grade six achievement test sample science … publication gsat... · grade six achievement test –...

24 | P a g e S.A.U. Publication GSAT 2015 - 2016

GRADE SIX ACHIEVEMENT TEST SAMPLE SCIENCE ITEMS

1. Which is a living part of the soil? A. air B. humus C. rock D. earthworm

(Knowledge)

2. Which is an example of a complex machine? A. broom B. hammer C. screw D. truck

(Knowledge)

The diagram shows a swing door. Use it to answer items 3 and 4.

3. At what point on the door must the greatest force be applied in order to open it? A. 1 B. 2 C. 3 D. 4

4 At what point would the least force be applied to close the door?

A. 1 B. 2 C. 3 D. 4

(Reasoning and Analysis)

4. Which statement is true about the man

in the food chain?

He _____. A. makes his own food B. depends on plants for food C. does not eat other animals D. does not get energy from the sun

(Conceptual Understanding)


1 | P a g e S.A.U. Publication 2015 - 2016

GSAT 2016 GSAT 2016

Registration Registration Handbook and General Information Handbook and General Information


Table of Contents Page

Introduction … … … … … … … … … … 3

Directives for Completing the Registration Form … … … … … 4

Special Accommodation for Children Sitting National Examinations … … 7

Date of Birth Requirement for Grade Six Achievement Test 2016 … … 8

Sample Registration Form … … … … … … … … 9

Grade Six Achievement Test – Placement Rules … … … … … 11

Grade Six Achievement Test – About the Test … … … … … 12

Grade Six Achievement Test – How to Respond to the Communication Tasks … 14

Grade Six Achievement Test – Sample Items

Mathematics … … … … … 17

Social Studies … … … … … 18

Language Arts … … … … 19

Communication Tasks … … … 20

Science … … … … … 24


- There may be interference in the flow of the information due to errors in spelling, punctuation or construction. - Language may be fair in parts.

Letter format included (one or two parts may be missing)

N.B. Misinterpretations in content or format which display adequate communication skills, judged to be at level four or above, should be rated at level three.

HIGH Good communication skills with adequate content/coverage and use of expository words

and expressions.

Level Five

The beginning, middle and ending though evident may not be adequately used to engage and maintain the reader’s interest. (Overall a cohesive piece of writing which creates a clear picture of student’s involvement. - Logical connections between and/among details.

- For the most part words and expressions are appropriately used to explain the process involved in examination preparation.

- Use of different types of sentences, but not always effectively - Few surface feature errors which do not interfere with the flow of the writing - Sentences are correctly sequenced (physical paragraph separations may not be present)

Letter format included (one or two parts may be missing)

Level Six

Details are logically arranged and clearly explain the several processes involved in preparing for exams to help allay the anxiety of the classmate.

Words and expressions used appropriately in explaining clearing the process involved in preparing for examinations. - Effective use of different types of sentences (for clarity, emphasis, or to hold

interest) - Few surface feature errors may be present, however, these errors do not interfere with the communication.

Letter format included (one part may be missing)


Level Two

Script communicates two or three pieces of relevant information. Problems in spelling, punctuation and construction make it difficult for script to be

read. With or without letter format.

N.B. Misinterpretations which display adequate communication skills, judged to be at level

three should be rated at level two.

MEDIUM

Fair communication skills with limited response to the task. (Few details)

Level Three

Script is a list of sentences related to the task (expressing more than three ideas) but do not make any attempt to link details to make a letter. - The sketch of a letter.

- Response does not allow the candidate to display an adequate range of vocabulary.

- Sentences are occasionally properly constructed.

- The writing may have errors in spelling, construction and/or punctuation.

- At least one part of the letter format must be evident.

Level Four

More than a general outline of how to prepare for examinations is given to student. - Beginning of letter is evident but response may lose focus in parts. - Writer may use words out of context


INTRODUCTION

Since 1999, the Grade Six Achievement Test (GSAT) has been administered annually in all primary level institutions. For the academic year 2015/2016, the GSAT examinations will be administered on Thursday March 17 and Friday March 18, 2016.

