flacs regional exams checkpoints a & b join us in preparing these important exams. october 2014

FLACS Regional ExamsFLACS Regional ExamsCheckpoints A & BCheckpoints A & B

Join us in preparing these Join us in preparing these important exams.important exams.

October 2014October 2014

FLACS ExamsFLACS Exams FLACS Regional FLACS Regional

Checkpoint A:Checkpoint A:

Part 1: Speaking Part 1: Speaking (30 points)*(30 points)*

Part 2: Listening Part 2: Listening (30 points)*(30 points)*

Part 3: Reading Part 3: Reading (20 points)(20 points)

Part 4: Writing Part 4: Writing (20 points)*(20 points)*

FLACS Regional FLACS Regional Checkpoint B:Checkpoint B:

Part 1: Speaking Part 1: Speaking (24 points)(24 points)

Part 2: Listening Part 2: Listening (26 points)*(26 points)*

Part 3: Reading Part 3: Reading (30 points)(30 points)

Part 4: Writing Part 4: Writing (20 points)*(20 points)*

• NEW CHANGES THIS YEAR:

• Speaking: Checkpoint A—(0—no credit; 1 point—minimal proficiency; 2 points—proficient and beyond).

• Writing Checkpoints A&B: One task will be a Read to Write Task informed by reading sources. The other task will be an option of a typical descriptive or narrative task. New scoring rubrics.

• Listening: Checkpoint A—15 listening items; Checkpoint B; 13 Listening items

Checkpoint A; Part 1 SpeakingCheckpoint A; Part 1 Speaking

Scoring will be 0—no credit, 1 point—minimal Scoring will be 0—no credit, 1 point—minimal proficiency, 2 points—proficient and beyondproficiency, 2 points—proficient and beyond

Checkpoint A & B; Part 2 ListeningCheckpoint A & B; Part 2 Listening

Checkpoint A reduced to 15 items; Checkpoint B reduced Checkpoint A reduced to 15 items; Checkpoint B reduced to 13 items to 13 items

Checkpoint A & B; Part 4 WritingCheckpoint A & B; Part 4 Writing

One of the writing tasks will be a Read to Write Common One of the writing tasks will be a Read to Write Common Core task, expository or persuasive tasks, informed by Core task, expository or persuasive tasks, informed by reading sources. Scoring is 10 points each task—total of reading sources. Scoring is 10 points each task—total of 20 points for Checkpoints A & B. Picture option will be 20 points for Checkpoints A & B. Picture option will be eliminated on the 2016 Checkpoint B Exams.eliminated on the 2016 Checkpoint B Exams.

Changes to the 2015 ExamsChanges to the 2015 Exams

Standards/ContentStandards/Content

The New York State Standards for World The New York State Standards for World Languages (LOTE), the (new) National Standards Languages (LOTE), the (new) National Standards —World Readiness Standards for Learning —World Readiness Standards for Learning Languages, and the (new) Themes for World Languages, and the (new) Themes for World Languages in the 21Languages in the 21stst Century (based on the Century (based on the Topics from the Modern Language Syllabus, IB Topics from the Modern Language Syllabus, IB and AP Themes) establish the content, skills, and AP Themes) establish the content, skills, knowledge and performance standards for these knowledge and performance standards for these exams.exams.

Multiple Choice Listening and Multiple Choice Listening and Reading Test ItemsReading Test Items

Test items are the building blocks of an exam. Test items are the building blocks of an exam.

All test items are composed of three parts: All test items are composed of three parts: Item stem (question)Item stem (question) Correct answer Correct answer Distracters (incorrect responses) Distracters (incorrect responses) ““Options” refers to all the choices that are Options” refers to all the choices that are

available. The correct answer must be 100% available. The correct answer must be 100% correct, 100% of the time.correct, 100% of the time.

