@ Copyright Elaine Romberg 1977 THE EFFEC"rS OF 'rEST-TAKING SKILLS AND A'rTITUDES ON VALIDITY OF STANDARDIZED ACHIEVEMENT TEST SCORES OF INNER-CITY CHILDREN by Elaine Romberg Dissertation submitted to the Faculty of the Graduate School of the University of Maryland in partial fulfillment of the requireme nts for the degree of Doctor of Philosophy 1977 .. APPROVAL SHEET Title of Thesi s : The Effects of Test-Taking Skills and Attitudes on Validity of Standardize d Achievement Test Scores of Inner-City Children Name of Candidate: Elaine Romberg Doctor of Philosophy, 1977 Thesis and Abstract Approved: ---· '- ) . - ( Date Approved: William D. Schafer Associate Professor Department of Measurement and Statistics I f 7? ABSTRACT Title o f Di s sertation: The Effects of Test-Taking Skills and Attitudes on Validity of Standard ized Achie vement Test Scores of Inne r-City Children Elaine Romb erg, Doctor of Philosophy, 1977 Disse rtation directed by: Associate Professor William D. Schafer Department of Measurement and Statistics This study explored the relationship between test- wise ne ss and the validity of standardized achievement test s cores. Te st-wiseness has been suggested by R.L. Thorndike (19 51) to be a contributor of invalid, systematic variance in t e st scores. An attempt, through training, was made to reduce t his invalid true score variance. Since a reduction in true s core variance without a concomitant reduction in error va rianc e should result in lowered reliability, one might expect that validity would there fore also be reduced. The assumption was made, for the purposes of this study, that t es t-wiseness variance functions in a manner similar to a suppressor variable. When invalid, systematic variance is decreased on a predictor, the true score relationship between predictor and criterion will be enhanced. In this way, the test becomes a "purer" predictor of the criterion and validity is increased. In this study, reduction of invalid, systematic true score test-wiseness variance in the predictor (the Comprehensive Tests of Basic Skills, CTBS} was thus expected to result in a higher correlation between the CTBS and a criterion of teacher report card marks. Subjects in this study were fourth graders from a low socio-economic area of a large metropolitan city. The experimental group consisted of 401 children from seventeen classrooms in f i ve elementary schools while the control group numbered 410 children from seventeen classrooms in nine schools. The seventeen teachers taking part in the research attended an introductory seminar and monthly meetings aimed at teaching them about test-wiseness and the specific test simulations they would be leading. Teachers led nineteen test simulations, one each week over a six-month period. Each lesson invo l ved a practice test and children were ex- pected to learn pre-determined test-taking skills and attitudes through experiencing the simulations aimed at these skills and attitudes. Experimental group subjects took a test-wiseness pretest and a test- wiseness posttest while control group subjects took t he test-wiseness test at the same time as the experimental group took the posttest. Internal consistency of these results was low for the pretest and the control group test (stratified alpha's .1541 and .2007, respectively) but moderate (.3966) for the posttest. A one-way analysis of variance on classroom means yielded significantly larger means for the posttest than for the control group test. A one-way repeated measures analysis on classroom means yielded a significantly greater posttest than pretest mean. Two-sample homogeneity of variance tests and Levene's tests yielded significantly greater variances on the posttest results than either the pretest or the control group results. All children took the CTBS at the end of the year. There was no significant difference in mean classroom score between experimental and control group. Achievement test scores were correlated with teacher report card marks in reading. Fisher's Z was used to test for significant difference in validity coefficients at the .OS level. The difference approached significance by achieving a .07 level. Suggestion was made that the study be replicated in order to control for variables which might have contributed to or caused the resultant lack of significant difference in validity in this study. Larger experimental groups (to con- trol for mortality) might be used. A more reliable (or more valid) criterion of achievement than teachers' grades might be employed. A different research design might allow for study of individual rather than group differences. ACKNOWLEDGEMENTS Acknowledgement and appreciation is extended to Dr. William D. Schafer whose advice and encouragement con- tributed to the formulation and execution of this dissertation. Acknowledgement is also extended to Drs. Charles Johnson, Carol Seefeldt, and Catherine Wilson, members of the writer's proposal and oral committees for their guidance in the development of this investigation. Special appreciation and gratitude is due Dr. John F. Giblette, who increased the writer's i nitial interest in measurement and who i nspired the desire to investigate test-wiseness in depth. His continuing advice and encour- agement, throughout the writer's graduate career, have been truly invaluable. Finally, gratitude is extended to the writer's family, who sustained the i r enthusiasm and encouragement through busy, trying times i n the last three-and-a-half years. ]_]_ TABLE OF CONTENTS page LIS'r OF TABLES • • • • . • • • • • • • . • • • • • • • v CHAPTER I. II. III. IV. INTRODUCTION •.••• . . . . . . . Background •.•••. Research Questions •• Need for the Study. 1 1 4 5 Development of Test-wiseness ••..••• 6 Statement of the Problem. • • . • • . 7 Hypotheses. . • • • • ••.••. 9 Definition of Terms .•• 10 RELATED RESEARCH. METHODOLOGY . . . . . . . 12 • • 3 7 Study Sample • • • • • . • • . • • • • . • 3 7 Sampling Method ••••.••.••• 37 Experimental Procedures •••.••••. 39 Teacher Introduction and Training .•• 39 Monthly Seminars • • . 40 Test Simulations . • . • • . • 41 Treatment Groups • • • • . • • • . •. 42 Exper i mental •••.•••.••••• 42 Control • • • • • • . • 43 Instrumentation •• 44 Test-wi seness Test •••.• Achievement Test .•••••••. Report Card Marks •••••..••• Method of Analysis • • • ••.•.• Test-wiseness Test •••.•• Achievement Test RESULTS AND DISCUSSION . 44 44 • 44 • 45 45 • 46 • 48 Test-wiseness Test. • • • • ••. 49 Internal Consistency .•••.•••• 49 Analysis of Means ••••••••.•• 50 Homogeneity of Variance • • • • • . 53 iii Achie vement Test ••• Analysis of Means. Validity Analysis • page 54 • • • 54 • 58 V. SUMMARY AND CONCLUSIONS 61 APPENDIX A. APPENDIX B APPENDIX C. Problem •••••••••.••••••• 61 Subjects. . • • . • • • • • • • • • • 62 Procedures. • • • • . . • • . • • . • 63 Data Collection . • • . • • . • • • • 64 Statistical Procedures Results . . . . . . . • • 64 • 65 Conclusions and Implications of the Study. 66 Suggestions for Further Research. . . 71 . . . . . . . . . . . . . . . . . . • • • • 7 4 • • • 221 • 231 APPENDIX D •••.••• • • • • 233 APPENDIX E APPENDIX F BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . iv • 234 235 236 TABLE LIST OF TABLES I. Analysis-of-Variance Summary Table for One-Dimensional Repeated Measures Design Comparing Experimental Group Test-Wiseness Pretest and Posttest Means Including Treat- page ment Group Means, Standard Deviations, and Homogeneity of Variance Test Results ••••• 51 II. One-Way Analysis-of-Variance Summary Table Comparing Experimental Group Posttest and Control Group Test-Wiseness Test Means Including Treatment Group Means, Standard Deviations, and Homogeneity of Variance Test Results •••••••••.•••••.• 52 III. One-Way Analysis-of-Variance Summary Table Comparing Total Experimental and Control Group Achievement Test Means Including Treatment Group Means and Standard Deviations .•••••.•. • • 55 IV. One -Way Analysis-of-Variance Summary Table Comparing Male Experimental and Control Group Achievement Test Means Including Treatment Group Means and Standard Deviations • • • 56 v. One-Way Analysis-of-Variance Summary Table Comparing Female Experimental and Control Group Achievement Test Means Including Treatment Group Means and Standard Deviations ••.•••. VI. Correlation Coefficients Showing Relationship Between CTBS and Report Card Marks for Experi- mental Group and Control Group Analyzed for the Total Group and for Each Sex Separately. Also Included, Results of Two-Sample z Test for Correlation Coefficients, Analyzed for 57 ·rotal Group, for Males, and for Females • 59 V CHAPTER ONE INTRODUCTION Background In 1951, Robert L. Thorndike presented a breakdown of "possible sources of variance in score on a particular test." The total variance in a set of scores arises, according to 'rhorndike, from a variety of specific sources, some of them valid, some of them invalid. One of these sources, listed by Thorndike as a lasting and general characteristic of the individual is test-wiseness, the "general skills and techniques of taking tests." Test- wiseness was considered by Thorndike to be a persistent, lasting characteristic of the individual. As such, it would contribute to systematic although invalid variance within a set of test scores. To a certain unpredictable extent, the variance in scores will be due to test- wiseness and not to the particular trait actually being tested (Thorndike, 1951). Test-wiseness involves both the development of specific skills and the learning of pos itive attitudes towards the test-taking experience. In general, the test- wise individual will be at ease in the test-taking situation. This assumes familiarity with typical testing procedures. The test-taking situation will not be tension-producing for 2 the t est-wise ind i v idual. He wil l b e awar e of the purpose of t e sting a nd will b e willing to cooperate to achieve that purpose . He will show sufficie nt motivation to "do his be s t. " In the a r e a of skills, the t e st-wise person will s how the ability to de termine when gue ssing i s advisable , a nd will b e able to use cue s to aid him in the answe rs he chooses. He will also know how to use his time e ffici e ntly. He will b e able to liste n to, compr e he n d , and follow dire c- tions unde r the unnatural t e st-taking atmosphe re. By the mid-1950's, the conc ept of t e st-wisene ss was a wide ly me ntioned but little explored phe nome non. Both profe ssional and popular lite ratur e were reple te with r e ferences of "good test-taking strategie s." Books and p amphle ts for the layman were de signed to "teach" bette r t e st-taking skills (Hook, 1958; Heston, 1953; Pe ttit, 1960). Special cram courses were of fe r e d to help high school stude nts prepare for the Scholastic Aptitude Te sts (Barne s, 1976). Textbooks in the field of e ducational me asur e me nt had s e ctions dealing with the designing of obj e ctive qu es - tions so as to avoid giving away the corre ct r e sponse (Anastasi, 195 7; Ahmann and Glock, 1959; Harris, 1960) . The attempt here was to use successful guessing strate gie s. In the 1960's, inve stigators had b e gun to qu e stion the "lasting" nature of test-wise n e ss. Re search conce ntrated on 3 the possibility of training ind ividuals to be test-wise. Analysis of the data was directed towards discovering a gain in test scores as a direct result of teaching specific test- tak ing skills. Results showed that it was possible to raise the l eve l of scores by teaching a particular test- t aking t echnique (Anderson, 1973; Moore, Schutz, and Baker, 1966; Wahlstrom and Boersma, 1968; Gibb, 1964; Slakter, Koehl er and Hampton, 1970b; CalJ e nback, 1973; Oakland and Weilert , 1971; Woodley, 1973). Success in t e aching the skil l was only found, though, when improveme nt was t es ted with an instrument designed specifically to e valuate the skiJl in question. This improvement did not generalize to an improvement of scores on standardized tests. Vernon (1962) found lower validity coefficients for test-naive British students than t es t-experie nced Ame rican students when he examine d the relationship between reading test scores on standardize d objective t ests and reading grades. He did not examine change in validity afte r training. Other r e search showed that the r e was a large , s ignificant spre ad of r e liable individual differences in l eve l of t e st-wiseness among individuals (Millman et al , 1965; Gibb, 1964). Attempts at reducing this variability me t with little succe ss but r esearcher s indicated that more extensive test-wiseness training might produce a r eduction 4 in total t est- wiseness variation (Slakter e t al, 1970b; Anderson, 1973). Research in the field of individual differences has shown, for other traits, that training tends t o increase individual differences (Anastasi, 1958; Tyler, 1965). Whether t e st-wiseness programs can b e devel- oped which will result in mor e complete maste ry for all sub j ects y i e lding a reduction in total test-wiseness variation remains to be seen. Research Questions 1. Will expe rimental procedures aimed at teaching t es t-wis e n es s skills lowe r test- wis e ness variance ? 2. Will training aimed at increasing test-wise ness produce improved validity of standardized tests for the measur eme nt of attributes? 3. Will children's scores on t es ts designed to measure t es t-wise ness and on standardized tests b e improved t hrough multiple test simulation exp erie nc es des igne d to increase t es t sophistication? Analysis of the data in the test-wise ness (hereinafter r e ferred to as TW) rese arch has conc entrated on discovering significant differ e nces among me ans. Little emphasis has been placed on the possibility of the improveme nt of validi- ty through the equalization of TW across individuals. In 5 order to ascertain whether the experimental procedures did indeed equalize TW across individuals, the first research question was developed. The second research question dealt with the relationship be t ween TW and validity. Since the analysis of the improvement of means through TW instruction is of importance to questions about validity, a secondary research question, question number three, examined this area. Need for the Study Our world has become increasingly test-oriented. Important decisions are made throughout an individual's life on the basis of his test scores. Admi nistrative acceptance and placement decisions in school.sand personnel selection and placement decisions in industry have become increasingly dependent on the individual's ability to per- form well on standardi zed tests. With the realization that test performance can have profound effects on the course of an individual's life, measurement experts have concentrate d on reducing all sources of error variance in test scores. TW has been suggested as a source of invalid variance (Thorndike, 1951). Research in the f i eld of TW has not answered the pertinent questions presented by the concept of TW. Can it be shown that TW is a source of variance of scores on a particular test? Improvement of means, through 6 the t e aching of t e st-taking skills, is not of conce rn to t he p syc home trician if the r e lative standing of indi viduals b e for e and afte r " training" r emains the same . It must be s hown tha t lowe ring variability in 'I'W through the teaching of TvJ t ec hniqu e s results in gr eater validity of test scores . If it can be shown that the teaching of test - taking skills and attitudes will yield mor e valid test scor e s, t he n j us tification for thi s type of training will have b een shown. The refor e , it is the purpos e of this pape r to study the asse rtion that standardize d t e st score s, obtaine d by individuals t rained in t e st- taking skills and attitudes , ar e a more valid me asur e of the attribute being t e ste d than those score s receive d by individuals lacking the training. De v e lopment of TW Re s earch in the ar e a of 'I'W has b een confined to the laboratory s e tting and has been limite d to exp e riments of s hort duration. While this r e s e arch has shown t hat spe - cific t es t-taking skills can b e improve d in the c ontrolled e nvironme nt of the expe rime ntal laboratory or with the r esearche r s e rving as instructor, it is unknown whe the r rw, as a global concept , can be taught in a r egular classroom by the classroom t eache r. Uncontrolle d, non-research inves tigations would indica t e that it can ( Becke r, 197 5}. 