A. In Read School Texts, students read a variety of short texts, such as classroom signs, school notices, letters, website postings, emails and text messages between students. In addition, students in Grades 1–12 read texts they will likely encounter in the academic content areas of English Language Arts, History, Social Studies or Mathematics, Science, and Technical Subjects. These texts emulate grade-span-appropriate workbook or classroom tasks, and measure the student’s ability to understand the text, not their ability to complete the task being described. All questions are multiple-choice in format and measure student’s ability to identify main ideas and supporting detail, interpret words and phrases as they are used in text, identify view, tone, and attitude.
B. In Read Academic Texts, students read extended grade-span-appropriate passages drawn from two broad academic categories: (a) Language Arts, Social Studies, and History; and (b) Mathematics, Science, and Technical Subjects. Although both fiction and non-fiction texts are included, there is an emphasis on more complex non-fiction texts. In Grades 4–12, each passage has eight related questions that measure the student’s ability to identify main ideas and important details, identify view, tone, and attitude, and interpret words and phrases as they are used in text. Two of the eight items related to each passage in Grades 4-12 require students to complete a table, time line, or illustration with text taken directly from the passage. These dichotomous constructed response items are scored as either being incorrect (0 points) or correct (1 point)
B. In Read Academic Texts, students read extended grade-span-appropriate passages drawn from two broad academic categories: (a) Language Arts, Social Studies, and History; and (b) Mathematics, Science, and Technical Subjects. Although both fiction and non-fiction texts are included, there is an emphasis on more complex non-fiction texts. In Grades 4–12, each passage has eight related questions that measure the student’s ability to identify main ideas and important details, identify view, tone, and attitude, and interpret words and phrases as they are used in text. Two of the eight items related to each passage in Grades 4-12 require students to complete a table, time line, or illustration with text taken directly from the passage. These dichotomous constructed response items are scored as either being incorrect (0 points) or correct (1 point)
In Grades 2-12, there are three sections: Use Grammar and Conventions, Write Academic Texts, and Write to Express Ideas. The Writing sub test includes both multiple-choice and constructed-response items that assess the student’s knowledge of grammar, word order, and word choice and the student’s ability to apply that knowledge to produce sentences and paragraphs that are commonly expected of students at their respective grade levels.
A. Use Grammar and Conventions In Use Grammar and Conventions, K–1 students select grammatically correct sentences and indicate whether or not a sentence uses correct use of capital letters, punctuation, articles, singular and plural nouns, pronouns, and subject/verb agreement. In Grades 2– 12, students select the grammatically appropriate response to complete sentences and paragraphs. Grammatical features are selected according to each grade span and include the correct use of capitalization, sentence-ending marks, articles, adjectives and adverbs, singular and plural nouns, pronouns, subject/verb agreement, tense and aspect, prepositional phrases, conjunctions, commas, and auxiliary verbs.
B. Write Academic Texts Students in Grades 4-12 are first asked to write a short summary (two to five sentences) of a paragraph selected from a passage they had read earlier in the Read Academic Texts section of the Reading subtest. Next, students are shown a table, time line, pie chart, or checklist and asked to write one to two full sentences explaining the information it contains. Finally, students are asked to either (a) compare the paragraph and the information contained in the table, time line, pie chart, or checklist and explain in one to two sentences how they are the same or different or (b) to provide an opinion or preference based on the content of both sets of information. These tasks approximate common real-world classroom assignments where students are expected to summarize, in their own words, course reading material, extract tabular information and express it in prose, and compare and contrast academic content. Responses are scored on a 0-3 rubric to assess the student’s ability to communicate effectively using appropriate grammar, vocabulary, and conventions.
C. Write to Express Ideas In Write to Express Ideas, students are given an opportunity to write for personal communication. Grades K–1 students write a sentence describing a person. Students in Grades 2-3 write a letter. Students in Grades 4-12 write extended responses to an email message, note, or blog entry. The writing tasks for Grades 2-12 are designed for students to be able to demonstrate their ability to describe, explain, report, compare, narrate, persuade, or express ideas in writing. Responses are scored on a 0-4 holistic rubric to assess the student’s use of appropriate grammar, vocabulary, and for the student’s ability to express meaning in a cohesive and coherent manner.
The Listening test consists of two subtests: Listen for Information and Listen for Academic Instruction. All Listening items are multiple–choice in format.
A. In Listen for Information, students listen to directions, brief school announcements, content–based discussions, and conversations. Then students answer questions about what they heard. Students are tested on skills such as following common, explicit oral directions, identifying main ideas, and making inferences. In upper-grade spans, students are also asked to comprehend idiomatic expressions and make predictions. All instructions, audio passages, questions, and answer choices are played on the accompanying audio CD. Each question has three answer choices. In Grades K–1, all answer choices are pictures. In Grades 2–3, there is a mix of both picture and text–based answer choices. In Grades 4–12, all answer choices are text–based.
B. In Listen for Academic Instruction, students listen to longer content-based discussions led by a teacher, with comments and contributions provided by class members. In this way, the listening texts approximate authentic classroom discourse patterns that are constructed by the teacher and the class members. Discussions are drawn from two broad academic categories: (a) Language Arts, Social Studies, and History; and (b) Mathematics, Science, and Technical Subjects. All instructions, audio passages, questions, and answer choices are played on the accompanying audio CD. Each question has three answer choices. Students identify main ideas and supporting details, and make inferences. At the upper grades spans, students also make predictions. In Grades K–1, all answer choices are pictures. At Grades 2–3, there is a mix of both picture and text-based answer choices. In Grades 4–12, all answer choices are text–based.
