blueprint planning for summative assessments...

Running Head: BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 1

Blueprint Planning for Summative Assessments

Timothy Higgins

Marist College

Author Note:

Prepared for EPSY605 Educational Assessment & Evaluation

Professor Szabo

April 1, 2013

BLUEPRINT PLANNING FOR SUMMATIVE ASSESSMENTS 2

Abstract

It is impossible to assess the amount of knowledge that a student has retained in any given

content area unit. The challenge for the secondary school educator is to craft meaningful

informal and formal formative assessments that build into summative assessments. These valid

summative assessments provide a representative sample of the total knowledge in that unit while,

at the same time, ensuring that NYS and CC learning standards are given their proper treatment.

An important starting point for representative sampling is the unit blueprint--a visual means to

verify whether all unit areas and cognitive dimensions are given appropriate due as learning for

the class progresses. It is beneficial that learning continue after summative assessments as

students derive additional knowledge and understanding from corrective feedback. Culminating

assessments can be opportunities for learning real-world applications and skills that participating

students can be proud of.


Blueprint Planning for Summative Assessments

The summative assessments are being prepared for a unit in twelfth grade AP global

history. The unit focuses on the Classical era (1000 B.C.E to 500 C.E.) which includes the early

civilizations of China, India, Greece, Rome, and Persia. The textbook is entitled World

Civilizations: The Global Experience (Sixth edition, AP). This unit uses four chapters of the

textbook. I anticipate this unit taking up one marking period; approximately two months of the

school calendar. During these two months, various formative assignments and assessments (as

presented and discussed in assignment 2) will prepare the students for the summative

assessments on this unit. These assessments take on many forms including binary choice items,

multiple choice questions, completion items, matching items, and short answers. Higher levels of

cognition will be called on to complete interpretive exercises, essay items, and authentic tasks.

Team building is an essential component of the last task. This task will be ongoing, culminating

in a presentation of the ancient replica with additional explanatory materials.

Summative assessments, the unit blueprint, and standards

What are the differences between formative and summative assessment and do they need to

be distinct processes in the assessment continuum? Are not all assessments formative as we learn

from our mistakes? All purposeful tools should teach and not merely assess—the gap between

planned for knowledge and skill—and that actually retained—should be addressed in a

formative-summative-formative feedback loop. “There seems to be value in maintaining the

distinction between formative and summative purposes of assessment while seeking synergy in

relation to the processes of assessment. These different purposes are real. One can conduct the

same assessment and use it for different purposes just as one can travel between two places for


different purposes. As the purpose is the basis for evaluating the success of the journey, so the

purpose of assessment enables us to evaluate whether or not the purpose has been achieved. If

we fuse, or confuse, formative and summative purposes, experience strongly suggests that ‘good

assessment’ will mean good assessment of learning, not for learning” (Harlen, pp. 220-221).

Assessment for learning sets a classroom tone of continuous improvement and invites self-

correction and encourages regulation within the students.

The summative assessments in the blueprint that tap into higher cognitive dimensions are

the interpretive exercises and essays. “Interpretive exercises use material that students encounter

in everyday living such as maps, newspaper articles, and graphs. Consistent with constructivist

learning theory, this connects the material better with the student, increasing meaningfulness and

relevance” (McMillan, 2011, p. 188). This format can be limited by how students organize their

thoughts and can be mitigated and improved by melding the metacognitive dimension into these

assessments. Social studies students can draw heavily on their understanding of relationships and

patterns while composing an extended response essay. The extended response essay is an ideal

format for assessing deep understanding and reasoning. “Research on student learning habits

shows that when students know they will face an essay test they tend to study by looking for

themes, patterns, relationships, and how information can be organized and sequenced. In

contrast, when studying for objective tests students tend to fragment information and memorize

each piece” (McMillan, 2011, p. 204). This is key and brings the formative work into the

summative essay as students call on previous work that helps organize and formulate their

writing.

