grade 12 english language arts standards test: information bulletin

Grade 12 English Language Arts Standards Test

Information Bulletin

2017/2018


Information Bulletin

2017Manitoba Education and Training

Manitoba Education and Training Cataloguing in Publication Data

Grade 12 English language arts standards test. Information bulletin. 2017/2018

Includes bibliographical references. ISBN: 978-0-7711-7606-7 (pdf)

1. Educational tests and measurements—Manitoba 2. Language arts (Secondary)—ability testing. 3. Language arts (Secondary)—Manitoba—Ability testing. 4. Language arts (Secondary)—Examinations, questions, etc. I. Manitoba. Manitoba Education and Training 428.00076

Copyright © 2017, the Government of Manitoba, represented by the Minister of Education and Training.

Manitoba Education and Training Winnipeg, Manitoba, Canada

All exemplars found in this resource are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this resource. Sincere thanks to the students who allowed their original material to be used.

Permission is hereby given to reproduce this resource for non-profit educational purposes provided the source is cited.

Any websites referenced in this resource are subject to change without notice.

This resource is available on the Manitoba Education and Training website at www.edu.gov.mb.ca/k12/assess/infobulls/index.html.

Websites are subject to change without notice.

While the department is committed to making its publications as accessible as possible, some parts of this document are not fully accessible at this time.

Available in alternate formats upon request.

G r a d e 1 2 E n g l i s h L a n g u a g e A r t s S t a n d a r d s T e s t : I n f o r m a t i o n B u l l e t i n ii

C o n t e n t s

Introduction 1

Purpose of Document 1

Document Content 1

Inquiries 2

Grade 12 English Language Arts Standards Test 3

General Test Description 3

Test Design 3

Test Components and Sequence 5

The Writing Variables 6

Schedule for Test Administration 6

Procedures for Standards Test Administration 8

Distribution of Test Materials and Administration Manual 8

Use of Classroom Resources during Test Sessions 8

Adaptation of Standards Test 9

Consequences of Cheating on Standards Test 9

Policies for Missing Standards Test 9

Procedures for Processing Standards Test Results 10

Marking Standards Tests 10

Reporting Standards Test Results 10

Using and Interpreting Standards Test Results 11

The Writing Task 12

Resources for Classroom Teachers 12

Background 12

Purpose of the Scoring Rubrics 13

G r a d e 1 2 E n g l i s h L a n g u a g e A r t s S t a n d a r d s T e s t : I n f o r m a t i o n B u l l e t i nii

Appendices 15

Sample: Group Discussion 17

The Writing Task 18

Planning and Developing Your Text 19

Form for Explaining Your Writing Variables 20

Scoring Rubric for Explaining Your Writing Variables 21

Exemplar of Explaining Your Writing Variables 22

Rationale for Assessment of Exemplar 23

Scoring Rubrics for the Writing Task 24

Scoring Rubrics for the Writing Task (continued) 25



Frequently Asked Questions 28

References 29

G r a d e 1 2 E n g l i s h L a n g u a g e A r t s S t a n d a r d s T e s t : I n f o r m a t i o n B u l l e t i n 1

Introduction

Purpose of Document

Grade 12 English Language Arts Standards Test: Information Bulletin provides an overview of the testing procedures, dates, and features of the Grade 12 English Language Arts Standards Test that will be administered during the 2017/2018 school year. This document was produced by Manitoba Education and Training (“the department”) for the use of school personnel (teachers and administrators) as they prepare themselves and students for upcoming provincial testing, and as they communicate with parents about the standards test.

The Information Bulletin is one of a three-part series of documents:

QQ Policies and Procedures for Provincial TestsQQ Grade 12 English Language Arts Standards Test: Information BulletinQQ Grade 12 English Language Arts Standards Test: Administration Manual

Please use the Information Bulletin in conjunction with the other documents in the series to gain a full understanding of the procedures associated with the administration of the department’s testing program.

These documents are available on the Manitoba Education and Training website at www.edu.gov.mb.ca/k12/assess/tests/index.html.

Document Content

This Information Bulletin contains the following sections:

QQ Grade 12 English Language Arts Standards Test provides a general description of the upcoming standards test, describes the test design, identifies its components and sequence, and outlines the test administration schedule for each semester.

