Technology—The Great Equalizer
Running head: Technology--The Great Equalizer
Technology—The Great Equalizer
April D.Icsman
Instructional Technology Cohort
University of Akron
Submitted in partial fulfillment of
the requirements for Techniques of Research 5100:640
December, 2008
1
Technology—The Great Equalizer
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Table of Contents
Page
Abstract
Introduction
3
4
Statement of the Problem
8
Statement of the Hypothesis
8
Review of Related Literature
9
Method
Participants
12
Instrument
12
Procedure
12
Results
14
Discussion
17
References
18
Appendix
T-NETS
21
S-NETS
23
Example of holistic online grading
25
Summative Assessment
28
Diagnostic Assessment
32
Technology—The Great Equalizer
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Abstract
The purpose of this study was to prove technology can be used as an equalizer in
the classroom, not technology for technology sake, but as a tool to increase motivation
and test scores.
Technology use was defined as the exclusive use of computers in the classroom
for content dissemination, test taking, and essay writing vs. the traditional language arts
classroom where content was disseminated through hard texts, tests were paper and
pencil, and essays were written in long hand.
The results of the study conducted over a three-week period in four 9th grade regular
language arts classes in a suburban high school proved the hypothesis: those students in
language arts computer lab classes did significantly better on standardized tests, wrote
longer and more organized essays, and were more motivated to do their work. These
results were assessed through pretests, posttests, essays, and aLikert scale questionnaire.
Technology—The Great Equalizer
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Introduction
Schools are scrambling to buy the newest and most flashy technology to keep up
with the global society. As with most things in education, there are the technology haves
and have –nots. Even Bill Gates and Uncle Sam cannot level the playing field in some
cases . Is technology the great equalizer? How?
The integrating of technology in schools must be systematic, involving teacher and
student acclimation through appropriate inservice and implementation processes. After
researching the use of technology, I found that across the globe there are several key
concepts:
1. First we must define the term technology. When I took a technology class at
Miami University in the late ‘80’s, we learned how to use an opaque projector,
multi-colored dittoes, film strip projectors, and rubber cement! For the purposes
of this study, we are specifically talking about the use of computers and
appropriate educational computer programs such as word processing and
powerpoint presentations in the classroom.
2. Given the various ages and backgrounds of teachers, there will be varying degrees
of training necessary before the implementation of technology.
3. There must be a distinction between the tool and the content. Technology cannot
be taught in a vacuum, nor can it be taught as an ends itself. Technology for
technology sake is a waste of money, time, and effort.
This study will show that technology should continue to be touted as the great
equalizer and school systems should be equipping all students with access to and training
in the use of technology .
Technology—The Great Equalizer
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Statement of the Problem
The purpose of this study was to research the effect of technology use on the
achievement and motivation of 100 9th grade students in a suburban high school in NE
Ohio . Technology use was defined as the exclusive use of computers in the classroom
for content dissemination, test taking, and essay writing vs. the traditional language arts
classroom where content was disseminated through hard texts, tests were paper and
pencil, and essays were written in long hand.
Statement of the Hypothesis
The quality of software available for language arts classes has greatly improved
during the past 10 years since the inception of NETS. Intelligent Evalutaor Assessor
tools which assess writing have become less expensive, more textbooks are being found
online as well as in hard texts, and teachers and students alike are becoming more
technologically savvy. It was hypothesized that students in language arts classes utilizing
computers would do better on standardized tests, write longer and more organized essays,
and be more motivated.
Review of Related Literature
There have been many studies done in the past ten years regarding technology
use. Holt, Rinehart, and Winston , of course, did extensive study before designing and
developing their online tools.
I felt the following answer to a question recently asked on the CARET (Center for
Applied Research in Educational Technology) site succinctly summarized the literature.
Technology—The Great Equalizer
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How can technology be used to effectively assess and monitor student performance?
Their answer (quoted directly from the web site http://caret.iste.org) is as follows:
Digital tools provide a means for teachers to efficiently and routinely use open-ended
response and performance assessments that were previously too cumbersome to score
in an efficient manner (Fletcher, 2002).
Computer adaptive tests (CATs) adapt to test takers by selecting the next item to be
presented on the basis of performance on preceding items. According to the (Center
for Advanced Research on Language Acquisition at the University of Minnesota,
1999), the advantages of CATs include:

Compared to paper-and-pencil tests, CAT technology requires fewer test items
to arrive at a more accurate estimate of test takers' proficiency.

CAT scoring allows for finer distinctions than total number correct.

CAT scoring takes into account not just the number of items answered
correctly, but which items were answered correctly. A test taker who correctly
answers a more difficult set of questions will score higher than a test taker who
correctly answers an easier set of questions.

The time required to take a CAT is shorter, since test items outside the test
taker's proficiency level are excluded.