The blueprint provides a visual tool by which to plan and assess curricular goals. It serves

as a self-check tool for the teacher and provides insight into the assessment process. An


understanding of mandated standards and their applicability throughout the blueprint aids the

student (and teacher) in achieving objectives. Often, there are synergies between blueprint cells

where related assessments emerge. This leverage makes the best use of class time to achieve

objectives. The unit blueprint exhibited in appendix A and aligns with the following NYS social

studies learning standards:

NYS learning standard 2 - Students will use a variety of intellectual skills to demonstrate

their understanding of major ideas, eras, themes, developments, and turning points in world

history and examine the broad sweep of history from a variety of perspectives.

NYS learning standard 3 - Students will use a variety of intellectual skills to demonstrate

their understanding of the geography of the interdependent world in which we live—local,

national, and global—including the distribution of people, places, and environments over the

Earth’s surface.

The reading and writing elements of the Common Core learning standards (CCLS) for

literacy in social studies are evident in the variety of assessments that are paired with the

blueprint for this unit. The reading standards are 1, 2, 3, and 7. The writing standards are 7 and 8.

The eight highlighted blueprint cells are discussed below. They are numbered from I to

VIII on the blueprint table. The points have been modified slightly from the blueprint points for

formative assessments to allow more specificity and relevance in the summative exercises. They

are discussed below.

I. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to

changing and developing social, political, economic, cultural, and religious practices and

activities in the classical civilizations. (Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4,

KI-1, PI-1 AND CCLS Reading std 3).


Analyze the contribution of a key individual or group in Classical China or India.

The summative assessment for this blueprint cell will be aided by the formative

assessment which graphically organized facts and key ideas and laying the foundation for the

summative exercise. This assessment is an interpretive exercise and essay and is shown in

appendix B. This exercise makes connections from that era to today’s world in the treatment of

the elderly. This assessment uses the cognitive processes understanding through evaluating, with

a greater need for evaluation skills. It challenges the student to ponder today’s world by

comparing it to ancient civilizations.

II. Unit Learning Objective: Describe the cultures, civilizations, and geographies in the classical

era including social customs, norms, values, political and economic systems, and religious

belief. (Alignment: Std 2, KI-1, PI-1 and Std 3, KI-1, PI-1 AND CCLS Reading std 1).

Describe the political and economic systems of Greek and Roman society.

This blueprint point was chosen because it provides a fact-based foundation for the work

to come. The assessments include multiple choice, binary choice and matching. These

assessments test retention of content related facts and spills over into the two cells that are above

and below cell II. Remembering, understanding, and applying are the key cognitive processes at

work during these exercises. This summative assessment is what comes to mind when one thinks

of a test.

The following blueprint cells (III, V, & VI) are listed here together because they form a

hybrid assessment, capturing multiple objectives within an integrative exercise.

III. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the

classical era to understand and give perspective to historical events and illustrate societal

norms. (Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).


Examine Greek and Roman narratives and documents by highlighting critical

elements and passages.

V. Unit Learning Objective: Understand the broad patterns, relationships, and interactions of

cultures and civilizations during the classical era.(Alignment: Std 2, KI-1, PI-4 and Std 3, KI-1,

PI-4 AND CCLS Reading std 2).

Predict military outcomes by hypothesizing that certain circumstances and

decisions were different.

VI. Unit Learning Objective: Explain the importance of analyzing narratives drawn from the

classical era to understand and give perspective to historical events and illustrate societal

norms.(Alignment: Std 2, KI-2, PI-4, Std 2, KI-3. PI-3).

Students will develop a thought process flow chart involved in using primary

sources.

These blueprint points were chosen for integration because synergies emerged upon

blueprint analysis. It was possible to capture much by doing so. The formative assessments, fact-

storming organizer, or other data collection tools, will set up understanding for the summative

exercise that includes cells III, V, and VI. This hybrid exercise (exhibited in appendix B)

includes an interpretive exercise and has authentic and creative elements. Journalistic writing and

character quotations present an opportunity to capture the higher level cognitive processes of

evaluating and creating. Metacognitive elements are built in.

IV. Unit Learning Objective: Plan and organize classical era research projects that focus on

differing and competing interpretations of events during that era and the changes brought about

by these events.(Alignment: Std 2, KI-2 PI-1&5, Std 2, KI-4 PI-3 AND CCLS Reading std 7,

Writing stds 7,8).


Students will demonstrate knowledge of period characteristics and architectural

features to create historical replicas.