The GSAT Registration and Information Handbook was developed by The Student Assessment Unit. It should be used by school administrators and teachers to guide the accurate and timely completion of Candidate Registration Forms. Guidance should be given to parents in making informed choices. For this academic year, registration requires the parent(s) selecting five school choices from anywhere in the island plus two additional from receiving school within a ten mile radius, that is, a total of seven (7) schools. It must be emphasised that the Ministry of Education reserves the right to place candidates using the secondary placement method.

The Unit has taken the liberty of including sample items of each test. These items should serve as a guide for the construction of your own tests. It is important to note the cognitive level and cultural specificity at which the items are pitched. In response to feedback and queries directed to the Unit, the Handbook also has a sample scoring rubric that will be useful to teachers in the development of reliable scoring instruments within their own classrooms/schools.

We recommend that a similar rubric is developed and used consistently in schools in order to better capture the level at which each student is operating in the Communication Task, and where weaknesses are observed appropriate interventions implemented. Also, please note that the descriptors for assessing a script to be at levels five and six require that candidates respond well to the given prompt. Good writing skills alone will not warrant a high level.

The Handbook also reiterates the availability of Special Accommodation for students with special needs. We encourage parents and teachers to make use of this provision where necessary.

It is our hope that the Handbook will be instrumental in making the registration process a smooth one as well as demystifying the work of The student Assessment Unit.


GRADESIXACHIEVEMENTTEST2016-REGISTRATION Grade Six Achievement Test registration starts in September of each year. Principals are expected to collect the following:

Individual candidates Registration Form (Pre-slugged) Schools list (Broad sheet) (Pre-slugged) Blank School’s list Blank Registration Forms (Individual) Cluster list for their school

DIRECTIVESFORCOMPLETINGTHEREGISTRATIONFORM Attention All Principals

Please note the following directives and act accordingly:

Mastery of the Grade 4 Literacy Test - In line with the Competence-based Transition Policy, in order to sit the GSAT, the student MUST have attained Mastery on the Grade 4 Literacy Test (G4LT).

Eligibility based on Age: - Students in Grade Six (6) who were born between January 01, 2003 and December 31, 2005, (both dates inclusive) - Students born in 2002 and were granted special permission to sit in 2016

N.B. Students born after December 31, 2005 will NOT be allowed to sit the GSAT Examination in 2016.

ALL eligible students MUST be registered for GSAT 2016.

Students who were born in the year 2003 and have mastered the G4LT MUST sit GSAT in 2016 Principals are encouraged to check all Grade 4 to 6 classes to ensure that no student is missing from the data capture.

Each school should receive from SAU a generated candidate’s list of their candidates, along with pre-slugged individual registration forms.

Schools are asked to examine the candidate’s list and ensure that ALL their eligible students are listed. Any eligible candidate not listed should be added and a blank


An end which brings the letter to a close. Sentences written in appropriate paragraphs.

3. Vocabulary: Use of words and expressions to: - give a good explanation of how to prepare for exams to classmate. - capture and maintain interest - clarify points or for emphasis.

4. Sentence Structure: Effective use of a variety of different types of sentences.

Sentences should be structured in Standard Jamaican English. (Jamaican Creole may be used as direct speech.)

5. Surface Features: Observation of conventions of written English (punctuation, spelling, etc.)

N.B. References to “letter format” do not include the body of the letter but other parts namely the

address, date, salutation, and closing.

RATINGS

LOW Responses which show very limited writing skills or very little effort in attempting the task.

Below Level 1

Doodling, blank sheets with evidence that the child was present for the examination (name written on front cover, attempt at task one) recognizable words, transcription of task, the given sentences are merely rearranged, sentence fragments.

Reworded prompt with an additional clause, phrase or word. Copying from a chart.

Level One

One piece of information related or unrelated to the topic and must express a complete, original thought.

With or without letter format.


GRADE SIX ACHIEVEMENT TEST SAMPLE COMMUNICATION TASK ITEMS

TASK TWO

Task: One of your classmates usually becomes nervous before doing end of year school

examinations. Write a letter to this classmate in which you give him or her some

guidelines on how to prepare for examinations.

SCORING RUBRIC

DIMENSIONS:

1. Content: Sufficient details to adequately explain to his/her classmate how to prepare for examinations. 2. Organization: Appropriate sequencing of the letter i.e.

A beginning, which captures the reader’s attention and gives direction to the rest of the letter.

