Information bulletin. Grade 6 English language arts

48 Pages·1996·6.9 MB·English

by  Alberta. Student Evaluation Branch

This document was written primarily for:
Students /
Teachers /
Administrators /
Parents
General Audience
Others
/ S uperintendents
DISTRIBUTION: Superintendents of Schools • S chool Principals and Teachers • T he Alberta
Teachers’ Association • A lberta School Boards Association • O fficials of Alberta Education •
General Public upon Request
This bulletin contains general information about the Provincial Student Assessment Program and
information specific to the Grade 6 E nglish Language Arts Achievement Test. It replaces all
previous bulletins.
Copyright 1996, the Crown in Right of A lberta, as represented by the Minister of Education,
Alberta Education, Student Evaluation Branch, 1 1 160 Jasper Avenue, Edmonton, Alberta
T5K 0L2. All rights reserved.
Special permission is g ranted to Alberta Educators only to reproduce, for educational purposes
and on a n on-profit basis, parts of this document that do not contain material identified as being
excerpted from another source.
If y our school has a C anCopy license, you may reproduce the excerpted material in this
document in accordance with that license. If y our school does not have a C anCopy license, the
excerpted material shall not be reproduced without the written permission of the original
publisher (see credits page, where applicable).
October 1996
Contents
Looking Back: Highlights of 1996. 1
Who Wrote the Test? 1
What Was the Test Like? 1
How Well Did Students Do? 2
Has Achievement Changed Since Last Year? 2
Commentary and Sample Questions from Grade 6
English Language Arts Achievement Test 1996 2
Reporting the Results 4
Looking Ahead: What is Upcoming for 1997 5
General Information 5
Administering the Assessment 5
Schedule 5
Students in French Programs 5
Marking Achievement Tests Locally 6
Performance Assessments 6
Standards: Curriculum, Assessment, Achievement 6
Definitions 6
Confirming Standards 7
Purpose of Askessment Standards 7
Description of the Language Arts Assessment Standards 7
Acceptable Standard 7
Standard of Excellence 8
Grade 6 E nglish Language Arts Assessment 8
Part A: Writing 8
Important Information to Note ! 9
Blueprint for Part A: Section I— Narrative Writing 10
Blueprint for Part A: Section II — Functional Writing 11
Marking 12
Practice Writing Assignments 13
Practice Writing Assignment — Narrative Writing 14
Scoring Guide — Narrative Writing 16
Practice Writing Assignment — Functional Writing 21
Scoring Guide — Functional Writing 23
Part B: Reading 25
Development 25
Reading Blueprint 26
Practice Reading Questions 27
Key and Descriptors for Practice Reading Questions 34
Preparing Students for the Assessment 35
Part A: Writing 35
Part B: Reading 36
Three Business Letter Formats 37
Format of a B usiness Letter 38
Addressing an Envelope 39
Credits 40
Alberta Education Contact 40
ii
Looking Back: Highlights of 1996
Grade 6 E nglish Language Arts
This information provides teachers, school administrators, and the public with an overview of the
results for the June 1996 Grade 6 E nglish Language Arts provincial assessment. It complements
the detailed school and jurisdiction reports.
Acceptable Standard Who Wrote the Test?
All students registered in Grade 6 w ere
expected to write the 1996 English
Language Arts Achievement Test. A t otal
of 40 475 students completed the June 1996
assessment. This number reflects an
increase of approximately 1 0 47 students
over last years’ administration of the test. In
1996, only a small proportion of students in
Grade 6 d id not write the test: 1.3% of
students were absent, 2.8% of students were
excused from writing by their
superintendent, and an additional 1.6% of
students wrote only one part of the test.
What Was the Test Like?
Standard of Excellence
The test had two parts.
Section I o f the Part A: Writing assignment
consisted of a p icture and a p rompt that
students responded to in the form of a story.
Section II of the Part A: Writing assignment
required students to write a b usiness letter.
