Running head: OTHELLO FINAL ASSESSMENT 1 Othello Final Assessment Michael Hall The College of William and Mary CRIN 550: Assessment of Learning Dr. Gareis February 29, 2016
OTHELLO FINAL ASSESSMENT 2 Table of Contents Course Description... 3 Unit Description... 4 Unit Intended Learning Outcomes... 5 Unit Table of Specifications... 6 Othello Test Table of Specifications... 7 Descriptions of Assessments... 8 Formative Assessments... 8 Summative Assessments... 8 Class demographics... 9 Purpose and Intended Use of Test Results... 10 Intended Learning Outcomes... 11 Othello Test Table of Specifications... 12 Validity... 13 Construct Validity... 13 Content Validity... 13 Predictive Validity... 13 Rationale of Test Items... 14 Reliability... 15 Scoring and Grading Procedures... 16 Constructed Response Grading Criteria: Analyzing Quotes... 16 Constructed Response Grading Criteria: Analyzing Themes... 16 Othello... 17 References... 26
OTHELLO FINAL ASSESSMENT 3 Course Description The following assessment is designed for two strands of English 12 classes at New Kent High School; honors and general 1. Both classes meet every day for 90 minutes and follow a school curriculum framework split between four thematic units on British Literature: battle, relationships, identity, and society. The course aligns with the Virginia Standards of Learning for English 12, which lists key global and educational objectives as: 12.1 The student will make a formal oral presentation in a group or individually. 12.2 The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. 12.4 The student will read, comprehend, and analyze the development of British literature and literature of other cultures. 12.5 The student will read and analyze a variety of nonfiction texts. 12.6 The student will develop expository and informational, analyses, and persuasive/argumentative writings. 12.7 The student will write, revise, and edit writing. 12.8 The student will write documented research papers. 1 As the key global and educational objectives are the same for both courses, the assessment is mostly the same. Minor differences in the honors test that aim for higher order thinking on constructed response items are noted.
OTHELLO FINAL ASSESSMENT 4 Unit Description The Othello test is just one of two assessments the class will take during the thematic unit on Relationships: Torments and Triumph of Love, which seeks to answer two essential questions: 1. Why do human bonds bring both pleasure and pain? 2. How do authors portray the complex nature of relationships? While Othello is the main text, students will also study a variety of other poems, a short story, and the honors class will read a novel in a flipped setting outside of class. At the conclusion of the unit, students will take another test that assesses the remaining texts. The other texts that make up the unit include: The Stranger by Alfred Camus (Honors only) The Wife of Bath s Tale by Geoffrey Chaucer The Passionate Shepherd to his Love by Christopher Marlowe The Nymph s Reply to the Shepherd by Sir Walter Raleigh My Last Duchess by Robert Browning Marriage is a Private Affair by Chinua Achebe Sonnet 116 and Sonnet 130 by William Shakespeare Prologue to The Canterbury Tales by Geoffrey Chaucer
OTHELLO FINAL ASSESSMENT 5 By the end of the unit, the students will: Unit Intended Learning Outcomes Expand general and specialized vocabulary through speaking, reading, and writing. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. Compare and contrast the development of British literature in its historical context. Recognize major literary forms and their elements. Recognize, apply, relate, and critique the major themes of the play. and comprehend figurative language and other literary devices. and analyze key quotes from the texts. Recall, identify, compare, and analyze the plot, characters, and conflict of each of the texts studied.
OTHELLO FINAL ASSESSMENT 6 Unit Table of Specifications 2 Content Remember Understand Apply Analyze Evaluate Create Key vocabulary (10%) Historical context and social function of British Literature 3 (5%) Themes (15%) Literary devices and techniques (15%) Plot, characters, and conflict (55%) Use, determine Reading logs Othello Act Recognize Othello Test Othello Act Kahoot Recognize Othello Test Othello Act Kahoot Recall Othello Test Othello Act Kahoot Comprehend Othello Test Othello Act Kahoot Othello Test Othello Act Reading logs Othello Test Othello Act Othello Test Othello Act Kahoot Select, Demonstrate Reading logs Apply Othello Test Othello Act Select Othello Test Othello Act Structural analysis Connote, denote, discriminate Reading logs Compare contrast Relate Reading logs Othello Test Othello Act Compare, Contrast Reading logs Othello Test Othello Act Critique Reading logs Othello Test Critique Reading logs Othello Test Literary Analysis 4 (100%) Describe Reading logs Explain Reading logs Show Reading logs Analyze Reading logs Critique, conclude Reading logs Create, design, develop Reading logs 2 The Unit Table of Specifications is used for all texts used in the relationship unit and thus apply to both the Othello and Relationships s. 3 Not assessed by the Othello Unit test. 4 A performance-based assessment that can serve as an alternate to the Othello test.