The test taker is continuously faced with a realistic challenge--items are not
too difficult or too easy.
Technology—The Great Equalizer

7
Because each test taker is potentially administered a different set of test items,
test security is enhanced.

CAT technology allows test takers to receive immediate feedback on their
performance.

For tests administered on a large scale, scheduling and supervision concerns
are greatly reduced because individual administration is possible.
In recent years, some school districts and state departments of educations have
adopted CATs as a primary measure of student achievement and growth (Bennett,
2002a, 2002b; Kingsbury, 2002). Kingsbury found some divergence in scores on
similar tests given to elementary students in digital and paper-and-pencil format.
Overall, Kingsbury found that CATs benefit young students by:

providing a motivating testing format,

helping students focus on only one item at a time, and

eliminating the paper answer sheet.
Computer applications for assessing students’ open-ended responses also have been
heavily researched in recent years. Research shows that it is possible to develop
automated essay scoring technology that can achieve the same level of agreement with
a single human judge as is achieved between two single human judges to establish
inter-rater reliability (Burstein et al., 2001; Foltz et al., 2000; Kintsch et al., 2000).
Foltz et al., (2000) have researched and developed a tool called the Intelligent Essay
Assessor, which assesses writing and provides instructional feedback to students.
Technology—The Great Equalizer
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(Kintsch et al., 2000) found that a tool called Summary Street and its prototypes
helped 6th graders summarize better, resulting in development of deeper
understanding of complex reading materials.
(O’Neil & Schacter, 1997) found that they could use concept mapping software to
assist and assess students in becoming successful problem solvers by fostering their
understanding of content knowledge, their motivation to perform problem solving
activities, and their metacognitive ability to plan and monitor their own progress
toward solving the problem.
(Stevens et al., 1999) studied the use of artificial neural networks to generate
performance models of complex problem solving tasks that did not have
predetermined solution paths. This type of research and development involves
building models of complex phenomena by training software to recognize complex
patterns. ANN can classify performances in ill-defined simulation tasks and identify
different levels of expertise
Method
Technology—The Great Equalizer
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Participants
The participants were 100 9th grade regular language arts students from 4
different classes at Medina Senior High School, a suburban school, 25 miles south of
Cleveland, Ohio. The population was 95% anglo-saxon , with less than 5% below the
government poverty level. Each class of 25 students was a stratified sampling, 52% male
and 48% female.
Instruments
The instruments used were the Holt, Rinehart, and Winston online text, essay
scoring, and assessements, both pretests and posttests. For the control group, hard copies
were made of the prompts and tests. The traditional textbook ( with the exact content as
the online version) was used in the control group. For consistency, all essays were scored
by the same teacher using the OGT 6-point rubric. No names were on the essays and the
teacher was unaware from which group, either the control or experimental group the
essay originated.
Procedure
The procedure was to conduct a 3-week study of 9th grade regular language arts
students using the Holt, Rinehart, and Winston literature series. The study would include
instruction and assessment of a persuasive essay and collection 9 from the text.
Collection 9 included: three short stories, a personal essay, a biography, a speech,
an encyclopedia article, a recollection,and vocabulary.
There were four teachers involved , each having similar backgrounds in
technology. Each had undergone rigorous training in the HRW online learning programs
and were competent in the NETS-T . All four classes (2 control and 2 experimental) had
Technology—The Great Equalizer
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been taught the traditional way during the 8th grade, but met all standards listed in the
NETS-S .
All work was conducted in class as to not skew the results in case students
received help from parents. All teachers involved in the experimental groups were aware
of the study, but were not compensated or rewarded in any way . All agree to uphold all
ethical and moral constraints inherent in such projects.
Each teacher conducted the lessons using the same sequence and procedure, only
differing in the format of the content-the experimental group receiving all content on line,
the control reading content from the traditional textbook.
The first two weeks were spent going through the literature sequentially, using all
teacher questions and helps. The same pretest and posttest was given to all groups. For
the control group, the tests were a hard copy on which they wrote their answers. For the
experimental group, the tests were online and was graded immediately. These tests were
not adaptive, that is the questions did not change depending on the previous answer.
They were , however, in a different sequence on each computer, thus negating any
possible propensity for cheating due to the close proximity of the monitors. The control
groups were located in a traditional classroom with rows of desks. The teacher used 2
versions of the hard tests to negate any cheating possibilities. Both groups utilized oral
discussions.
The last week was spent writing and revising the persuasive essay. When writing
essays, the control groups used paper and pencil, writing the essays out in long hand.
The experimental group used the computer for its word processing capabilities to type as
well as tools such as thesaurus, spelling and grammar check, readability, passive/active
Technology—The Great Equalizer
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check, and find (to find all contractions and various slang words such as kid instead of
child).
Results
The results of the study conducted over a three-week period proved the hypothesis: those
students in language arts computer lab classes did significantly better on standardized
tests, wrote longer and more organized essays, and were more motivated to do their work.