QQ Procedures for Standards Test Administration provides information about the distribution of test materials and administration materials, use of classroom resources during the test sessions, test adaptations, consequences of cheating on a test, and policies for missing a standards test.

QQ Procedures for Processing Standards Test Results describes the procedures for marking standards tests and outlines the process of reporting, using, and interpreting standards test results.

QQ The Writing Task provides resources for assessing student performance on the writing tasks included on the Grade 12 English Language Arts Standards Test.

QQ References cites a list of departmental publications referred to in this document.

1

G r a d e 1 2 E n g l i s h L a n g u a g e A r t s S t a n d a r d s T e s t : I n f o r m a t i o n B u l l e t i n2

Inquiries

If you have any questions about the content of this Information Bulletin, please contact the following consultant at the department.

English Language ArtsRyan Muirhead, Assessment ConsultantTelephone: 204-945-6044Toll-Free: 1-800-282-8069, ext. 6044Email: [email protected]



As outlined in Policies and Procedures for Provincial Tests, the Grade 12 English Language Arts Standards Test is a provincial requirement for students completing one of the following Grade 12 English language arts courses:

QQ Comprehensive FocusQQ Literary FocusQQ Transactional Focus

For students enrolled in more than one of these courses, the standards test applies to only one course.

Schools with students enrolled in Français and French Immersion Programs may choose to write the Grade 12 English Language Arts Standards Test in addition to the required tests for these Programs.

General Test Description

The Grade 12 English Language Arts Standards Test is a provincially mandated test administered toward the end of each school year or semester. Developed by Manitoba Grade 12 English language arts teachers in collaboration with departmental consultants, the standards test is designed to be as curriculum-congruent as possible within the parameters of large-scale testing. The standards test serves as a summative assessment of student learning relative to the current Grade 12 English language arts curriculum.

A total of six hours is allotted for the test over a four-day period. The first-day session is three hours long and subsequent sessions on the three following days are each one hour long. With the exception of students for whom adaptations are approved, no extra time is allowed.

Test Design

The test design reflects the fact that students writing the test may be enrolled in the Comprehensive Focus, Literary Focus, and/or Transactional Focus courses. To ensure fairness, students read and view texts with a variety of pragmatic and aesthetic purposes. In addition, students make decisions about their written text, such as selecting or adapting their writing form from a range of literary and transactional forms.

3


Student responses on the test are assessed according to how they compare to standards that identify the knowledge, skills and strategies, and attitudes common to the three English language arts curricula. The standards are outlined in Grade 12 English Language Arts: Common Standards.

The test design reflects Manitoba’s outcomes-based English language arts curriculum. The standards test addresses the student learning outcomes that can be assessed through large-scale testing. Other student learning outcomes are incorporated, however, through processes associated with the test activities (e.g., group discussion, revising and editing). Those student learning outcomes that cannot be assessed through province-wide standards tests are more appropriately assessed through classroom assessment. The standards test complements classroom-based assessment.

The following table provides an approximate mark allocation in relation to the five general learning outcomes. These percentages are based on the determination of the specific learning outcomes that can be assessed in a valid and reliable manner through large-scale testing.

Approximate Percentage by General Learning Outcome

General Learning Outcome (GLO) Approximate Percentage

GLO 1: Explore thoughts, ideas, feelings, and experiences. 10–20%

GLO 2: Comprehend and respond personally and critically to oral, literary, and media texts. 20–30%

GLO 3: Manage ideas and information. 5–15%

GLO 4: Enhance the clarity and artistry of communication. 40–50%

GLO 5: Celebrate and build community. 5–15%

The standards test includes open-response questions and an extended writing task. Each question and task on the test targets at least one specific learning outcome, but often a cluster of learning outcomes.

The test is process-based, and marks are allocated to both process and product. Process tasks, such as connecting ideas, reflecting, and explaining the writing variables, account for 15–20% of a student’s overall test score. Marks are assigned for work completed throughout the four days of the test.