Details in the body of the letter explain how to prepare for examinations.

INTERPRETATION:

Student must write a letter. What to do to prepare for examinations must be the main part of the letter. Responses show an adequate understanding of how to write a letter about how to prepare

for examinations for the student’s classmate. Letter must attempt to give guidelines to students about how to prepare for examinations. May be written in the third person.

MISINTERPRETATION A letter which does not in any way, relate to the task.


registration sheet be filled out for the student with the correct information. A certified copy of the birth certificate MUST be attached to such a form.

Candidate’s list must also be used to verify the correct information that is present. For example:

- addition of student’s middle name - Correction of and addition of date of birth - Correction of name ( spelling, deed-poll) Deed-poll is to be

submitted - Correction to gender.

N.B. A copy of the relevant birth certificate must be attached to verify any correction made to the pre- slugged information or any information added.

Comments should be placed on the list to indicate the status of the students, for example: - Transfers out ( Give the name of the school if known) - Migration - Repeaters and or deferrals etc. - Transfers in ( Give the name of the school if known)

Letters requesting deferral must be submitted in cases where this applies. GSAT Entry Forms should be signed by parent/guardian in every

instance if possible (The forms should not be withheld by the schools if they are not signed by the parents/guardians. However, please bear in mind that Student Assessment Unit (SAU) will not take responsibility for choices written on the forms without parents/guardians consent)

School Choices Principals are reminded to examine selected choices for candidates ensuring that: Choices are not repeated Choices are selected from specified cluster list sent to the school.

Over aged students who were granted deferrals in 2015 due to special

circumstances must provide the evidence (usually applies to students with special accommodation needs). A letter approving such would have been sent to the school in the previous year.

Students requiring special accommodation for 2016 sitting should provide documentation BY DECEMBER 31, 2015. (e.g. medical reports, psycho-educational assessment reports)

Schools which need additional entry forms may photo-copy blank forms for use. Ensure that the forms selected are those for the current year as there are changes to the school


choices. Forms already printed with another student’s information must not be reproduced.

BLANK FORMS MUST BE COMPLETED AND SUBMITTED FOR ALL NEW STUDENTS INCLUDING ‘TRANSFERS IN’ AS WELL AS FOR ADDITIONAL STUDENTS.


GRADE SIX ACHIEVEMENT TEST SAMPLE LANGUAGE ARTS ITEMS

Read the poem carefully, and then answer questions 1 – 5.

I Can Be a Tiger

Author: Mildred Leigh Anderson

I can’t go walking

When they say no,

And I can’t go riding

Unless they go

5 I can’t splash puddles

In my shiny new shoes

But I can be a tiger

Whenever I choose

I can’t eat peanuts

10 And I can’t eat cake

I have to go to bed

When they stay awake

I can’t bang on windows

And I mustn’t tease,

15 But I can be an elephant

As often as I please.

1. To whom would the word “I” most likely refer in the poem? A. a tiger B. an elephant C. a child D. an adult


2. What is the speaker in the poem allowed to do for fun? A. stay up late B. splash puddles C. eat cake D. become an elephant

(Knowledge)

3. What is the main idea in the poem? A. The speaker uses his/her imagination

when bored. B. Life is enjoyable for the speaker. C. The speaker likes to make wishes. D. The speaker has to follow many rules.


4. “But I can be a tiger whenever I choose” (lines 7 and 8), means that the speaker _____. A. pretends to be a tiger B. changes into a tiger C. plays with tigers D. wishes he/she had a tiger


5. Who is “they” (line 2) in poem? A. adults B. children C. elephants D. tigers



GRADE SIX ACHIEVEMENT TEST SAMPLE SOCIAL STUDIES ITEMS

(People Identity & Culture / Knowledge of Fact= KF)

1. Which National Hero is shown below?

A. George William Gordon B. Norman Washington Manley C. Paul Bogle D. Samuel Sharpe

(Location & the Environment/Knowledge of Fact)

2. On which continent is the highest mountain in the world located? A. Asia B. Africa C. Europe D. South America

(Social & Political / Conceptual Understanding) 3. In which area does Caribbean Airlines

contribute to regional integration? A. culture B. education C. sports D. transportation

(Social & Political / Knowledge of Facts)

Use the information to answer item ____.