Writing good MC Items: Writing good MC Items:

1.1. Be sure to choose appropriate content (refer to Themes/Topics).Be sure to choose appropriate content (refer to Themes/Topics).2.2. Make sure topics are well balanced (use the checklist).Make sure topics are well balanced (use the checklist).3.3. The content should be at an appropriate level of difficulty.The content should be at an appropriate level of difficulty.4.4. Be sure the question does not rely on one word.Be sure the question does not rely on one word.5.5. Checkpoint A=question and 4 optionsCheckpoint A=question and 4 options6.6. Checkpoint B=question and 4 options or complete the sentence Checkpoint B=question and 4 options or complete the sentence

with four optionswith four options7.7. Do not use negatives in the question or options.Do not use negatives in the question or options.8.8. Make sure the options are all roughly the same length.Make sure the options are all roughly the same length.9.9. The options should be viable and not grammatically incorrect.The options should be viable and not grammatically incorrect.10.10. Students should not be able to answer the question just by Students should not be able to answer the question just by

reading the question and the options.reading the question and the options.11.11. Place repeated words in the stem, not in the options.Place repeated words in the stem, not in the options.12.12. Use culturally appropriate content (not stereotypes).Use culturally appropriate content (not stereotypes).

DistractersDistracters Designing plausible distracters is the most Designing plausible distracters is the most

challenging aspect of multiple choice item challenging aspect of multiple choice item writing.writing.

A good distracter should be chosen by low A good distracter should be chosen by low achievers, not high achievers.achievers, not high achievers.

The distracters are clearly not the correct The distracters are clearly not the correct answer when the best answer is selected.answer when the best answer is selected.

All distracters should be similar in length and All distracters should be similar in length and format (i.e. verbs, infinitives, statements). format (i.e. verbs, infinitives, statements).

The way to judge a good stem: students who The way to judge a good stem: students who know the content should be able to answer know the content should be able to answer before reading the alternatives.before reading the alternatives.

DistractersDistracters Be sure reading questions can not be answered Be sure reading questions can not be answered

without reading the document or passage.without reading the document or passage. Do not test the reading of the question and the Do not test the reading of the question and the

options…test the reading of the document/ options…test the reading of the document/ passage.passage.

Make sure items are culturally appropriate.Make sure items are culturally appropriate. Consider Common Core types of questions: Consider Common Core types of questions:

Inference, Title of this article, Tone, etc. Inference, Title of this article, Tone, etc. Listening passages should be roughly 4-6 Listening passages should be roughly 4-6

sentences in length. Make sure they are not too sentences in length. Make sure they are not too long or too short. Look at previous exams as a long or too short. Look at previous exams as a guide.guide.

Do not have more than one answer that is possibly correct.

Do not make correct answer noticeably shorter or longer than the distracters.

Do not use copyrighted material. Public domain content like newspaper/internet articles and ads are permissible.

Things to RememberThings to Remember

Please keep in mind the ability level of your own Please keep in mind the ability level of your own studentsstudents and students throughout the state as well as and students throughout the state as well as Checkpoint A or B standards. The text should be Checkpoint A or B standards. The text should be understandable. The vocabulary and grammatical understandable. The vocabulary and grammatical structures should not be out of the reach of the average structures should not be out of the reach of the average student who would take the test.student who would take the test.

Please include the complete originalPlease include the complete original documentdocument for for each itemeach item (magazine article, etc.) with a reference to (magazine article, etc.) with a reference to the name and date of the magazine or other source. the name and date of the magazine or other source. This pertains to both reading and listening passages.This pertains to both reading and listening passages.

Checkpoint A ExamsCheckpoint A Exams

Part 2a Part 2a Listening ComprehensionListening Comprehension: The passage is in the target language; the : The passage is in the target language; the question is in English. One multiple-choice question for each passage.question is in English. One multiple-choice question for each passage.Part 2b Part 2b Listening ComprehensionListening Comprehension: The passage is in the target language; the : The passage is in the target language; the question is also in the target language. One multiple-choice question for each question is also in the target language. One multiple-choice question for each passage.passage.Part 2c Part 2c Listening ComprehensionListening Comprehension: The passage is in the target language; the : The passage is in the target language; the question is in English with four pictures as the choices. One multiple-choice question is in English with four pictures as the choices. One multiple-choice question for each passage.question for each passage.Part 3a Part 3a Reading ComprehensionReading Comprehension: Short reading passages or authentic document : Short reading passages or authentic document of similar size; one multiple-choice question for each selection. The questions of similar size; one multiple-choice question for each selection. The questions are in English. Please send the original(s) rather than copies.are in English. Please send the original(s) rather than copies.Part 3b Part 3b Reading ComprehensionReading Comprehension: Short reading passages or authentic document : Short reading passages or authentic document of similar size; one multiple-choice question for each selection. The questions of similar size; one multiple-choice question for each selection. The questions are in the target language. Please send the original(s) rather than copies.are in the target language. Please send the original(s) rather than copies.

