[etni] Re: Tips for th winter bagrut
- From: melibi <melibi@xxxxxxxxxxxxxxxx>
- To: "sternsharon@xxxxxxxxxxx" <sternsharon@xxxxxxxxxxx>
- Date: Mon, 31 Dec 2012 13:12:23 +0200
Thnx. Great tips!!! By the way, there are writing formats that should be taught
explicitly. These help the kids focus and not forget examples!
Melissa
Sent from my iPhone
On 30 בדצמ 2012, at 00:46, Sharon Stern <sternsharon@xxxxxxxxxxx> wrote:
> I would like to share with you some tips I thought of while marking the
> literature exam in the summer, for those who would like their students to
> take the literature exam this year. I am not writing this in any official
> capacity, but thought these comments may help some of you.
>
> I did the log three times, loved it but don't feel I could do it again. Too
> much paper work, too many pupils absent with doctors notes "making up" the
> material , expectations that logs deserve extremely high marks, etc etc. (and
> other reasons….)
>
>
>
> The Mikud
> I suppose by now everyone knows there is a mikud for the literature module.
> I think the decision makers are very "generous" because besides the play or
> novel, two stories and ONE poem are really quite easy to revise. In
> addition, you have time to teach your students the poem from the other
> option, in order to give them an additional choice.
>
> In addition, it's an advantage to teach both All My Sons and The Wave (Many
> schools did) so students have more choices.
>
> Language Deductions – good news. Good news for teachers of non native
> speakers (which means most of us!). As opposed to the way the other modules
> are marked (deducting 2/3 out of 8 for language) less points are deducted
> for each question. Each question is marked out of 100 and 15% is for
> language. If one deducts 7/15 for language the student loses 7/100 which is
> 0.7 if the question is worth 10 pts. In other words less than 1 pt. Students
> that listen to YOU have a chance of getting excellent marks..
>
> Answering content questions Short answers are great. For example, "What do
> we know about George's family" Answer "His mother is dead"
>
> Small points to bear in mind
>
> 1 Obviously the student has to read the question but they should pay
> attention to the part of the story/poem that the question refers to. This
> summer, for example, there were questions about Anne in Act3 of AMS,
> George (A Summer's Reading) in his SECOND meeting with MrC, George at the
> beginning of the story, etc
>
> 2 Pupils wrote far too much.
>
> 3 There were one or two opinion questions. All opinions were considered
> correct if they were backed up. Examiners were very open-minded.
> Example: Anne's character in Act3 - stubborn/kind/considerate/practical
> etc if backed up with an explanation were all correct.
>
> 4 You should teach the significance of the setting (time and place).
> Don't forget to make sure your students recognize the word "SETTING".
>
>
>
> IMPORTANT POINTS which may have caused some talented students to get less
> than 70 .
>
> 1 The thinking skills question
>
> Many student wrote definitions of the HOTS instead of referring to the text.
>
> For Example. (Look at the lit exam Moed Bet from the summer on the
> tlc.cet.ac.il site.)
> "The story doesn't tell us but I read between the lines and understood why
> Joe misunderstood Larry".
>
> The question clearly states "relate specifically to the text". In other
> words the pupil has to add a detail from the story/play/poem that is not
> mentioned in the question. This makes sense in my opinion.
>
>
>
> 2 The Bridging question
>
> I admit I was pleasantly surprised when I saw this question. A very relevant
> quote and all the students have to do is to explain how it adds to their
> understanding of the story/poem. All the quotes were very relevant and in my
> opinion reinforced the messages or themes in the literature.
>
> Some students lost all the 30 points for this question (which may explain why
> some talented students got less than 70)
> THEIR MISTAKE was not to mention the content of the quote or not to mention
> the relevant part of the story.
>
> Example: Many students wrote "The quote helps me understand the story. In
> the story (the student then writes a summary of the story). In other words
> they haven't mentioned anything about the quote and have just told the story
> without focusing on the part of the story connected to the quote.
>
> What they should do IN MY OPINION is to summarize the relevant part of the
> quote and then connect it to the relevant part of the story. As all the
> quotations were really relevant, all students could succeed in this question.
>
> I hope I have helped some of you. .
>
> Sharon Stern
>
>
>
>
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