Traditional
Instruction
Computer
Instruction
t
Mean
87.47
87.63
-.08
Standard
Deviation
8.19
8.05
Mean
88.0
96.5
Standard
Deviation
7.5
8.9
Score
Pretest
Posttest
+ 1.7
The motivational levels were assessed through surveys using the Likert scale for the
control group using the questionnaire below. Teachers also compared motivation levels
through descriptive narrative comparing noise level., on-task levels, and escitement
Technology—The Great Equalizer
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levels. The experimental groups were highly motivated whereas the control groups were
moderately motivated.
The results of the following survey given to the 50 students in the experimental group
are tabulated in green after each question.
1. Given the choice between reading a piece of literature
online or the same piece in a hard text, when would you
choose the online?
always
most time
no
sometimes
never
preference
48
2
Other (please specify)
2. Given the choice between writing an essay longhand or
using the computer, when would you choose the computer?
always
most times
no
sometimes
never
43
preference
2
5
Other (please specify)
3. When given an assignment using the computer, is your
motiviation level increased?
always
10
sometimes
32
no difference
rarely
never
8
4. When writing an essay using the computer, how much do
you use the tools such as spelling and grammar check?
always
most times
50
no
preference
sometimes
never
Other (please specify)
5. If you had the choice to take a test online or the same
test using pen and paper, when would you choose the
computer ?
Always
most times
no
sometimes
never
Technology—The Great Equalizer
5
16
24preference
13
5
Other (please specify)
The control group essay scores were 30% lower on the average than the experimental
group using computers to write their essays. The essays were scored using the 6 –point
OGT rubric.
Persuasive Essays
# of words
Rubric score
(OGT)
Time to complete
Traditional
Instruction
M= 450
M= 3.6
Computer
Instruction
M= 550
M= 4.5
difference
2 hours, 15 minutes
2 hours
15 minute decrease
100 increase
.9 increase
Discussion
It may seem obvious it is important to emphasize computer use in the classroom,
but with more and more schools feeling the economic crunch, many times the technology
budget is cut . Studies such as these prove the importance of technology in schools.
When teachers are given the same training, they can use technology as a tool, not
for its own sake, but to increase motivation and scores.The results of the study proved the
hypothesis: those students in language arts computer lab classes did significantly better
on standardized tests, wrote longer and more organized essays, and were more motivated
to do their work.
Technology—The Great Equalizer
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There were also unforeseen benefits. Because of the higher motivation ot the
students, the computer lab classes were able to cover more material in less time, thus
allowing for more differentiation and additional coursework.
Teachers were more motivated to teach the class since they knew they class
would be better behaved and more on task when using computers. All the lessons were
available in hard texts, thus negating the possible draw back of not having a back-up
plan.
Despite initial stress involved with students and teachers alike when faced with
new technology, the benefits far aweigh any negatives. Technology is truly the great
equalizer.
References
Technology—The Great Equalizer
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Akhtar, S. H. (2008). Provision of Educational Technology at Secondary School Level in
North West Frontier Province Pakistan (ED503018). Unpublished manuscript.
Retrieved December 1, 2008
Beatham, M. D. (2009). Tools of Inquiry: Separating Tool and Task to Promote True
Learning.
Journal of Educational Technology Systems, 37(1), 61-70 .
Bennett, R. E. (2002a). Issue Brief: Using electronic assessment to measure student
performance. NGA Center for Best Practices.
Bennett, R.E. (2002b). Technology and Assessment Symposium. Annual meeting of the
American Educational Research Association, New Orleans.
Burstein, J., Marcu, D., Andreyev, S., & Chodorow, M. (2001, July). Towards automatic
classification of discourse elements in essays. Proceedings of the 39th Annual
Meeting of the Association for Computational Linguistics, Toulouse, France.
Center for Advanced Research on Language Acquisition. (1999). Frequently asked
questions about computer adaptive tests. Minneapolis, MN: University of
Minnesota. Retrieved May 19, 2005 from
http://www.carla.umn.edu/assessment/CATfaq.html.
Fletcher, J.D. (2002). Is it worth it? Some comments on research and technology in
assessment and instruction. Technology and Assessment: Thinking AloudProceedings from a Workshop, 26-39. Washington, DC: National Academy Press.
Retrieved May 28, 2002, from
http://books.nap.edu/books/0309083206/html/26.html .
Technology—The Great Equalizer
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Foltz, P.W.,Gilliam, S., & Kendall, S. (2000). Supporting content-based feedback in
online writing evaluation with LSA. Interactive Learning Environments, 8(2), pp.
111-129. Retrieved January 20, 2003, from http://www.knowledgetechnologies.com/papers/ILE_foltz2000.pdf.