7 Previous e xpe rimentation in the laboratory has failed to produce significant improvement in skills in t e sting beyond the tests designed specifically to evaluate the particular aspect o f TW investigated - usually some form of guessing strategy (Ande rson, 1973). Little attention has been paid in the laboratory to the improvement of test-taking attitude a. This project was conceived because of the view that lasting improvement in test-taking attitudes and skills can only be a product of learning within the natural setting of the classroom and over a long duration of time. Learning, for the young child, as for anyone, requires an extensive period of time for it to be internalized. The classroom is the normal, habitual center for learning for the young child and thus is the natural place for instruction in TW to occur. Therefore, it was considered appropriate to use the classroom teacher as instructor in TW. The place of the e xperimenter was to develop in the teacher the ability to teach good test-taking strategies and attitudes in her children through the use of lesson plans and test simula- tions prepared by the experimenter. Statement of the Problem Validity has often been defined as the ability of a test to measure what it is supposed to measure (Brown, 1970). 8 The question under investigation is the relationship between TW and the validity of standardized test scores. If i : is true that different individuals manifest differing amounts of the trait TW, and that the level of this trait in an individual is a persistent, lasting characteristic,then this trait should lead to stable individual differences in test performance distinct from the attribute the test purports to measure. If training in test-taking skills and attitudes reduces invalid variance of test scores, the scores should yield more valid measures of the tested attribute. But then the question arises: how can one expect an increase in valid- ity when reliability would presumably decrease with test- wiseness training? A decrease in systematic, although invalid, test-taking skill variance in the total test score without also lowering error score would have the effect of lowering reliability. Since level of validity is dependent on level of reliability, the natural question becomes: how could one decrease reliability and yet increase validity? It is hypothesized that the invalid true score test- wiseness variance is functioning in a manner similar to a suppressor variable. By eliminating the invalid although systematic source of variance in the predictor, one is increasing the true score relationship between the predictor 9 and the criterion. Therefore,the predictor becomes a "purer" measure of the attribute resulting in greater cor- relation with the criterion and incre ased validi ty. A standardized test can be shown to b e valid for meas- u ring a particular trait if scores on the test can be found to show a high correlation with score s concurrently e stab- lished for the particular trait by anothe r method of measuring the same trait (Brown, 1970). If TW is a source of variance on the standardize d test, but not on the other method of me asuring the trait in question, correlations expr ess ing validity can be expected to b e low. If it can be shown that corre lations between test and non-te st measures of achievement will b e highe r for a group trained in test-taking skills and attitude s than for a control group not r ece iving training, then it may be concluded that invalid TW variance has been reduced. Hypotheses 1. 'rraining aimed at improving test-taking skills and atti tudes will lower the test sophistication trait variance of a group r e ceiving such training. 2. Training aime d at improving test-taking skills and attitudes will produce improved validity of standardized ac hi e veme nt t es ts for evaluating student l e arning. 10 3. Training aimed at improving test- taking skilJ.s and attitudes will produce enhanced test score means of tests measuring TW and score means of standardized achievement tests. Definition of Terms Training aimed at improving test-taking skills and attitudes Children will take part, over a six-month period, in simulated test-taking experiences designed to further test-taking skills and attitudes. Seminars for teachers will aid the teachers in de- veloping skills needed in order to lead simulated test experiences. (For further details, see Methodology Chapter and Appendix A) Test sophistication trait variance --- Variance of scores on Tv,: test (see Appendix B and Methodology Chapter) Standardized achievement tests Comprehensive Tests of Basic Skills, Level one, form T, Total Battery Score (CTBS) Validity Correlation between CTBS total battery score for each child and score developed from child's report card grades in reading level and general reading grade. (See Appendix C) Student learning --- Subjects measured by achievement test 11 Means --- Arithmetic average of total battery score for entire group and arithmetic average of test scores of TW test for entire group Tests measuring TW --- Twenty-six item test designed by researcher. (For details, see Methodology Chapter and Appendix B) 12 CHAPTER TWO RELATED RESEARCH In 1949, Thorndike first introduced the concept of "test-wiseness." Soon after, textbooks in the measurement field began to include discussions of TW. Although as a concept TW was new to the field, aspects of TW had been studied prior to Thorndike's inclusions of TW in the vocab- ulary of psychologists and educators. One aspect of TW studied was the effect on test scores of differing personality and intellectual characteristics. As early as 1942, Briggs came to the conclusion that per- sistence as a general test-taking characteristic led to increased test scores. Explorations into the TW area of problem-solving styles started early and continues. Bloom and Broder (1950) found that training students in general problem-solving techniques (understanding directions, improving logical reasoning) led to significant gains in subsequent achievement test scores. Gaier (1962) found that students obtaining A-level test scores attributed their good marks to activities related to self or teacher while D-level students felt that poor marks were likely to be the result of external factors. Connerly and Wantman (1964) asked students taking the "College Boards" to verbalize their 13 thoughts as they worke d through the test. The taped re- sponses were analyzed as were questionnaires and interviews in orde r to discover oral reasoning processes employed when responding to objective test items . Through factor analysis, French (1965) was able to isolate seventeen dif- ferent problem-solving styles testees used in responding to objective tests. The more systematic the problem-solving style, the lower the factor loading of a specific test for the particular attribute the test was attempting to measure and the higher the test corre l ated with tests measuring different subject matter. Another aspect of TW in which early interest was shown was "answer changing." Will testees be more accurate in their initial responses or will they profit more by changing their answers? Berrien (1939) concluded that examinees generally increase their scores when they change answers during a test. There did not seem to be a consist- ent relationship between standing in class and how much a testee profited from changing answers, but there was some suggestion that the difficulty of the test determined which group most profited from answer changing. On furthe r study of the problem, Briggs and Reile (1952) found that examinees as a group generally tend to increase their score s whe n the y change answers. When dividing e xaminees according to 14 success , thou gh , they found that be tter students are more l i kely t o raise the ir scores whi le poorer stude nts are more l i ke l y to chang e answers. Smith and Moore (1976) corrob- orated t he s e r e sults . I n more recent years, atte ntion ha s switched from the r o l e o f ans wer changing on the determination of test scores t o gue s s ing strategies. Slakter ( 1969) found a low n egative c o r re lation between unwillingne ss to guess and test scores. Te stees lowest in ability and achievement were least likely to gue ss . When forced to guess, the scores of these e xam- inee s increased. Bauer (19 7 1) found the level of tendency to gu ess to be different for different individuals e ven in situ ations where examinees were told not to guess because there was a sti f f penalty for guess i ng. Individual dif- fer e nc e s in anxiety and willingne ss to take risks led to different interpretations of instructions. To avoid diffe r e nces in test score due to individual differences in guessing behavior ra t her than the actual attr ibute being tested, Bauer advised that all examine es be told to always guess when they don't know an answer. Choppin (19 75) found tha t l e vel of guessing within individuals was consiste nt across tests. He also found that amount of guessing increased as the degree of verbal content in a t e st 15 increased and as the number of options decreased and also that willingness to guess is uncorrelated with ability. The effect of anxiety on test scores has been an aspect of TW that has received considerable attention in recent years. Kirkland (19 71), in a review of the lit- erature, listed some general principles reported to show anxiety's effect on test scores. 1. The anxious testee will do more poorly on a test that he deems importan t to h i m than on one in which he sees no re- lationship to his own future. 2. Generally, a negative correlation has been found between test anxiety and level of ability. 3. A positive correlation between level of test anxiety and level of aspirati on occurs because the least anxious person is usually the least interested in doing well on a particular test. 4. While ext reme deg rees of test anxiety interfere with test performance, mild degrees enhance it. 5. The more familiar a testee i s with test-taking in general and with the particular test format specifically, the less likely he is to be anxious. 6. Learning is increased when anxiety is present to a mild degree throughout the learning experience rather than appearing at a high level just prior to testing and not before. 16 7. For tests involving complex tasks, a low to moderate negative correlation is found between anxiety and per- formance levels. 8. Test anxiety increases with grade level and tends to be long range rather than transitory in appearance. Since the time of Kirkland's review, various attempts at reducing test anxiety have been explored. Biggs and Felton (1973) found that training could significantly reduce test anxiety in both male and female black low- achieving college students. Training was particularly aimed at raising self-esteem, motivation, setting appro- priate goals, and instituting adequate patterns of self- reinforcement. Zigler, Abelson, and Seitz (19 73) studied the effect of test administrator on test anxiety. They found that gains on the Peabody Picture Vocabulary Test when children were retested by the same examiner were significantly greater for disadvantaged children. in a second study, disadvantaged children's !Q's were signi- ficantly higher than their controls' !Q's when the experimental procedure involved a play period prior to testing for the experimental group. Deffenbacher and Kemper (19 74) used systematic desensitization (developed by Joseph Wolpe) with extreme test-anxious college students to effect an improvement in 17 t es t sco res . Sys tematic desensitizati on employed deep mu s c l e rela xatio n and verbal suggestions about the feared s i tuations to e liminate physiological responses associate d with anx i e t y . Os terhouse (1975) found a significant ne gative l ine ar trend between anx iety level and academic performanc e . Children showing moderate levels of anxiety per formed b e tter in a situation contrived to produce a high level of classroom anxiety rather than when placed in a l ow anxiety level classroom. Highly anx ious students performed optimally in the oppos i te atmosphere . There was no signific ant difference in performance in either atmosphere for low anxiety level subjects. Bauer (19 75) fou nd that level of anxiety within individuals determined how those individuals reacted to diffe r e nt sets o f directions. Examinees we r e told that the Kuhlman-Anderson IQ test was variously an intelligenc e t e st, a r outine t est, or an achievement test. High-anxious e x amine es scored lower than low-anxious examinees no matter which directions were involved. Arbes (19 75) used system- atic desensitiza tion to he lp over-anxious college students "unlearn" examination anxiety. He found significant anxiety di s sipation both i mmedi ately following t raining and one month later. 