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