Kingsbury, G. G. (April, 2002). An Empirical Comparison of Achievement Level
Estimates from Adaptive Tests and Paper-and-Pencil Tests. Paper presentation at
the Annual Meeting of the American Educational Research Association, New
Orleans, LA. Proposal retrieved March 3, 2003 from
http://edtech.connect.msu.edu/Searchaera2002/searchsessions.asp?sessID=1971
Kintsch, E., Steinhart, D., Stahl, G., & LSA Research Group. (2000). Developing
summarization skills through the use of LSA-based feedback. Interactive learning
environments, 8(2), pp. 87-109. Retrieved January 30, 2003 from
http://lsa.colorado.edu/papers/ILE.ekintsch.pdf
Long, C. (2008, March). Mind the Gap. neatoday, 26(6), 24-31.
Lowther, D. L. (2008, September). Does Technology Integration “Work” when Key
Barriers Are Removed? . Educational Media International, 45(3), 195-213.
National Educational Technology Standards. (n.d.). ISTE International Society for
Technology Standards. Retrieved December 6, 2008, from
https://www.iste.org/AM/Template.cfm?Section=NETS
Technology—The Great Equalizer
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O’Neil, H., Jr., & Schacter, J. (1997). Test specifications for problem-solving assessment.
Los Angeles, CA: National Center for Research on Evaluation, Standards, and
Student Testing. Retrieved April 8, 2002, from
http://www.cse.ucla.edu/CRESST/Reports/TECH463.PDF
[go to CARET review]
Sinnaeve, I., Hermans, R., Jo, T., Braak, J., & DeWindt, V. (2008, April). Technology
Curriculum and Planning for Technology in Schools: The Flemish Case
(EJ798648) . TechTrends: Linking Research and Practice to Improve Learning,
52(2), 23-26.
Stevens, R.., Ikeda, J., & Casillas, A., Palacio-Cayetano, J. & Clyman, S. (1999).
Artificial neural network-based performance assessments. Computers in Human
Behavior, 15, pp. 295-313. Retrieved February 10, 2003, from
http://www.immex.ucla.edu/ProjectsCollabs/CompHumanBehav.pdf.
Teacher Tools. (n.d.). Holt, Rinehart, and Winston online learning. Retrieved December
6, 2008, from http://my.hrw.com/hrw/my_hrw_teacher_hub.jsp
Technology—The Great Equalizer
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Appendix
National Educational Technology Standards
(NETS•T)
and Performance Indicators for Teachers
Effective teachers model and apply the National Educational Technology Standards for
Students (NETS•S) as they design, implement,
and assess learning experiences to engage students and improve learning; enrich
professional practice; and provide positive models for
students, colleagues, and the community. All teachers should meet the following
standards and performance indicators. Teachers:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
c. promote student reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning,
and creative processes
d. model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual
environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes
identified in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
b. develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become
active participants in setting their own educational goals, managing their own learning,
and assessing their own progress
c. customize and personalize learning activities to address students’ diverse learning
styles, working strategies, and abilities using
digital tools and resources
d. provide students with multiple and varied formative and summative assessments
aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Technology—The Great Equalizer
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Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society. Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to
new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools
and resources to support student success
and innovation
c. communicate relevant information and ideas effectively to students, parents, and peers
using a variety of digital-age media and formats
d. model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information
resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving
digital culture and exhibit legal and ethical
behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
b. address the diverse needs of all learners by using learner-centered strategies and
providing equitable access to appropriate digital tools
and resources
c. promote and model digital etiquette and responsible social interactions related to the
use of technology and information
d. develop and model cultural understanding and global awareness by engaging with
colleagues and students of other cultures using
digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and
exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and
resources. Teachers:
a. participate in local and global learning communities to explore creative applications of
technology to improve student learning
b. exhibit leadership by demonstrating a vision of technology infusion, participating in
shared decision making and community
building, and developing the leadership and technology skills of others
c. evaluate and reflect on current research and professional practice on a regular basis to
make effective use of existing and emerging digital
tools and resources in support of student learning
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and
of their school and community
Copyright © 2008, ISTE (International Society for Technology in Education),
1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org.
All rights reserved.
Technology—The Great Equalizer
20
National Educational Technology Standards (NETS•S)
and Performance Indicators for Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of
media and formats.
c. develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and
media.
c. evaluate and select information sources and digital tools based on the appropriateness
to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical
behavior. Students:
Technology—The Great Equalizer
21
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
© 2007 International Society for Technology in Education. ISTE® is a registered
trademark of the International Society for Technology in Education.
World rights reserved. No part of this book may be reproduced or transmitted in any form
or by any means—electronic, mechanical, photocopying, recording,
or by any information storage or retrieval system—without prior written permission from
the publisher. Contact Permissions Editor, ISTE, 175 West Broadway,
Suite 300, Eugene, OR 97401-3003; fax: 1.541.302.3780; e-mail: permissions@iste.org
or visit www.iste.org/permissions/.