4. Which is the main area of contribution of

the persons named above? A. education B. health C. politics D. sports

(People Identity & Culture / Knowledge of Fact)

5. From which of the following is this line taken?

“O green isle of the Indies”

A. Jamaica’s National Pledge B. Jamaica’s National Song C. Jamaica’s Motto D. Jamaica’s National Anthem

(People Identity & Culture / Conceptual Understanding)

6. Which event in Jamaica’s history is being described in the song?

A. anniversary B. emancipation C. festival D. independence

Fidel Castro Edward Seaga Grantley Adams Norman Manley

Jubilee, Jubilee This is the year of Jubilee Queen Victoria set we free

This is the year of celebration


EXAMINATIONACCOMMODATIONFORCHILDRENSITTINGNATIONALEXAMINATIONS Each year the Student Assessment Unit in collaboration with the Special Education Unit facilitates the granting of special accommodation to students with special education needs. Special accommodation refers to provisions for special arrangements and conditions under which children sit their examinations. These may include but not limited to the use of readers, writers, prompters, rest breaks and extended time. Applications for accommodations must be made at the time of registration for National Examinations, and must be accompanied by a psycho-educational or medical report which speaks to why the special accommodation would be necessary.

Children for whom accommodations are requested, must have the accommodation recommended in the assessment report, and must be practicing with such accommodations during regular classroom activities. The lack of practice in using a recommended accommodation can place children at a disadvantage when sitting National Examinations.

Late requests often place candidates at a serious disadvantage and must be discouraged. Examination support personnel and candidates require adequate time to build rapport and to practice the skills for reading and dictating, reviewing and correcting. Personnel need opportunities to observe and understand any unique characteristic displayed by a candidate. The absence of interaction and practice time has the potential to exacerbate test anxiety and emotional distress for candidates; hence the need to eliminate this practice as it can negatively impact examination performance.

Schools and agencies are being encouraged therefore, to sensitize parents on the need to secure early psycho- educational or medical reports, to allow sufficient time for reviews, change of personnel if necessary, and adequate practice time to prevent unnecessary test anxiety and poor examination outcomes. It must be noted that, appropriate accommodations provide fair and equitable opportunities for candidates with special needs, and do not give any unfair advantage to such individuals.

Allocation of time for students granted extra time for GSAT Subject Extra Time

Language Arts 1hr. 15mins plus 20 mins Mathematics 1hr. 15mins. plus 20 mins. Social Studies 1hr. plus 15 mins. Science 1hr. plus 15 mins. Communication Tasks 50 mins. plus 12 mins.


GSAT Examinat ion Grid

The GSAT examination grid is to be used in identifying the student’s year of birth that correspond with the current sitting year.

DATE OF BIRTH REQUIREMENT FOR GRADE SIX ACHIEVEMENT TEST

2016 2017 2018 2019 2020 2021 2022 2023 2024

2003 √

2004 √ √

2005 √ √ √

2006 √ √ √

2007 √ √ √

2008 √ √ √

2009 √ √ √

2010 √ √ √

2011 √ √ √

2012 √ √

2013 √

These are the relevant Years of Birth for students sitting the G. S. A. T. Please note - STUDENTS ARE ELIGIBLE TO SIT THE G.S.A.T. ONLY ONCE.

- All students born 2003 MUST be registered to sit G.S.A.T. in 2016. Copyright © S.A.U.

CALENDAR YEAR

YEA

R O

F B

IRTH


GRADE SIX ACHIEVEMENT TEST SAMPLE MATHEMATICS ITEMS

1. Add:

24.07 8.24 105.007 + 3.8___ A. 120.017 B. 121.117 C. 140.017 D. 141.117

(Category: Number, Level: Knowledge)

2. What is 347 rounded to the nearest ten?

A. 400 B. 350 C. 346 D. 300

(Category: Number, Level: Conceptual Understanding)

3. Mr. Brown needs 2 ½ metres of material

to make a dress. How many similar dresses can be made from 35 metres of material? A. 14 B. 18 C. 32 D. 37

(Category: Number, Level: Problem Solving)

4. Add: Hrs. Mins. 12 19 10 42 + 20 55 _______________

A. 42 hrs. 56 mins. B. 43 hrs. 56 mins. C. 45 hrs. 16 mins. D. 45 hrs. 26 mins.

(Category: Measurement, Level: Knowledge)

5. A pool has a depth of 20m, a length of

15m and a width of 12m. Which of the following will give its capacity? A. (20 × 15 + 12) m3 B. (20 × 15 ÷ 12) m3 C. (20 × 15 × 12) m3 D. (20 × 15 − 12) m3

(Category: Measurement, Level: Conceptual Understanding)

Use the diagram below to answer question 6.