For a copy of Grade 12 English Language Arts: Common Standards, please

QQ visit the department’s website at www.edu.gov.mb.ca/k12/assess/infobulls/index.html

QQ contact Gail Miko, Administrative OfficerTelephone: 204-945-5669Toll-Free: 1-800-282-8069, ext. 5669

www.edu.gov.mb.ca/k12/assess/infobulls/index.html

www.edu.gov.mb.ca/k12/assess/infobulls/index.html


Test Components and Sequence

The Grade 12 English Language Arts Standards Test has two components, each presented in a separate booklet:

QQ Grade 12 English Language Arts Standards Test: Process Booklet presents a variety of written and visual texts on a given topic, along with a sequence of test activities. Students have access to this booklet throughout the four-day test, and they are encouraged to highlight and take notes as they progress.

QQ Grade 12 English Language Arts Standards Test: Responding to Text presents six questions that require students to respond to the texts presented in the Process Booklet, including an extended written response. In this extended response, students have a choice of pragmatic or aesthetic texts upon which to base their response. Students receive this booklet for the first test session only.

Students write the standards test over a four-day period, as outlined below. The phases of learning—activating, acquiring, and applying—are the basis of the test sequence. All tasks on the test are integrated and purposeful.

QQ Day 1: Activating and Acquiring (3 hours)QQ Students will begin the test by the group discussion about the topic.

For the first 20 minutes, they will preview the Process Booklet together. The group work helps students connect with their prior knowledge and familiarize themselves with an overview of the texts. It is also an opportunity to discuss the writing variables and consider the choices they will have for the writing task.

QQ After the group discussion, students will receive their responding to text questions which they will have while they read. At the end of the first session, students have an opportunity to preview connecting ideas.

QQ Day 2: Applying (1 hour)On the second day, students respond to connecting ideas, plan their written text and writing variables (central idea, form, purpose, audience, and context), and begin to draft their written text.

QQ Day 3: Applying and Reflecting (1 hour)On the third day, students revise, edit, and begin the final copy of their written text and reflect on the test process.

QQ Day 4: Applying (1 hour)On the last day of the test, students explain their writing variables, complete the final copy, and proofread their written text.

5


The Writing Variables

The identification of writing variables is an important and necessary step in planning a written text (Day 2), but it is recognized that changes are often made to the variables as the draft evolves. Therefore, marks are allocated to the exercise on Day 4, when students explain the writing variables.

Students do not need to discuss all writing variables. They should, however, be sure the rationale for choosing these writing variables is clear, logical, and specific. Note that five marks are allocated to the explanation of how the student’s choices for the writing variables work together to make the student’s text effective.

The final section of this document provides additional information about the task of explaining writing variables and the scoring rubric used to assess student responses. The blank forms, (pages 17–20), and the scoring rubrics (pages 21–27) can be applied to term work, as well as help classes prepare for the provincial standards test.

During regular writing assignments, classroom teachers might help students prepare by asking them to explain how writing variables can work together to make texts more effective. Questions that might prompt explanations could include the following:

QQ In what ways do the age, ability, and experience of the audience affect the choice of form?

QQ What aspects of context (when and where the text will be experienced by the audience) make it relevant and timely for the audience?

QQ How might the audience react to the central idea—would they be in favour of, neutral about, or opposed to this idea?

Schedule for Test Administration

The Grade 12 English Language Arts Standards Test for the 2017/2018 school year must be written on the following scheduled dates:

QQ January 9 to 12, 2018, for Semester 1QQ May 28 to May 31, 2018, for Semester 2

Any makeup sessions must be scheduled within this timeframe.


Administration Schedule for Grade 12 English Language Arts Standards Test

Test Components

Day 1

Exploring the TopicQQ Group Discussion about the topic (20 minutes)

Reading and Responding to TextPreviewing Connecting Ideas

Total Time3 hours plus 20 minutes for administration procedures

Day 2

Connecting IdeasPlanning and Developing Your TextQQ Planning Your Writing VariablesQQ Brainstorming for IdeasQQ Drafting

Total Time1 hour

Day 3

Developing Your TextQQ Revising and Editing

Reflecting

Total Time1 hour

Day 4

Explaining Your Writing VariablesWriting the Final Copy and Proofreading

Total Time1 hour


Procedures for Standards Test Administration

Test administration procedures are designed to ensure fair assessment practices and parallel testing conditions in all schools throughout Manitoba.

Distribution of Test Materials and Administration Manual

Approximately one month prior to the standards test administration, the Grade 12 English Language Arts Standards Test: Administration Manual will be available online www.edu.gov.mb.ca/k12/assess/admin_manuals/index.html. This manual can be used to familiarize teachers and administrators with the specific test procedures and requirements.