Both pieces of the writing were scored in five
reporting categories: Content, Organization,
Sentence Structure, Vocabulary, and
Conventions. Content and Organization were
weighted to be worth twice as much as each
of the other categories.
Q A chievement Standards* Part B: Reading consisted of 50 multiple-
choice questions based on reading selections
Actual Results**
that were either informational or
*the percentage of students in the province narrative/poetic in nature.
expected to meet the acceptable standard
and the standard of excellence
**the percentage of students in the province
who met the standards (based on those who
wrote)
1
How Well Did Students Do? Commentary and Sample Questions
from Grade 6 E nglish Language Arts
As shown in the graphs on page one, in Achievement Test 1996
writing, slightly fewer students than expected
met the acceptable standard but the expected
Observations and Results: Writing
number met the standard of excellence . In
reading, not as many students as expected This was the first year that two pieces of
met the acceptable standard , b ut 10.1% more writing, a narrative and a b usiness letter,
students than expected met the standard of were required on the achievement test. This
excellence . For the total test, slightly fewer was the first year that a f unctional piece of
students than expected met the acceptable writing was required, and as expected, more
standard but again, the expected number met students had difficulty with this part of the
the standard of excellence . assignment. Given that the students had two
pieces of writing to complete, it is
In 1 1.1% of the schools, the percentage of
encouraging that results have improved over
students meeting the acceptable standard for
last year.
the total test was significantly above
expectations for the province. In 71.7% of
ORbesaedrivnagt ions and Sample Questions:
the schools, the percentage of students
meeting the acceptable standard was not
significantly different from provincial
The following is a d iscussion of specific
expectations. In 17.3% of schools, the
areas of strength and weakness for students
percentage of students meeting the on the Grade 6 t est. Sample questions from
acceptable standard was significantly below
the test are provided to highlight these areas
provincial expectations. Schools where
for students meeting the acceptable standard
fewer than five students wrote the Grade 6
and for those meeting the standard of
test are not included in these school
excellence for reading. For each sample
calculations.
question, the keyed answer is marked with
an asterisk. These questions are no longer
For detailed provincial assessment results,
secured and will not be reused in 1997.
refer to your school reports.
Has Achievement Changed Since
Last Year?
This year, many more students than last year
met the standard of excellence for reading.
The overall quality of the writing in 1996 is
better than that done in 1995, with more
students than last year meeting both the
acceptable standard and the standard of
excellence .
2
Acceptable Standard
32. The long “measuring tapes” (line 9) are
For question 32, students had to j udge the
A. skyways
most likely meaning of a p hrase from its
B. runways
C. railways context. Of students who met the
* D . roadways acceptable standard but not the standard of
excellence , approximately 82% were able to
do this.
21. Brian can best be described as being In question 21, many students meeting the
acceptable standard but not the standard of
*ABC... cinutnenlilingge nt excellence had difficulty making a
resourceful judgement about characters by synthesizing
D. imaginative information. Only 53% of this group were
able to correctly answer this question.
The strengths of students who met the
acceptable standard include the ability to
• identify different genres
• understand the elements of story structure
• recognize the author’s purpose (in
straightforward informational text)
• use text and typographical features to
assist their reading
However, many of these students did not do
as well as expected in
• inferring implicit relationships among
events and ideas
• making generalizations
• drawing conclusions by synthesizing
pertinent details from a reading selection
• understanding selections that were not
narrative in form (particularly poetry and
cartoons)
Standard of Excellence
50. The mouse is upside down most likely
Question 50 required students to draw a
because it
conclusion by synthesizing information in a
A. has been caught in a t rap concrete poem. Of students meeting the
*B. has been killed by the cat standard of excellence , 9 5.6% answered this
C. is hiding from the cat
question correctly.