6. Which sets of lines are parallel? A. LM and NO B. NO and PQ C. PQ and VW D. LM and VW

(Category: Geometry, Level: Knowledge)

L M

N O

V

W

P

Q


GRADESIXACHIEVEMENTTEST-SAMPLEITEMS


GSAT2016–SAMPLEREGISTRATIONFORM

REVISED


INGSTO

N

&

ST. ANDREW

ALPHA ACADEMY (GIRLS ONLY) HAILE SELASSIE HIGH OBERLIN HIGH WOLMER'S BOYS’ HIGH

ARDENNE HIGH HOLY CHILDHOOD HIGH (GIRLS ONLY) PAPINE HIGH WOLMER'S GIRLS’ HIGH

CALABAR HIGH (BOYS ONLY) HOLY TRINITY HIGH PEMBROKE HALL HIGH CALABAR PJH

CAMPERDOWN HIGH IMMACULATE CONCEPTION HIGH (GIRLS ONLY) PENWOOD HIGH COCKBURN GARDENS PJH

CAMPION COLLEGE JAMAICA COLLEGE (BOYS ONLY) ST. ANDREW HIGH (GIRLS ONLY) CONSTANT SPRING PJH

CHARLIE SMITH HIGH KINGSTON COLLEGE (BOYS ONLY) ST. ANDREW TECHNICAL JOHN MILLS PJH

CLAN CARTHY HIGH KINGSTON HIGH ST. GEORGE'S COLLEGE (BOYS ONLY) MICO PRACTISING. PJH

DENHAM TOWN HIGH KINGSTON TECHNICAL ST.HUGH'S HIGH (GIRLS ONLY) NEW DAY PJH

DONALD QUARRIE HIGH MAVIS BANK HIGH TARRANT HIGH SHORTWOOD PRACTISING.PJH

DUNOON TECHNICAL MEADOWBROOK HIGH THE QUEENS SCHOOL (GIRLS ONLY) STONY HILL PJH

EDITH DALTON JAMES HIGH MERL GROVE HIGH (GIRLS ONLY) TIVOLI GARDENS HIGH SWALLOWFIELD PJH

EXCELSIOR HIGH MONA HIGH TRENCH TOWN HIGH WINDWARD ROAD PJH

GAYNSTEAD HIGH NORMAN MANLEY HIGH VAUXHALL HIGH

ST. THOM

AS &

PO

RTLAND

BUFF BAY HIGH MORANT BAY HIGH ROBERT LIGHTBOURNE HIGH TITCHFIELD HIGH

FAIR PROSPECT HIGH PAUL BOGLE HIGH SEAFORTH HIGH YALLAHS HIGH

HAPPY GROVE HIGH PORT ANTONIO HIGH ST. THOMAS TECHNICAL FELLOWSHIP PJH

ST. MARY

&

ST. ANN

AABUTHNOTT GALLIMORE HIGH IONA HIGH ST. HILDA'S HIGH (GIRLS ONLY) BAMBOO PJH

ANNOTTO BAY HIGH ISLINGTON HIGH ST. MARY HIGH BOB MARLEY PJH

BRIMMERVALE VALE HIGH MARCUS GARVEY TECHNICAL ST. MARY TECHNICAL HIGHGATE PJH

BROWN'S TOWN HIGH MARYMOUNT HIGH (GIRLS ONLY) STEER TOWN ACADEMY MONEAGUE PJH

CARRON HALL HIGH OCHO RIOS HIGH TACKY HIGH

FERNCOURT HIGH ORACABESSA HIGH YORK CASTLE HIGH

TRELAWN

Y &

ST. JAM

ES

ALBERT TOWN HIGH GREEN POND HIGH MONTEGO BAY HIGH (GIRLS ONLY) TROY HIGH

ANCHOVY HIGH HERBERT MORRISON TECHNICAL MT. ALVERNIA HIGH (GIRLS ONLY) WESTWOOD HIGH (GIRLS ONLY)