This summative assessment is interpretive as well as authentic using a team building

approach in building an ancient replica. There are many authentic learning elements catering to a

variety of multiple intelligences. Interpersonal skills are emphasized. Clearly, this assessment

will be present throughout this unit and may require additional scaffolding and check points. The

group presentation of the completed replica and associated materials will be used for summative

purposes.

The following two blueprint points (VII and VIII) are linked together with a two part

assessment.

VII. Unit Learning Objective: Analyze the roles and contributions of individuals and groups to

changing and developing social, political, economic, cultural, and religious practices and

activities.(Alignment: Std 2, KI-2, PI-5, Std 2, KI-3, PI-1, Std 4, KI-1, PI-1 AND CCLS Reading

std 3).

Analyze and compare the causes of the decline of each civilization.

VIII. Unit Learning Objective: Interpret documents, artifacts, and contemporary film related to

significant developments in the classical era. (Alignment: Std 2, KI-4, PI-2 CCLS Writing stds 1,

2).

Students will demonstrate ability to self-evaluate their own work and learn the

process of thinking to correct them.

A similarities and differences chart is the formative work that becomes the key to the essays

that are required. This assessment (listed in appendix B as f.essay) includes two essays and a

short answer, in Part C., exploring metacognition. These assessments carry significant points as


it captures a key objective; comparing and contrasts the decline of the classical civilizations. The

cognitive processes of remembering through evaluating are at work during the process of writing

these essays.

Reflection on Summative Assessments

After the summative assessments are graded, how can they be used for additional

learning? Planning needs to take place for their formative use. Feedback on assessments need to

be made known to students so understanding is increased. A structure needs to be in place to

make this happen.

The final assessment in the unit is the team building approach to creating the historical

replica. This has resonance with real world applications—it is challenging, you are working with

others, and there is an end result—a product. Grant Wiggins (2011) discussed this approach in

his views on authentic tasks and warned that the regurgitation of knowledge is not applicable to

what future challenges most students will have to confront. Transferring prior knowledge and

skills, intellectualizing solutions is the fruit that assessment should bear.

An additional benefit of the culminating project is that is creates a sense of ownership in

a performance, and product, and a team. This turns the notion of a “final exam” on its head.

them. They have time to reflect on their performances, to practice, to receive help” (Gardner,

1999, p. 131).

This criteria may be problematic in some of the summative assessments, including

essays, interpretive questions, and especially authentic activities. Assigning a grade may be

challenging. Broad criteria may be best in the case of the team building/ancient replica project

previously discussed. Creativity is very personal and hard to assess so broad categories fit better

for grading.


Conclusion

All types of tests are here to stay. A balanced social studies teaching practice

includes all types of tests--examples are exhibited in appendix B. The most significant criticism

of assessment is the atmosphere in which it is conducted. Performance pressures and test anxiety

can often inhibit learning and prevent beneficial diagnostic assessment from taking place.

Teachers need not only administrative support but a dose of courage to focus their practices on

learning and not only testing.

Gardner (1999) proposes a milieu in which the negative aspects of the testing

environment fall away:

To put it crisply, students must know what they have to do: they must be familiarized

with the ways in which they will be asked to perform their understandings; and they must

appreciate the criteria by which their performances will be judged. Far from being subjected to

mysterious exams (no tests under lock and key), students should be exposed from the beginning

to performances reflecting various degrees of competence; they should be assured that they will

have plenty of opportunities to practice the required performances and to secure helpful

feedback; and they should be confident that the culminating performances will typically be

occasions for pride, rather than apprehension or shame (p. 131).

In the long run, with the right environment and practice, students will have the self-

efficacy to self-assess against ideal performances and take the needed steps to improve. This

approach has relevance as students embark on their journeys as responsible and contributing

adults.


References

Gardner, H. (1999). The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12

Education That Every Child Deserves. New York, New York: Penguin Group.

Harlen, W. (2005, June). Teachers' summative practices and assessment for learning tensions and

synergies. The Curriculum Journal, 16(2), 207-223.

McMillan, J. H. (2011). Classroom Assessment: Principles and Practices for Effective

Standards-Based Instruction. Boston, MA: Allyn and Bacon .

Wiggins, G. (2011). Moving to Modern Assessments. Kappan Magazine, 92(7), pp. 63-64.