D. is p laying with the cat
Question 30 required students to draw a
conclusion about characters by synthesizing
information in a p oem. Of students meeting
30. Tahbeou t “ c rareea tures” (line 3) the tourist is talking the standard of excellence , 9 2.6% answered
this question correctly.
A. space vehicles
B. huge robots
*C. motor vehicles
D. glass buildings
3
Students who met the standard of excellence
The practice of requiring only one copy of
had very few difficulties with this
assessment. These students could the writing will continue in 1997.
• synthesize information from a selection to
make inferences, judgements, and draw Two Pieces of Writing
conclusions
Also for the first time this year, students
• recognize the meaning of words and
phrases from the context of the material were required to complete two pieces of
writing. Again, some teachers expressed
• make judgements about the author’s
concerns that this was not appropriate.
purpose
• understand the author’s point of view The two-response format allows students to
• understand the selections that were not in
demonstrate what they know and can do
narrative form (poems and cartoons)
better than a s ingle sample writing test.
Since research indicates that students
Draft and Final Copies perform differently depending on the type of
writing assignment they are doing; a s ingle
This year, for the first time, students were writing sample may actually be an injustice
asked to complete only one copy of their to students. We believe that it is important
writing. It was suggested that they write on to broaden the curriculum base from which
every other line to allow for changes and we are testing by covering more of the
corrections directly on their work. formats in which students are expected to be
Some teachers have concerns that this proficient.
practice does not respect the writing process.
Reporting the Results
We agree that the complete writing process
should be modelled and respected in the
On August 23, 1996, each school
classroom. Although a t ime-limited test
jurisdiction received, electronically, a
situation does not permit the same degree or
district report and individual school reports
type of prewriting and revising activities, the
achievement testing procedures are designed regarding their students’ achievement, as
well as guidelines for interpreting these
to reflect the writing process as well.
results in relation to provincial standards.
Students are allowed an opportunity to
discuss the writing prompts with classmates
To facilitate reflection on school programs,
in small groups and to plan their writing.
we expect that results will be shared with all
Because time is limited, the students are
school staff (not just teachers of grades 3, 6,
encouraged to spend the majority of their
and 9), as well as with parents and the
time in composing and revising. We believe community.
that allowing them to do their revising
directly on their draft will benefit them,
Two copies of an individual profile for each
since in the past many students wasted
student were sent to the school that the
valuable time simply recopying a d raft to
student will attend in September. We expect
make it neater; most did not pay special
that the Parent Copy will be given to parents
attention to improving the content or quality
and the School Copy will remain with the
of what they had originally written.
student’s record.
During the central marking session held in
July, most teacher markers were pleasantly
All Achievement Tests administered in
surprised at the overall quality and
1993 and prior to 1993 are no longer
neatness of the students’ work. Most
secured.
agreed that not having to produce a “ good
copy” of the writing ensured that the
majority of the students had enough time
to complete the test.
4
Looking Ahead: What is Upcoming for 1997
General Information test administration within the dates
provided. Students who are absent when the
The Provincial Student Assessment Program tests are administered and who return to
provides teachers, parents, students, school school by the end of the school year must
administrators, Alberta Education, and the write the tests upon their return. By
public with information about what students scheduling the tests early in the
know and can do in relation to provincial administration period most, if not all,
standards. Group results are reported at absentees can be tested upon their return to
school, district, and provincial levels to school. The principal is responsible for
improve learning opportunities for students. ensuring the security of the tests.
The assessments are administered in two The tests that will be administered each
subject areas at Grade 3 — language arts and
mathematics — and in four subject areas at year are:
Grade 3
grades 6 a nd 9 — language arts, mathematics,
social studies, and science. English Language Arts {Part A: Writing
and Part B: Reading )
The assessments are based on provincial Mathematics (English and French forms)
standards, which reflect important learnings
Grade 6
in the subject areas listed above. Classroom
English Language Arts {Part A: Writing
teachers from across the province are
and Part B: Reading )
extensively involved in developing and field
testing the assessment instruments. Frangais 6e annee {Partie A: Production
ecrite and Partie B: Lecture)
Mathematics (English and French forms)
Administering the Assessment
Science (English and French forms)* see p.