Standards test materials are mailed to school divisions approximately two weeks prior to the test dates. Once test materials are in the school, the school principal will be responsible for ensuring that they are kept secure until test administration and are only accessed by authorized personnel.

All shrink-wrapped student booklets are not to be opened until the day of the test.

To ensure that the standards test results are reliable and valid, test booklets must be distributed, administered, and marked strictly according to the procedures prescribed in the Administration Manual.

Use of Classroom Resources during Test Sessions

During the test, students will need the following supplies:

QQ a blue or black ink penQQ an HB pencilQQ an eraserQQ a highlighter pen

During all four sessions of the test, students may use the following resources:

QQ an English or bilingual dictionaryQQ a thesaurusQQ a grammar handbook

Computers or electronic devices of any kind are not to be used unless approved as an adaptation.


Adaptation of Standards Test

Adaptations of standards tests are available for students with exceptional needs (e.g., Braille versions of tests, the use of a scribe). More detailed information about adaptations is provided in the Policies and Procedures for Provincial Tests. When an adaptation affects how a test is scored, detailed instructions are provided with the letter of approval and with the marking materials sent to schools for local marking.

Consequences of Cheating on Standards Test

The Overview of the students’ Process Booklet explains the consequences of cheating on a standards test. Students are reminded that cheating will result in a test score of zero. This includes removing any test materials from the room, bringing outside notes to the test, or plagiarizing. Plagiarism is defined as the presentation of someone’s ideas or writings as one’s own.

Policies for Missing Standards Test

Policies on student absenteeism during the standards test, late arrivals, and other circumstances for missing a standards test are provided in Policies and Procedures for Provincial Tests. Detailed instructions regarding the marking and reporting of standards test results for students who miss part of a standards test are provided in the Administration Manual and in the marking materials sent to schools for local marking.


Procedures for Processing Standards Test Results

Marking Standards Tests

Grade 12 English Language Arts Standards Tests are marked locally. Training sessions related to the marking and reporting of results will be made available to teachers by Manitoba Education and Training.

The training focuses on how to mark the tests using scoring rubrics, sample student responses (exemplars), and rationales. Local marking coordinators are encouraged to carry out similar training sessions locally so that all markers become familiar with the format and use of the scoring rubrics and exemplars prior to local marking. Local marking training sessions will take place Monday January 15, 2018, following the Semester 1 standards test, and Friday, June 1, 2018, following the Semester 2 standards test.

A complete marking package containing the scoring rubrics, exemplars, and rationales required to mark students’ tests is provided for teachers at the local marking training session. Upon request by a jurisdiction, the marking package can be mailed to a designated location. Scoring rubrics for the writing task are also included in the final section of this document.

Approximately two weeks after the test administration dates, schools will be required to send randomly selected student test booklets and all marker sheets to the Instruction, Curriculum and Assessment Branch. These tests are marked centrally using the double-marking system established by the department. For the purpose of providing feedback on the local marking process, the department will produce a report for each jurisdiction based on the results of the central marking of a sample of tests and the results of the local marking. The report is available only to the individual jurisdiction.

Reporting Standards Test Results

Results on the Grade 12 English Language Arts Standards Test count for 30% of a student’s final grade in one course.

Schools will report test marks to students immediately following the local marking. Schools must report individual student results on provincial tests separately from term marks when showing final grades on report cards and in student files.


Using and Interpreting Standards Test Results

Grade 12 English language arts teachers use standards test results, along with other information about student learning, to identify specific strengths and weaknesses in student performance.

Teachers are encouraged to plan instruction for the coming year based on pertinent information drawn from the standards test results and from other assessments of student performance. As well, school jurisdictions share the detailed results with parents.

It is understood that performance on the standards test reflects students’ cumulative growth and achievement as a result of English language arts instruction from previous years, not only from instruction in Grade 12. Principals should ensure that information from standards tests is shared with other staff members so that all staff may be involved in aligning school programming to meet student needs.

Plans should be made to share information from standards tests with Advisory Councils for School Leadership and other parent council structures so that plans to improve student learning opportunities may be discussed. School administrators and classroom teachers are encouraged to develop strategies for involving parents and the community in helping students to meet the provincial standards and in supporting school programming.