18 Flynn and Anderson (1976) found that by reducing anxiety associated with test administration, test scores of disadvantaged children increased but not those of advantaged children. The experimental examinees were told the reasons they were taking the test, that grades did not count, that they were not expected to finish all the questions, that questions became harder as they progressed through the test, and that results of the test would be used to help them improve in areas where they were deficient. Buntman and Buntman (1976) used counter-conditioning procedures to reduce test anxiety. They found that past unpleasant experiences associated with the classroom tended to increase a nxiety whe n tests were conducted in the classroom. By pair- i n g pictures of c l a s s room s cenes with positive words, test anxiety was reduced, WI SC Di g i t Sp a n per f orma nce wa s impr o ved , while Vocabulary performanc e was not. Motivation as it affec ts test s cores, another a spect of TW, has also been an area o f concentration. Butte r f i e ld and Zigler (1968) t e sted culturally de prived nursery schoo l children twice at the beginning of the s chool year, once unde r ordinary instructions and once with instructions a i me d at increasing motivation. The children's end-of-the- y e ar t e st scores were more nearly like the ir highly motiva t- ed earlier score s than non- nur sery s chool c hildre n' s 19 end-of- the-year scores. The conclusion was made that the nurs e ry school exper i ence played a ro le in increasing motivation in these children. Kubany and Sloggett (1971) s uggested that possibly certain children d o not respond to the typical middle class motivational cues us ed in prepar- ing childre n for t es ts and suggested looking into the poss i b ility of using extrinsic motivation (money) to achieve mor e valid test scores from these children. The effects of practice and coaching on test results have bee n studied for a long time . In the 1920's and 1930's, a number of studies indicated that practice and/or coaching l ed to s ubstantial rises in Stanford-Binet IQ scores (Rugg and Colleton, 1921) . Later studies aimed at d iscover ing the e ffec ts of practice and/or coaching on Scholastic Aptitude ·rest scores showe d improvement in a positive d irec tion,with improvement limited to l e ss than the stand- ard e rror of the test (Levine and Angoff as r e ported in Anderson, 197 3 ). Practice books for many major tests have been avail- able to the general public for many years unde r the assumption that practice will improve t est scores. However, practice exercises have rarely been available for elementary school standardized t e sts. Mitzel (1971) found that with increased exposure to test-like expe riences , test s cores of 20 minority children on the Kuhlman-Anderson Battery became more reliable and stable. She concluded that in order to obtain reliable test results from minority children, opportunity should be given to these children to become familiar with the testing situation and testing materials before test administration. Ramseyer and Cashen (1971) found that even after practice, advantaged first- and second-grade examinees wer e not able adequately to use separate answer sheets, while Solomon (1971) found that disadvantaged fourth-grade students' test scores were not affected by type of answer format. W~rking with test-naive Israeli students, Nevo (1976) studied practice as it affected general test sophis- tication, specific practice effect, and item familiarization. Practice with typical questions from one type of test did not increase scores on a different type of test; practice on a test parallel to the final test paper improved scores significantly, if moderately, and practice on the same test (test-retest) improved scores considerably. In the later 1950's, attention began to center on poor item construction, another aspect of TW. Dunn and Goldstein (1959) tried to determine whether four item-construction characteristics affected difficulty, reliability, and validity of military inductee test scores. The four 21 principles were inclusion versus exclusion of irrelevant cues or spec ific determiners, question l e a d versus incomple te stateme nt as a l e ad, equal-length alternatives versus extra- long keyed alte rnatives, and consistency versus inconsistency of grammvr between lead and alternative s. They found no evidence that item-writing rules had any effect on validity. Crite rion me asures included both ratings of future potential and results of an objective performance test. Validitie s did not improve when item-construction principles were followed as compared to when they were violated. Also, ability to detect correct answers through use of item-writing principles was not found to corre late with IQ. Board and Whitney (1972) studied the effect poor item-writing practices had on test difficulty, reliability and validity. The specific poor item-writing practices studied wer e 1 ) unnecessary information included in the stem, 2) incomolete stems, 3) .L longer or shorter keyed options, and 4) grammatically incorrect distractors. Thr ee tests were devised, the first a "good" test , the second employing the first two item-writing mistakes, and the third employi ng the last two item-writing mistakes. found that unnecessary information in the stem, while The y making an item easier for poor students, hampered better students. Most students found incomple te stems mor e 22 difficult than those stems which expressed a complete idea or asked a question. While longer or shorter keyed responses did not make items easier on the whole, poor students seemed to benefit more from this fault than good students. Grammatical inconsistencies seemed to have no eff ect on the difficulty of an item. In summary, Board and Whitney concluded that not adhering to the above TW prin- ciples when constructing tests tended to result in test scores which blurred the difference between poorer and better students, while a "good" test (error-free test) did not. Poor test construction was also found to reduce both the reliability and the validity of the test. McMorris, Brown, Snyder and Pruzek. (1972} replicated the Dunn and Goldstein research (1959} with a different population -- high school students. Both studies attempted to examine test difficulty, reliability, and validity as they related to TW. McMorris et al. developed two social studies tests, half the items of each having stem cues, grammatical inconsistenc i es, or longer keyed options. A particular item was "clean" (without error) on one test and faulty on the other test. Criteria used were the N.Y. State Regents Examinations and a measure of verbal ability. Results showed that faults tended to make items easier, particularly cue and grammatical faults. Unlike Dunn and - 23 Go l ds t e in, inc lu s ion of faults in the tests did not s igni f i c antly af fect eithe r reliability or valid ity. All leve l s o f me n t al ability we r e found to capitalize equally f r om fau lts . Ve rnon (1962) dealt with what he calle d "me thod va r iance , " or the d iffe renc e in a student's test p e rfor- manc e a s a function of prior exp erie nc e with obj e ctive t e st items . Ve rnon stimulated an inte r e st in TW as a fi e ld o f spec ial i nquiry with this r e s e arc h. He compared the reaction of British and American colle ge s tudents to an obj e ctive e xamination and found that American stude nts d i d bette r on a r e ading compre hension t e st due to "know-how" within the method. Validity coe fici e nts resulting from comparison of British students' grades with the ir r e ading t e st score s we re significantly lowe r than Ame rican validity coe ffici e nts. British students did more poorly on the obj ective reading compre hension t e st than their Ame rican counte rparts though t e sting significantly highe r on voca- bulary t e sts. Vernon attributed this diffe r e nc e to the Ame ricans' gr e ate r familiarity and facility with obj e ctive t e st items. Thus, cautione d Ve rnon, obj e ctive testing may p roduce differential predictive capacitie s d e pending on the e xpe rie nc e of the examine e with obj ective t e sts. S ignificant improveme nt afte r t e st-taking practice wa s 24 fou n d for the lowe r scoring Britis h examinee s but not for the Ame ricans, again suggesting the impact o f t e st-taking e xpe rie nce on t e st score s. ·rhe term 11 t e st- wiseness 11 was r e introduce d into the r e s e arch community by Gibb in 1964 (as cited in Ande rson, 1973). He stud i e d the e ffects of s e condary cue r e sponse s or item-construction rules on test score s and develope d the first me asure de signed to determine l e vel of TW' within an e xamine e. He also demonstrate d that 'rw could b e l e arned b y lecture. From analysis of 'Th' lite rature , Gibb isolated seven s e condary cues he b e lieve d gave the e xaminee the ability to answer a question correctly without subj e ct matte r knowledge. These cues included: similar stem- option cue s, absurd options, spe cific d e t e rminers, more p r ecise k e y e d options , longer k e y e d options, grammatical cue s, and correct answers hidden in que stions e lsewhe r e in the test. Gibb ' s TW me asure include d 70 items, t e n for e ach i dentifie d TW' cu e . An expe rimental group o f colle g e students was traine d to r e cognize the s e ve n cues , and s ubsequ ently obtaine d significantly highe r score s on the 'Thf t e st than a do-nothing control group. Gibb als o con- elude d that there is a significant spread of reliable individual diffe r e nces in TW among colle g e s tudents . 25 Millman and Setajadi (1966), inspired by Vernon, compared Indonesian and American s tudents on three types of test items: open-ended items, good multiple-choice items and poor multiple-choice items. The Indones ian students had had no previous experie nc e with obj ec tive te s ts. Scores on tests with ope n-e nded ques tions were virtually alike for the two groups. While American scores were higher than Indones ian scores when good multiple-choice questions were employed, the difference between American and I ndonesian scores was greatest when poor multiple -choice questions were us ed , emphasizing that the tes t-experienced American students were able to use TW cues in order to answer ques tions while the Indonesians were not. In ]965, Mi]lman, Bishop, and Ebel offered an anal- ysis of TW which they hoped would serve as a theoretical framework for empirical investigation into the concept. 'rhe analysis popularized the term •rw in the professional jargon, and much research began at this time to use the t erm TW rather than the specific t erms (motivation, attitude, guessing, and so forth) that had been studied previously. This publication s tirred interest into the area of TW under the definition put forth by Millman et al. - one similar to Dunn and Goldstein's (1959) and Gibb' s (1964). 'l'W was 26 defined as "a subject's capacity to utilize the charac- t e ristics and formats of the test and/or the t es t-taking s ituation to receive a high score. Test-wis e ness is logi- cal ly independent of the examinee's knowledge of the s ubj ect matter for whi ch the items are supposedly me asur e s " (Millman et al., p. 707). This definition d i d not include the attitudinal and motivational factors that had been studi ed by previou s res e archers . Millman e t al. found high school students able to verbalize good t e st-taking strategies. Reported in the s ame article, intervi ews of college students as they took objective examinations helped explain why the students c hose the answe rs they did, again demonstrating that TW skills can be verbalize d. From an analysi s of the lite rature and the results of the above two s tudie s , Millman e t al.deve loped an "Outline of Test-Wis e ness Principles ." The y categorize d 'l'W principles into two basically indepe ndent areas. "Ele me nts independent of test constructor or test purpos e " included time -u s ing strategi es , error-avoidance strategies , guessing strategies, and deductive reasoning strategies. The second category, " e l eme nts dependent upon the test con- structor or purpose" included inte nt-considera tion s trate - gies and cue-using strategies. To gain by using strategies /, / in the seconi:.l general 2.rea, "'n e;carninee must have had previou~ conta t ion~ l subj cc ts . ThE:: two exper- i 1nent ;:1_ J_ ~~roups heard a lei:;son on TW r>rinciples for 26 minutes, stu,Jied ~1 modified "Outline of Test-Wiseness Princi ples " (from Millman) for 25 minutes , discussed these principles \'it b one of the investigators for a not her 25 minutes and , £ or tlw 1ast 25 minutes, st uu iecl a (Japer entitled " i.,;J..;:iboration of f'elected Principles " ( also from tiilltnan ). ~rior to the experiwental session , each of the groups toot a pretest involving social stu·ies material . One of each of the two experimental , control, m1d place JO groups 29 t ook a "good " pre t e st while the othe r group took a '' poor" t e st . The "p oor" t e st involved the s ame que stions as the "good '' t e st but violate d good t e st construc tion principles s uch as l e ngth of correct option, spe cific dete rmine rs, e t c . as outlined in Millman. Diffe r e nc es between pre test and postte st scores for control and place bo groups we r e all non-significant. The experime ntal group which was first give n the "good" t e st and at the e nd of the t e aching s e ssion was give n the "poor" t es t showe d a significant gain in t e s t s c or e . No s tati s ticalJy significant d iffe r e nce in score was found for the second expe rimental group which had the d f II II 11 t wo t e sts in the or e r o poor to good", showing that t he good items i n the s e cond t e st controll e d for the e ffe cts of the n ewly gaine d t es t sophi s tication. No significant d iffe r e nc e was found between t es t scor e s of the thr e e · · th "good " groups rec e i v ing e pr e t e st. No significant d if- f e r e nc e s we r e found b e tween the three g r oup s r ece i v ing the "good " postte st but the r e wa s a significant diffe r e nc e be t wee n control group "poor" postte st s c ore and experi- mental group "poor" postte st scor e . Re su l ts the r e for e indicated that TW principle s can b e taught in the clas sroom and l e a d to score improve me nt on t e a c he r-construc t e d achi e v eme nt t e sts with poorly made multip l e -cho ice items . 30 Again using Millman et al. ( 1965) as the basis for their study, Slakter, Koehler, and Hampton (1970a) devel- oped a measure of four selected aspects of TW behavior. The aim of the research was to study the relationship between rw and both grade level and sex. Students in grades five through eleven were tested on measures designed to discover awareness of the role of specific determiners, stem-option similarity cues, similar options, and absurd options. Grade effects were significant with a linear trend indicated. No significant sex effects were found nor were there significant sex by grade interaction effects. Later that year, Slakter, Koehler, and Hampton (1970b) attempted to teach TW to high school seniors by use of programmed texts. Two experimental groups were randomly formed. One was taught by programmed text to answer every item on an examination no matter whether there was a penalty for guessing or not. The second group was taught the above four a spects of TW behavior: stem-option similarity cues, absurd options, similar options, and specific determiners (from Millman). The two groups served as controls for each other. The day after studying the programmed texts and again two weeks later, subjects were administered a measure of "wiJlingness to guess" and a measure of TW. The group which was taught always to guess was found to answer 31 significantly more questions both on the immediate and the delayed test, while the group taught ·rw principles achieved significantly higher mean TvJ scores both on the immediate and the delayed t e sts. The programmed text was not able, however , to produce a significant difference in scores for the absurd-option me asurement between experimental and control groups, possibly because the absurdity of the d istractors made the questions too easy for both groups. Although Moore et al. ( 1966) had shown that TW principles could be taught, this was the first time it was d emonstra- t ed that they could be retained over a period of time. While e ach of the programmed texts was able to produce a significantly greater mean score for the experimental group ove r the control group, a significant decre ase in variance of scores was on l y in evidence for the group taught to answe r all questions. The conclusion drawn was that teaching subjects TW techniques will not automatically lower the variabili ty of their TW score s. Howe ver, the investigators felt that if they could produce more complete mastery of the TW principle s, e ither through use of revised or longer texts , they might be able to achieve a reduction in total TW variation. Oakland and Weilert (1971) used TW mate rials in order to improve s tandardize d t es t performance of pre-school ..... 32 disadvantaged children in four Headstart programs. Children used prepared materials aimed at improving general test- taking behaviors twice a week, for six weeks, while controJs received no TW instruction. Significantly higher means were found for the experimental group in only two of the six subtests of the Metropolitan Readiness Test admin- istered immediately after training was completed while on retest four months later, no significant differences remained. Moore (1971) attempted through practice exercises to increase the performance of graduate students on the Miller Analogies Test. It was assumed that this group of students was already test-wise and that the prepared practice book- lets would increase their test sophistication in the area of analogies. A significant treatment effect over a control group was found, leading the researchers to conclude that since one could teach TW to students who were already quite test-wise, then the opportunity to teach Thi skills to the disadvantaged was indeed great. In 1972, Diamond and Evans used correlational matrices to study the cognitive correlates of TW. The results supported the contention that TW is not a general trait, but rather a clue-specific one. The definition of TW used in this study was similar to Millman et al,,' s ( 1965). 