CAMBRIDGE HIGH HOLLAND HIGH

MUSCHETT HIGH WILLIAM KNIBB HIGH

CEDRIC TITUS HIGH IRWIN HIGH SPOT VALLEY HIGH BELLEVUE PJH

CORNWALL COLLEGE (BOYS ONLY) MALDON HIGH ST. JAMES HIGH LOWE RIVER PJH

HANO

VER &

W

ESTMO

RELAND

BELMONT ACADEMY GREEN ISLAND HIGH MANNINGS HIGH RHODES HALL HIGH

FROME TECHNICAL HOPEWELL HIGH MAUD MCLEOD HIGH RUSEA'S HIGH

GODFREY STEWART HIGH KNOCKALVA TECHNICAL MERLENE OTTEY HIGH MT. GRACE PJH

GRANGE HILL HIGH LITTLE LONDON HIGH PETERSFIELD HIGH NEW HOPE PJH

ST. ELIZABETH

ABERDEEN HIGH HAMPTON HIGH (GIRLS ONLY) MUNRO COLLEGE (BOYS ONLY) NAIN PJH

B.B. COKE HIGH LACOVIA HIGH NEWELL HIGH NEW FOREST PJH

BALACLAVA HIGH LEWISVILLE HIGH ST. ELIZABETH TECHNICAL

BLACK RIVER HIGH MAGGOTTY HIGH SYDNEY PAGON HIGH

MAN

CHESTER

BELLEFIELD HIGH DE CARTERET COLLEGE MAY DAY HIGH WINSTON JONES HIGH

BISHOP GIBSON HIGH (GIRLS ONLY) HOLMWOOD TECH. HIGH MT. ST. JOSEPH CATHOLIC HIGH MANDEVILLE PJH

CHRISTIANA HIGH MANCHESTER BELAIR HIGH MILE GULLY HIGH VILLA ROAD PJH

CROSS KEYS HIGH MANCHESTER HIGH PORUS HIGH

CLARENDO

N

ALSTON HIGH DENBIGH HIGH GLENMUIR HIGH SPALDING HIGH

BUSTAMANTE HIGH EBONY GROVE ACADEMY KELLITS HIGH THOMPSON TOWN HIGH

CENTRAL HIGH EDWIN ALLEN HIGH KEMPS HILL HIGH VERE TECHNICAL

CLARENDON COLLEGE FOGA ROAD HIGH KNOX COLLEGE

CLAUDE MCKAY HIGH GARVEY MACEO HIGH LENNON HIGH

ST. CATHERIN

E

ASCOT HIGH DINTHILL TECHNICAL INNSWOOD HIGH ST. CATHERINE HIGH

BOG WALK HIGH ELTHAM HIGH JONATHAN GRANT HIGH ST. JAGO HIGH

BRIDGEPORT HIGH EWARTON HIGH JOSE’ MARTI TECHNICAL ST. MARY'S COLLEGE

CEDAR GROVE ACADEMY GLENGOFFE HIGH MCGRATH HIGH TACIUS GOLDING HIGH

CHARLEMONT HIGH GREATER PORTMORE HIGH OLD HARBOUR HIGH WATERFORD HIGH

CUMBERLAND HIGH GUY'S HILL HIGH SPANISH TOWN HIGH

ONLY SCHOOLS FROM THIS LIST MUST BE SELECTED for Choices 1 - 5 15 | P a g e

S.A.U. Publication GSAT 2015 - 2016

In analysing this question the students will need to highlight the words explain, three, prepare and examination. A further analysis of the question will show that the student needs to focus on examination preparation, (ask the question –how do I prepare for examinations). Explain three ways once you have analyzed the question, you are ready to write your plan. Planning/ Prewriting The biggest mistake most students make in their writing—especially when it comes to a timed exam—is believing that they need to plunge into writing because time is of the essence. Time is precious, and that’s why they would want to take a couple of minutes to plan. If asked to write a story, plan the beginning, middle and end bearing in mind the requirements of the prompt. For example, they may be asked to include some lines from the prompt at the beginning, middle or end of the story. It therefore means those lines must be relevant and supported, not merely attached. Students should be reminded that: Remind students that they should start writing once it is clear in their mind. Additionally, if asked to give reasons or explain in an essay, then jot down the reasons they intend to expand on. This will make their essays more organised and one avoids a repeat of the same point as well as rambling or omission of a point they intended to include. The plan is without doubt the most vital part of writing an essay, a story or letter. It is their plan that determines what approach they take to answering the question. If they have written their plan properly, they will know exactly what their answer is going to be - this is not something that should be decided while they are writing! More importantly, their plan will ensure that they actually answer the question. Everything they write must be related to the question, and without a plan it is all too easy to lose focus and write irrelevant information. When writing an essay or story start at the beginning. That sounds straightforward. Students tend to start too far back in their creative writing. Students spend too much time setting the scene and not enough time at the beginning of the story. If the prompt is about being lost in the woods then don’t start at how you got out of bed, washed their face, ate breakfast … if these things do not have any bearing on being lost in the woods. Remember all the elements of a creative writing piece: There needs to be theme, tone, characterisation, conflict, dialogue and setting. Tone creates the feeling of the story. Conflict is the energy of the story. Dialogue makes it come alive. Setting puts it in a time and place, characters connect us to the story and theme gives the story a purpose. When writing a letter students must follow the letter format required (usually friendly letter). In using the prompt ensure that the letter is written to the correct person: a friend, teacher, classmate etc. The body of the letter must show some degree of planning and organization of thoughts. Each paragraph must contain a different idea/reason and easily transition from the previous paragraph. The close of the letter is also important in showing that the student interpreted the prompt correctly. For example, your friend, your classmate Example: Write a letter to your friend inviting a him/her to your birthday party Paragraph 1 Invite my friend. State place, date and time of party. Paragraph 2 Describe the food, music, and other entertainment that will be there. Paragraph 3 Close by repeating the invitation. Factor in enough time to revise your work for careless errors. We all make errors that we only catch in the revision process.


GRADESIXACHIEVEMENTTEST–HOWTORESPONDTOTHECOMMUNICATIONTASKS The Communication Tasks Paper This paper assesses students’ ability to provide responses to a set of structured questions and an unstructured writing response. Task One The range of sources for this task varies. Students may be asked to not only complete a form but to also:

read a passage and identify the main idea and supporting details rewrite a passage correcting errors in either conventions of writing (structure or mechanics) arrange sentences to form a cohesive paragraph supply words/phrases to complete a passage Stimulus material for this task may be drawn from any area covered by the RPC.

Task Two The task which demands an unstructured response assesses the extent to which students are able to:

generate ideas in response to a task organise these ideas to create a coherent response invoke a variety of emotional response by conveying the writer’s feelings select appropriate words and phrases to convey meaning and create particular feelings correctly construct sentences which begin in different ways, vary in length and are grammatically

correct correctly use the conventions of written language. For example spelling, punctuation,

capitalization and paragraphing Each task is rated on a six-point scale. The scale for task one varies from year to year depending on the nature of the task. Task two focuses on the content and quality of the writing so the same scale is used from year to year with adjustments made for the interpretation of content. Responding to the Tasks

Some students become excited to see a question that they know so much about that they decide to explain everything they know about that topic. They do not pay all that much attention to the specifics of the question, just the major topic that the question was asking about.

Before students begin responding to the questions, teach them to: Read the Question This sounds too obvious to mention. But every year some students proceed to reel off a prepared answer without considering whether what they are writing actually addresses the question asked. This will be immediately obvious to anyone reading the essay. Read the question several times to make sure you understand what it is asking. Analyze the Question When they have read the question, they should then analyze it. This is vital. Look for key words (the issue to be considered) and topic words (the subject matter) and they can ensure that they actually answer the question rather than provide a simple narrative of events. Every essay question has one or more requirements, or necessary tasks, that your answer must fulfil. For example, “Explain three ways in which you prepare for an examination.”


GRADESIXACHIEVEMENTTEST-PLACEMENTRULES

The Placement Process Currently, candidates have five school choices (preferences) selected from any (island-wide) public secondary level institutions accepting Grade 7 students (High, Technical and a few Primary and Junior High receiving schools).