Item Writing FLACS Regional ExamsItem Writing FLACS Regional Exams

Checkpoint B ExamsCheckpoint B Exams

Part 2a Part 2a Listening ComprehensionListening Comprehension: The passage is in the target language; the : The passage is in the target language; the question is in English. One multiple-choice question for each passage.question is in English. One multiple-choice question for each passage.Part 2b Part 2b Listening ComprehensionListening Comprehension: The passage is in the target language; the : The passage is in the target language; the question is also in the target language. One multiple-choice question for each question is also in the target language. One multiple-choice question for each passage.passage.Part 3a Part 3a Reading ComprehensionReading Comprehension: Long reading passage; five multiple-choice : Long reading passage; five multiple-choice questions based on the reading. The questions are in the target language. Please questions based on the reading. The questions are in the target language. Please send the original(s) rather than copies (100- 300 words).send the original(s) rather than copies (100- 300 words).Part 3b Part 3b Reading ComprehensionReading Comprehension: Short reading passages or authentic document : Short reading passages or authentic document of similar size; one multiple-choice question for each selection. The questions of similar size; one multiple-choice question for each selection. The questions are in English. Please send the original(s) rather than copies.are in English. Please send the original(s) rather than copies.Part 3c Part 3c Reading ComprehensionReading Comprehension: Long reading passage; five multiple-choice : Long reading passage; five multiple-choice questions based on the reading. The questions are in English. Please send the questions based on the reading. The questions are in English. Please send the original(s) rather than copies.original(s) rather than copies.

Item Writing FLACS Regional ExamsItem Writing FLACS Regional Exams

Reading ComprehensionReading Comprehension

For all reading comprehension items, the questions For all reading comprehension items, the questions may be phrased as either a complete question or an may be phrased as either a complete question or an incomplete statement. (Ex. “The main idea of this incomplete statement. (Ex. “The main idea of this selection is….”)selection is….”)

Please make sure that the actual physical size is Please make sure that the actual physical size is appropriate – materials should not be at either appropriate – materials should not be at either extreme. A reading selection should not be so huge extreme. A reading selection should not be so huge that it cannot fit on the test paper and it should not be that it cannot fit on the test paper and it should not be so small that the text is impossible to read.so small that the text is impossible to read.

ColorColor: Please make a copy of the selection first to : Please make a copy of the selection first to make sure that it will reproduce well in black and make sure that it will reproduce well in black and white. If the answer depends upon the color of certain white. If the answer depends upon the color of certain parts of the selection, then it will not workparts of the selection, then it will not work..

Sample Listening ItemSample Listening Item

You are listening to the radio and you hear the following:You are listening to the radio and you hear the following:

If you are interested in helping with a local neighborhood clean If you are interested in helping with a local neighborhood clean up, join us this Tuesday in the park to collect bottles, trash, and up, join us this Tuesday in the park to collect bottles, trash, and paper to give our community a pleasant place to enjoy nature. paper to give our community a pleasant place to enjoy nature. If you can donate at least two hours to the community service If you can donate at least two hours to the community service effort, it would help a great deal. Please sign up by going to the effort, it would help a great deal. Please sign up by going to the website: savetheplanet.com and we will email you with more website: savetheplanet.com and we will email you with more details. As a thank you for helping, you will receive a T-shirt details. As a thank you for helping, you will receive a T-shirt and a water bottle. Join us today! and a water bottle. Join us today!

Why would someone want to go to this event?Why would someone want to go to this event?1-To clean up a park1-To clean up a park2-To clean up the neighborhood2-To clean up the neighborhood3-To get the free T-shirt and water bottle3-To get the free T-shirt and water bottle4-The opportunity to learn about other planets4-The opportunity to learn about other planets How can this item

be improved?