Technology—The Great Equalizer
22
ESSAY SAMPLE
This sample received a 5 out of 6 on the OGT rubric.
Here is a sample of an essay using the following prompt :
Prompt: A well-known football coach once said, "Winning isn’t everything, it’s the only thing." Do
you agree or disagree with this statement? Write an essay in which you state your position and
support it with convincing reasons.
Joe Student
Mrs.Icsman
October 21st 2008
I believe winning isn’t everything
I believe that winning is not everything, not only the winners triumph, and there not the only
ones to achieve. Even though if you lose your sad, winning is not everything because losing helps
you try harder and winners always are not the true winners.
This year my baseball team won the championship, we were undefeated. We went to the
championship expecting a challenge but we got the opposite. The team we were facing was 8-3
and not the best hitters. They had bat first so we were in the field, im on first, Jake is pitching,
Kyle is behind the plate, and Dylan is at short, were fired up, and ready to go. The first pitch was a
strike and then he hit the ball right to short and we got him out. We end up not letting them on
base there time at bat. We were up and im batting 3rd, Jake hits a single and then steals two, then
Kyle gets out. Im up to the plate and everything is in slow-mo the pitch comes and I swing. I got
an easy double to run Jake in and take the lead. We end up mercying them 16-0, which made us
hyped.
The award ceremony was after the game and as we were there, I could tell that the team that lost
was happy and laughing, even when they lost. This showed me that winning isn’t everything its
how you play and act that makes you a winner.
In my whole life, I have always strived for the best and to be the best and it helps me, but
sometimes I fell and the higher you climb the harder you fall. Some people find in life that winning
is the most important thing to strive for like in the Olympics or in the super bowl. However, they
are wrong in ways I hope they will find. The reason why it is not important is that you should do
stuff for fun and the challenging competition not for the frustration and popularity.
This one time when I went to a browns game it was browns versus the Steelers, the game to
see. Therefore, when we are there everyone is cheering for the browns hoping for a win, and on
the other side of the stadium is Steelers fans cheering for them. In the game there are people
screaming and hollering for there team, but I wasn’t I was there to watch a game in between two
teams that even if they lose they come back the next week and play with the same dedication as
the last.
In addition, this is one of those things that got to me, why do they still come back and try, why do
they not quit when losing. I thought maybe because it is because of the money…..no, maybe it is
because of the fans…no, or maybe they love playing football just like kids and still enjoy having fun
with there friends.
So my point of the last paragraph is that winning isn’t everything? As long as you enjoy what
you are doing and have fun while doing it losing does not affect you or make you mad, you might
get sad and all but, you are still happy you have to play. In addition, people should look up to
those kinds of people because the more you fail the more you learn.
The simple things in life are some of the most important things because the more and more
you win or lose help you in different ways. As if you win, you will be happy and if you lose, you will
Technology—The Great Equalizer
23
be sad but by winning you are just saying “yeah next week we better play the same or im going to
be mad” and that is not good. By losing, your saying “alright we need to practice and get better
and come back for a win next week and show we got skill. Moreover, never get frustrated.
So all of the reasons and examples I have given are all a big part to show that winning is not
everything and losing is not the worst. So all im trying to get to you is that winning is good but has
its bad sides and losing is ok but it has its better and worse sides so be careful. In addition, do not
get frustrated for nothing.
Holistic Score:
This response demonstrates proficient success with the persuasive writing task. For the most
part, the essay:





focuses on a clear and reasonable position
shows effective organization, with transitions
offers thoughtful ideas and reasons
supports a position competently, using convincing, well-elaborated reasons and evidence
exhibits sufficient control of written language
Analytic Feedback for Your Essay:
Our system has analyzed this essay for five important writing traits:

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Content and Development
Focus and Organization
Effective Sentences
Word Choice
Grammar, Usage, and Mechanics
Study the statements that describe each trait to help improve the student's writing.
Content and Development
Your essay shows competent ability for this trait. For the most part, the essay:
 uses some meaningful and thoughtful ideas
 elaborates and supports some ideas with a mixture of general and specific details, reasons,
explanations, and/or examples
Focus and Organization
Your essay shows competent ability for this trait. For the most part, the essay:
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addresses the prompt, but may include minor digressions
shows some awareness of audience
displays effective organization and transitions, with minor lapses
demonstrates general unity and completeness
Effective Sentences
Your essay shows competent ability for this trait. For the most part, the essay:
 generally forms sentences correctly but with occasional errors
 demonstrates sentence quality with few, if any, awkward sentences
Technology—The Great Equalizer
24
 displays some variety in sentence types, lengths, structures, and beginnings
 displays some fluency
Word Choice
Your essay shows competent ability for this trait. For the most part, the essay:
 uses words that are generally appropriate to audience and purpose
 uses some words that are precise and accurate
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Grammar, Usage, and Mechanics
Your essay shows limited ability for this trait. For the most part, the essay:
 demonstrates limited command of language conventions, with significant errors
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Technology—The Great Equalizer
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25
Grade 9 : Collection 6 Summative Test
Vocabulary Skills: Choose the
DIRECTIONS This test asks you to use the
skills and strategies you have learned in this word or words that best
completes each item.
collection. Read this essay, “The Little
1. Which word has connotations closest to
Lizard’s Sorrow,” and then answer
those of chortle?
questions 1 through 10.