OTHELLO FINAL ASSESSMENT 7 Othello Test Table of Specifications Content Remember Understand Apply Analyze Evaluate Create Key vocabulary 10 matching 1-pt questions 1 multiple choice 2- pt question Comprehend 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 Apply 23 Themes 1 10-pt essay question 2 multiple choice 2- pt questions Recognize 30, 36, Apply Relate Critique Create Literary devices and techniques 5 multiple choice 2- pt questions Recognize 41 42, 43, 44, 45 Plot and conflict 17 multiple choice 2-pt questions Characters 10 matching 1-pt questions Key Quotes 5 short answer 4-pt questions Recall 21, 22, 24, 25, 26, 27, 28, 29, 31, 32, 33, 34, 35, 37, 38, 39, 40 18, 19, 20 1, 2, 3, 4, 5, 6, 7 Compare, Contrast Analysis 46, 47, 48, 49, 50 Analysis 46, 47, 48, 49, 50 Critique
OTHELLO FINAL ASSESSMENT 8 Formative Assessments Descriptions of Assessments To assess progress and comprehension as we read the play, I plan on giving daily Kahoot. Kahoot is a fun, engaging way to assess knowledge of the play, while keeping the stakes low; students are not graded and by picking nicknames they remain anonymous. These classes in particular have successfully used Kahoot in an earlier unit and the class enjoys competing against each other. As the class finishes each act in the play, students will take short composed of matching, multiple choice, and short answer questions. These will be structured similarly to the Othello test and will be a mixture of assessing plot details, identifying characters, analyzing key quotes, and matching vocabulary to their definitions. A third formative assessment that will be used is the daily reading logs. As students read Othello, they will complete a daily reading log based on a pre-made rubric. This ensures that students are learning and writing down information they will see again on the Othello test. These reading logs will also be helpful if the Othello test was replaced with a performance-based assessment, such as a literary analysis essay. Summative Assessments After the class finishes reading Othello, they will take a test that assesses mastery of the play. This test will be structured just like the act. An alternative to this assignment is the literary analysis essay; students would use their daily reading logs to pick a theme and analyze how it is developed throughout the play. The class will take another test during this unit that covers all of the other texts previously mentioned.
OTHELLO FINAL ASSESSMENT 9 Class demographics New Kent High School is the only high school in the New Kent County Public School system and serves 943 students throughout grades 9-12. The student to teacher ratio is 15:1. The school is set in a rural area and there is a distinct difference between those that live below the poverty level and those from affluent backgrounds, with no apparent middle ground. According to the January 2010 New Kent County Data Summary, the following racial demographics make up the county: 81.9% white, 14.8% black, 1.8% Hispanic, and 1.5% other. According to the Virginia Department of Education School Report Card for New Kent High School, only the white and black student populations are large enough to be accountable for adequate yearly progress goals. The Othello test is designed for three different classes: one general and two honors. In the general class, 12 of 25 students have individual education plans, and 4 students have 504 plans. Despite receiving special education services, only 2 students are seeking a modified diploma. With a full-time Special Education co-teacher, I am confident that both classes will be capable of taking these tests and efforts have been made to avoid systemic errors. As the intended learning outcomes are the same for both classes, I feel it is appropriate that the assessment is the same 5. A majority of the test is multiple choice, matching, and fill in the blank answers. The test can be made in large print, delivered orally, or taken on a computer if necessary through Google Forms. The two honors classes have 19 and 21 students respectively, with no IEP s or 504 plans. 5 Despite being two different classes, my expectations are the same for both general and honors. In both classes there are college-bound students; I believe that a different test would not serve the college-bound students in the general class well.