The Writing Task

Resources for Classroom Teachers

The following pages contain a variety of materials from the Grade 12 English Language Arts Standards Test:

QQ Previewing the Writing TaskQQ Planning and Developing Your TextQQ Form for Explaining Your Writing VariablesQQ Scoring Rubric for Explaining Your Writing VariablesQQ Exemplar of Explaining Your Writing VariablesQQ Rationale for Assessment of ExemplarQQ Scoring Rubrics for the Writing Task

Teachers may use these materials in a variety of classroom assignments. They can be applied to term work, as well as help classes prepare for the provincial standards test.

Background

Senior 4 English Language Arts: Manitoba Curriculum Framework of Outcomes and Senior 4 Standards identifies the 56 specific learning outcomes for each of the Grade 12 English language arts courses (Comprehensive Focus, Literary Focus, and Transactional Focus). In the Framework, the 56 learning outcomes are identified for each course individually and are given in the context of the learning outcomes for the preceding grades (Grades 8, 9, 10, and 11). A learning outcome reflects the knowledge, skills and strategies, and attitudes that the student is expected to demonstrate by the end of a course. The learning outcomes are achieved on a continuum from Kindergarten to Grade 12, with a gradual increase in expectations.

In Senior 4 English Language Arts: A Foundation for Implementation the corresponding learning outcomes for all three courses are listed together, accompanied by suggestions for instruction and assessment. Each learning outcome fits the emphasis of the individual course, and the differences can be seen in the following example.


The learning outcomes and standards from all three courses are combined in Grade 12 English Language Arts: Common Standards. The common standards were developed to create scoring rubrics for a standards test that could be used for each of the three courses. The scoring rubrics, outlined in Grade 12 English Language Arts Standards Test: Scoring Rubrics, are developed with each test.

Purpose of the Scoring Rubrics

The scoring rubrics identify the specific learning outcome(s) and standard(s) being assessed in a given task or question on the provincial standards test and provide descriptors/indicators for a range of student performance levels: At Level, Above Level, Below Level, and Out of Range. The possible characteristics suggested in the rubrics for each test question are intended to assist markers by clarifying what an answer might look like. The possible characteristics are not exhaustive; other ways of responding must be considered to determine whether the student has addressed the learning outcome.

Although the provincial assessment addresses as many of the 56 specific learning outcomes as possible, some outcomes can, by their nature, best be addressed in classroom assessment. For example, some of the learning outcomes require extensive research and inquiry, or require the student to make a presentation.

The provincial standards test is, however, also a tool to aid teachers with their classroom assessment. Some of the learning outcomes are clustered in the scoring rubrics, which mirrors classroom practice.

Specific Learning Outcome 2.3.1: Forms and Genres

Comprehensive Focus: Evaluate the effect of forms and genres on content and purpose.

Literary Focus: Evaluate the effect of forms and genres [such as dramatic monologues, docudramas…] on content and purpose.

Transactional Focus: Evaluate the effect of forms and genres [such as formal research reports, lectures, news magazines, billboard campaigns…] on content and purpose [such as to explain, promote action…].


The following pages contain samples of materials used on the standards tests and can be used by classroom teachers in a variety of classroom assignments. By having each student explain the writing variables for the writing task, the student has an opportunity to produce authentic writing and to demonstrate

QQ a clear understanding of how purposeful writing takes into consideration choices of central idea, form, purpose, audience, and context

QQ metacognitive skills (for example, knowing which form is the best for the purpose and for individual writing abilities)

QQ an ability to communicate and support a central idea clearly and effectivelyQQ organizational techniques QQ effective use of languageQQ capable control of the conventions of written language


Appendices


Sample: Group Discussion


The Writing Task


Planning and Developing Your Text


Form for Explaining Your Writing Variables


Scor

ing

Rubr

ic f

or E

xpla

inin

g Yo

ur W

ritin

g Va

riabl

es


Rationale for Assessment of Exemplar

Explaining Your Writing Variables


Scor

ing

Rubr

ics

for

the

Writ

ing

Task

Con

tinue

d


Scor

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Rubr

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for

the

Writ

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(co

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16

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nce.

Use

s eff

ectiv

e la

ngua

ge a

nd a

rran

ges

and

juxt

apos

es id

eas f

or b

alan

ce,

impa

ct, a

nd o

rigin

ality

, con

side

ring

voic

e an

d/or

aud

ienc

e.