The Little Lizard’s Sorrow
Mai Vo-Dinh
A
sound
B
whisper
There is in Vietnam a certain species of small
lizard only three inches long with webbed feet
C
speech
and a short, round head. They are often seen
D
laugh
indoors, running swiftly upside down on the
ceiling or along the walls, emitting little snapping Correct Answer: D
cries that sound like “Tssst . . . tssst!” Suppose
II.2
Analyze the relationships of pairs of
that you drop an egg on the kitchen floor; the
words in analogical statements
kind of sound you would make then, with the tip
(e.g., synonyms and antonyms,
of your tongue between your teeth, is like the cry
connotation and denotation) and
of these harmless, funny little lizards. Sounds of
infer word meanings from these
mild sorrow, of genuine shock but somehow
relationships.
humorous regret that seem to say, “Oh, if only I 2. If an animal appears gaunt, its bones show
had been . . . If only I had known . . . Oh, what a through; a person who appears gaunt would be
someone who is probably —
pity, what a pity . . . Tssst! Tssst!”
There was once a very rich man whose house
A
hungry
was immense and filled with treasures. His land
B
robust
was so extensive that, as the Vietnamese say,
“Cranes fly over it with outstretched wings,” for
C
strong
cranes only do so over very long distances.
Wealth breeding vanity, one of the rich man’s
D
inhuman
greatest pleasures was beating other rich men at
Correct Answer: A
a game he himself had invented. One player
II.1
would announce one of his rare possessions, the
Define unknown words through
other would counter the challenge by saying that
context clues and the author’s use
of comparison, contrast and cause
he, too—if he really did—owned such a treasure.
and effect.
“A stable of fifty buffalos,” one man would say.
3.
Literally
the word deigned means “thought
The other would reply, “Yes, I also have fifty of
of as beneath one’s dignity.” When someone
them.” It was then his turn to announce, “I sleep has deigned to act a certain way, that person
in an all-teak bed encrusted with mother-of-
Technology—The Great Equalizer
26
pearl.” The first player would lose if he slept on has —
cherry planks!
A
collapsed
One day, a stranger came to the rich man’s
house. Judging from his appearance, the
B
condescended
gatekeeper did not doubt that the visitor was a
C
cooperated
madman. He wanted, he said, to play the famous
game with the mansion’s master. Yet dressed in
D
contemplated
clothes that looked as if they had been mended
Correct Answer: B
hundreds of times, and wearing broken straw
II.3
sandals, the stranger appeared to be anything
Infer the literal and figurative
but a wealthy man. Moreover, his face was gaunt
meaning of words and phrases and
and pale as if he had not had a good meal in
discuss the function of figurative
days. But there was such proud, quiet dignity to
language, including metaphors,
similes, idioms and puns.
the stranger that the servant did not dare shut
4.
Suppose
you are writing an essay about
the gates in his face. Instead, he meekly went to
someone who acted with malice. You don’t
inform his master of the unlikely visitor’s
want to overuse the word, so you use another
presence. Intrigued, the man ordered that the
that has similar connotations, such as —
pauper be ushered in.
Trying to conceal his curiosity and surprise, the
A
sympathy
rich man offered his visitor the very best chair
B
interest
and served him hot, perfumed tea.
“Well, stranger, is it true that you have deigned
C
spite
to come here to play a game of riches with me?”
D
kindness
he began inquiringly.
The visitor was apparently unimpressed by the
Correct Answer: C
rich surroundings, giving them only a passing,
II.2
Analyze the relationships of pairs of
casual look. Perfectly at ease, sipping his tea
words in analogical statements
from the rare porcelain cup, he answered in a
(e.g., synonyms and antonyms,
quiet though self-assured voice, “Yes, sir, that is
connotation and denotation) and
if you, too, so wish.”
infer word meanings from these
“Naturally, naturally,” the rich man raised his
relationships.
hand in a sweeping motion. “But, may I ask, with 5. The word interrupted contains the prefix
inter– and the Latin root –rupt–. If you know
your permission, where you reside and what is
that inter– means “between,” then the word
your honorable occupation?”
root –rupt– probably means —
The stranger gave a little chortle, visibly amused.