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Appendix A

BLUEPRINT

UNIT: Global History Unit 1: Classical Civilizations, Grade 12 (AP)

TO

TA

LS

Remembering

Unit Learning Objective:

Describe the

cultures, civilizations, and

geographies in the

classical era including social

customs, norms,

values, political and economic

systems, and

religious belief.

Understanding


Understand the

broad patterns, relationships, and

interactions of

cultures and civilizations

during the

classical era.

Applying


Explain the

importance of analyzing

narratives drawn

from the classical era to understand

and give

perspective to historical events

and illustrate

societal norms.

Analyzing

Unit Learning Objective: Analyze the

roles and contributions

of individuals and groups to changing and

developing social,

political, economic, cultural, and religious

practices and activities

in the classical civilizations

Evaluating

Unit Learning Objective: Interpret

documents,

artifacts, and contemporary film

related to

significant developments in the

classical era.

Creating

Unit Learning Objective: Plan and

organize classical

era research projects that focus

on differing and

competing interpretations of

events during that

era and the changes brought about by

these events.

1.

Ch

ina/I

nd

ia Define key

attributes of

Classical Chinese and Indian culture,

customs, and

religions.

Summative Assessment: MC, Binary

18/6%

Summarize

geographical

features of China and India. (by

finding key places

on classical era maps).

5/2%

Apply translation

key to classical

era languages, monetary

exchange,

numbers, and measurements.

11/4%

I. Analyze the

contribution of a key

individual or group in Classical China or

India.

Summative Assessment: Essay

Interpretive

9/3%

Interpret a work of

classical era Indian

or Chinese entertainment or art

and its relevance

today.

15/5%

Construct a timeline

that portrays key

events and elements of the classical era

in China and India.

Explain key events (political, economic,

and religious) in a

graphic organizer.

30/11%

10/7.7%

88/31%

2. G

reec

e/R

om

e

II. Describe the

political and

economic systems of Greek and

Roman society.

Summative Assessment: MC, Binary, Matching

20/7%

Understand the

key elements of

Greco-Roman architecture. (by

journaling

observations on contemporary

buildings).

13/5%

III. Examine

Greek and Roman

narratives and documents. (by

highlighting

critical elements and passages).

Summative Assessment: Completion/

Short answer

9/3%

Investigate and tabulate

reputable education

web sites that highlight Greek and Roman

classical era research.

5/2%

Contrast two

political speeches

from the Greek and Roman era. (by

performing them).

18/6%

IV. Students will

demonstrate

knowledge of period

characteristics and

architectural features (by creating

historical replicas).

Summative Assessment: Interpretive and

Authentic

28/10% 93/33%

3. In

tegra

tive

Identify important

turning points and

developments in the classical

civilizations and

their causes.

Summative Assessment: MC, Binary, Matching

10/4%

V. Predict and

compare military

outcomes. (by hypothesizing that

certain events and

decisions were different).

Summative Assessment: Interpretive

exercise

8/3%

VI. Students will

develop their own

thought process flow chart

involved in using

primary sources.

Completion/

Short answer

PART B

12/4%

VII. Analyze and

compare the causes of

the decline of each civilization.

Summative Assessment: Essay

20/ 7%

VIII. Students will

demonstrate ability

to self-evaluate their own work and learn

the process of

thinking to correct them.

Summative Assessment: Essay PART C

25/9%

Develop a matrix

that compares

political, economic, and religious

aspects of two

civilizations.

25/9% 100/36%

TOTALS

48/17.1% 26/9.2% 32/11.4% 34/12.1% 58/20.7% 83/29.5% 281/100

%


Appendix B

Unit Test: Classical Civilizations NOTE: Test parts A,B,C equal 48 points

a. Binary Choice

Directions: Please Circle T (True) or F (False) T F Confucianism was full of religious symbolism and lacked a system of ethics. T F The religions of classical India, Buddhism and Hinduism, are alike in that they both have a strong founder. T F The greatest general of Greece was Hannibal. T F Classical Roman architecture has influenced the design of buildings up to today.

b. Multiple Choice Directions: Please choose the best answer by circling a,b,c, or d. 1. Which Roman Emperor is credited with unifying the Roman Empire spiritually?

a.) Julius Caesar

b.) Caesar Augustus

c.) Diocletian

d.) Constantine

2. The main reason for the popularity and spread of Buddhism is:

a. that the Kama Sutra was a very popular instructional text.

b. that nirvana was considered better than reincarnation.

c. that Buddhism rejected the caste system of Hinduism.

d. the example set by the lifestyle and teachings of the Buddhist monks.