Social Studies (English and French forms)
Information about the nature of the
Grade 9
provincial assessments as well as their
administration to special needs students can English Language Arts {Part A: Writing
be found in the General Information and Part B: Reading)
Bulletin, Provincial Student Assessment
Franyais 9e annee {Partie A: Production
Program, which is mailed each fall to all ecrite and Partie B: Lecture)
superintendents and principals. Mathematics (English and French forms)
Science (English and French forms)
Schedule Social Studies (English and French forms)
The written-response component of English Students in French Programs
and French Language Arts will be
All students in French programs must write
administered during the last week of May.
English Language Arts, French Language
The machine-scorable component of all
achievement tests will be administered Arts, and French versions of other
achievement tests if their language of
during the last two weeks of June. Specific
instruction is French. Alberta Education
information regarding scheduling is
will send a c hecklist to schools in January
provided in the current General Information
Bulletin, Provincial Student Assessment requesting an indication of how many
English or French tests are required. These
Program.
forms must be returned through jurisdiction
To minimize any risks to security, we offices by mid-February.
recommend that all students complete the
test on the same day. Superintendents
approve a l ocal schedule for achievement
5
Grade 9
• R esources for the implementation of the
revised Program of Studies for elementary • problem-solving and communication tasks
science will not be available until the in science
1997-98 school year. Therefore,
implementation of the revised Program of
Standards: Curriculum,
Studies for students in French programs is
optional for the 1996-97 school year. Assessment, Achievement
Schools offering grade 6 s cience in French
must decide which form of the science test The move toward results-based curricula has
they will write in June 1997. The choices re-emphasized the need for a c lear delineation
are either the translated form of the 1996 of standards and their purpose. All standards
Grade 6 S cience Achievement Test based and all methods of setting standards require
on the previous program or the 1997 judgement. Local targets are also described in
Grade 6 S cience Achievement Test based this section.
on the revised program. Schools offering
Grade 6 S cience in French must choose The process of setting a standard can
one form or the other for all students in only be as good as the judgements that
go into it. The standard will depend on
Grade 6 w riting in French.
whose judgements are involved in the
process. In this sense, all standards are
Marking Achievement Tests Locally
subjective. Yet once a s tandard has been
Teachers are able to mark the tests set, the decisions based on it can be
before returning them to Alberta Education. made objectively. Instead of a separate
Teachers can use the results as part of an set of j udgements for each test-taker, you
will have the same set of j udgements
individual student’s year end assessment, as
well as for planning instruction. applied to all test-takers. Standards
cannot be objectively determined, but
Performance Assessments they can be objectively applied.1
Performance assessments provide students
Definitions
with real-life tasks. These assessments
address many of the learner expectations The Achievement Testing Program is
that cannot be easily measured using only directly concerned with three different but
related standards. These provincial
paper and pencil strategies. These tasks
standards are curriculum standards,
have been developed by classroom teachers
assessment standards, and achievement
and are designed to model good classroom
standards.
instruction and assessment practices.
The Student Evaluation Branch uses these • Curriculum Standards are the expected
tasks to collect a b roader base of information student learnings sequenced into grade
about what students know and can do than levels. They include broad statements of
achievement tests alone can provide. These knowledge, skills, and attitude
assessments will be administered to a expectations against which student
provincial sample of students in all subjects performance is j udged. These standards
on a rotating basis. The following are established in the process of
assessments will be given in 1997: curriculum development and are found in
the Program of Studies document
Grade 3
produced for each subject.
• informational book tasks in language arts
Grade 6
• social studies: inquiry into basic needs
1 P assing Scores; Samuel A. Livingston, Michael J. Zieky; Educational Testing Service, 1982.
6