33 Researcher-made TW scale scores were correlated with Lorge-Thorndike IQs and Iowa Tests of Basic Skil]s achieve- ment test scores. The total TW test score and the separate subtest scale scores {for stem-option simiJarity cues, specific determiners, longer or more specific keyed options, grammatical cues, and similar options) were correlated with each other and with the IQ and achievement measures. Some of the scales correlated moderately with IQ, others did not. Some of the scales correlated moderately to well with verbal aspects of the Iowa Tests while others showed low to no verbal component. These results led to the conclusion that TW is quite specific to the particular cue being investigated. Level of risk-taking and TW was studied in a group of Chinese students by Lo and Slakter {1973). They found sex and willingness to take risks (defined as guessing when there is knowledge that there is a penalty for guessing) were unrelated. Students more experienced in test-taking skills were found to be more likely to take risks. The mean TW score for Chinese students was lower than the mean for American students. Cal1enbach (1973) showed that standardized reading test scores of test- naive second-grade students could be significantly raised through instruction and practice with content-independent test-taking materials. Instruction and 34 practice were given in the areas of fo]lowing orally administered directions, response marking, using time efficiently, and guessing. Control group children per- formed the same content-independent exercises but in a work-sheet rather than a testing format. While non-verbal practice materials were used, the criterion test was the Stanford Reading Test. Experimental group test mean scores and delayed test mean scores were significantly greater than control group scores. The researcher noted that instruction and testing were done by the investigator and not by the regular school staff and wondered whether experimenter bias contributed to the difference. He also wondered if improvement might have been greater if materials of reading content had been used rather than content- independent materials. Anderson (1973) investigated the influence of instruc- tion in TW and entering level of TW upon residual gain in TW, mental ability , decutive reasoning, and achievement test performance. ColJ.ege students trained in test-taking according to Mi llman et al.'s (1965) principles were found to perform significantly better on the TW posttest than an untrained control group. Anderson had hypothesized that those students who scored low in TW at the outset of the study would show significantly greater gains than those 35 who tested high. This was not borne out by the research as all subjects appar e ntly improved in TW. Subjects who initially scored high in TW performed better on a mental ability test given after treatment than low TW subjects regardless of whether the high TW subjects had received instruction or not. Treatment effects, while apparent on the TW test, did not generalize to a standardized test or a teacher-made achievement test. Subjects scoring high in TW at the start of the investigation, whether they were in the experimental or control group, performed significantly better on the achievemen t test than the low TW subj e cts. Correlational data indicates a high relation- ship between entering level of TW and IQ, achievement, and deductive reasoning. No significant correlation between mental ability and gain in TW was discovered. 'IW was examined with respect to grade differ e nces, grade by sex interaction, and stability by Crehan, Koehler, and Slakter ( 1974). 'rhey compared fifth through eleventh grade Tv\1 data collected on two occasions, two y ears apart. As with earlier Slakter studies (1970a, 1970b), the TW measure evaluated success with stem-option similarity cues, absurd-options, similar-options, and specific de terminers. Repe ated measures analyse s found 1) no sex by grade leve l interaction, 2) significant increases in TW ove r all grade 36 leve l s except grades nine to eleven, and 3) significant sex differences for grades six to eight only (where males demonstrated higher TW than females). KR-20 reliabilities were s imilar to test-retest reliabilities over the two-year period l eading to the conclusion that TW was a stable characteristic over the grade l eve ls studied. The investi- gators concluded that the effect of low TW on stude nts' test scores seemed to be stable ove r time . The refore, since students initially low in TW skills did not learn these skills by themselve s, Crehan et al. stres sed the need for programs aimed at teaching TW skills to those students. CHAPTER THREE METHODOLOGY Study Sample Fourth graders from a low socio-economic region of a large metropolitan city were chosen as the target group for this project. The experimental sample began with 21 classrooms in six elementary schools all within the same administrative area of the city. Initially 591 children were involved. In addition, an approximately equal number of children from other similar elementary schools within the same region served as a control group. All schools in the stucly were receiving Title I educational aid directed towards compensatory education for disadvantaged youths. Sampling Method The experimental sample was chosen from the attendance forms filled out by each elementary school. These attend- ance forms were placed randomly in an administrative folder. Schools were considered for inclusion in the experimental group in the order in which they occurred in the attendance folder. Each school was evaluated for appropriateness in the experimental group. One school was eliminated as socio-economically and intellectually diffe rent from the 38 other schools in the region. Another school was eliminated because it was taking part in a y e ar long "right- to-read " project, making the school different in educational emphasis and program than the other schools in the area. A third school was eliminated because it was taking part in a number of small special projects. Fourth grade populations from schools were accepte d into the experi- mental group until the experimental group numbe red approx- imate ly six hundred children. To allow for mortality, expected to be large because of the length of the experi- mental tre atment , a group considerably greater than the desired number of subjects {500) was initially selected. The control group was formed later in the year to insure that the control schools would not b e aware too ear].y of their participation in the stud½ affording the m the opportunity to do more than the usual, minimal amount of test- wise ness instruction. The final experimental group, at the e nd of the study, numbered 401 children {197 females and 204 males), coming from seventeen classrooms. One classroom was e lim- inated from the experime ntal sampJ e b ecause it was involved in city-wide research into the educational achieveme nt of fourth graders and testing was not comparable. 'rhe t est publishing company r esponsible for marking the t e sts lost 39 the tests belonging to one school with three classrooms in the experimental group. The loss of these four class- rooms p]us normal mortality dur ing a school year, resulted in the loss of almost two-hundred children in the experimental group. All other schools in the admini strative region were placed in the control group with the exception of the three schools mentioned above. Ten per cent of the classrooms in the region were eliminated because they were pulled into a city-wide, non- comparable achievement testing program. All mixed grade classes were el iminated. The final control group contained seventeen classrooms with a total of 410 children, 183 f emales and 227 males. Experimental Procedures Teacher Introduction and Training The project began with a seminar for teachers con- ducted by the exper imenter. The aim of the seminar was to introduce the cooperating teachers to the structure of the project and the anticipate d objectives and to provide them with an introduction to measurement theory as it applied to their students and the CTBS. The topics presented in the seminar were: 1. Project design - •rime was spent explaining the design 40 of the proj e ct t o the participating teache rs inc luding what was e xpe cted of them and what the anticipated results we re. 2. Te acher test simulation and discussion - Teachers took part in a t e sting experience to serve as a basis for d is- c ussion about their personal attitudes towards taking tests, the particular pacing and guessing strategie s they employe d, and the me thods the researche r used to set up a t e st- taking atmosphere conducive to optimum performance. 3. Deve lopment in children of a positive test taking attitude - Time was spent discussing proper mental and physical preparation of students for testing. 4. Structure of the CTBS - An introduction to the spe cific subsections of the CTBS was pre sente d. Included in the pre s e ntation was the g e ne ral purpose of t e sting in the particular area and the knowledge r equired of the stude nt i n order to be successful in e ach of the subs ections. Prope r inte rpretation of t e st score s was discusse d. Monthly Seminars The experimenter met with the teachers once a month to pre s e nt the mate rials to be used in the t e st simulations with the children during the following month. Both teache r introduction and training and monthly s eminar s were c on- du c t e d separate ly in e ach of the six schools . 41 Test Simulations Using materials prepared by the rese archer, t e ache rs conducte d fifte en to thirty minute test simulations once a week for a period of about six months. Materials included test booklets and answer shee ts, oral test directions for each exe rcise, explanations of the aims of the particu]ar test simulation and suggestions on how to discuss the results with the children in orde r to further learning. Oral test directions were designed to be read verbatim to the students in order to simulate a test-taking atmosphe r e and to teach the lessons uniformly to all groups (For a copy of all test simulations, s e e Appendix A). Simulation experiences included the following: 1. Practice in the mechanics of smooth t e st-taking such as e fficie nt placement of materials on desktops and practice in smooth, quick page turning. 2. Practice in how to use an answe r sheet. Te ache r orally specifie d space to blacke n and the c hild marke d the answer sheet. 3 . Development of smooth e y e -hand coordination from r e ading in the t e st book] e t to marking on the answe r s heet. Te st booklet instructed child as to which space to blacke n. 42 4. Experiences simulating language peculiar to test-taking. a. Practice following oral instructions. b. Practice following written instructions. 5. Practice with specific formats used in eac h of the CTBS subsections. 6. Development of pacing and guessing strategies. How to use time wisely was emphasized. 7. Development of strategies specific to different kinds of test questions, (~. how to skim a story, read a ques- tion, and go back to the section of the story where the answer can be located; or how to answer a spelling question by checking the spelling of the question word first and only if necessary reading the sentence in which the spelling word is embedded). Treatment Groups The characteristics of the two treatment groups as distinguished by the tre atment received was: Experimental Teacher involved in seminars aimed at developing good test-taking skills and attitudes. Children involved in teacher-led test simu l ation sessions weekly. Researcher observed each class in at least one test simulation during experimental period. Children took "test-wiseness test" at the first test simulation session and again a few weeks 43 prior to CTBS testing. The results for five classroom posttests had to be discarded because the teachers who gave these t ests did not follow direc tions. Specifically, directions stated that t e ache rs read the que stions aloud to the children and this was not done in five classrooms. (Test quest ions had to be read aloud because the r eading l evel of the test-wise ness test was above that of a number of the children in the sample.} Therefore, while there are twenty-one class scores for the experimental group on the pretest, there are only sixteen scores on the posttest. Control Children and teachers experienced a "do-nothing " control group experience. Children received no mor e in- struction in test- taking skills and attitudes than is normally presented in the regular school curriculum. Childre n we re given the "test-wise n e ss test" a few weeks prior to CTBS testing. Thirteen classrooms we r e randomly chosen from the control group to take part in the t es t. The thirteen classes came from five schools. The five schools we r e chosen randomly from the administrative attendanc e folder. Because of administrative difficulties , all control group "test-wiseness tests" were given by the experimenter. 44 Instrumentation Test-wiseness Test 'l'he TW test was a 26 item objective test developed by the researcher. The first eleven items dealt with test-taking attitudes and answers were marked "always," "sometimes," "never," or "I don't know." The remaining fifteen items dealt with test-taking skills with answers being marked either "true" or "false." Since reading difficulty level of the test was, in some cases, above the reading working level of the children taking the test, all test questions were read aloud by the administrator. There was no time limit to the test. test and its scoring, see Appendix B.) Achievement Test (For a copy of the All children took the Comprehensive Tests of Basic Skills, level 1, form T as part of the school system's regular testing program. The CTBS score used in the data analysis was the total battery score expressed in percentiles. Report Card Marks A second score used in correlation analysis was determined by teacher report card marks for the third marking period. For each child, a reading grade (A, B, C, D, etc.) and a reading working level (pre-primer, first reader, second reader, etc.) were obtained from the report 45 cards. (For an explanation of the method used to quantify grades, see Appendix C.) School grades were used because they are one of the criteria most frequently employed in determining concurrent and predictive va lidity of tests (Anastasi, 1976, p. 142). Reading grades were chosen because grade s connected with reading have been found to correlate better with achievement tests than any other type of school grade assessment (Vernon, 1962, p. 269). Composite teacher ratings have been found to be mor e reliable than single ratings (Chissom, 1971). Therefore, two different reading evaluations were combined to estab- lish this second score. Method of Analysis Test-wiseness Test A one-way analysis-of-variance was performed between experimental and control means (each class average used as a single score) to examine results for significant difference in test score. A one-way repeated measure analysis-of-variance was performed between pretest and posttest experimental group scores (each class average used as a single score) to exam- ine results for significant difference in test score. 