OTHELLO FINAL ASSESSMENT 10 Purpose and Intended Use of Test Results My intended use of the test result aligns with the five main reasons why teacher should assess learning, outlined in Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning: 1. To garner information about the nature and degree of student learning; 2. To make near-term instructional decisions; 3. To make long-term decisions about curriculum, instruction, and assessment; 4. To communicate the nature and/or degree of learning to others (typically through a grade); 5. To provide feedback to students in order to progress their own learning (Gareis 145).
OTHELLO FINAL ASSESSMENT 11 Intended Learning Outcomes The intended learning outcomes that this test is designed to assess include: Expand general and specialized vocabulary through speaking, reading, and writing. Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. Compare and contrast the development of British literature in its historical context. Recognize major literary forms and their elements. Recognize, apply, relate, and critique the major themes of the play. and comprehend figurative language and other literary devices. and analyze key quotes from the texts. Recall, identify, compare, and analyze the plot, characters, and conflict of each of the texts studied.
OTHELLO FINAL ASSESSMENT 12 Othello Test Table of Specifications Content Remember Understand Apply Analyze Evaluate Create Key vocabulary 10 matching 1-pt questions 1 multiple choice 2- pt question Comprehend 8, 9, 10, 11, 12, 13, 14, 15, 16, 17 Apply 23 Themes 1 10-pt essay question 2 multiple choice 2- pt questions Recognize 30, 36, Apply Relate Critique Create Literary devices and techniques 5 multiple choice 2- pt questions Recognize 41 42, 43, 44, 45 Plot and conflict 17 multiple choice 2-pt questions Characters 10 matching 1-pt questions Key Quotes 5 short answer 4-pt questions Recall 21, 22, 24, 25, 26, 27, 28, 29, 31, 32, 33, 34, 35, 37, 38, 39, 40 18, 19, 20 1, 2, 3, 4, 5, 6, 7 Compare, Contrast Analysis 46, 47, 48, 49, 50 Analysis 46, 47, 48, 49, 50 Critique
OTHELLO FINAL ASSESSMENT 13 Validity Construct Validity I believe by modeling the test after the intended learning outcomes, this test has an acceptable degree of construct validity. That is, this test measures what I intend it to measure. All of the questions on the test align with the intended learning outcomes listed in the table of specifications. Content Validity Less than half of the questions assess a student s ability to recall information about the plot, characters, and conflict (18 of 50 questions). This is the first step in understanding the play and all other levels of thinking will come from grasping what is actually happening in the play. A majority of the questions fall in the understand category (26 of 50 questions); however, they are spread among the different content of vocabulary, themes, character identification, and identifying key quotes. Ten questions fall into the analysis category and require students to take quotes they have identified and analyze how they affect the plot. Predictive Validity If the act have a high degree of construct and content validity, then it should be possible to gauge the predictive validity of the test by reviewing those grades before the end of the play. Monitoring student progress through the at enable me to compare the results to the final grades on the test. If the literary analysis essay does end up being assigned, the Othello test could serve as a predictor of how well students understand the material, before they complete an essay on the topic. Cautions against this are that student learning will undoubtedly occur between the and the tests, as well as between the test and the essay, if assigned.
OTHELLO FINAL ASSESSMENT 14 Rationale of Test Items When compiling this test, I endeavored to make a highly valid and reliable test that could also be graded in the most efficient manner possible. On the test, 45 of 51 questions are select response and can be graded quickly, even instantly with Google Forms. The remaining six questions are mostly short-response, with one extended answer. Five of these questions call for students to analyze key quotes from the play. In these questions, students have to identify the speaker, explain how the quote contributes to the theme, and connect the quote to at least one other event in the play. The final question, an essay, asks students to pick any of the themes and discuss how it is developed in the play, citing evidence from the text, as well as making a contemporary connection. I believe these six constructed response questions are enough to evaluate the higher order thinking that the multiple choice questions are unable to assess. As the table below lists, 31 of 51 questions, or 61% of this test is completely original; that is, I created these questions and selected the answers. The remaining 39%, or questions 21-40 specifically, were modified from my cooperating teacher s current test on Othello. After reviewing these questions, and modifying or rephrasing them, I decided to include them on this assessment. The reason is I believe they accurately assess the intended learning outcomes for plot, characters, and conflict; of which all of these questions ask students to recall. Original Modified from Cooperating Teacher s Exam Question 1-20, 41-50, 21-40
OTHELLO FINAL ASSESSMENT 15 Reliability In constructing this test, I have strived to make the assessment as reliable as possible. As I was choosing how I would format the test, I tried to avoid systemic error by making my directions as clear as possible, in simple language, and refrained from using culturally-biased language. I also set up the test to be as objective as possible in terms of grading. A majority of the test is graded by choosing an option, and names are only written on the first page 6. Immediately after the test is administered, I plan on analyzing how students performed overall, as well as how each question was answered by comparing the results to the table of specifications. By constructing an item analysis, I will be able to observe the nature of student learning (Gareis 148). I will give extra attention to questions that more than 50% of students got incorrect, as well as those questions that 95% or more students answered correctly. This will give me feedback on how I can rephrase questions and address any systematic error. 6 To make the test even more objective, the select-response questions can also be graded automatically on Google Forms. The constructed-response questions could be graded or reviewed by a colleague as well.