Sample Listening Item~Sample Listening Item~EnhancedEnhanced

You are listening to the radio and you hear the following:You are listening to the radio and you hear the following:

If you are interested in helping with a local neighborhood If you are interested in helping with a local neighborhood clean up, join us this Tuesday in the park to collect bottles, clean up, join us this Tuesday in the park to collect bottles, trash, and paper to give our community a pleasant place to trash, and paper to give our community a pleasant place to enjoy nature. If you can donate at least two hours to the clean enjoy nature. If you can donate at least two hours to the clean up effort, it would help a great deal. Please sign up by going to up effort, it would help a great deal. Please sign up by going to the website: savetheplanet.com and we will email you with the website: savetheplanet.com and we will email you with more details. As a thank you for helping, you will receive a T-more details. As a thank you for helping, you will receive a T-shirt and a water bottle. Join us today! shirt and a water bottle. Join us today!

Why would someone want to go to this event?Why would someone want to go to this event?1-To engage in community service 1-To engage in community service 2-To learn about the environment2-To learn about the environment3-To go for a nature walk3-To go for a nature walk4-To donate money to people in need4-To donate money to people in need

Sample Reading ItemSample Reading Item

Why would someone be interested in this ad?Why would someone be interested in this ad?

1-To get a good deal on water delivery1-To get a good deal on water delivery

2-To get free water2-To get free water

3-To give business to a local company3-To give business to a local company

4-To get a water supply that is not bottled and comes cold4-To get a water supply that is not bottled and comes coldHow can this item be improved?

Sample Reading ItemSample Reading Item~Enhanced~Enhanced

What is this ad about?What is this ad about?

1-A water supply company1-A water supply company

2-Saving water from contamination2-Saving water from contamination

3-How to purify water at home3-How to purify water at home

4-A new way to conserve water4-A new way to conserve water

Starting the item writing process: Starting the item writing process: Find or Create Listening and Find or Create Listening and

Reading Comprehension StimuliReading Comprehension Stimuli

Listening passages can also be derived from Listening passages can also be derived from reading sources.reading sources.

Reading passages are texts, articles from Reading passages are texts, articles from authentic sources (schedules, tickets from authentic sources (schedules, tickets from events, travel, advertisements, etc.)events, travel, advertisements, etc.)

Long reading passages can be taken from a Long reading passages can be taken from a variety of sources.variety of sources.

Authentic documents=realia.Authentic documents=realia.

How can we ensure How can we ensure

cultural accuracy?cultural accuracy?

Think of your students…Think of your students…

Why are you choosing this listening or reading Why are you choosing this listening or reading passage or document? Is it based on the goals for the passage or document? Is it based on the goals for the course/student learning objectives?course/student learning objectives?

Read the passage, document, or article, decide why Read the passage, document, or article, decide why you selected this item. Is it giving you information you selected this item. Is it giving you information about the students’ knowledge, skill, ability in the about the students’ knowledge, skill, ability in the language that is meaningful?language that is meaningful?

Create items that you know would be challenging yet Create items that you know would be challenging yet appropriate for the level of students you teach.appropriate for the level of students you teach.

Checklist for item writingChecklist for item writing

Item is based on standards/learning objectivesItem is based on standards/learning objectives

Addresses one of the topics/Is culturally accurateAddresses one of the topics/Is culturally accurate

Is written at appropriate level of difficultyIs written at appropriate level of difficulty

Answer is not based on one wordAnswer is not based on one word

No double negativesNo double negatives

Options are all same format, length, etc.Options are all same format, length, etc.

Document is clear, legible and reprints wellDocument is clear, legible and reprints well

There are no grammatical errors in itemThere are no grammatical errors in item

Let’s talk about Item Writing and Let’s talk about Item Writing and the Common Corethe Common Core

Do we want our items to ask students to Do we want our items to ask students to demonstrate they know what one word means? demonstrate they know what one word means? Too many of our items do that.Too many of our items do that.

Can we create items based on sources that are Can we create items based on sources that are appropriate to the level of our students, address appropriate to the level of our students, address our standards and the common core standards our standards and the common core standards for reading?for reading?

What are the CCSS for Reading?What are the CCSS for Reading?