46 In order to discover what effect training in TW skills had on individual differences in TW, tests for homogeneity of variance were performed. Expe rimental and control group variances and pretest and posttest variances were compared by use of the two-sample homo- geneity of variance test. A second check for significant differences in variance in the above two comparison groups was performed throug h use of Levene's test, a test for homogeneity of var i ance which is robust to non-normality. Reliability of the three separate test-wiseness tests was determined through the use of the stratified alpha coefficient. Achievement Test A one-way analys i s-of-variance was performed to compare means of control and experimental groups. Class- room means were used. In order to discover whether validity was signifi- cantly higher as a result of TW training in the experimental group than the control group, two pooled within group correlations, one for the experimental group and one for the control group , were found. CTBS total battery scores and teacher report card marks were the two factors which were correlated. Fisher's Z was used to test for a significant difference between these two correlations. 47 A small to medium effect size of .20 was deemed reasonable to predict as a result of TW training. With a validity coefficient before training of .60 (a figure accepted as average for a standardized test - Anastasi, 1957~ Brown, 1970) and after training of .70, with an effect size of .18 and an n of 500, power would be .88, according to Cohen's tables analyzing differences between correlation coefficients, (Cohen, 1969). An evaluation of the reliability of the experimental and control group achievement tests was planned in order to ascertain the effect changes in reliability may have had on experimental group test validity. The data necessary to make these evaluations was originally ordered by the school administration but at the last minute canceled by them making the estimation of achievement test reliability impossible. 48 CHAPTER FOUR RESULTS AND DISCUSSION The experimental procedure outlined in the previous chapter took place over a period of six months. When all data had been collected, they were submitted to statistical analysis. analyses. This chapter reports the results of those These findings wil.l be presented in the following order: A. Test-wiseness Test 1. Internal consistency 2. Check for significant difference in mean test score a. One-way repeated measure analysis of variance between pretest and posttest experimental group scores b. One-way analysis of variance between experi- mental and control group TW test scores 3. Homogeneity of variance and Levene's test check for significant difference in variance a. Between experimental pretest and posttest results b. Between experimental and control group results 49 B. Achi e vement Test* 1. Check for significant difference in mean test score 2. Check for significant difference in validity *These two analyses reported for both total group results and separate male and female results. Test-wiseness Test Internal Consistency The internal consistency of the 'IW test was deter- mined by use of the stratified coefficient alpha formula. The experimental pretest sample consisted of 63 subjects, three selected randomly (by drawing names from a hat) from each of the 21 classes. The experimental posttest sample consisted of 48 subjects, three selected randomly from each of 16 classrooms, and the control sample consisted of 39 subjects, three selected randomly from each of the 13 classes tested. The reliability coefficient for the experimental pretest group was .1541. The reliability coefficient for the experimental posttest group was .3966. The reliability coefficient for the control group was .2007. Although the internal consistency of experimental group subjects' answers was somewhat low, one effect of training seems to be a greater consistency of response to questions of test-taking attitudes and evaluation of test-taking 50 skills. (For a listing of subtest coefficient alphas, and subtest correlations, see Appendix D.) Analysis of Means On the TW test, the experimental group pretest mean was 56.999 and posttest mean was 61.9744. Using a one- dimensional repeated measures analysis-of-variance design, an F ratio of 13.49 was obtained, significant at the .05 leve 1. (See Table I.) The experimental group mean after training was significantly higher than the pretest mean. (For a distribution of TW scores, see Appendix E.) On the T¼' test, the control group mean was 57.6154 and the experimental group posttest mean was 61.9744. Using a one-way analysis-of-variance, design, an F ratio of 8.7672 was obtained, significant at the .05 level. The experi- mental group mean was significantly greater than the control group mean on the TW test. (See Tab le II.) (For a d i stribution of TW scores, see Appendix E. ) As expected, these results further substantiate earlier research. There will be a significantly higher mean for an experimental group after training in test- taking skills and attitudes than for an untrained group when the test used to discriminate is one designed specifi- cally to examine the test-taking skills and attitudes taught. 51 1rABLE I Analysis-of-Variance Summary Table for One-Dimensional R2peate d Me asures Design Comparing Experimental Group Te st- Wise n e ss Pretest and Posttest Me ans Including Treatment Group Means, Standard Deviations, and Homogeneity of Variance Te st Re sults Analysis-of-Variance Summary Table Source DF ss 'rre atme nt (A) 1 198.06 Subj e cts (S) 15 219.32 AS 15 220.16 Total 31 637.54 Treatment Means and Standard Deviations Treatment Grou:e Pre test Posttest Variance Te sts 56.9990 61. 9744 Two-Sample Homogeneity of Variance Test 6.15* MS F 198.06 13.49* 14.62 14.68 Standard Deviation 2.023 5.021 Levene's Te st 6.6271* *Significant at the .05 level, !.o5 (l,15) = 4.5431 52 TABLE II One - Way Analysis-of-Variance Summary Table Comparing Exper ime ntal Group Posttest and Control Group Test-Wis e n e ss 'r es t Means Including Treatment Group Means, Standard Deviations, and Homogeneity of Variance Test Results Analys i s -of-Variance Summary Table Source Between groups Within groups Total DF 1 27 28 ss 136.2816 419 . 7029 555.984 3 Treatment Means and Standard Deviations Tre atment Group Experimen tal Control Variance ·r es ts 61.9744 57.6154 Two-Sample Homogeneity of Variance Te st 7.2695* MS 136.2816 15.5445 F 8.7672* Standard De viation 5.021 1.8621 Levene's Tes t 4.6471* *Significant at the .05 l eve l, £_ 05 (l, 27 ) = 4 .2253 53 The experimental group's test responses were both more positive and more r e liabl than the control group's. Training seems to be the cause of this increase. Homogeneity of Variance Using the two-sample homogeneity of variance test to compare experimental pretest and posttest variances, an F of 6.15 was obtained , significant at the .05 level. The posttest variance was significantly greater than the pretest variance. These results were consistent with Levene's test where an F ratio of 6.62 7 1 was obtained, significant at the .05 level. Using the two - sample homogeneity of var i ance test to compare experimental posttest and control test variances, an F of 7. 2695 was obtained, significant at the . 05 level. The experimental posttest variance was significantly larger than the control group variance. These results were consistent with Levene's test where an F ratio of 4.6471 was obtained, significant at the .05 level. Training in test-taking skills appears to be similar in effect to training in other areas of individual differences. With training, the variance is increased. While it is the aim of most test-taking skills projects to bring all subjects up to some hypothetical mastery level, it would seem that training is like]y to b e nefit individuals 54 unequally. It is possible, though, that more extensive training than received in this study is necessary to bring all subjects to mastery level. Unless research can show otherwise, though , it must be assumed that training incre ases TW variance. Achi evement ·rest Analysis of Means On the CTBS, the experimental group mean was 33.1888 and the control group mean was 27.8347. Using a one-way analysis- of- variance test o f class means, an F ratio of 1.8385 was obtained, non-significant at the .05 level. Training in test-taking skills was not able to effect an improvement i n means on a standardized achievement test , although improvement in means had been obtained on a test designed specifically to evaluate competence in the test- taking areas taught. (See 'rable III.) When only males in the experimental and control groups were considered, the results were the same. For the male e xpe rime ntal group, the achieveme nt test me an was 30.2747 and for the male control group, the achievement test mean was 26.4488. Again using a one-way analysis-of-variance to compare class me ans, an F ratio of .7497 was obtaine d, non- significant at the .05 level. With males onJy, training did not achie ve an improvement in standardized t e st score s ove r an untraine d group. (S e e Table IV.) 55 TABLE III One-Way Analysis-of-Variance Summary Table Comparing Total Expe rimental and Control Groups Achievement Test Means Including Treatment Group Means and Standard Deviations Analysis-of-Variance Summary Table Source DF ss Be twe en groups 1 243.6659 Within groups 32 4141. 1418 Total 33 4484.8076 Treatment Means and Standard Deviations Treatment Group Experimental Control Mean 33.1888 27.8347 *non-significant, ~.05 (l,32) = 4.1881 MS F 243.6659 1. 8385* 132.5357 Standard Deviation 12.0289 10.9717 56 TABLE IV One - Way Analysis-of-Variance Summary Table Comparing Male Exper imental and Control Group Achie veme nt Test Means Including 'Treatment Group Means and Standard De viations Analys is-of-Variance Summary Table Source DF ss Between groups 1 124.4177 Within groups 32 5310.3745 Total 33 5434.7922 Treatment Me ans and Standard Deviations Treatment Group Experimental Control Mean 30.2747 26.4488 *non-significant, K.o5 (1,32 = 4.1881 MS F 124.4177 .7497* 165.9492 Standard Deviation 14.3525 11. 2208 57 When only females in the experimental and control groups were considered, the results paralleled the other two analyses. On the achievement test, the female experi- mental group mean was 36. 71:-82 and the f emale control group mean was 30.6547. Using a one-way analysis - of- variance test of classroom means, an F ratio of 1.9494 was obtained, non- significant at the .05 level. Again with females only, as with males only and total group, training in test-taking skills did not accomplish a significant incre ase in achievement test scores over an untrained control group. (See Table V.) TABLE V One-~·vay Analysis-of-Variance Summary Table Comparing Female Experimen t al and Control Group Achievement Test Means Including Treatment Group Means and Standard Deviations Analysis - of-Variance Summary Table Source Be tween groups Within groups Total DF l 32 33 ss 315.6143 5180.9960 5496.6103 Treatment Means and Standard Deviations Treatment Qroup Experimental Control Mean 36.7482 30.6547 *non-significant, E.o5 (l,32) = 4.1881 MS F 315.6143 1. 9494* 161. 906] Standard Deviation 13.7646 11. 5908 58 Validity Analysis The correlation between exper imental group CTBS total battery scores and t eacher report card marks was .6873. The correlation between control group CTBS total battery scores and teacher report card marks was .6299. Using Fisher's Z to test for a significant difference between these two correlations, a z result of 1.4994 was obtained. This result approaches significance at the .05 level. The upper-tail probability for z = 1.4994 is .07. It is important to note that had the planned for number of subjects, 500, remained within the exper imental and control groups, these same correlations would have yielded a z of 1.67, significant at the .05 level. Although these results were not significant, they do suggest further study in this area. {Intercorr e lations among all tests used in this study may be found in Appendix F.) The correlation between male exper imenta l group CTBS total battery scores and teacher report card marks was .6539. The correlation between male control group CTBS total battery scores and teacher report card marks was .5887. Using Fisher's Z to test for a significant difference between these two correlations, a non-significant z result of 1.089 was obtained . {See Table VI.) 59 TABLE VI Correlation Coefficients Showing Relationship Between CTBS and Report Card Marks for Experimental Group and Con- trol Group Analyzed for the Total Group and for Each Sex Separately. Also Included, Results of 'Iwo-Sample z Test for Corre lation Coefficients, Analyzed for Total Group, for Males, and for Females Correlations Be tween CTBS and Report Card Marks Tre atment Group Experimental Control Total .6873 .6299 Males .6539 .5887 Females .6845 .6721 Fisher's z Test for Significant Difference in Correlation Total Male Female z l.4994* 1.089* .2222* *non-significant The correlation between female experimental group CTBS total battery scores and teacher report card marks was .6845. ·rhe correlation between control group CTBS total battery scores and teacher report card marks was .6721. Using Fisher's z to test for a significant difference b etween these two correlations, a z of .2222 was obtained. This is non-significant. It is not surprising to find non-significant d iffer- e nces between the correlations in the s ex subgroups because, 60 give n the smalle r number of subj e cts involve d in the a nalyse s, (approximate ly half the size of the total group), powe r had dropped off from the planne d .88 of the total group to approx imate ly . 51, making it much more dif- f icult to a c hie ve significance. It is inte r e sting to note that while the dif f erence in corre lations betwe en the two f emale groups was practically z e ro, the diffe rence in c orre lations b e tween the two male groups was, although non-significant, size able. This is inte r e sting in light o f the fact that in both the expe rime ntal group and the cont rol g rou p, the male achievement t e st score was lowe r than the femal e s core with the expe rime ntal group male s core virtually equal to the control group f emale score . Why i s the r e a s ugge stion of gre ate r difference in corre lation b e t ween exper imental and control g r oup males t han f emales? Was it the ir s ex or the fac t that the y were lower scorers t han f emale s that cause d the diffe r ence ? Does t he t e ac her grade mor e a c curate ly at t he lowe r e x t r emes? Or do t eachers grade boys more accurate ly tha n girls? 61 CHAPTER V SUMMARY AND CONCLUSIONS In this chapter, the problem, subjects, data and findings will be summarized from the preceding chapters. Conclusions will be drawn, implications of the study will be aired, and suggestions for further research will be presented. Problem This study explored the relationship between TW and the validity of standardized achievement test scores. TW has been suggested as a contributor of invalid, systematic variance to a test score. An attempt, through training, was made to reduce this invalid true score variance. Since a reduction in true score variance without a concomitant reduction in error variance should result in lowered reliability, one might expect that validity would therefore also be reduced. The assumption was made , for the purposes of this study, that test-wiseness variance functions in a manner simi lar to a suppressor variable. When invalid, systemat ic variance is decreas ed on a predictor, the true score relationship between predictor and criterion will be enhanced. In this way, the test becomes a "purer" 62 predictor of the criterion and validity is increased. In this study, reduction of invalid, systematic true score test-wiseness variance in the CTBS was thus expected to result in a higher correlation between the CTBS and teacher report card marks. The three specific hypotheses tested were: 1. Training aimed at improving test-taking skills and attitudes will lower the test sophistication trait vari - ance of a group receiving such training. 