“Sir, would you gain any to know about these? I
A
opinion
came here simply to play your game; only, I
B
rule
have two conditions, if you are so generous as to
allow them.”
C
break
“By all means! Pray, tell me what they are,” the
D
knowledge
rich man readily inquired.
The visitor sat farther back on the brocaded
Correct Answer: C
chair, his voice soft and confidential. “Well, here
II.5
they are. A game is no fun if the winner does not
Use knowledge of Greek, Latin and
Anglo-Saxon roots, prefixes and
win anything and the loser does not lose
suffixes to understand complex
anything. Therefore I would suggest that if I win
words and new subject-area
I would take everything in your possession—your
vocabulary (e.g., unknown words in
lands, your stables, your servants, your house
science, mathematics and social
and everything contained in it. But if you win—”
studies).
Comprehension: Choose the
Here the stranger paused, his eyes narrowed
Technology—The Great Equalizer
27
ever so slightly, full of humorous malice, “If you best answer to each of the
win, you would become the owner of everything following items.
that belongs to me.” The stranger paused again. 6. In this story the truth about the wanderer is
that he —
“And what belongs to me, sir, you will have no
idea of. I am one of the most fortunate men
A
was a lizard that had been
alive, sir . . . . And besides that,” he added with a
transformed into a rich man
knowing look, “I would remain in this house to
B
was a wise and clever man who
was also generous
serve you as a domestic the rest of my life.”
For a long moment the rich man sat back in
C
was a crane that protected the
silence. Another long moment went by, then the
lands of the rich man
rich man spoke: “That’s agreed. But, please, tell
D
cannot win a game invented by the
me your other condition.”
rich man
Eyes dreamy, the stranger looked out of the
Correct Answer: B
window. “My second condition, sir, is not so much
V.3
Identify ways in which authors use
a condition as a request. I hope you would not
conflicts, parallel plots and subplots
mind giving me, a visitor, an edge over you. May
in literary texts.
I be allowed to ask the first question?”
7. What is the relationship between the lizard
The rich man thought for a long second, then
and the rich man?
said, “That is also agreed. Let’s begin.”
“Do I really understand that you have agreed to
A The rich man laughs like a lizard
whenever he wins a game.
both my conditions?” the stranger asked
B After his death the rich man
thoughtfully.
becomes the lizard.
Something in this visitor’s manner and voice hurt
the rich man’s pride. He was ready to stake out
C The lizard turns into a rich man
his very life on this game that he himself had
when it sips from a coconut-shell
cup.
created. There was no way out. “Yes,” he said.
D By listening to the rich man, the
“Yes, indeed I have. Now tell me, please, what do
lizard learns to say “Tssst, tssst.”
you have that I have not got?” The stranger
Correct Answer: B
smiled. Reaching to his feet, he took up his
V.1
traveling bag, a coarse cotton square tied
Identify and explain an author’s use
together by the four ends. Opening it up slowly,
of direct and indirect
ceremoniously, he took out an object and handed
characterization, and ways in which
characters reveal traits about
it to his host without a word. It was an empty
themselves, including dialect,
half of a coconut shell, old and chipped, the kind
dramatic monologues and
poor people use as a container to drink water
soliloquies.
from.
8. The rich man most enjoys himself when he
—
“A coconut-shell cup!” the rich man exclaimed.
One could not know whether he was merely
A
wins at a game he invented
amused or completely shattered.
“Yes, sir, a coconut-shell cup. A chipped shell
B
feeds the hungry
cup. I use it to drink from on my wanderings. I
C
watches cranes fly
am a wanderer,” the visitor said quietly.
Holding the shell between his thumb and his
D
surveys his vast land holdings
forefinger and looking as if he had never seen
such an object before, the rich man interrupted, Correct Answer: A
V.3
“But, but you don’t mean that I do not have a
Identify ways in which authors use
thing like this?”
conflicts, parallel plots and subplots
“No, sir, you have not. How could you?” the
in literary texts.
stranger replied.
9. What challenge does the wanderer suggest to
Turning the residence upside down, the man and
Technology—The Great Equalizer
28
the rich man?
his servants discovered odds and ends of one
thousand and one kinds, but they were unable to
A
Whoever loses the game gives up
produce a drinking cup made from a coconut
his most prized possession.
shell. In the servants’ quarters, however, they
B
The first one to find a chipped
found a few such utensils, but they were all
coconut-shell cup wins the game.
brand new, not chipped. One could imagine that
C
The first one to ask a question
loses the game.
the servants of such a wealthy man would not
D
Whoever wins the game gives up
deign to drink from a chipped cup. Even a beggar
all his possessions.
would throw it away . . . .
“You see, sir,” the stranger said to the rich man
Correct Answer: D
once they were again seated across the tea table,
V.3
“you see, I am a wanderer, as I have said. I am a Identify ways in which authors use
conflicts, parallel plots and subplots
free man. This cup here is several years old and
in literary texts.
my only possession besides these poor clothes I
10.