Dem

onst

rate

s sup

erio

r ski

ll in

usi

ng

lang

uage

and

in a

rran

ging

and

ju

xtap

osin

g id

eas f

or b

alan

ce, i

mpa

ct,

and

orig

inal

ity, c

onsi

derin

g vo

ice

and/

or a

udie

nce.

Poss

ible

cha

ract

eris

tics

Poss

ible

cha

ract

eris

tics

Poss

ible

cha

ract

eris

tics

Poss

ible

cha

ract

eris

tics

• Te

xt a

nd/o

r ide

as a

re

plag

iariz

ed.

• La

ngua

ge c

hoic

es*

and

arra

ngem

ent*

* of

idea

s are

in

effe

ctiv

e fo

r the

writ

ing

varia

bles

; vo

ice

is in

appr

opria

te/in

cons

iste

nt/

wea

k

e.g.

, – G

ener

aliz

ed/u

nvar

ied/

vagu

e di

ctio

n; a

wkw

ard/

repe

titio

us/

unva

ried

synt

ax**

*;

unva

ried/

wea

k ar

rang

emen

t of

idea

s.

• La

ngua

ge c

hoic

es*

and

arra

ngem

ent*

* of

idea

s are

effe

ctiv

e an

d co

nsis

tent

for t

he w

ritin

g va

riabl

es; v

oice

is e

stab

lishe

d an

d ap

prop

riate

.

e.g.

, – C

lear

, spe

cific

, and

var

ied

dict

ion;

cle

ar a

nd p

urpo

sefu

l sy

ntax

***;

var

ied

and

mea

ning

ful a

rran

gem

ent o

f id

eas.

• La

ngua

ge c

hoic

es*

and

arra

ngem

ent*

* of

idea

s are

supe

rior

for t

he w

ritin

g va

riabl

es; v

oice

is

dist

inct

and

eff

ectiv

e.

e.g.

, – C

reat

ive/

pow

erfu

l/pre

cise

di

ctio

n; m

atur

e/po

lishe

d sy

ntax

***;

orig

inal

/so

phis

ticat

ed a

rran

gem

ent o

f id

eas.

* “L

angu

age

choi

ces”

mig

ht in

clud

e fig

urat

ive

lang

uage

, des

crip

tion,

dic

tion,

and

con

nota

tion.

**

“Arr

ange

men

t” m

ight

incl

ude

sent

ence

pat

tern

, jux

tapo

sitio

n, a

rran

gem

ent f

or e

mph

asis

, met

rical

dev

ices

, rhy

thm

, and

phr

asin

g.**

* “S

ynta

x” in

clud

es p

hras

ing,

sent

ence

pat

tern

s, an

d se

nten

ce v

arie

ty.

Not

e to

Mar

ker:

• A

sses

s wor

d ch

oice

in te

rms o

f its

eff

ectiv

enes

s for

the

wri

ting

vari

able

s.

Con

tinue

d


Scor

ing

Rubr

ics

for

the

Writ

ing

Task

(co

ntin

ued)

18

Engl

ish

Lang

uage

Art

s: S

corin

g Ru

bric

s, F

orm

??

(Mon

th Y

ear)

Wri

ting

Task

: G

ram

mar

, Spe

lling

, Cap

italiz

atio

n, a

nd P

unct

uatio

n

Focu

s fo

r A

sses

smen

t: A

tten

d to

the

rel

atio

nshi

p be

twee

n th

e m

echa

nics

and

the

stu

dent

’s w

ritin

g va

riabl

es. C

onsi

der

the

exte

nt t

o w

hich

the

err

ors

detr

act

from

the

ove

rall

impa

ct o

f the

wor

k bu

t do

not

aff

ect

mea

ning

.Le

arni

ng O

utco

me:

4.

3.1,

4.3

.2, 4

.3.3

Gra

mm

ar a

nd U

sage

, Spe

lling

, Cap

ital

izat

ion

and

Pun

ctua

tion

Out

of R

ange

Belo

w L

evel

At L

evel

Abo

ve L

evel

Scor

e:

01

23

45

Dem

onstr

ates

lim

ited

skill

in a

naly

zing

and

ed

iting

text

s for

wor

d ch

oice

, gra

mm

atic

al

struc

ture

s, an

d re

giste

r to

achi

eve

clar

ity,

artis

try, a

nd e

ffect

iven

ess.