3. What is the most lasting legacy of the Greek Civilization?

a. religion

b. art and philosophy

c. theatre and athletics

d. architecture and roads

4. What word best characterizes the gender relations in Greece, Rome, China, and India?

a. scholar-gentry

b. matrimonial

c. elitist

d. patriarchy

c. Matching

Directions: Match the selected response assessment in Column A with its definition in column B. Place the letter of the correct match from column B in the box to the right of column A. All the answers in Column B do not have to be used. Column A Column B

1 Sanskrit A. Stands alongside Confucianism as one of the two great religious/philosophical

systems of Greece.

2 Untouchable B. The lowest social group in classical India.

3 Daoism C. Practitioners favored an authoritarian state ruled by force.

4 Legalism D. The language of the Vedas and other Hindu scriptures.

5 Caste system E. A social system in which the male is the primary authority figure central to social

organization and the central roles of political life

6 Patriarchal F. Embraced secret rituals and nature’s mystery and harmony

G. In India, a system of division of labor and power in society.


c. Interpretive exercise #1 and Essay (9 points)

Directions: Read the following passage and answer the questions that follow.

“In all the classical civilizations, the achievement of old age won respect. It was seen,

legitimately enough, as a sign of good habits and wisdom. Furthermore, in groups where literacy was

uncommon, the elderly could be vital sources of information and cultural memory—the kinds of stories

that shape the identity of families and cultures. Respect for the elderly was a sign of good manners in all

the classical societies.

But the classical civilizations also differed in their attitudes toward the elderly. Chinese

Confucianism placed particular emphasis on venerating the elderly. Even older women, if they were

mothers (and especially if they were widows and mothers of sons) had clear status, although officially

their sons ran the household.

In Mediterranean cultures, there was greater ambivalence concerning older people. The themes

of wisdom and respect were visible (although they applied much more clearly to men than to

women)….In the Mediterranean, more attention was paid to the physical and mental deterioration of

older people, and while this was sometimes produced sympathy, it could also generate scorn.

Did these cultural differences matter in the actual way older people were treated? What is clear is that

this ambivalence toward the elderly had staying power. Even today, many argue, ambivalence about

older people that goes back to the Greeks, Romans, and Hebrews affects policy and outlook in the West,

while in contrast, some east Asian systems write respect for the elderly into their constitutions.”

(Stearns, et. al. p.38)

1. What is the main idea in this paragraph? Choose the best answer and circle.

a. In each society respect for the elderly was the norm.

b. The societies of today that are rooted in Western civilization exhibit ambivalence toward the

elderly whereas Asian systems, rooted in Eastern philosophies, are not.

c. Treating your elders with respect was considered good manners in classical civilizations.

d. In all civilizations, stories handed down were the reason that old age won respect.

2. Circle T or F

T F Chinese Confucianism paid particular emphasis on venerating the elderly.

T F In Greek and Roman societies, both elderly men and women gained equal respect.


3. Given the attached newspaper article, write 2 paragraphs comparing and contrasting the treatment

of the elderly described in the article with what the elderly may have experienced in classical

civilizations in the same situation.

See attached (WSJ, March 3, 2013)

Mining Firms Discover Old-Timers Can Be Worth their Weight in Gold: Senior Geologists Prowl Ant Hills,

Boast Other Quirky Ways to Strike Riches By John W. Miller

WSJ Article.PDF

e. Interpretive exercise #2 and Essay (29 points)

Punic Wars Newspaper Article

PART A: Write a newspaper article on the Roman victory in the second Punic War from the point of view

of the Romans. Use the fact storming graphic organizer previously completed in class to aid in writing

this article.

Include factual information to describe the events and explain the reasons that Rome fought Carthage.

Add some fictional quotes from Roman citizens about the victory.

Use some actual impressions from primary source documents. Highlight the passages that support your article.

Article needs to be 2-3 paragraphs in length.