2. Training aimed at improving test-taking skills and attitudes will produce improved validity of standardized achievement tests for evaluating student learning. 3. Training aimed at improving t es t-taking skills and attitudes will produce enhanced test score means of tests measuring Th' and score means of standardized achievement tests. Subjects Fourth graders from a low socio-economic r egion of a large metropolitan city made up the study sample. ·rhe city is divided into administrative regions and the sample sub- jects were all from one of the se regions. The experimental sample at the finish of the study numbered 401 childre n from 17 classrooms in five schools. The control sample numbered 410 children from seventeen classrooms in nine schools. 63 Procedures The 21 teachers in the experimental group attended an introductory seminar dealing with topics important to the study. Then they attended monthly seminars dealing with the specific lessons they were asked to teach. Teachers led 19 test simulations, one per week over a six-month period. Each lesson involved a practice test and children were expected to learn '.lW skills and atti - tudes through experiencing the simulations. Each test had pre-determined skills or attitudes it attempted to teach. Each teacher received each week a packet containing the test materials for the week, including a statement of the goals for the week, directions for administration of the test, test booklets for each child, and answer sheets for each child. Data Collection During the first week of the project, children in the experimental group received the TW pretest. At the time of the last lesson, the experimental group received the posttest. During the time of posttesting, the control group received the '.lW test. All children received the Comprehensive Tests of Basic Skills within a week or two after receiving the final TW test. 64 Statistical Procedures With the TW test, the researcher was interested in internal consistency, means and variances. Internal consistency was determined by use of the stratified coeffic i ent alpha formula. Experimental group pretest and posttest means were compared by use of a one-way repeated measures analysis. Experimental group posttest and control group TW t e st means were compared by use of a one-way analysis - of-variance design . The l eve l of analysis was on classroom means. Homogeneity of variance was tested by use of the two - sample homogeneity of variance test and checked by Le vene's test. Again the level of analysis was the classroom. Experimental pretest and posttest variances were compared and experimental posttest and control test variances were compared. With the achievement t est , the researcher was interested in means and correlations. Experimental and control group CTBS means were compared by use of a one-way analysis - of-variance. Again , classroom means were employed. Correlations between CTBS total battery percentile scores and teacher report card marks were determined through pooled within-group correlations. The two resulting correlations were compared through use of Fisher's Z test. 65 Results The results of this study will be summarized by referring to the three research hypotheses outlined at the beginning of this chapter. 1. Training aimed at improving test-taking skills and attitudes will lower the test sophistication trait variance of a group receiving such training. Experimental TW posttest variance was significantly larger than both pretest variance and control group variance. 2. Training aimed at improving test-taking skills and attitudes will produce improved validity of standardized achievement tests for evaluating student learning. Correlation between experimental group achievement test scores and teacher report card marks was greater than the same correlation for the control group. This diffe r e nce in correlation did not reach significance at the .05 level. 3. Training aimed at improving test-taking skills and attitudes will produce enhanced test score means of tests measuring TW and score means of standardized achie v e - ment tests. Experimental group 11W posttest means were signifi- cantly greater than pretest me ans and were also significantly greater than control group means. 66 S i gnif icant d ifference in means between experi - me ntal and control groups on the achieveme nt t es t was not accomplishe d. One other r esu lt, although not contained in the three hypotheses, is of inte rest. Although the TW test for the c ontrol group and for the exper ime ntal group pretest wer e both found to have low c onsistency coe ffi - cients, e xperimental posttes t r eliability was achieved at a moderate level. Conclusions and Implications of the Study This paper began with Thorndike 's stateme nt that t es t-wise n ess was a possible source of systematic, invalid variance on a particular test. An attempt was made to show that by improving children's t e st-taking skills and attitudes , more valid achieveme nt t est scores woul d result. Replications of this study are necessary to determine if training does l e ad to mor e valid t es t scores. The results in this area were close to s ignificance ; replication with an even larger experime ntal and control group seems indicated. Mortality within a large city school system is great both through student mobility and administrative error. 67 ·what other reasons might account for the failure to obtain a significant difference in validity coefficients? Could lack of significance be the result of lack of reliability in the basic measurements? The CTBS techni- cal manual reports a KR20 reliability of .99 but teachers' report card marks are usually not a very r e liable form of measurement. Would the use of a more reliable criterion than teachers' report card marks e nhance power and there - fore possibly produce significant validi ty differences? What might b e a more reliable and/or more valid criterion suitable for use in this type of study? This study evaluated test-wiseness by examini ng group differences. Had indivi dual differences been studied instead, considerably more variation would likely have resulted. It is possible that a significant difference mig ht have occurred had the leve l of analysis been the individual student. Examining the correlations between TW and both CTBS and report card marks suggests another possible explanation for failur e to reach significance. The correlation between the TW test and the CTBS remained significant]y greater than zero even after train i ng. There was no significant correlation between report card marks and the TW test. As long as TW is represented to some extent in CTBS grades and 68 not in report card marks, validity will be suppressed. (S e e Appendix F.) Lastly, failure to reach significance may have resulted b e cause test-wiseness may not act in a manner similar to a suppressor variable, inhibiting validity. Indeed, Thorndike's original statement may be inaccurate; test-wiseness may not be a source of invalid , systematic variance in test scores. Further examination of this problem,with control for variables which might have contributed to or caused the resultant lack of significance in this study, is suggested in order that a more definitive answer to the theoretical issue can be obtained. With respect to the TW test, this study replicate s other studies. Training in test-taking skills and atti- tudes does lead to an increase in score on the test designed to assess these same skills and attitudes. That this gain in score did not generalize to a standard- ized achievement t e st is also consistent with most of the other work done in this area. Since significant gains have sometimes been made on standardized tests, further research on this issue needs to be conducted. Would further practice in test-taking skills and attitudes yield a significant improvement in standardize d 69 test scores? Would a different type of training lead to significant results? Would significant gains have been rea lized if classroom instruction had been given by a measurement expert? Are the r e too many other variables active in producing the test scores of inne r-city children to expect an improvement only through t e st-taking skills and attitude training? For significant improvement to be accomplished, is it necessary to work on all areas affect- ing t e st scores simultaneously and not simply test-taking skills and attitudes? This study l e nds support to the ide a that t e st- taking skill and attitude variance incre a ses with training. Most projects in this area are undertaken with the a ssump- tion that training will make ind ividuals mor e s imilar in this skill. With test-taking skills and attitude variance increasing through training, one might expect that validity would decreas~ and y e t it would appear in this study that validity may have actually increased . It is necessary to d iscover what specifically has been t aught that has led to the near significant increase in validity. Does the improvement of all subjects in test-taking skills and attitudes supercede in effect the increase in variance? Is there a certain minimal l evel of skill necessary to insure that t es t-wise ness does no t affect test score ? 70 Does proficiency beyond this minimal level not have an effect on test score? Or can even greater validity be attained through further training which realizes higher TW ability or lower variance? The Tv-J posttest consistency coefficients of the experimental group were moderate while the pretest and control group TW coefficients were low. What happened during the experimental process that led to this result? Do children who are involved in a skills improvement program of this sort think more about their attitudes in this area than those who are not? Do children who have not had the chance to think about t esting not know, at this age when they have experienced little standardized testing, how they feel about the testing experience? The experimental children seem to have been forced to evaluate their feelings and learn skills leading to more positive results. Would a researcher find reliable responses to a TW t est from an older control group that had been faced with taking standardized tests often enough to have established an attitude and a set of skills (useful or not) towards tests? Does lack of internal consistency result from inexperience or from some other factor in the train- ing that separates the experime ntal posttest results from both the pretest results and control test results? 71 Suggest ions for Further Research Experimental work in the field, by its very nature, will always entail less control than a project conducted in the confines of the experimental laboratory. None- theless, a project of this natur e would have been impossible in a laboratory setting, and, even with the attendant imperfections of the situation, near-significant results were achieved. The loss of control, however, led to at least two problems which will, hopefully, not recur with replica- tion. A substantial number of tests were lost, affec ting the l evel of statistical power. In addition, the unavaiJ- ability of the necessary data to determine achievement test reliability prevented full exploration of the change in validity as a result of TW training. This research should be replicated with larger experimenta l and control groups to a llow for substantial mortality. A more reliable and/or mor e valid criterion of achievement than t eac hers' grades might be used. A different research design might allow for study of individual rather than group diffe rences. Controlling for these variables with replication might produce a more definitive answer to the validity question. 72 Further study of the e ffects of TW training on the internal consistency of TW test scores should be under- taken. Some TW tests have been shown to be moderately r e liable (SJakter, Koehler, and Hampton, 1970, Anderson, 1973) for uppe r-grade and college stude nts, but never before has the internal consistency of untrained versus trained TW test results been examined and never b e for e have internal consistency results from children as young as fourth graders been explored. It is necessary to replicate this study to s ee if trained and untrained groups again can b e distinguished by the consistency of their answers. TW variance increased as a result of training. Additional research should focus on the question of whether it might ever be possible to help all individuals r eac h a mastery leve l in this ski] l, as most T\11! training programs are based on this premise. A significant gain in standardized achievement test scores was not accomplished in this r esearch. The possi- bility that significant gains in inne r-city means can only result from TW training plus intensive educational instruction and proper he aJth and nutritional care at time of testing is open to exploration. Low inner-city test scores, while partiaJly a function of low l evels of 73 ·rw, al s o may b e affe cted by othe r variable s and a signi- f i cant improveme nt may be possible only whe n many of the variable s affecting t e st score are addressed concurre ntly. Tvv is thought of as a trait that occurs at differ e nt level s in all ages, all intelle ctual groups, and all di£- f e r e nt types of socio-economic populations. •ro make any g e neraliz e d stateme nt on the relationship b e twe en TW and validity, it will b e nece ssary that this problem b e s tu d i e d with many diffe r e nt type s of populations. This r e s ear c h, dealing with inner - city fourth graders, must b e conside r e d only a beginning. 74 APPENDIX A SCHEDULE, BY WEEK, OF CLASSROOM ACTIVITIES IN TEST-TAKING PROJEC'r AND SAMPLE OF MATERIALS SUPPLIED TO TEACHER FOR ALL LESSONS J. Test-wiseness test -- experimental group only 2. Responding to numbers read orally -- Lesson 1 3. Responding to written numbers -- Lesson 2 4. 5. 6. 7. 8. Reading Read ing Spelling Reading Languag e vocabulary -- comprehension -- Lesson 5 comprehension mechanics -- 9. Language expression 10. Language express ion Lesson 3 -- Lesson 4 -- Le sson 6 Lesson 7 Lesson 8 LGsson 9 11. Read ing vocabulary -- guessing -- Lesson 10 12. Mathematics computation -- Lesson 11 13. Mathematics concepts and applications -- Lesson 12 14. Language mechanics -- Lesson 13 15. Language expr ession -- Lesson 14 16. Spe lling -- Lesson 15 17. Reading comprehension -- Lesson 16 18. Reading vocabulary -- Lesson 17 19. Mathematics concepts and applications -- Le sson 18 20. Reading comprehension Lesson ]9 21. Test-wiseness test -- experimental and control groups 22. CTBS 75 i'lotc to t cacl~cr OBJEC'I'IVES BEHIND PR.\ C'2ICE 'i'ES'.;? ONE 1. 'i' o i:.tro .1.ucc tl~c goal o of t ::cc c tent cxp e:ri c 1:c cc to t l: c c:.il .Jr c:·: 2. 'i'o i ::i:; truct c l:il ,!rc:; i c~ ::ow to u.s c a:i a i::.:;wcr ::;: .cct SUGGES'i'IONS ;,o t: .c c ,.iL:r c::,. arc wor!:L :g o:; t: .c tac!: a ::.'. you arc r c a 2L :g t :_o i:. :; tructio:.o , wal!,; arou:: .l t 2:c roo:--. \!ate!, t : .c ; ·. war!: al ,,_'. try to ·.1 i q.povor c !.ilc:.r c ::,. w:.o arc cpc:L'. i::g too :·,u c:a ti: :e filli::g L .: ~ tJ~c a :.c.:wc r cpaco L. a L. e ffort to be ::cat or co:·,plc t c . :·,11 t ::at ic i:co (:c .