R1: Reading to determine what the text says R1: Reading to determine what the text says explicitly, citing textual evidenceexplicitly, citing textual evidence

R2: Determine central ideas or themes, with R2: Determine central ideas or themes, with supporting detailssupporting details

R3: Analysis of how and why individuals, R3: Analysis of how and why individuals, events, or ideas develop and interact events, or ideas develop and interact

R4: Interpretation of words and phrases; R4: Interpretation of words and phrases; analysis of meaning or toneanalysis of meaning or tone

R5: Analysis of the structure of textsR5: Analysis of the structure of texts

R6: Assessment of how point of view or R6: Assessment of how point of view or purpose shapes the content and style of a textpurpose shapes the content and style of a text

R7: Integration and evaluation of content R7: Integration and evaluation of content presented in diverse formats and media presented in diverse formats and media

R8: Evaluation of arguments in a textR8: Evaluation of arguments in a text

R9: Analysis of how two or more texts address R9: Analysis of how two or more texts address similar themes or topics similar themes or topics

R10: Independent reading and comprehension R10: Independent reading and comprehension of complex literary and informational textsof complex literary and informational texts

Read to Write Common Core ItemsRead to Write Common Core Items

Find an appropriate Find an appropriate reading passage(s), reading passage(s), document, ad, etc.document, ad, etc.

Create a writing task Create a writing task based on the text(s).based on the text(s).

Ensure that students Ensure that students can reference can reference evidence from text(s)evidence from text(s)..

The rubric has been The rubric has been revised to include revised to include assessment of Read to assessment of Read to Write Task.Write Task.

Samples will be provided Samples will be provided for practice.for practice.

Word count for Word count for Checkpoint B is Checkpoint B is eliminated.eliminated.

New RubricsNew Rubrics

Developed by, Jennifer Nesfield, Chair of FLACS Exams

Sources must be referenced in response to task.Sources must be referenced in response to task.

There will be a description of the task with There will be a description of the task with bulleted prompts.bulleted prompts.

Rubrics have been revised to address the new Rubrics have been revised to address the new tasks and use of sources.tasks and use of sources.

Examples of Read-to-Write TasksExamples of Read-to-Write Tasks

Let’s look at examples…Let’s look at examples…The following examples are The following examples are DRAFTSDRAFTS of of

Read to Write Tasks.Read to Write Tasks.The actual tasks on the FLACS exams will The actual tasks on the FLACS exams will have bulleted prompts and will have one or have bulleted prompts and will have one or

two reading sources. The Read to Write Task two reading sources. The Read to Write Task is mandatory. There will be two other tasks is mandatory. There will be two other tasks

to choose from for the second writing task on to choose from for the second writing task on both Checkpoint A and B exams. both Checkpoint A and B exams.

You are going to participate in a French Exchange You are going to participate in a French Exchange program. Your teacher has provided you with several program. Your teacher has provided you with several student profiles of students from your exchange school. student profiles of students from your exchange school. Write an email to your teacher explaining which of the Write an email to your teacher explaining which of the students you would like as your exchange partner using students you would like as your exchange partner using information from the profile to support your selection.information from the profile to support your selection.

Example of a Read-to-Write TaskExample of a Read-to-Write TaskCheckpoint A - FrenchCheckpoint A - French

© Lauria 2014

Example of a Read-to-Write TaskExample of a Read-to-Write TaskCheckpoint A - FrenchCheckpoint A - French

Example of a Read to Write TaskCheckpoint A—Italian

Example of a Read to Write Task Checkpoint A—Italian

You are planning a party for your brother’s 13You are planning a party for your brother’s 13 thth birthday. birthday. Read the advertisements and write an e-mail to your Read the advertisements and write an e-mail to your friend discussing the location you would like to choose for friend discussing the location you would like to choose for the party. the party.

You must include: You must include:

The reasons for your selectionThe reasons for your selection

What kinds of foods you will be servingWhat kinds of foods you will be serving

Example of Read-to-Write TaskExample of Read-to-Write TaskCheckpoint A - ItalianCheckpoint A - Italian

© Lauria 2014

An acceptable responseAn acceptable response::

Cara Maria,Cara Maria,Domenica è il compleanno di mio fratello. Io voglio avere Domenica è il compleanno di mio fratello. Io voglio avere

la sua festa al ristorante “Italo’s.” Loro servono la carne e a mio la sua festa al ristorante “Italo’s.” Loro servono la carne e a mio fratello piace molto la bistecca. La domenica costa solo E 14.00 e fratello piace molto la bistecca. La domenica costa solo E 14.00 e possiamo mangiare molto. Possiamo anche ballare! Questo possiamo mangiare molto. Possiamo anche ballare! Questo posto è perfetto. Io inviterò dieci dei suoi amici e ci divertiremo posto è perfetto. Io inviterò dieci dei suoi amici e ci divertiremo molto. Vuoi venire?molto. Vuoi venire?

