Utilizing Technology in Schools

Hello

I uploaded the whole rubric for you to give you an idea of what the assignment is about.
But I need you to write for me only the highlighted part.
I uploaded the book course for you to help you with it.

This is the student profile:
(to help you with writing)
(they are young learners)
The proposed test-takers are Saudi EFL students enrolled in the first year of the intermediate stage in Saudi public schools, aged 13 to 14 years old. According to the Common European Framework of Reference for Languages (CEFR), their language proficiency level is A2 (Waystage or basic language User).
Their textbook is SuperGoal 1 it is a governmental textbook

these are the requirements: (you will find it in the rubric)

For the first part

1. A critique of the current assessment practices based on what you studied in the course (600 words, 6 marks).
2. Rationale for the alternative your suggesting (the final exam you are designing) based on what you studied in the course (1000 words, 10 marks). -For point 3, use a few examples if possible, to supplement your critique. -For points 3 and 4, think in terms of principles of language assessment, models of language abilities, the role of the assessor, washback, in addition to the macro and microskills your test is set measure (you can go beyond these points if necessary). -For points 3 and 4, you have to cite academic sources other than the required textbooks.

(For the question above I did not get it but I tried to write my ideas for you , please make sure to met all the requirements because I am confused and scared)
(especially the second one do I need to link with the first one or what?)
(Please help me with it) look back at the rubric only the highlighted part and the course book.

Note:these down are my critique since I am going to design my test according to it.
Please write it your way and add references and rationales.

–(I have a few ideas I want to critique on the Ministry of education test guidelines. They provide EFL teachers in Saudi Arabia with an unprecise rubric for writing questions. Especially for intermediate stage. It is abroad and fails to help teachers with correcting the writing; also, it can cause objectivity from teachers; hence every teacher will correct the writing questions according to her/him judgment. It is more of a holistic rubric. Holistic rubrics have good and downsides. It is beneficial and time-consuming, but it can affect students’ grading and the correction process, especially for novice teachers.
Also, there is no speaking rubric provided for teachers; the teachers themself voluntarily designed all the rubrics and scoring divisions found on the web.
Hence in the proposed test specification, I will offer analytical rubrics for speaking and writing tests to asses teachers with corrections and scoring with limited objectiveness or personal judgment from different teachers.)
Then you can talk about rubrics importance and the advantages of analytical rubric

-.You could talk about utilizing technology in assessment scoring.
Some schools in Saudi Arabia use the Scantron® sheets (machine) for listening and even final written tests to reduce the time of correction since many schools have enormous numbers of students, and they need to finish the correction in a short amount of time. Unfortunately, the problem is this machine is expensive, and the Ministry of Education does not provide it for the schools. Hence, to save effort and time, teachers need to pay for it themselves to provide it for their schools.
As an alternative, I will utilize the Zip grade app as a cheap and friendly use app. (talk about its benefits and features and write references) and link it to the course topics correcting with technology.
It saves time and effort. I will use it for the listening exam since all the items are MCQ.

–Also, MCQ questions are considered practical because they do not require a lot of time to administer, answer and correct. In addition, teachers can cover a wide range of objectives in a single test since the examinees are required to select answers rather than produce them.
In short, MCQ is a technique that can be used to test learners’ receptive skills rather than their productive skills.
Although it has a lot of advantages, especially for receptive skills, The problem is the continuous demand from the Ministry of Education and other test- developers in the field to write 4 or 5 MCQ items. From my perspective, as young learners’ teacher, students get confused and stressed when there are more than 3 MCQ items.

As an alternative, in the proposed test specification, I will apply only 3 MCQ items one correct and two alternatives. According to Owen & Froman’s (1987) study, the measurement differences between three- and five-option questions are minimal. Nevertheless, five-choice items were shown to have downsides, such as requiring students to spend more time considering each option, and increasing their anxiousness, so students preferred three-choice items. There are theoretical and empirical justifications for the use of three-choice items. Hence, we advise teachers who struggle every semester to invent a fourth or fifth option: “Stop!” (p.519)
This is the resource(Owen, S. V., & Froman, R. D. (1987). What’s wrong with three-option multiple choice items?. Educational and psychological measurement, 47(2), 513-522.)

-Also, the formative assessment usually tests three units on the term, which happens in the middle of the term. Hence, the students have already been tested on their objectives. Therefore, the final assessment should focus more on covering the learning objectives of the last three units. To ensure that the student achieve all the objectives ideally instead of repeating the same topics and vocabulary rapidly with a clear focus which might cause the student to lose concentration and miss some main objectives. Thus, I believe that this lack of concentration caused the Ministry of Education to do what is called the “Skills Test”, where they test the student every year to find the missing skills and objectives students did not achieve in their previous grade. As an alternative, the proposed test specification will focus on testing the objectives of the three last units, i.e. units 4,5 and 6.***Note they are two questions.