~ iu a f e w up a::~ ,_:. owic ::; trol:cc . Do ::ct c~:arpo:1 t::c c : .iL'.rc ;'. 1 c p 0:.cil:; b ofor o t' .c y tal: o t Lc t oo tc • . . .lull p oi::t cove r::: :·,ore of t ~ ..o circle i r: l c c c ti:·,c . 'i'Lc 0::tirc circle ..:oo o ~ :.ave to be fill o,l i 1, c o loE0 a :; t l. 0 : :ar!~ ic ~1ar!: a::~1 ' :,. oavy. 'i'i: .c cpor:t filli : . .z L : circloo co.:. be b e ttor u.:; o2 a::cwori:.!. g qucctior.c . Lool: t : .rougL t!:c tc.:;t ccoroc t Lat t: .c c :: i lt.::rc:: r e c e ive . If a :.y o: ,o i:; c cpc cially low, t a l k to t:cc c ::iL'. privat ely to s e c i f you ca:1 (:.iccovor w!:y !.o ,_u ,_: poorly. Try to corre ct !:i c problc:-: . Few if a llY c :cil Llr or: .:.; : ,ouL :. ::ave probl c :·,c wit :: t : .i c l c oc o: .• T:. oy : ·.uct b 0 abl e to uc c a:: a ::cwcr ::.:::oc t proporly b e for e t !: c y ca:1 :::ovc o:::. to t: .c :1cx t louco: . • 76 'i'E:.CHER I S i"!.J'ffi .. L OF DIRECTIONS l·Toto: 'l': :.c wor2a L , capital lcttcrc arc to be rca·2 alou,.'.. Do i:ot cha:.gc t::c worJi::g w:.0:: gi vir_g t:.:.0 practice toot. Roa ~! t : .c J iroc- tio:,c L:cvcral tL:cc bcforo you gi vo tl.c tcct co t::cat you will be abl0 to cay t~.:.o:: i •· a ::atural, :,olpful way. T:.o cc::toncoc i!.1 paroi:t:.ecoc tell you t '. .i!.1go you a:.oul.'. .~o. Follow tl.c ouggectior.c ; .'lo c:ot rcaC: t~_c: : alou.:. PLEi.SE CLEi.R YOUR DESKS. (Evoryt:,ir:.g :.;~ _ouL: be off t:.o c' .iL'.re:·.:. ' G .'lco!:c co t:.at t: .c practice toot . hue t~.c cc~:o ati:.:oap:.crc ac a real toct. For t'..c oa:·.:c rca.::o::, !mng a llo ,.ot :..'..icturb cigc: o:'. your .loor.) DURIHG THIS YE:.R, \'!E \!ILL BE PR.'.C'i'ICING 'I';,KING 'i'ES'i'S. PEOPLE 'i':.KE 'i:'ESTS ,LL 'i'HROUGH THEIR LIFE; IN SCHOOL, TO GET JOBS, TO GE'i' IHTO COLLEGE. BUT It.HY PEOPLE DO POORLY ON TES'.i.'S , NO'i' BEC •. USE TlIEY C,.Ni!O'i' .~NSUER THE QUESTIOHS, BU'i' BECAUSE THEY i.RE , .FR.',ID. ,.T TIIE END OF THE YR".R, YOU \/ILL BE ThKING ;_ TES'.i' TO SHO\J HOU \JELL YOU C . . N USE CERT; ,IH Bi.SIC SKILLS '.i'ILT .. RE Il'!PORT!.I'1T 'i'O YOU I N !LNY THI NGS YOU DO EVERY Di.Y. \JE 1./ILL PR,CTICE 'I'i.KING 'I'ESTS SO TILS YOU \!ILL KilfOl.l \JILT TO EXPECT ON THIS TES'.;;. SOMETHI NG UHKHO\/N OR DIFFEREi'JT I S FRIGHTEHii-!G -- PR;.CTICE 1:/ILL !L',KE THE TEST LESS sc:.REY. , .LSO, THERE i .RE TRICKS YOU C,,N LK.RH \/HIGH \JILL HELP YOU '.i'O DO EET'I'ER ON TESTS. \-IE UILL PR:,CTICE '.i'HESE TRICKS SO TILT YOU C .. :T USE THEM ON THE RE;.L TEST. SOt1ETD1ES i. PERSON DOESN'T Ui!DERST.'.HD . . TEST.rs DIRECTIONS ,'.ND HE GETS ;, QUESTION URONG EVEN THOUGH HE KNOlJS THE RIGHT :.NS\!ER . \IE \-JILL T .. KE PR •• CTICE TESTS USING THE Si.ME DIRECTIONS ;,s THOSE ON THE RlLL '.i:'EST SO THl.T YOU C:.N FIND OUT IF YOU UNDERST:,ND TIIE DIRECTIONS BEFORE YOU IL". VE TO T}.KE THE REJ,L TEST. 77 T;._KING ; , 'i'ES'.i' C, .i>T BE FUN IF YOU KNOTJ \/Hi,T TO DO, YOU :.RE HOT sc,-,RED , .. ND YOU '.i'RY YOUR VERY BEST. THEN TIIE SCORE ON THE TEST \·JILL SHOU US HOU VERY MUCE YOU'VE LE:.RNED, WL·.T YOU'RE GOOD . / I', :.ND \!R".T YOU HIGHT NEED SPECLL HELP IN. TOD .• Y \JE 'JILL PR..C'.i'ICE USING . • .N : .i'TS\JER SHEE'.i'. \!HEN YOU GET YOUR ,.i1TSUER SHEET, URITE YOUR N:J IE ON THE SIDE. (Poi:::.t to t: ,c bla::l~ cpacc o:~ t:.c rig:.t '. .a!1J ci 2c. Ha: . ..l out a:,cwcr c~ _o c t G to oacL c!.il.:.) (HoL: up a copy of t::c a ::cwcr c::00t a!l~: poi:1t to toct 1.) FIND THIS P:',RT OF YOUR ; ,NS\·!ER SHEET. BE .SURE TI-LT YOU c ; ,.N SEE 11 TEST 1 11 • USE THIS SECTION FOR TOD,. Y I S PR. .CT ICE TEST. THIS TEST \/ILL SHOt ! HOU \!ELL YOU c ,.N USE .. N ;·,Nm/ER SIIEET. E, .CH OF THE ITEMS IH THIS TEST ILS FOUR :.HS\-!ER CEOICES. ONLY ONE :. NS\1ER IS CORRECT. I/HEN YOU :fL. VE DECIDED \/IIICH ; ,NS\!ER IS CORREC'i' , i l!.R!: '.i' r E CORREC'i: • .iTS\!ER Oi! YOUR i.NSl/ER SHEET. IL.RIC ONLY ONE .• NS\1ER FOR E..CH ITEM. rLKE YOUR ILRKS DI.RK .. ND CLE1.R. K .KE ONE HE!. VY DO'.I' I N THE CENTER OF YOUR •• i,JS\-JER CIRCLE. DO NO'i: SPEND i'. LO'i' OF TINE BL;.CKENING I H THE SP~.CE , .S YOU l!UST \/ORK Ff.ST Oi'! , . 'i:EST LIKE THIS. YOU DO NO'.I' IL VE TO IL VE THE 1JHOLE , .NS\1ER CIRCLE BL;.CKEI-!ED IN. DO NO'.I' l1J1KE t-'LRKS ;;NY\Ir-IERE ELSE BUT TI-IE .. NSI/ER CIRCLE. ,.CCIDEHT .• L !,LRKS Mi.Y Mi,KE O'.i'HER .. NS\JERS URONG. IF YOU lLKE ,. MIST. , KE OR ILN'.I' TO CHi. NGE ;·.N ; ,NSl!ER, ER:,SE YOUR FIRST .• NS\JER COi1PLETELY. IF YOU LE:~ VE ,, LITTLE BI'i: OF BL;:,CK, THE ILCIIINE TILT ii.RKS YOUR P:.PER I.JILL NOT BE I.BLE 'i:O TELL \JHICH /. HSI/ER YOU \LNT. IT \!ILL lfo RK '.I'HE QUESTION URONG. (Draw a ca: :plo quoctio:: 0 1. t!.c blac!: boar2 li!:c t '. . c o:.c below.) .. -·\ ;·;\ .·_) ~ ·.-· ·- -· 1,LTIIOUGH YOU HE .• NT TO ER:~sE B COMPLE'.I'ELY, srnm OF THE MJ.RK REi-L. INS. THE Hi.CHINE 1.1ILL M!~RK THE ITEM \JRONG BEC:.USE BOTII B :.ND D , .RE !L RKED. LOOK ., ~T I'J:'EM IT IS ., Pi~CTICE QUESTION. I __ ii GOING TO c ;, LL om .. N ., ilJSUER. I \J •• IIT YOU TO FILL IN TIIE CIRCtE I C,',LL OUT. QUESTION .• • FILL IN THE SPi,CE NUMBERED 3. (\!all~ arou:~~l t'.:.o roor: a~:1 /JOO t'. _at eac:. c~_ill '. .ac rocpo:.c'!. 0 -.l correctly.) .',RE THERE ;.HY QUESTIONS? IF YOU DO NO'.i' UNDERST . • i'TD \!!L.T YOU .,RE TO DO, Ri. ISE YOUR Hi.ND. YOU MUS'I' .~SK NOU. \/HEN 'I'IiE 'I'EST BEGINS, I C;.i'THOT , .NSUER YOUR QUESTIONS. UE \·/ILL BEGIN THE TEST HITH ITEM ONE. FIND ITE! ONE. QUESTION 1 • FILL IN THE SP: .CE mnrnERED 2. (Bo uurc cac'. , c'..ill :1ac fi::..i:Lou before roa-.:'.L~g t'. .:.c ::.ext itc·'. . E:~cour- age: clew c!.ilJro:: to ::ar!~ factor. TLoy ar0 probably boi:::. ;; too careful about :·:ar!d:1g il:. t~:.o circle. \Jal!': arou::. ,l t'. ~c roo,· ac you rca :'. t'. :c ite: •s to :·.al:c cure t~.o c~siL:.rc:. aro rccpo:::.lL:g correctly a:. ,l arc 01:. t'. ~o rig'.: t :.u:· ·.bcr.) QUESTION 2. FILL IN TI-IE SP.\CE NIB1BERED 6. ,.RE YOU FILLING IN THE CENTER 1.1ITH ONE HE:~ VY DOT? DO NOT T .. KE TOO MUCII TIHE l-L". RKING YOUR ;~NS\/ERS. QUESTION 3, FILL IN THE SP •. CE NUMBERED 4. (Ucc a file car .'. or a bla::.l: o~ .oot of paper to !'.:oop your plac e below.) QUESTION 4. FILL IN THE SP! .CE NUMBERED 5. QUESTION 5. FILL IN TI-IE SP;~ CE NID-1BERED 2. QUESTION 6. FILL IE THE SP .. CE Nill'!BERED 8. QUESTION 7. FILL IN THE SPi,CE NUMBERED 1. QUESTION 8. FILL IN THE SP .. CE HU!!BERED 7. QUESTION 9. FILL IN THE SP;.CE NU!IBERED 2. ( l-/a t c'.. t'.."c c'..il i1ro:J. a:1,'. r:akc cur.o ::o:.c is cpc:.:.,li1.g too : ,uc!: t i:-,c :· ar!::il!0 .) ,\RE YOU rLKING YOUR rli .RKS CLR .• R ;,ND D:.RK . . ND NOT SPENDING TOO !IUCH TINE rLRKING'! 79 QUESTION 10. FILL IN THE SPi ,CE NUMBERED 5. QUESTION 11. FILL IN THE SP:.CE NUMBERED 1. QUESTION 12. FILL IN THE SP,~CE mnrnERED 8. QUESTION 13. FILL IN THE SP;,CE NUMBERED 2. QUESTION 14. FILL IN THE SPACE NUMBERED 7. QUESTION 15. FILL IN THE SP!.CE NUMBERED 3. QUESTION 16. FILL IN THE SP;,CE NUMBERED 6. QUESTION 17. FILL IN THE SP!.CE Nill1BERED 2. QUESTION 18. FILL IN THE SPi~CE Nill-1BERED 5. QUESTION 19. FILL IN THE SP1\CE NUMBERED 4. QUESTION 20. FILL IN THE SI':.CE NUMBERED 7. STOP NOH UE I.RE GOING TO CORRECT TI-IESE TESTS. I iJ1 ONLY INTERESTED IN SCORES FROM TESTS SO THi.T I Ci.N M .. KE SURE YOU UNDERST.';ND THE LESSON. I '.JILL NOT KEEP ,, RECORD OF THE SCORES YOU lLKE ON THESE PR:.CTICE TESTS. IF YOU IL.VE ,.N ITEM \·/RONG, PUT .• LINE THROUGH THE ITEM i'.UlIBER LIKE THIS: ( Uri to t~.c followL.g of t!io boar-l: __ _j __ ... ,· \ ~_:) () d} _,___ (Rca ;l t~ .o a:iawc rc uccor ;li:: g to t'..c followL: g pattcr:1 :) QUESTION QUESTION 1. QUESTION 2. 3.4 4.5 5.2 6.8 7 .1 3 IS RIGHT 2 IS RIGHT. 6 IS RIGHT. 8.7 9.2 10.5 11.1 12.8 13.2 18.5 14.7 19.4 15.3 20.7 16.6 17.2 COUNT THE :Nffi!IBER YOU H:'; VE CORRECT. \/RITE Tlii'. T NUMBER NEX'l' TO CTBS . (Poi r" t to CTBS o:~ t!::.o rig: .. t ~:at~:.l Gi .:o of Toot 1.) TIL T \JILL BE ;,LL FOR TOD!l.Y. \IE \-JILL PR.';CTICE MORE NEXT \!EEK SO TH, .T YOU l/ILL DO BETTER ON TESTS 80 Note to teacher OBJECTIVES :3E3IND PRACTICE TEST ~ ·:!O 1. This lesson begins to develop the eye-hani coordir.ation necessary in working with a test booklet and answering oa a separate answer s~eet. 2. Children will practice an organized procedure !or answering questions . They will be practicing, in order, t~e 5teps o!: a) selecting the correct answer choice (in this !irst lesson, the correct answer will be givea to them) b) iaentifyi~g the exact nunber o! the question and the nU1tber of the answer c) locatir.g the correspondir.g s pace on the answer sheet d) filling in the space on the answer sheet 3. Child=en will learn the proper placenent o! test booklet ani a nswer sheet. Students will keep t~e answer Gheet on the side of the desk nea r the hand they write with to allow thea to nark the answer sheet wit ~out reaching across the booklet. 4. Children have a great ieal of difficulty keepin~ their place. They will learn sow to use a blank piece o! paper as a narker. 5. Chiliren ao t~eir best on a test whe~ they see that others ca re about the work tAey ~o. You will begin to develop ia the children the <"esire to do well. 81 !EA.CHER'S MANUAL OF DIRECTIONS Note,: The worcls in capital l$t1:ere are to bfJ rsali aloui., Do not $.laa!lga t~~ wordi~g when giving tha practice test. Read the ii.roc- tioa.s sovaral i::l,:r.:ce b~ i ore you give the test so that you will be eble to say them i.n a .nv:;UTal, helpf::tl vay. The .se11tencee i• parenthee~,13 toll :1011 things you eb:mld do. Follow tho .sugg0sti01us; ao !!.~ 1~eai th@ a1:ggestiona aJ.o'l!d. ~ (Give out a taat . booklet. aiul.a.aetter-,sheet to ·each·, ohila;) :n.us:s THE HAND YOU \iRITE WI~H. TAKE YOtm ANSWER SHEET AND PUT IT 01'1 THE .SIDE OF.YOUR DESK NEAREST THE HAND YOU WRITE WITH. (Bola. ttp ru ruir;wer mheet) PUT THE TEST BOOKLET ON THE OTHER SIDE OF YOUR DESK~ (Hol~ up a teat booklet.; Cheok to sea that tne caildrea hav~ placei tke anewar aheet and test bookl8t oa t~e proper aids of their desk.) TODAY W ARE GOING TO PRACTICE READING m A TEST BOOICI.:E:? TO FIND 0~ Tl!E ANSWERS TO MARK ON OUR ANSWER SHEET .. W \ilLL BE WORK!NG OM THE ANSWER SHEET IN THE SECTION MARKED TEST 2,. SEE IF YOU CAN FIND TRIS SECTION. (Point to .tha prQper place oat~~ aaawor she~t tor teet 2.) (Give.:out ·. to.,oaell ·~ail• a~blau .·piece :of paper to be u.esc as a .sarker.) WE WlLL USE TRIS .EXTRA. PIECE OF PAPER AS A MA.RlCER. PLACE YOUR :W'il!Jm ON .THE T.ES'l' BOOKLET SO THAT THE ONLY QUF,S'?!ON SHOt/ING IS QUESTION A. :aru.D .SILENTLY ALONG WITH ME.AS I READ. "A. FILL IN THE SPACE NUMBERED 3." tllIAT. I.S THE Qll'ESTION NUMBER AND ANSWER CHOICE? 82 (Call on a chili to respcna with the answer questioa A, a~awer ,. If ha torgets to mention the question nMber, reaina him to say au~etion A, a n a . ,3.) Tlli!'S RIGHT. WE MUST RDIEMBER QUESTION A, ANSWER 3. LOOK AT YOUR ANSWER SHEET. THE CORRECT ANSWER IS QtJF.STION A 9; >.Nm/ER 3.. FIND QUESTION ·A,,, FILL IN ANSWER J .. DID YOU MAKE YOUR MARK HEAVY .,ND DARK? DO NOT SPEND TOO MlJCH Til1E MABKING YOUR ANSWER. BE SURE TO ERASE ANY MARKS YOU DO NO'l' WANT,; MOVE YOUR MARKEn DOWN ro QUESTION 1.. :READ .A.LONG SILENTLY WITH ME J..S I READ. , "l~ FILL IN THE SPACE '.NUMBERED ao" WHAT IS THE QUESTION NUM.BER AND CORREC~ ANSWER CHOICE? (Callo.a a ehili!l -to :reepo.11ti with the aJlsver queetioa l, a.JlSWer 2.) THAT'S RIGH'l'. WE MUST R.EM.ElrnER QUESTION 1 1 .UTSb/ER 7 '. 2;.·. I1' IS IMPORTANT TO.REMEMBER THE QUESTION NUMBER AND THE ANSWER NUMBERo LOOK A'? THE ANS\v'ER SHEET. THE CORRECT ANSWER IS QUESTIO!J 19 ANSWER 2 < FI?ID QUESTION l.. :FILL !N ANSWER 2 .. MOVE YOUR MARKER ON THE TEST BOOKLET DOWN TO QUESTION 2. READ ALONG WITH ME AS I READ. "2. FILL IN THE SPACE NUMBERED 7." \IHAT IS THE QUESTION Nm-tBER AND THE CORRECT ANSWER CHOICE:? {Oa11 oa a chili to respona with the rutswer queetioa 2, aaawar 7.) THAT'S RIGHT WE MUST REMEMBER QUESTION 2 t ANSWER 7 ·~ IT IS D!PORTAN'l' TO :REMEMBER THE QUESTION NU1'IBER AND 'l'IlE ANSWER NUMBER. SAY THE QUESTION NUMBER AND THE ANSWER NUMBER TO YOURSELF BEFOnE YOU MOVE TO THE ANSWER Sl!EET.. THEN !OU WOWT FORGET THEM 'iillEif IT IS TD~E TO MARK YOUR ANS'JER .. QUESTION 2, ANSYER ?. 83 LOOK AT '?RE AMSiiER SHEET. THE CORRECT ANSWER IS QUESTION 2 9 ANSWER 7, FIND QUESTION 2 o FILL IU ANSWER 7. MOVE YOUR MARKER ON THE TEST BOOKLET DOWN TO QUESTION 3. READ • ALONG WITH ME AS I READ. 0 :-,,. F.ILL IM THE SPACE NUMBERED l .. " 11IlAT IS THE QUESTION NUMBER AND THE CORRECT ANSWER CHOICE? (Cail oa a ohild to respond with the answer quastioa 3, aaewer 1.) ?HAT'S RIGHT. WE MUST REMEMBER QUESTION 3, ANSWER l. IT I.S D·f PORT ANT TO .REMEMBER 'l'HE QUESTION NUMBER AND THE ANSWER NUMBER .. SAY THE QUESTIOU NUMBER AND THE ANSWER NID-1:BER TO YOURSELF BEFORE YOU MOVE TO THE ANSWER SJ!EET. THEN YOU WON'T FORGET THEM li!IEN IT IS TD1E TO MARK YOUR ANS'JER. QUESTION 3, ANSWER l. LOOK AT THE AN.S'"l'lBR SHEET. THE CORRECT ANSWER IS QUESTION 3 t ANSWER l .. FIND QUESTION 3. F!LL IN ANSWER l. ABE flIER.E ANY QUESTIONS? IF YOU DO NC11' UNDERSTAMD WHAT YOU A.RE 'l'O DO, RAISE YOUR HAND. DO NOT START UNTIL I TELL YOU TO DO S0e WlIEN I DO, YOU WILL CONTINUE TO ANSWER EVERY ITE?.f, BEanrnI?JG WITH !Tm 4 EELO'd. WHEN YOU C01'i.E TO THE WORD 11STOP", GO BACK TO THE BEGINNING OF THE TEST AND CHECK OVER YOUR WORK UNTIL I TELL YOU TO STOP WORKillG. WORK VERY CAREFU!.LY~ T'RY TO DO YOUR VERY BEST. SHOW ME THAT YOU CAN DO A GOOD JOB. A1lE THERE ANY QUESTIONS? FIND ITEM 4 IN YOUR TEST BOOK. BEGIN. {Start tiai.lllgi alli recorci the ti1iuo o.a this liae: etartiJl.g tine +.5 etopping t1,ie - -·-- · · - ••• •• · - · · - -- ·---·. - · --· - · - -· •• - · •- -- - - ·- · - - • • • • • - -- , M • · - · 84 {As the ehildl-aa aro workiag9 valk arcu.n.d the roos. Cheok the !ollowiag things: lg Aro the chili.res usiag the ~arksrs correctly? 2. Are tho children speniiAg too much tiBG or beixg too oaratul :til11Ag: ill'.the answer oi.rcl9e? · 3. Are the ehilclrea aoving baek aAa forth fro• the test booklet to a.asver ahee·~ with ea.se2 Note 11a11es o-L cltilire:n who see• to llave di~!ieulty aoiag this. Perhaps the1 caA .haYe mor3 practice with the aal!e test at aAotaar time.) (At the stoppi~6 tilss, sa7:} STOP. THIS IS THE END OF TODAY t S TEST. MAKE SURE ALL YOUR MARKS A,ll JIEAVY AND DARK AND THAT YOU HAVE COMPLETELY ERASED ANY MARKS THAT £OU DO NOT WANT. NOW WE \iILL CORRECT THE TES'..!.' . IF YOU RA VE A.N lTFl-1 WRONG, PUT A. LINE TnROUGH T1IE IT.E:1 NUMBER LIKE TRIS: (w'ri t e t.ha !ollowillg o.wi the boar«: -j:- 0 0 0 •) (Baati the anavers aceoriillg to th• following patt&r.n.) Qtl'ESTION A, .UlSWER 3. 5. 2 10. 5 15 .. l 20. 7 QUESTION l, .ANStlEI? 2. 6. 7 11 .. I+ 16 .. 6 21 .. ' '~TJF,S'?ION 2, ANSWER 7 .. 7$ 4 12.:, 6 17 .. 2 220 .5 QUESTION 3. A?1SWER l. 8 .. 8 1:,. 2 18. 8 23 .., 1 ~1JES'.l.'I0N 4r ANSWER 8,..· 9.' 14. 7 19 .. 4 zl,. 6 COTJ.NT THE NUMBER rou RAVE PORRECT- WRITE TIIAr NUMBER NEXT TO CTBS. (Poixt to CTBS on the right ha~• sii~ of test 2.) ~~ WILL BE ALL FOR TODAY. DID YOU TRY YOUR HARDEST? I ROPE SO~ '.iE WILL P"BACTICE MORE NEX~ WEEK SO THAT YOU WILL DO ·BETTER ON TESTS. A. 1. 2. 3. l+. 5. 6. 7. 8. 9. 10. ll. 12. 13. 14-. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 85 TEST BJOKL.E:r Fill 1n the space mmibered 3. Fill 1n the space numbered 2. Fill 1n the space nuribered 7. Fill 1n the space numbered 1. Fill 1n the space numbered 8. Fill 1n the space numbered 2. Fill i.'1. the space numbered 7. Fill 1n the space numbererl I+. Fill 1n the space numbered 8. Fill in the space numbered 3. Fill in the space rrumbered 5. Fill in the space rrumbered I+. Fill in the space numbered 6. Fill in the space numbered 2. Fill in the space numbered 7, Fill in the space numbered 1. Fill in the space mnnbered 6. Fill in the space numbered 2. Fill in the space numbered 8. Fill in the space numbered 4-. Fill in the space numbered 7. Fill in the space rrumbered 3. Fill in the space nmbered 5. Fill in the space nmbered 1. Fill in the space numbered 6. . I 86 Note to teacher OBJEC!IVF.S BEIIIND FRAC'lICE 'i'SSi' iliBEE . Oftea a ohil4 will aiae a set ot qu~tioce, not becawre the:, ·do.aot kncv th~ answar, but b~CAuas thGJ doA't underetan4 the queationo l?!'actiaG vorking an ~uaa1:ici,.a phraaed in thit ae.110 way · ae. the que,atioao Q.i, the .. . ,, . .. aotual test 1vi,.l 1lll9U.4:'G t1',at tbs qu~sUon~ (108 't be ana'iH~l't'id 1noorraotll7' du$ to aisrull'l~rstan~ing the qu~otioao eorr, quostion19 answe:rei, '1:ha greater tho p0s.:3ibility IO'i:' a i'lisl'l aooreo Sometiaes~ c~il~.!'en 0ono to a queetion that they fi~d hard and apon~ ~ :.1vo ,.,,_,,mrerl!'tt OOf'1'GotlY<• Good t.sat-taking habito .