Transcript The Meitzav The LOTS & HOTS OF IT A PPT by Ora Freitzis edited by Judy Mutzari What is it really? O The Meitzav is a National Test O.

The Meitzav
The LOTS & HOTS OF IT
A PPT
by
Ora Freitzis
edited by
Judy Mutzari
2012
What is it really?
O The Meitzav is a National Test
O Developed by RAMA
O Reflecting :
O the Curriculum and the Standards
O knowledge acquisition
O thinking processes
The Meitzav
An Achievement Test
The Purpose:
O To heighten the responsibility
and accountability of teachers
and their schools regarding
the achievements of their
students in the following
domains:
O Access to Information from
spoken and written texts
O Presentation in writing :
O Objective: information
O Subjective: ideas
The Abbreviation:
‫ מדדי‬:‫ מיצ"ב‬O
‫יעילות וצמיחה‬
‫בית ספרית‬
,‫ הערכה מסכמת‬O
‫"הערכה של‬
‫ הש"ל‬: "‫למידה‬
The Meitzav assesses student
proficiency of skills in the following
domains:
O Access to written and oral
Information
O Presentation of information and
personal responses
How can we prepare for it?
1. Diagnostic Testing:
Administering an initial and a post
test
2. Dynamic Mapping:
Follow up - a continuous tracking of
change and development by domains
over time
Meitzav Folder:
1.
2.
3.
4.
5.
The initial mapping
Intervention plans on a classroom
level following the mapping
Intervention plans on a Partani level
Dynamic Mapping – tracking of
individual differences over time
Dates of unit exams, practice Meitzav
exams, and a pre-meitzav exam
Backward Design
Begin with the end in mind and map out the steps to
get you there:
• Identify Learning Goals:
O What do you want students to know?
O What do you want students to be able to do?
O Why is this difficult for them to know\ do on their own?
• Determine acceptable evidence:
O How will you know that they got there?
O How will you assess that they got there?
O How can we help students learn what is needed to be
successful?
A good plan is like a road map:
it shows the final destination and usually the
best way to get there.
Name
Text type
Understand the
main ideas
Sequence of
events
Extract inf.
from visual
data
Locate
relevant
inform.
Integratio
n
Inference
Dina
Informativ
e text
 O.K.
Failed
 O.K.
O.K.
O.K.
Failed
O.K.
Failed
O.K.
Failed
Failed
Failed
Sima
Worth having for practice:
O Entire Meitzav – ‫( תשע"ב‬pdf or Word format)
O Audio Recording
O Text for audio recording
O Table of Specifications, 2012
High Frequency Words
Dolch Word List:
O consists of 220 “sight words”
O Comprises 50-75% of all the words found in
school books, library books, newspapers, and
magazines
O Vocabulary of pre-school – through grade 3
O Sight words are words that cannot be sounded
out because they do not follow decoding rules
O cannot be learned through the use of pictures
Teach Verb Collocations:
suggestions
O Talk to the class about
O talk with a friend
O wear a hat
O start to cook
O finished school
O worked too fast
O heard something funny
O was very tired
O have\has a surprise for
O make food, make noise
O wrote about, read about,
O
O
O
O
O
O
O
O
speak about,
study for tests, study
together
have a good time, have a
lot of fun, had a great day
feed the animals
came to visit
something happened
See you tomorrow
get wet
play in the pool
Access to Information from spoken texts –
25%
Possible Tasks:
Possible Text Types:
O
O
O
O
O
O
O
O
O
O
O
advertisement
announcement
conversation
excerpt from a
lesson
instructions
message
news / weather
report
oral presentation
story
O carrying out
•
Vocabulary: high frequency
words
Level 1 up to 80 seconds, level 2
up to 120 seconds.
O sequencing
•
O instructions
O chart / table
O matching
O multiple-choice
O open-ended (e.g.
O wh-questions and
O sentence completion)
2012 ‫מיצ"ב‬
O Listening task 1: Choose the five pictures of the
areas the guide describes (map of the park)
O Strategies to focus on:
O Task 2: read the questions before you listen (elicit
information, prediction)
O Multiple choice: integrate, put pieces of information
together.
O Tony is talking to the class about his: son, work,
favorite food, new restaurant
Strategy: Read the questions
before you listen!
O When did Tony start to
O
O
O
O
O
cook? –
when he opened his
restaurant
when he was 25 years
old
when he finished school
when he was a child
“When I was 11 years
old…”
HOTS
Access to Information from Written Text
60%
Benchmarks:
•
•
•
•
•
•
•
Understand general
meaning, main ideas,
sequence of events
Locate relevant information
Identify different text types
Identify explicit opinions and
feelings
Find out and follow short
instructions
Extract information from
visual data
Use simple information tools
such as a glossary
Possible Text Types
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
O
ad
book cover
comic strip
diary entry,
e-mail
informative text
letter
Message
news report, newspaper item,
note, postcard
Poster
questionnaire
Recipe
Story
timetable, schedule
web page.
Task 3, 4, 6 - reading
O Match sentences about different books to their
covers: Children write about the animals they
have in their homes– “Kids and Pets”
O Sara needs quiet to study for tests – “Next week,
I have two tests and I can’t study when Dina
makes noise”
O Dina and Sara usually have a good time together
“They have a lot of fun together.”
Strategies:
O Find the main ideas
O Why do kids write to
Eric?
O The sequence of
events
O Amira likes animals.
How do we know?
O Locate relevant
information
O What is the text
about?
Access to information from written
text: 3 tasks
• Sentence structure:
simple sentences and some
compound ones
• Vocabulary:
familiar or personal themes
• Verbs:
past simple, present simple,
future simple, present
progressive, imperative
•
Length of text:
up to 150 words
2nd: up to 170 words
1st:
Possible item types:
O chart
O matching
O multiple choice
O open-ended
including whquestions
O sentence completion
Possible Categories of Comprehension
• Literal Comprehension: (LOTS)
• Questions that can be answered directly
from the text.
• They can be questions that require either
copying or rephrasing of information
from the text: where, what, why, when,
who, how
Higher –Order Thinking Skills (HOTS)
• Integration - information from various parts of the
text in order to answer question, how ideas or
information in the passage relate to each other.
• Inference: refers to an understanding of the implicit
(expressed in an indirect way) meaning of a text.
Combining the pupils’ literal understanding of the
text with their own knowledge and experience in
order to produce a response that is explicitly stated
in the text.
Written Presentation – 15%
4-5 sentences, 20-30 words
Possible Text Types:
O Description
O Friendly letter
O Invitation
O List
O Note
O Questionnaire
O Report
O Speech bubble
O Story
Assessment criteria and
Accuracy:
• Comprehensibility
• relevance
• Accuracy:
• articles
• capitalization
• full stops
• Pronouns
• spelling
• verb form
• word order
Nothing Succeeds Like
Success!
“ It is not in the stars to hold
our destiny but in ourselves”
William Shakespeare
Credits
O Teaching and Learning Excellence – for backward design:
https://tle.wisc.edu/solutions/lecturing/%E2%80%9Cback
ward-design%E2%80%9D-process
O Doltch Word List: http://www.kidzone.ws/dolch/index.htm