroughly answers the
question, provide detailed answers the question, question, provides detailed
reasoning, or cite the text provides detailed reasoning, reasoning, cites the text
thoroughly cites the text when when appropriate
appropriate
Essay Rubric
Does Not Meet Meets Expectations Exceeds Expectation
Expectations (2-3 points) (3-5 points)
(0-1 point)
Length 0-1 Paragraph 2 Paragraphs 3 or More Paragraphs
Form Somewhat correct spelling, Mostly correct spelling, Correct spelling,
grammar, and sentence grammar, and sentence grammar, and sentence
structure structure structure
Theme Analysis Does not examine the text’s Somewhat thoroughly Thoroughly examines the
theme examines the text’s text’s theme
theme
Opinion Support Does not defend opinion Thoroughly defends Thoroughly defends
with thoughtful, well- opinion with thoughtful, opinion with thoughtful,
developed details and well-developed details well-developed details
arguments. and arguments. and arguments.
III. Test Document

NAME: ______________________________
DATE: _______________________________

Read the poem below carefully. All questions will be based on this poem.

HE TELLS HER BY WENDY COPE

He tells her that the Earth is flat—
He knows the facts, and that is that.
In altercations fierce and long
She tries her best to prove him wrong.
But he has learned to argue well.
He calls her arguments unsound
And often asks her not to yell.
She cannot win. He stands his ground.
The planet goes on being round.

Section 1: True/False (Questions 1-7)

Read the statements below. Use explicit textual evidence and/or draw inferences from the text to
determine whether the statements below are true or false. Write True or False on the blank.

1. The woman and the man are having an argument. ____________

2. The woman and the man come to a mutual agreement. ____________

3. The poem is trying to convince us that the earth is flat. ___________

4. The conversation between the woman and the man is very respectful. ____________

5. The earth is flat. _________

6. The author of this poem is Wendy Cope. ____________________

7. The title of this poem is She tells Him. __________________

Section 2: Multiple Choice - Text Equivalency (Questions 8-14)

Select the word/phrase that can replace the underlined word/phrase to produce a sentence that is
most similar in meaning to the line in the original text.

8. In altercations fierce and long, she tries her best to prove him wrong.
a. boring
b. aggressive
c. detailed
d. intellectual

9. In altercations fierce and long, she tries her best to prove him wrong.
a. arguments
b. chats
 c. changes
d. conversations

10. She cannot win. He stands his ground.

a. doesn’t falter
b. stomps his feet
c. stands up
d. walks around

11. He calls her arguments unsound.

a. too loud
b. too quiet
c. engaging
d. incorrect

12. He tells her that the earth is flat.

a. shares with
b. suggest to
c. says to
d. lectures

13. He calls her arguments unsound.

a. reasoning
b. voice
c. essay
d. yells

14. She tries her best to prove him wrong.

a. make him look stupid
b. hurt his feelings
c. show he is incorrect
d. demonstrate she is superior

Section 3: Multiple Choice – Text Analysis (Questions 15-18)

Read each question. Use explicit textual evidence and/or draw inferences from the text to determine
the most appropriate answer. Circle your answer.

15. This poem is going to be included in an anthology of poems with similar themes. What
would be a good title for the book?
a. Poems about Planets
b. Poems about Feminism
c. Poems about Arguments
d. Poems about Winning

16. How does he respond to her arguments during their altercation?

a. He tells her that her reasoning is wrong.
b. He tells her to be quieter.
c. He asks her not to yell.
d. all of the above.

17. How would you describe the conversation between the woman and the man?
a. friendly, respectful
b. ferocious, enduring
 c. long, light-hearted
d. fierce, brief

18. What do you think is most-aligned with the author’s purpose?

a. To propose that only scientist hold conversations about geology
b. To describe a societal problem
c. To explain that the earth is flat
d. To demand everyone learn Lincoln-Douglas style debates

Section 4: Short Answer (Questions 19-24)

Read each question. Use explicit textual evidence and/or draw inferences from the text in your
response. Write a 3-5 sentence response using correct spelling and grammar. Cite specific evidence
from the text as appropriate.

19. What is this poem about? Consider discussing both literal and figurative elements of the
poem.

20. What do you think his personality like? Why do you think that? Cite evidence from the text.

21. What do you think her personality like? Why do you think that? Cite evidence from the text.

22. The words man and explaining can be blended into the relatively recently-coined term
mansplaining. Google Dictionary defines mansplaining as, “the explanation of something by a
man, typically to a woman, in a manner regarded as condescending or patronizing.” How do
you think this poem relates to mansplaining?

23. Do you this the problem that arises in the text results from the characters’ personality
differences or is it a broader, societal problem? Why do you think that?
 24. How does the final line of the poem “The planet goes on being round” shape the overall
tone of the poem? Would the poem feel different if this line were omitted? How?

Section 5: Opinion Essay (Question 25)

Evaluate the two statements below. What are the arguments for and against each statement? Do you
agree with either statement why? Are those who “mansplain” society’s winners or losers? Use explicit
textual evidence and/or draw inferences from the text during your analysis.

He stands his ground, so he wins the argument.

The planet goes on being round, so she wins the argument.