What
is the outcome of the challenge
have on. If you do not think me too immodest, I
between the wanderer and rich man?
would venture that I treasure it more than you
do all your collections of fine china. But, from this
A The rich man turns the wanderer
day, I am the owner and lone master of all that
into a lizard.
belongs to you . . . .”
B The wanderer wins because of his
cleverness.
Having taken possession of the rich man’s land,
houses, herds and all other treasures, the
C The wanderer loses because he is
stranger began to give them away to the poor
unlucky.
and needy people. Then, one day, taking up his
D The rich man cheats and then is
old cotton bag, he left the village and no one
found out.
ever saw him again.
Correct Answer: B
As for the dispossessed rich man, it is believed
V.3
Identify ways in which authors use
that he died of grief and regret and was
conflicts, parallel plots and subplots
transformed into this small lizard. Curiously, one
in literary texts.
sees him scurrying about only indoors. Running
The remaining sections of this
up and down the walls, crossing the ceiling,
test are available in Holt
staring at people and furniture, he never stops
Assessment: Literature, Reading,
his “Tssst, tssst.” Vietnamese children, in
and Vocabulary and on the Oneparticular, are very fond of him for he looks so
Stop Planner.
harassed, so funny.
But, oh, such sorrow, such regret, such self-pity.
“The Little Lizard’s Sorrow” from The Toad Is the
Emperor’s Uncle, Animal Folktales from Vietnam
by Mai Vo-Dinh. Reproduced by permission of
the author.
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Technology—The Great Equalizer
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29
Grade 9 : Collection 6 Diagnostic Test
DIRECTIONS Choose the best answer to
each of the following items.
1. Which of the following elements would
probably not be used as a symbol?
A
Place
B
Object
C
Idea
D
Person
Correct Answer: C
V.10
Explain how authors use symbols to
create broader meanings.
2. Which statement about symbols is false?
A
B
C
D
They appear in everyday life as
well as in literature.
They can be interpreted differently
by readers.
They may have multiple meanings.
Their only purpose in a literary
work is to stand for something
else.
Correct Answer: D
V.10
Explain how authors use symbols to
create broader meanings.
3. When readers interpret the meaning of a
symbol, they most often —
A
summarize a story
B
analyze the author’s writing style
C
examine the context in which the
symbol appears
D
compare and contrast characters
Correct Answer: C
V.10
Explain how authors use symbols to
create broader meanings.
4. A story’s theme consists of —
A
a central idea, or insight, about
life
Technology—The Great Equalizer
B
30
C
the events of the plot and the order
in which they occur
the time and place of the action
D
a subject, or topic
Correct Answer: A
V.5
Interpret universal themes across
different works by the same author
and different authors.
5. What is imagery?
A
Language that appeals to the
senses
B
A type of poem
C
The atmosphere of a literary work
D
Words or phrases that an author
uses repeatedly
Correct Answer: A
V.9
Analyze ways in which the author
conveys mood and tone through
word choice, figurative language
and syntax.
6. What would be the best way to understand
an author’s views about a subject?
A
B
C
D
Examine other authors’ opinions
about the subject.
Read a variety of articles by the
author on the subject.
Analyze the first work the author
wrote about the subject.
Learn about the author’s personal
life.
Correct Answer: B
V.4
Evaluate the point of view used in a
literary text.
7. An author’s purpose is —
A
the main idea of a work
B
the structure of a text
C
his or her attitude toward a
subject
his or her reasons for writing a
work
D
Correct Answer: D
IV.1
Identify and understand
Technology—The Great Equalizer
31
organizational patterns (e.g., causeeffect, problem-solution) and
techniques, including repetition of
ideas, syntax and word choice, that
authors use to accomplish their
purpose and reach their intended
audience.
8. Which of the following strategies would be
most useful if you were having trouble
understanding a nonfiction text?
A
Making predictions
B
Visualizing
C
Paraphrasing
D
Comparing and contrasting
Correct Answer: C
III.1
Apply reading comprehension
strategies.
9. A word’s connotations are —
A
the feelings associated with the
word
B
C
the contexts that the word is used
in
other related words
D
the definitions of the word
Correct Answer: A
II.2
Analyze the relationships of pairs of
words in analogical statements
(e.g., synonyms and antonyms,
connotation and denotation) and
infer word meanings from these
relationships.
10. Which of the following words contains the
same root as the word reduction?
A
replace
B
production
C
emotion
D
dull
Correct Answer: B
II.5
Use knowledge of Greek, Latin and
Anglo-Saxon roots, prefixes and
suffixes to understand complex
words and new subject-area
vocabulary (e.g., unknown words in
science, mathematics and social
Technology—The Great Equalizer
32
studies).
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Policy.
Privacy