After administration, each subject is scored and an overall composite score is computed. This composite score is then ordered for ranking each student in order of performance. The student with the highest overall composite score will be rank 1; computerized placement will then commence and candidates are placed in schools by rank order; highest first.

Preference Placement: Candidate preferences are checked in turn, starting with the first preference through to the fifth, to determine if the candidate can be placed in any of their selected schools. Checks are done for gender match and available space. Each receiving school indicates the number of candidates which it can accept (available space). Candidates are placed until there are no more spaces available, in other words, until the school is full.

Cluster Placement: Candidates are then placed based on choices selected. Checks are made with gender match and available space. Candidates are placed until there are no more spaces available.

Secondary Placement/Proximity Placement: If the candidate cannot be placed in any of his or her preferences or by Cluster choices, the placement programme automatically goes to the Ministry’s Secondary Placement (Proximity) List. This List identifies receiving schools into which candidates attending a particular primary level school can be placed if they do not obtain a space in one of their preferences.

Manual Placement: If based on their rank and preferences (candidate’s and the secondary placement list), no space is assigned, then that candidate is placed on a list to be manually placed by the Ministry’s regional representatives.


GRADESIXACHIEVEMENTTEST–ABOUTTHETEST

The Grade Six Achievement Test (GSAT) is a curriculum-based achievement test. It is externally administered in March. Items on the test assess the objectives in the Revised Primary School Curriculum (RPC) for Jamaican schools and therefore seek to measure students’ mastery of the content in the RPC from Grades 4 to 6. The results of the GSAT are also used to place students in secondary schools. The test consists of four multiple choice papers: Language Arts and Mathematics with eighty (80) items each and Social Studies and Science with sixty (60) items each. The subjective paper is Communication Tasks with two tasks - one requiring a structured response and the other an unstructured response. The table below gives the area of coverage for each paper. Table 1: GSAT Coverage

Subject Curriculum Objectives Tested

Language Arts

Grades 4 and 5 (All terms) Grade 6, Term 1 and 2 - Units 1 and 2

Mathematics

Grades 4 and 5 (All terms) Grade 6, Term 1 and 2 - Units 1-3

Social Studies

Grades 4 and 5 (All terms) Grade 6, Term 1 and 2 - Units 1 and 2

Science

Grades 4 and 5 (All terms) Grade 6, Terms 1 and 2 - Unit 1,Focus Questions 1 and 3

Communication Tasks

Stimulus materials may be drawn from any curricular area

N.B. The Grade 6 curriculum MUST be completed in the Mathematics following the examination to ensure that students are adequately prepared for Grade 7.

The ratio of items drawn from each grade level is 20% from Grade 4, 30% from Grade 5 and 50% from Grade 6.


Cognitive Levels of the Test Items

The objectives in the RPC have been classified into content and learning level categories which are used to develop the test plan or blueprint. This blueprint is the basis on which the test items are written. The blueprint ensures appropriate coverage of the curriculum objectives and provides guidelines for the number of items to be included in each category. (The content categories differ from subject to subject as each subject has its own organization and body of content. Each content area represents a group of objectives for the particular subject. The objectives are classified based on the learning levels at which students are expected to operate. While the levels are similar across subjects, different levels may be emphasized to varying degrees in the different papers. The learning levels to be used are as follows: Knowledge This level is common to all subjects but is further divided into Knowledge of Facts and Knowledge of Procedure for Social Studies. Items measuring Knowledge includes:

Recall of specific facts and definitions learned routinely e.g. What is the capital of St. Catherine?

Knowledge of procedures and their applications including operations and rules for calculations

Routine performance of non-computational skills like measuring Knowledge of how to verify and justify the correctness of procedures using

concrete or symbolic methods

Conceptual Understanding

Questions set at this level require students to:

Recognize labels, describe and generate examples and non-examples of concepts (concrete, symbolic or abstract representations)

Use words, models, diagrams and symbols to represent concepts Convert, rename and translate concepts into equivalent forms

Reasoning and Analysis/ Problem Solving

This level targets students’ ability to:

Deduce, infer, predict, evaluate, interpret draw conclusions and apply rules Judge the reasonableness and correctness of solutions Check or justify a solution to a problem Identify, explain and apply principles and generalizations Solve word problems in Mathematics

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