OTHELLO FINAL ASSESSMENT 16 Scoring and Grading Procedures As previously mentioned, effort has been made to make grading this test as objective as possible. The select response questions make up 70% of the grade; thus, any personal or cultural bias in grading should not prevent a student from passing the test. The remaining 30% of the test, made up with constructed response questions, can be graded objectively by following the following rubrics. Using a rubric will not only make grading more objective, but also more reliable among different graders. Constructed Response Grading Criteria: Analyzing Quotes For the short answer questions in part 6 that ask students to identify the speaker and analyze the quote, the grading criteria is as follows: Identified the speaker (1 point) Connected the quote to a theme in the play (2 points) Connects the quote to at least one other event in the play (1 point) Constructed Response Grading Criteria: Analyzing Themes For the short answer questions in part 7 that ask students to choose a theme and analyze how it is portrayed throughout the play, the grading criteria is as follows: Describes the different aspects of a theme from the play (3 points) Refers to a specific example from the plot (3 point) Describes the contemporary relevance of the theme (3 point) Follows grammar, mechanics, and composition rules (1 point)
Running head: OTHELLO FINAL ASSESSMENT 17 Othello Part 1: Matching Speakers and Quotations (1 point each) For questions 1-7, match each of the following quotations to its correct speaker. Speakers may be used more than once or not at all. A. Cassio B. Desdemona C. Emilia D. Iago E. Othello 1. She loved me for the dangers I had pass d, And I loved her that she did pity them. (Othello) 2. Zounds, Sir, you re robb d; for shame, put on your gown; Your heart is burst, you have lost half your soul (Iago) 3. Good name in man and woman, dear my lord, Is the immediate jewel of their souls (Iago) 4. Reputation, reputation, reputation! O, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestial (Cassio) 5. Oh, now, for ever Farewell the tranquil mind! Farewell content! Farewell the plumed troop, and the big wars, That make ambition virtue! (Othello) 6. I am glad I have found this napkin. This was her first remembrance from the Moor, My wayward husband hath a hundred times Wooed me to steal it, but she so loves the token (Emilia)
OTHELLO FINAL ASSESSMENT 18 7. I call d my love false love; but what said he then? Sing willow, willow, willow: If I court more women, you ll couch with more men! (Desdemona) Part 2: Matching Key Vocabulary (1 point each) For questions 8-17, match the vocabulary word on the left with the definition on the right. Each word may be used more than once, or not at all. (B) 8. beguiled (J) 9. bombast (G) 10. deluding (E) 11. eminent (H) 12. entreat (A) 13. impediment (K) 14. lascivious (C) 15. paradox (L) 16. potent (I) 17. promulgate a. blockage b. charmed, delighted c. contradiction d. deceiving e. famous, well-known f. kind, loving g. misguided h. plead, beg i. promote j. puffed-up, pompous k. sensual l. strong, forceful Part 3. Character Identification (1 point each) For questions 18-20, choose the best answer. (D) 18. Brabantio is: a. Othello s ensign and boss b. the Governor of Venice c. the squadron commander of the fleet d. a senator and Desdemona s father