Tanti baci,Tanti baci,

FrancescaFrancesca

Example of Read-to-Write TaskExample of Read-to-Write TaskCheckpoint A - ItalianCheckpoint A - Italian

© Lauria 2014

You and your family are planning a trip during the next school vacation but are You and your family are planning a trip during the next school vacation but are unsure about the ideal destination. You would prefer visiting a warm destination. unsure about the ideal destination. You would prefer visiting a warm destination. You have found some information you would like to share with your parents. You have found some information you would like to share with your parents. Write a note to them explaining why a warmer destination is more desirable. Use Write a note to them explaining why a warmer destination is more desirable. Use information from the ads to support your preference. information from the ads to support your preference.

You may wish to include:You may wish to include:•when you are goingwhen you are going•where you goingwhere you going•the activities that you are going to do on the tripthe activities that you are going to do on the trip•what will be included in the price of the tripwhat will be included in the price of the trip•what meals are includedwhat meals are included•how you will be travellinghow you will be travelling•how you feel about the triphow you feel about the trip

Example of a Read-to-Write TaskExample of a Read-to-Write TaskCheckpoint A - SpanishCheckpoint A - Spanish

© Lauria 2014

• You are meeting a friend for lunch. You go downtown early to check out the menus at a few restaurants. Using information from the sources provided, write your friend an email telling her where you prefer to eat and why.

You may wish to include:

• which restaurant you prefer • where the restaurant is• what you plan to order • how much you should be prepared to spend• any food restrictions or allergies that may have to do with

your decision


Your school is sponsoring a trip to France this summer. In Your school is sponsoring a trip to France this summer. In addition to visiting Paris, your teacher is giving you the addition to visiting Paris, your teacher is giving you the option of selecting another city in France to visit. Read the option of selecting another city in France to visit. Read the descriptions of the four cities, and write an email to your descriptions of the four cities, and write an email to your teacher using information from your articles to explain teacher using information from your articles to explain which city you would like to visit. which city you would like to visit.

Example of Read-to-Write TaskExample of Read-to-Write TaskCheckpoint B - FrenchCheckpoint B - French

© Lauria 2014

Read the following blog. Then, write a well organized Read the following blog. Then, write a well organized comment. In your comment you should compare the event comment. In your comment you should compare the event described in the blog to one that you have planned for a described in the blog to one that you have planned for a later date. Your answer must be written in your own words, later date. Your answer must be written in your own words, no credit will be given for a response that is copied.no credit will be given for a response that is copied.

Example of Read-to Write TaskExample of Read-to Write TaskCheckpoint B - ItalianCheckpoint B - Italian

© Lauria 2014

Recently, there has been a lot of information about the importance of Recently, there has been a lot of information about the importance of exercise. One of your friends does not seem to think that exercise has exercise. One of your friends does not seem to think that exercise has enough benefits. Read the article and the ad above and in an email enough benefits. Read the article and the ad above and in an email message, write an email to your friend in which you try and persuade message, write an email to your friend in which you try and persuade him/her to join you and your friends in some form of planned exercise him/her to join you and your friends in some form of planned exercise activity. In your email, you may wish to include:activity. In your email, you may wish to include:

•what kind of activity you are planningwhat kind of activity you are planning•when and where this activity will take placewhen and where this activity will take place•who will be joining you for this activitywho will be joining you for this activity•what skills are necessary for this activitywhat skills are necessary for this activity•the cost of this activitythe cost of this activity•the benefits of this activitythe benefits of this activity

Example of Read-to-Write TaskExample of Read-to-Write TaskCheckpoint B - SpanishCheckpoint B - Spanish

© Lauria 2014


http://www.muyinteresante.es/innovacion/medicina/articulo/salud-cerebral-la-actividad-fisica-modifica-el-cerebro-851363860033

© Lauria 2014

flacs regional exams checkpoints a & b join us in preparing these important exams. october 2014

Documents

writing checkpoint

items checkpoint b

checkpoint b exams

speaking checkpoint

flacs regional checkpoint

checkpoint a15

listening items

checkpoint a0no credit