Based on class simulations on battle decision making write an “alternate” history substituting Hannibal with a different general. (Interpretive)

This piece is an additional 2-3 paragraphs. PART B (Short answer): Develop a thought process flow chart on how you completed PART A.


f. Essays (45 points)

PART A: Essay: Using the graphic organizer that was completed for homework and revised in your study

group, analyze the causes of the decline of each civilization in the classical era.

PART B: Essay: Using the graphic organizer that was completed for homework and revised in your study

group, analyze AND compare the causes of the decline of each civilization in the classical era. Contrast

the reasons by highlighting common causes and differences.

PART C: (Short answer): Self evaluate your own work based on the criteria received in class and the

feedback on the 2 essays received from your teacher.

g. Interpretive, Short Answer, Matching, and Authentic:

(28 points)

Team Building to construct an ancient architectural replica.

Present and explain the replica1 that your study group built (Short answer).

Discuss architectural features of your model (Short answer).

Describe your group’s division of duties (Short answer).

Present your plan as translated from primary source architectural drawings, including

the material list that resulted in your replica (Interpretive and presentation).

In the presentation, have a chart that shows three columns: (1) ancient materials, (2)

contemporary materials, and (3) replica materials. Research and describe the

characteristics of ancient materials and mixtures and match them to current materials

and then the replica materials (Matching).

At the conclusion of the presentation discuss the pros and cons of the issues confronted

on your team and how they were successfully resolved (metacognitive, self-regulatory).

1. NOTE: Replica is a scale model of a significant Greek or Roman public building made with common

materials and ancient “blueprint” plans from antiquity.


ANSWER KEY

Content Area Selected Response test GLOBAL 12 Unit: Classical Civilizations

a. Binary Choice Directions: Please Circle T (True) or F (False) T F Confucianism was full of religious symbolism and lacked a system of ethics. T F The religions of classical India, Buddhism and Hinduism, are alike in that they both have a strong founder. T F The greatest general of Greece was Hannibal. T F Classical Roman architecture has influenced the design of buildings up to today.

b. Multiple Choice

Directions: Please choose the best answer by circling a,b,c, or d. 1. Which Roman Emperor is credited with unifying the Roman Empire spiritually?

e.) Julius Caesar

f.) Caesar Augustus

g.) Diocletian

h.) Constantine

2. The main reason for the popularity and spread of Buddhism is:

a. that the Kama Sutra was a very popular instructional text.

b. that nirvana was considered better than reincarnation.

c. that Buddhism rejected the caste system of Hinduism.

d. the example set by the lifestyle and teachings of the Buddhist monks.


3. What is the most lasting legacy of the Greek Civilization?

a. religion

b. art and philosophy

c. theatre and athletics

d. architecture and roads

4. What word best characterizes the gender relations in Greece, Rome, China, and India?

a. scholar-gentry

b. matrimonial

c. elitist

d. patriarchy

c. Matching

Directions: Match the selected response assessment in Column A with its definition in column B. Place the letter of the correct match from column B in the box to the right of column A. All the answers in Column B do not have to be used. Column A Column B

D 1 Sanskrit A. Stands alongside Confucianism as one of the two great religious/philosophical

systems of Greece.

B 2 Untouchable B. The lowest social group in classical India.

F 3 Daoism C. Practitioners favored an authoritarian state ruled by force.

C 4 Legalism D. The language of the Vedas and other Hindu scriptures.

G 5 Caste system E. A social system in which the male is the primary authority figure central to social

organization and the central roles of political life

E 6 Patriarchal F. Embraced secret rituals and nature’s mystery and harmony

G. In India, a system of division of labor and power in society.


d. Interpretive exercise

1. What is the main idea in this paragraph? Choose the best answer and circle.

a. In each society respect for the elderly was the norm.

b. The societies of today that are rooted in Western civilization exhibit ambivalence toward the

elderly whereas Asian systems, rooted in Eastern philosophies, are not.

c. Treating your elders with respect was considered good manners in classical civilizations.

d. In all civilizations, stories handed down were the reason that old age won respect.

2. Circle T or F

T F Chinese Confucianism paid particular emphasis on venerating the elderly.

T F In Greek and Roman societies, both elderly men and women gained equal respect.

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