OTHELLO FINAL ASSESSMENT 19 (D) 19. Emilia is Iago s: a. daughter b. slave he won in battle c. sister d. wife (A) 20. Emilia is Desdemona s: a. friend and servant b. mother c. older step-sister d. teacher Part 4. Recalling and ing Key Plot Details (2 points each) For questions 21-40, choose the best answer. (B) 21. What is Iago s complaint in Act 1, Scene 1? a. another officer of the same rank was receiving higher pay b. Cassio got the promotion he wanted c. he disapproves of the new military uniforms d. Roderigo cheated during a card game and won (A) 22. Iago and Roderigo awaken Brabantio in the middle of the night because: a. a marriage is taking place that involves a family member b. there is a plot to murder him in his sleep c. thieves had pillaged his fields and orchards d. his wife is dying (C) 23. In Act 1, Scene 1, Iago tells Brabantio that a black ram is tupping your white ewe. Who is the white ewe that Iago is talking about? a. Bianca b. Brabantio s wife c. Desdemona d. Emilia
OTHELLO FINAL ASSESSMENT 20 (C) 24. Brabantio s reaction to Othello s marriage to Desdemona is a. impartial b. joyful c. outrage d. indifference (D) 25. The Duke sends for Othello to a. award him a medal b. congratulate his marriage c. promote his soldiers d. send him to Cyprus to fight (A) 26. After hearing from both Brabantio and Othello, the Duke a. admits that his daughter would love Othello under the same circumstances b. annuls the marriage c. reprimands Othello d. remains impartial (B) 27. What was Roderigo s complaint? a. he was passed over for promotion b. he was love sick and depressed over Desdemona s marriage. c. he wanted to go and fight with Othello s army d. Iago spent all of his money (C) 28. Iago s reply to Roderigo s complaint is that a. Roderigo should forgive and forget b. Roderigo should toughen up and act like a soldier c. Roderigo should work with Iago to plot revenge d. Roderigo should pray to the gods for guidance (C) 29. Iago wanted Roderigo to anger Cassio because a. Desdemona would fall in love with Roderigo b. Iago wants Roderigo killed c. Othello would remove Cassio from duty d. Roderigo would display his bravery (C) 30. The primary cause of the tragedy in the play is a. Cassio s inability to handle alcohol b. Emilia s silence c. Iago s dishonesty d. Othello s rage
OTHELLO FINAL ASSESSMENT 21 (B) 31. Iago causes Cassio to be argumentative when Iago a. discusses politics with him and disagrees with everything b. encourages Cassio to drink more wine and become drunk c. makes insinuating remarks about Cassio s mistress d. teases Cassio about being an arithmetician (C) 32. The result of Iago s explanation of Cassio s drunk fight with Roderigo is a. both Cassio and Roderigo are jailed for a month b. Othello calls them troublemakers and refuses to listen to them c. Othello demotes Cassio d. Roderigo is banished from Cyprus (C) 33. Iago tells Montano which lie about Cassio? a. Cassio has lied on his resume b. Cassio has two illegitimate children with Bianca c. Cassio is drunk every night and would probably be drunk in a moment of crisis d. Cassio is stealing money from Othello (B) 34. Why does Iago want Cassio to ask Desdemona for help with Othello? a. Brabantio has offered him money to break up the marriage b. her favor will advance Iago s devious plot to make Othello jealous beyond reason c. Iago feels remorse for what he has done d. Iago has been secretly plotting with the Turks (B) 35. Iago uses which item of Desdemona to plant the seeds of doubt in Othello? a. a gold bracelet b. a handkerchief c. a love letter d. Cassio s sword (D) 36. Over the course of the play, Othello is torn between his a. friendships with Cassio and Iago b. love for Desdemona and his affair with Emilia c. love for Desdemona and his love for Iago d. love for and jealousy with Desdemona (D) 37. What happened when Cassio and Roderigo fought? a. Cassio and Roderigo kill each other b. Cassio and Roderigo wound each other c. Iago wounded Roderigo and accidently killed Cassio d. Roderigo was wounded by Cassio. Cassio was wounded by Iago.