A. In Listen for Information, students listen to directions, brief school announcements, content–based discussions, and conversations. Then students answer questions about what they heard. Students are tested on skills such as following common, explicit oral directions, identifying main ideas, and making inferences. In upper-grade spans, students are also asked to comprehend idiomatic expressions and make predictions. All instructions, audio passages, questions, and answer choices are played on the accompanying audio CD. Each question has three answer choices. In Grades K–1, all answer choices are pictures. In Grades 2–3, there is a mix of both picture and text–based answer choices. In Grades 4–12, all answer choices are text–based.
B. In Listen for Academic Instruction, students listen to longer content-based discussions led by a teacher, with comments and contributions provided by class members. In this way, the listening texts approximate authentic classroom discourse patterns that are constructed by the teacher and the class members. Discussions are drawn from two broad academic categories: (a) Language Arts, Social Studies, and History; and (b) Mathematics, Science, and Technical Subjects. All instructions, audio passages, questions, and answer choices are played on the accompanying audio CD. Each question has three answer choices. Students identify main ideas and supporting details, and make inferences. At the upper grades spans, students also make predictions. In Grades K–1, all answer choices are pictures. At Grades 2–3, there is a mix of both picture and text-based answer choices. In Grades 4–12, all answer choices are text–based.
The Speaking test consists of five subtests: Make Conversation, Use Academic Words, Describe and Request Information, Present and Explain Information, and Tell a Story. Note that Kindergarten students take only the first set of questions in Present and Explain Information. All Speaking items are performance-based in format. They measure vocabulary and grammatically correct verbal expressions in social and academic language. Tasks in the Speaking sub test elicit the production of single-word responses as well as multiple sentences related to school-appropriate topics.
A. In Make Conversation, students are shown a picture of people engaging in a conversation in a school or social setting and asked to imagine that they are participants in the scenario. Students then answer basic conversational questions that are appropriate for their participant role by either providing information or expressing opinions and preferences. Student responses are scored as incorrect (0 points), correct (1 point), or no response (NR).
B. In Use Academic Words, students are shown pictures of grade-appropriate vocabulary items, common objects, and objects they will encounter in the classroom and asked to identify the object or concept. Students respond with a single word or short phrases. Student responses are scored as incorrect (0 points), correct (1 point), or no response (NR).
C. In Describe and Request Information, students are shown a picture depicting an academic or social situation and asked to describe it, using sentences. Next, students are required to complete a speech act or function by, for example, saying what they would do if they were a participant in the scenario. Grades K-1 students demonstrate their ability to ask questions, request clarification and negotiate for meaning, while Grades 2-12 students demonstrate their ability to make requests. Student responses are scored on a 0-3 rubric.
D. In Grades 4–12, students are shown a slide, map, or other graphic depicting information, such as a chart, and asked to talk about the information in the graphic as if they were giving a presentation to his or class. Students are then shown a different yet related graphic and asked to present that information as well. Next, students are asked to compare the information in the two graphics and explain how the information is the same or different. Finally, students are asked to express their own opinion or state a preference based on the information provided in the two graphics. Student responses are scored on a 0-3 rubric.
E. In Tell a Story, students are shown four related pictures that illustrate a story with a beginning, middle, and an end. Pointing to the series of four pictures, the Proctor begins the story by reading a story starter to contextualize the pictures without giving away vocabulary or key content. Students are then asked to complete the detailed story depicted in the series of illustrations using multiple sentences to interpret, narrate, and paraphrase events. Student responses are scored on a 0-4 rubric
A. In Make Conversation, students are shown a picture of people engaging in a conversation in a school or social setting and asked to imagine that they are participants in the scenario. Students then answer basic conversational questions that are appropriate for their participant role by either providing information or expressing opinions and preferences. Student responses are scored as incorrect (0 points), correct (1 point), or no response (NR).
B. In Use Academic Words, students are shown pictures of grade-appropriate vocabulary items, common objects, and objects they will encounter in the classroom and asked to identify the object or concept. Students respond with a single word or short phrases. Student responses are scored as incorrect (0 points), correct (1 point), or no response (NR).
C. In Describe and Request Information, students are shown a picture depicting an academic or social situation and asked to describe it, using sentences. Next, students are required to complete a speech act or function by, for example, saying what they would do if they were a participant in the scenario. Grades K-1 students demonstrate their ability to ask questions, request clarification and negotiate for meaning, while Grades 2-12 students demonstrate their ability to make requests. Student responses are scored on a 0-3 rubric.
D. In Grades 4–12, students are shown a slide, map, or other graphic depicting information, such as a chart, and asked to talk about the information in the graphic as if they were giving a presentation to his or class. Students are then shown a different yet related graphic and asked to present that information as well. Next, students are asked to compare the information in the two graphics and explain how the information is the same or different. Finally, students are asked to express their own opinion or state a preference based on the information provided in the two graphics. Student responses are scored on a 0-3 rubric.
E. In Tell a Story, students are shown four related pictures that illustrate a story with a beginning, middle, and an end. Pointing to the series of four pictures, the Proctor begins the story by reading a story starter to contextualize the pictures without giving away vocabulary or key content. Students are then asked to complete the detailed story depicted in the series of illustrations using multiple sentences to interpret, narrate, and paraphrase events. Student responses are scored on a 0-4 rubric
|
Las Links Content and Overview Information |
