Vaughan Task 4

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%


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 makeup 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 makeup 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


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



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:



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:




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


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

Documents

Vaughan Task 4