(4.3

.1)

Ana

lyze

s and

edi

ts te

xts f

or w

ord

choi

ce,

gram

mat

ical

stru

ctur

es, a

nd re

giste

r to

achi

eve

clar

ity, a

rtistr

y, a

nd e

ffect

iven

ess.

(4.3

.1)

Dem

onstr

ates

supe

rior s

kill

in a

naly

zing

and

ed

iting

text

s for

wor

d ch

oice

, gra

mm

atic

al

struc

ture

s, an

d re

giste

r to

achi

eve

clar

ity,

artis

try, a

nd e

ffect

iven

ess.

(4.3

.1)

Kno

ws a

nd a

pplie

s Can

adia

n sp

ellin

g co

nven

tions

; rec

ogni

zes c

reat

ive

spel

lings

bu

t dem

onstr

ates

lim

ited

skill

in u

sing

crea

tive

spel

lings

for c

larit

y an

d sp

ecia

l ef

fect

s. (4

.3.2

)

Kno

ws a

nd a

pplie

s Can

adia

n sp

ellin

g co

nven

tions

for a

bro

ad re

perto

ire o

f wor

ds;

reco

gniz

es a

nd u

ses c

reat

ive

spel

lings

for

spec

ial e

ffect

s. (4

.3.2

)

Kno

ws a

nd a

pplie

s Can

adia

n sp

ellin

g co

nven

tions

for a

bro

ad re

perto

ire o

f wor

ds;

dem

onstr

ates

supe

rior s

kill

in u

sing

crea

tive

spel

lings

effe

ctiv

ely

for s

peci

al e

ffect

s. (4

.3.2

)

Kno

ws a

nd a

pplie

s cap

italiz

atio

n an

d pu

nctu

atio

n co

nven

tions

to c

larif

y in

tend

ed

mea

ning

in e

ditin

g an

d pr

oofre

adin

g te

xts;

atte

nds t

o bu

t dem

onstr

ates

lim

ited

skill

in

usin

g ca

pita

lizat

ion

and

punc

tuat

ion

conv

entio

ns fo

r spe

cific

pur

pose

s. (4

.3.3

)

Kno

ws a

nd a

pplie

s cap

italiz

atio

n an

d pu

nctu

atio

n co

nven

tions

to c

larif

y in

tend

ed

mea

ning

in e

ditin

g an

d pr

oofre

adin

g te

xts;

atte

nds t

o ca

pita

lizat

ion

and

punc

tuat

ion

conv

entio

ns fo

r spe

cific

pur

pose

s. (4

.3.3

)

Kno

ws a

nd a

pplie

s cap

italiz

atio

n an

d pu

nctu

atio

n co

nven

tions

to c

larif

y in

tend

ed

mea

ning

in e

ditin

g an

d pr

oofre

adin

g te

xts;

dem

onstr

ates

supe

rior s

kill

in a

ttend

ing

to

and

usin

g ca

pita

lizat

ion

and

punc

tuat

ion

conv

entio

ns fo

r spe

cific

pur

pose

s. (4

.3.3

)

Poss

ible

cha

ract

erist

ics

Poss

ible

cha

ract

erist

ics

Poss

ible

cha

ract

erist

ics

Poss

ible

cha

ract

erist

ics

• Te

xt a

nd/o

r ide

as a

re

plag

iariz

ed.

• D

emon

strat

es li

mite

d or

tent

ativ

e co

ntro

l of t

he c

onve

ntio

ns o

f writ

ten

lang

uage

.

• Er

rors

are

dist

ract

ing

and

inte

rfere

w

ith th

e ov

eral

l im

pact

of t

he w

ork.

• D

emon

strat

es c

apab

le c

ontro

l of t

he

conv

entio

ns o

f writ

ten

lang

uage

.

• Er

rors

may

det

ract

from

the

over

all

impa

ct o

f the

wor

k, b

ut th

ey d

o no

t af

fect

the

mea

ning

.

• D

emon

strat

es sk

illfu

l con

trol o

f the

co

nven

tions

of w

ritte

n la

ngua

ge.