OTHELLO FINAL ASSESSMENT 22 (C) 38. How did Desdemona faithful to Othello to the end? a. she cried and forgave him b. she did not tell Emilia that Othello smothered her c. she held on to his handkerchief and professed her love for him. d. she offered to go to confession, do penance, along with whatever else Othello wanted. (A) 39. What happened to Othello? a. he commits suicide with a sword b. he lost his mind and wanders the streets c. he remained in his position and lived happily ever after d. he returns to his native country, prepares an army, and attacks Venice. (D) 40. What happened to Iago? a. he confessed his sins and spent his life in a monastery, doing penance. b. he fled the country and was never heard of again. c. he killed himself d. he was stabbed and imprisoned Part 5. ing Literary Devices (2 points each) For questions 41-45, choose the best answer. (A) 41. From the first scene of the play, the audience knows that Iago has evil plans. This is known as: a. dramatic irony b. figurative irony c. situational irony d. verbal irony (B) 42. Which of the following quotes demonstrates the use of metaphor? a. She loved me for the dangers I had pass d, / and I loved her that she did pity them b. Good name in man and woman, dear my lord, / Is the immediate jewel of their souls c. then you must speak/ Of one that loved not wisely but too well d. Knavery s plain face is never seen til used (C) 43. Which of the following quotes demonstrates the use of simile? a. then you must speak / Of one that loved not wisely but too well b. But I will wear my heart upon my sleeve / For daws to peck at: I am not what I am c. For that I do suspect the lusty Moor / Hath leap d into my seat; the thought whereof / Doth, like a poisonous mineral, gnaw my innards d. Good name in man and woman, dear my lord, / Is the immediate jewel of their souls
OTHELLO FINAL ASSESSMENT 23 (D) 44. Which of the following quotes demonstrates the use of personification? a. She loved me for the dangers I had pass d, / and I loved her that she did pity them b. Good name in man and woman, dear my lord, / Is the immediate jewel of their souls c. then you must speak/ Of one that loved not wisely but too well d. Knavery s plain face is never seen til used (D) 45. Which of the following quotes does not use repetition? a. Reputation, reputation, reputation! O, I have lost my reputation! I have lost the immortal part of myself, and what remains is bestial. b. O, now, for ever / Farewell the tranquil mind! Farewell content! / Farewell the plumed troop, and the big wars, / That make ambition virtue! c. It is the cause, it is the cause, my soul, -- / Let me not name it to you, you chaste stars! -- / it is the cause. d. She loved me for the dangers I had pass d, / and I loved her that she did pity them Part 6. Quote Analysis (4 points each) For questions 46-50, explain the following quotes. For full credit: Correctly identify the speaker (1 point) Explain the importance of the themes in the play (2 points) Explain how the quote connects to at least one other event in the play (1 point) 46. I am not what I am Iago says this quote in Act 1 and it sets up his devious plan to manipulate truth to spread lies. This quote connects to all of the other misdirection that Iago creates. 47. Your son in-law is more fair than black. The Duke says this to Brabantio when Othello and Desdemona are taken before him. This is one of the first times that Othello s merits are put before his race. Since race is a theme of the play, it connects to Othello being a Moor.
OTHELLO FINAL ASSESSMENT 24 48. O, beware, my lord of jealousy; it is the green-eyed monster which doth mock the meat it feeds on. This is an example of how Iago uses truth to spread his lies. He is not technically lying; he is in fact giving pretty sound advice. This connects to all of the other lies that Iago tells, without telling a lie at all. 49. Now art though my lieutenant. This is one of the first times that Iago s plan starts to work. After Cassio gets drunk and fights Roderigo, he is fired and Iago is promoted to his place. This is what Iago initially wanted, however his evil plan continues. 50. Then must you speak / Of one that loved not wisely but too well After Othello kills Desdemona and finds out about Iago s evil plan, he says this to Lodovico. Othello has finally found out that Desdemona really did love him after all and that everything was set up to make Othello jealous.
OTHELLO FINAL ASSESSMENT 25 Part 7. Analyzing a Major Theme (10 points) Choose one of the many themes portrayed (appearance vs. reality, friendship, honesty, jealousy, love, race) and discuss how it is developed in the play. Your response can be as long or as short as it takes to address the following: Describe the different aspects of this theme that Shakespeare develops (3 points) Use specific examples and details (3 points) What is the contemporary relevance to the theme portrayed? (3 points) Follows grammar, mechanics, and composition rules (1 point)
OTHELLO FINAL ASSESSMENT 26 References Gareis, C. R., & Grant, L. W. (2008). Teacher-made assessments: How to connect curriculum, instruction, and student learning. Larchmont, NY: Eye On Education.