• Er

rors

in sp

ellin

g, g

ram

mar

, and

pu

nctu

atio

n m

ay e

xist,

but

they

do

not a

ffect

the

over

all i

mpa

ct.

Not

es to

Mar

ker:

•

Impa

ct o

f err

ors i

s to

be c

onsid

ered

in re

latio

n to

– th

e co

mpl

exity

of t

he la

ngua

ge u

sed

and/

or r

isks t

aken

by

the

stud

ent

– th

e va

riet

y an

d fr

eque

ncy

of e

rror

s–

the

leng

th o

f the

wri

tten

text

•

Ass

ess w

ord

choi

ce in

term

s of i

ts c

orre

ctne

ss.


Frequently Asked Questions

1. Can a student retake a course, to which a provincial Grade 12 test applies, but not rewrite the test?

Yes. However, the final course grade must reflect the provincial mark based on the test written earlier. The test must be included in a credit gained, not just in a course taken without credit.

2. Can a student rewrite the test, to which a provincial Grade 12 test applies, but not retake the course?

Yes. This option is available in future administrations of the test (January or June). The higher mark is used for the final course grade determination. If there is a change in the student’s final mark, the school updates this with Student Records. It is important that students be registered for the test well in advance, to ensure the school has a sufficient number of tests available.

3. What is the procedure for students who do not have demographic forms?

Record their names on the Student without Demographic Forms and send that to the department with the other demographic forms.

4. What do we do about students who registered for the test but do not write it?

Record this on the student’s Demographic Form using the codes described on page 19 of the Administration Manual: 200 Excused Absence; 040 Test Deferred; 210 Registered in Error, 200 Withdrawn from the Course.

5. Is the test required in every course if a student takes more than one ELA 40S Focus course?

No. Only one test result is counted for the final course grade for the ELA credit being used to meet graduation requirements. The other 40S ELA final grades are based 100% on classroom work.

6. Is it acceptable for a teacher to have an entire class write the test, for convenience, when some students have previously written it, and others have not? The intention then would be to use one of the provincial tests as a school-based test, and one as the provincial test.

This is not the best practice. Students who know they only have to count one of the tests as their provincial test may have a different mindset going into the test. It is a great deal of extra work for the student and for the teachers marking the tests. It is preferable that students who have already written the test be given an alternative assignment. Rewriting the test should be done when a student sincerely feels the mark can be improved.

7. Can students be exempted from the provincial test if enrolled in the 40M or 40E courses?

Students with these course designations should not be registered to write the provincial tests, so exemptions are not applicable.

8. Can a student challenge the course if they write the Grade 12 ELA provincial test?

No. The test is not sufficient on its own to challenge the course. Details are available under the heading Challenge for Credit Option at www.edu.gov.mb.ca/k12/policy/grad_require.html.


References

Manitoba Education and Training. Senior 4 English Language Arts: A Foundation for Implementation. Winnipeg, MB: Manitoba Education and Training, 2000.

———. Senior 4 English Language Arts: Manitoba Curriculum Framework of Outcomes and Senior 4 Standards. Winnipeg, MB: Manitoba Education and Training, 2000. Available online at www.edu.gov.mb.ca/k12/cur/ela/docs/s4_framework/.

Manitoba Education, Citizenship and Youth. Grade 12 English Language Arts Standards Test: Common Standards. Winnipeg, MB: Manitoba Education, Citizenship and Youth, 2007.

Manitoba Education and Training. Grade 12 English Language Arts Standards Test: Administration Manual. Winnipeg, MB: Manitoba Education, biannual publication.

———. Grade 12 English Language Arts Standards Test: Process Booklet. Winnipeg, MB: Manitoba Education and Training, biannual publication.

———. Grade 12 English Language Arts Standards Test: Responding to Text. Winnipeg, MB: Manitoba Education and Training, biannual publication.

———.Grade 12 English Language Arts Standards Test: Scoring Rubrics. Winnipeg, MB: Manitoba Education and Training, biannual publication.

———.Grade 12 English Language Arts Standards Test: Student Exemplars and Rationales. Winnipeg, MB: Manitoba Education and Training, biannual publication.

———. Policies and Procedures for Provincial Tests. Winnipeg, MB: Manitoba Education and Training, 2016.

grade 12 english language arts standards test: information bulletin

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