-eqt&iro t~at thay C!Ulke « ' noto of a di.ft1eult question ::ind coae back to it after th~:v bavo CQt?jplGt~, the ontir~ test~ Tho children will praeti~~ thin e~ill fo~ tho tirot ti~~ ~uring thto leaaon~ Queetiotta S, 8, ll 0'Tl6 ot tbis test nr9 5ear~u to a euch highor re~d1ng l~vel tbaa es~ond t!l"ado~ ~ee~ are tae quastions that the ohildr~~ should bav11 the moat trouble witri a.ad will probably noto on th·!tir t!arkc-.l' to return to afttJr the;r havo ccr.:plete4 all th<, 4uestioao., 3., Tb• ritfijor pr0bl~a vi'l:h !laving children o?dp har\i que3ti~113 ia tb.at tltl!ty ara likely to forget to eldp a epaoa on the e.r.l!llnt wlu.n thoy skip a quaation~ Having the children eay the queetion nuber a~~ the answer nuaber ehould k•lp r~minti thas ot whe~e to put their an811tera to allow fc?. the ekipp•d item. In tuturo l&asoae, the ~hil~ ~ill.be enoQuraged to ma~~ aa ellucated gueao i.t at all pGlstlii>le on the ~uc3tJ.r,11 an~ wtli tber0f~l'~· "" .. I . ,, .. , '' ..... e1 rarely ne0tl to aldp a apl!ee. It tht!y have :mdtt a guosa, then theJ' will no'i: TZ.l. CHER '!:i }1.~NU AL (Give out a teat booklet, ruarker, and e~swer shAet to e~ch childo) R.HS.E THE Ui,JlD 7ILi.T YOU WRITE i WILL BE E.'\JY FOR YO'G' .\ ;·m SCHS WILL BS HARD. I DO :i-:OT };XP.ECT YOU' TO GET .\.LL THE QUESTIONS RIGHT ., ·,m~T ',JOULD THE.!1E BE LEF·r FOR YOU TO ANSWE.2 r;~ ·r~ F!F'TI! GHADE THEN? THERE IS A GCOD '.JAY ·ro '..JOHK ON A TEST TR.\'? H.AS BO'?ll mRD AND EASY QUESTIONS o WE \Ii ILL PHACi'!CE Tittl' 10DJ Y ~ ',·JiiEN YOU TAKE TESTS, YOU ;1.R.S ·rIMED.. YOU ARE ONLY .ALLO\\IBD A CERTAIN A}.rQUHT OF 1'Il4E '20 FU1ISH.. IF YOu SP mm TOO MUCH 'tDlE ON A HARD QUESTION, Y(HJ MAY NOT IL\ VE TIME TO F!~!Sa 'i'HE T3ST. smrn 01!' THE ,tUESTICNS YOU DID NO'l' HAVE '!'!HE 'l'O 1}0 MAY li..\ \TE n ~·J;""" '-".u .... , .. 'JSRY EA.51. IT IS .BETTER TO AN'SWER ALL TliE. EASY 1UE.3TIONS OU ,\ TEST :rIRST o\ND THE?l Du l'HE UA...':W ONES., VEE!, YOU COH.E 1'0 A HARD •,1m'.:STI0f.f, :~'RITE THE NUMBER OF TllAT QUESTION 00.1:1 ON YOUR MAnlCE.R .. DO NOT :;?ZND l'I?-:E TRYING TO READ THE R.\RD WORDS OR 'l'RYING TO ANSWER }!.\.RD QUESTimrs G WRITE 'l'HJ<~ r:mrnER OF ':HE !HRD QUES'l'ION DOWU O~i YOUR ?".A!?KER AND TIEN :t.ii' YOU HA VE 1' '.iME AFTER YOU Ii\ VE ANSivER.ED A"! .. ! , THE EA3Y 2 QUESTION ~ .,, 1 ANSWEa 2 • B.~ 8 13a J. 18 .. 8. QUESTION 4, .-U:SWER 5,. 9 ., .!t, 14 .. ,., 19 .. 3 I 200 6 COUN'l' THE NlJMBER yo·a BA VE COR!IBCT.. WRI'l'E THAT NUMBER NE'..{~ ?O THE. GTES IN TEST 2o (Point to G'l'.':BS on th~ right hand sid'l oi ,';0st 2~) 1'BA'l: WILL BE ALL .FOR TODAY... DID YO'tJ TRY YOUR HARPF.ST? EVERYONE DID LAST ~IBEIC. I ROPE YOU DID THIS 'dEEK ALSO., WE ¥/Ill PRACTICE HORE ~~EX'!' WEEK SO THA'? YOU lJIU. DO EET'.rER • ON TESTS. . ' 92 'IE$'.i' BCX)rJEr • ' ·---···-- •· , • •, , • ·--•·• - • • • ,,, . ,,. ,_ , w .. ,_ , . , ... ------• • • -.--· - ·---_. ...... ________ _ This test w'.Jl Ghow hot1 we~ you know the meani~'S of words. D:nECTIONS: Look at the word with thg ]jne ~er it. 'llisn ~..ad tl'l~ i-~ord .. "l belcw it. Choo3e the wori:l t!"lat ~ the same, or a.bot\t the S:?:T<7B ao th~ wo...'"d \\.'i th tha line under it. Fill 1n the spac'3 that gc:;;a w1 tb the ars.1er you cheese. Pl'etty ldtten 1. CO"of 2. c~~ \'t··· gcm 1. O 2. 0 3. 0 ~ 0 4: b~y ____________ ......_.,_ .--...,-..---------------- A. start to p:l.?J' 1. J.:_l~ 2. Fuii 3. begin 4. go 2. little box 5. green 6. big 1. paper a. small 3. hot water 1. whit-l 2. \-'roJ:'Ill 3. cold 4. good i J 4. 5. f,".other ia happy. 5. Man 6. Baby 1. Father 8. ~..J?l l. ~ t'.a."l 1. big ., .f\,-• ,. ... ......... ..., 3. first 4. nice broke it deliberately 1. by accident i 2. 1nto pieces 3. on purpose 4. with a loud noise WJ'ilT 6. white~ ~" dppr 6. hc.-ne 1. tent a. cs.r 7. run aniclfl.3. 1. dow;.11 2. f'e.st 3. en 4. a...rter ,.~.: ~ ... '. ! . ~ • ' t :. , ' 93 8. do it instantly 13, do not tri;e 18. sad~ 5. later 1. fe.J.l 5- girl 6. skillfully 2. cry 6. m..q;n 7. easily 3. mmre T, kitten 8. at once 4. think 8. dog: 9. _red cap 14. Sit in the~- 19, The ooa.t i a !2£:2 1. cake 5. ce.r 1. pretty 2. be..11 6. room 2. brmm 3- toy ., .. 1, chair 3, ripped W' 4. hat 8. house 4. 'big 10. big ship 15. very~ 20, He is~. 5. bo:, L big 5, f'u"ln,.y 6. boat 2. good 6. ill 7. me.n 3. quick 7. good 8. dog 4. glad 8. hapw 11. speak distinctly 16. ~re~are for Christmas \ l. clearly 5. shop I 2. fast 6. go a.we:y 3. almrl.y 7. get ready 4. out 8. pray \ ) Jack is~. -·-· 17. He ie rcy father. 5. big 1. brother 6. little 2. daddy 7. ready 3. mother 8. wet ~ .. s1:rter. 94 Note to teacher OBJECTIVES BBilillD PR."..CTICE TEST FOUR l. Chiliren caA becoms. very involve« an• interaetei ia vb.at tho7 ~ea •• On a stanhrdize« test- the7 caAnot af!ori the time it ta.kea to r~ai a story carefu1ly, learn froa it, an4 enjoy it coapletely. They !m work qui4kly- to d.o well on the test. T!'lis lesson introdu~i,s tz,_. :t~.~"" of reading quiak:11, to get the aain iaea. 2. Skimming ia an iaportant skill vbieh helpe ohildrea to 1uiokl~ !1n4 sections ot a stoq that will giTe then the answers th•7 ne$do Thia leeeon is the first introduction to skin:oing. Children shouli be eacottr- ag'8d to quickly 11ov• ta the ,sentence that proTi«es the an.ever to the qu&stior ,. · Ski~~i.ng ia a skill that your. chiluen ahoula practice throug~out the school.week. The aore practice they have, tha' quioker thay vill b• able to find andwere an4 therefore, the more questions the1 will be abl• to answer on a test. S1ti111d11g is a. ekill the;r will, use throughout their li.!.a -.., reading the newspaper, ohecking ads, writiAg job applications, etc. 3. There are riany diff11trtmt t;r.poe ot questions the teet-aakere uae to · teGt roaiing coapreheneion. Whether or not a pupil is a goo« reader depends, not onl:v on the oxtent to which he under~tands the author's aeaning, but also on. thll'I degree to whioh he grasps the eigni!ieanee ot the ideaa presented, evaluates the:s, and draws ueet~l oonolueione !raM To get at these different aspect• of reading coaprehenaiont teot-mak~rn have franed different types of que~tions. Yo~ shoul~ be familiar with them .. the different questions typea and u~c all of thea in your regular readina. lessons. We tend to onl1 aak children !actual questions ~horeaa atandardiz~ teat questions are o!ten much nore demanding. Try to include as aanr typea of aueetiona aa you can in eoch ot your reading lecoona. ,,,'! ,., ' ,, ' ". ' ·: i ! 95 · Of all the autiteat scores, reading conprehonsion ia probably co.ru,id~r0d th• nost i.Jsportant by tho D.C. school adninistration~ , no li11i t'itd ex:,. :9erienee I can ,;ive the children in answerine these t;ypeo ot quost:l.ona is only a otart. If they ar~ to becon8 ekill!ul in understanding what the1 .iskil 1a throughout the week. Some of the things the children will be learni11g fro11 me this 7ear a.re "tricke11 vhioh will •nhanoe th•ir test scores \lithuut naking the11 anr ~ore competent in school. (For exanple, using a iull pencil so that they can oolor in the anawar cirole faster ~) Learning how to answer ditfere~t t7pea of questions be~ond factual ones~ l5l akill that:takiitis time to lear1a., It is also a skill that will not o.nly ~11:prov15 their teat aeorea but will also aake th·ea auch ?ll)re auoeeesful · ,, , . .Separate fro11 this "teat manual" is a list of question t;ypee vith ~xa~pl ea~ _. This list ia !or 7ou to read and keep. I hope you will US$ .it s.a ,-{l~l plan the ques·tions :you vill aak your children after they h.avo 4, 'fhis tcet · is not timed. The cla21a aa a vhole wo:rks on ·the teet with you anti !ills i n. the .su,evc,r,s tr., each question as you ,, or.i~ t.c, it i n the ~ieeuaeion. Thia is neoessar~ the firat tine thay wor k on a reading o:t quttationa ·th~:, ma;r be asked 011 testt:10 . . 96 ;; INSTRUC.~IONS TO CHILDltEN {GiTe out test booklet, marker a~i answer sheet to eaoh chi1d.) DID YOU REMEMBER 'l'O FUT fHE ANSWER S~ NEAR 'l'lIE HA.?11) YOU WI'f:! Wr.tH? TODAY W'E WILL I,EA.Rfl A.BOUT READING COMPREBEN"SION TESTS.. IN A ~.EADlNG COMPREHF.JfSION TEST, THEY ARE TRYII'lG TO FIND OUT HOW WELL YOU UNDERSTAND W'HA~ YOU READ .. YOU MUS~ READ STORIES AND THEN ANSWER QUESTIONS ABOUT THE STORIES TH.AT IOU READo iµ;lfEMBER, I TOLD YOU IT IS IMPORTAllT '1'0 VORK QUICKLY ON TES'?S., Wlffl YOU READ TllE STORIES, YOU MUST RE..\D TH.EM QUlCKLY. GET THE MA IN IDEAS IN THE STORY. DO NOT RE..\.D E'IERY WORD CAREFULLY. WREN YOU tRE oorm:, RSAD THE FIRST QUESTION. IF YOO CAU 'T .All~iJE.R THE qUESTION, THEN 00 BACK AG.\IN TO THE STORY AND QUICKLY LOOK FOR THE PART THAT WILL HELP YOU GIVE THE ANSWBIL, ' RE..\D THIS SENTEiiCE CAREFULLY. DO NOT READ THE WHOLE STORY AG.UM BECAUSE THIS \'IILL TAKE TOO MUCH TIME. FIND 'flIE AUS'JKR A.ND GO ON TO THE NEr? ~UESTION. IF SOME OF TIIB WORDS AR.E HARD TO READ, SKIP TREMo ,\U.TID.T I3 IMPOR:,: T.urr IS Tll,\'? YO'!J GET A GOOD IDEA. OF WIIA'? THE STORY IS ABOU'r.. CNL-Y SPEND A ·wua :rnrs ON A HA.RD WORD IF YOU MUST KNOIJ IT 'I'O EE ABLE TO A!ISWER A QUESTION. S1(IP THE HARD \iORDS IF YOU OON 'T MEED TO lu?OW TXEH 1?0 llNDEtffl'l'Xitr THE STORY OR .\NSWER A QUESTION. TODAY, \o.'E \JILL READ T!!E STORIES 1ND ANS'.IER THE QUESTIONS TOGETll.ER., ANOTHER DAY' I 'WILL TINE YOU AS YOU WORK ON THE STORIES .um AnSWEn TH'.E QUESTIONS BY YOURSELF. LOOK A'l' THE FIRST STORY IN YOUR TEST BOOKLET. RE.\D TIIE FIR.ST STORY SILC::TLY W:llILE I READ ALOUD. · 97 . "WILL'S DOG iIAD SIX PUPPIES. THEY t-JERE BRO'JU .\ND WHITE." UOW WE WILL READ S.\HPLE I':'EM A. RR\D 3ILEifl'LY \-.'HILE I READ. 11 :.. iIO':l l~.U:Y PUPFii::5 \IE~~ T!!ZRZ?" SOl·iE QUES~IOHS ASK FOR 1',.\CTS. THIS IS ONE THAT DOES. GO BACK TO TFE STORY .um QUICKLY LOOK FOTI THZ P:,R~ 7I!.\7 \JILJ, HELP YOU :,:;s'.:.':::R T::E QUESTIOU. THIS QUESTIOl! IS .\SKitm TIO~-, l·! ·.::Y PUPPI':.5. now :·!}.IlY !IE:UlS YOU ARE LOOKING FOR A Nffi{BEa. LOOK QUICKLY FOR A fflJMBER VORD. \JUEN YOU FIND A NUNBER WORD, READ THAT SENTEUCE AND SEE IF IT HELPS YOU AMS~ TJIE QUESTION. wno C:\N. RE.\D 1-!E THE SEHTE':iCE TR.\T GIVES 'l'lt:C .rnSUER TO ITEM .\ '? (Call on a child to give the answer.) TIIAT 'S RIGHT. TUE SENTE?TCE IS "WILL'S DOG HAD SIX Pt'PPIES • 11 HOW MANY PUPPIES WERE TIIERE? THERE WERE SIX. LOOK AT THE ANSWER CHOICES. WHICH ONE IS CORRECT? (Call on a chili to give the answer. i! th~ ehild only gives the answer n~ber, remind hiM to say th& question nucber and the answer nu~ber - question A, anever 4.) TllA.T' S RIGHT. QlJEST!ON At .UmWER 4. FILL IN QUESTION At ANSWER 4 ON YOUR ANSWER SHEE'r. WHEN WE READ THE NEXT STORY, RE:\D THE STORY TO YOURSELF. LOOK UP AT ME WHE?f YOU ARE FINISHED READING SO TH.\T I CAN TELL WRE?-1 YOU ARE FI?r!..SHEDo REMEMBER TO READ QUICXLY. DO NOT WORK '.i.'00 H.\RD on ANY ONE WORD. ALL YOU NEED TO KNOW IS A LI7TLE OF Wll!LT THE STORY IS ABOUT. ... .·. BEGIN READING NOW.· · (Wo.it until nll chil:lren httve !inished rending the stor;y.) 98 ... ,. . . NOW ',/E WILt READ ITEM l. RE.\D SILENTLY WHILE I READ .\LOUD. ITEM 1. "WHAT DID 1-m. BLACK'S CAR LOOK LI&:!? 11 r THIS IS .'I.NOTRER QUESTIO?r TH.'.T .'\SKS ron .... F.'\.CT. GO BACK .\G:'..Ii-f TO TUE STORY .urn OUICKLY l.OOK FOR THE F.~R'.i' '.i:.1IL\T \-/ILL HELP YOU GIVE THE .\USW.ER. RE.:\D ora.y TUE ·. 2 OR 3 J.iOST Il1PORTJ..:,T WORDS DI EACll SEli'TENCB TO GIVE YOU ,UJ IDEA WHAT THE SENTENCE IS ABOUT. IF THE FIRST SEHTEHCE DOBS?PT GIVE YOU THE A~SWER READ THE 2 OR 3 MOST IMPORTAllT WORDS IN THE NEXT SENTENCE. KEEP . GOING UHTIL YOU FIND TIIE SENTENCE THAT WILL HELP YOU w:r.w THE ANS'dER TO THE QUESTIO?I. DO THIS VERY QUICKLY. WO CAN READ ME THE SENTE?lCE THAT GIVES THE ANSWER TO ITEM l, 11\vJL\T DID MR. BlAUK'S CAR LOOK LI.KE? (After wai~i~g for children to ekin, call on a chili to give the answer. . ... TllAT'S RIGHT. TlIE SENTENCE IS "YOU LOOK LIKE A TOY CAR. LOOK AT THE ANSWER CHOICES~ FILL Dl THE SPACE OH THE ,\NSWF.:R SlIEE'l' TH.A!e GOES WITH THE ANSWER YOU CHOOSE. FILL IT IN NOW. (When. everyone i& done marking ths answer, ea7:) DID YOU FILL IN QUESTION 1 1 ANSWER 3.1 RE.\D ITEM 2 TO YOOllSELF NOW. (Wait until all children havo !iniahed reaaing.) fHIS QUESTION ALSO ASKS FOR A FACT. GO BACK AGAIN 'l'O THE STORY .UID QUICKLY LOOK FOR TUE PART THAT 'JILL IIELJ? YOU GIVZ THE .·WS1:f.ER .. LOOK ~UI.CKLY FOR TIIE RIGHT PART. DO NOT SPEiID TD!E READJ:llG E.\C~l \·/ORD C.\R.E'.F~I.I.Y. \:nIO C.'..N HE.,D J.IB TUE ~l:.1-ITZrrcr: T}L\'f GIVw TIIZ .\NB'JER TO ITEH 2, MR. BLACK'S CAR \i.\S RED .um WIL\ T ELSE? ;, 99. (A!ter waiting !or ohilcl.ren to ski~, call oa a chill to give ths answe~. ) TH.\T'S RIGHT. "MR .. BUCK LIKED HIS LITTLE, RED CAR." IS TIIE SE;IT'ENCE THA'l TELLS THAT FAC'l' THAT YOU NEED TO ANS'i'ER THE QUES'.rION. LOOK AT THE ANS\iER CHOICES. FILL IN THE SPACE ON THE ANS!,\T.Ell SHEET THAT GOES WITH THE .!MSW.ER YOU CEOOSE. ('\iheii everyone i.s aone aarking, aa.y:) DID YOU FILL Ill QUESTION 2, ANSW'En 87 RnD IT'D1 3 '1'0 YOURSELF ., TlIE ANSWER 'l'O THIS QUESTION IS NOT A FACT. THE WORDS IN 'l'HE STORY ONLY GIVE YOU A CLUE ABOUT WHAT 'l'HE ANS~.ER MIGHT BB. YOU MUS~ 1'RY TO FIGURE OUT WR.\T THE WORDS MEAif IN ORDER TO FIND THE .ANSWER .. READ ITEM 3 NOW. . (Wait unHl all children have !inisheli reading .. ) LET• S READ 1'HE .\NSWER CHOICES FI:RS'? BEFORE LOOKING BACK IN THE STORY FOR 'l:'HE PART TIU'r MIGHT 1'!.'LL THE ANSWER. ' · '?BE ANSWER CHOICES ARE: 1,. FA.ST 2. STRONG 3 .. LARGE 4. OLD VHAT PART OF T.H.E STORY MIGIIT .SUGG.Eb"T ONE OF THESE ANSWERS? IT \iOULD IB THE PART THAT .SAYS 11 BUT YOU FLY LIKE .\ BIR:Q!' A BIRD FLIES FAST. TEE STORY DOES NOT HA.KE YOU THINK THAT THE CAR IS STRONGv OR LARGE, OR OLD BUT IT DOES HIN~ 'l'lU.1' TIIE CAR GOES FAST. TIIE ANS~q IS FA.ST., . FILL IN QUESTION 39 ANSWE."R l on YCD'R ANSWER s~ NOW. READ I'l'EH 4 TO YOURSZ"..F .• (Wait 1mtil a.ll children have finished rea•i~g.) SOME QUESTIONS ASK YOU TO TELL WHAT A STORY IS ABOUT AS A WlIOLE. THIS QUESTION lS LIKE THAT., MAU SURE WHEN YOU FIND YOUR A?1SWER '?HAT YOU A.RE TALKING ABOUT THE WliOLE STORY . .\ND NOT JUST ·"- PAR'l' OF Il'. FU..L !N THE ANSWER TO ~Ek 4..,;0N.YOUR ANSWER SH1m'r. ,; 1 " ,, I ... 'I l ' . 100 DID · YO~ i'ILL D1 QUESTION 4, ANSWER ?? .... . ... ..... .. . ~.: ~ ~-.. " , • .. . . ..... ...... .. ~ .. -...... _~ -.... .. 1-··· -~ ... ,.:.. ....... .. ·,. . - .. .. .. .:.. . .:....:.;..;-.; ,_ ...•. rHB CORRECi' ANSWER wAs Na? s,"Mll. BLAcx: BEC.1usE .THE SToiiY.ALSo . · • . ! . roLI> A.BOUT TBE CAR. ~ CORRECT ANS\iER WAS NOT NDHBEa 6, 11HO\i HR. BLACK'S CAB GOT I~S N.um!' BECAUSE YOU l.EARilED OTHER TlIINGS IN TIIB STORY ABOU'l' Mn. BLACK AND A.B01J'? i'BE C.\B .BESIDES HOV THE CAR GO'.? ITS IUME. ~ . ti .. . . . TB.E CORRECT ANstfER WAS NOT 8, RED .BIRD, BECAUSE ?RE STORY '?OLD YOU sam TnlllClS ABO'O'? 1-m. Blu\CK BESIDES THE : _. TlIIN. "HE THI?t'K.S lT IS PRETTY.'' IS THERE ANY PLACE IN THE STORY THA'l' USES DIFFERENT WORDS TO SAY lIE Tll!NKS TIIE C.\R. IS""'P!?ETTY. ' ' ~ · 101 ~- .. ~ ··- . ., ... · ~. · .. .., :. . i'iO. 00 ANSWR 3 CANNO'l BB RlGB'J:., . ;, .. ..,. .............. . ·-. _....,_ . . . ----. .. ~, .... -· . . .. . ......... ,..._ ... -·:" READ QUESTIOJI 5, ANSr/ER 4 SILE1!TLY WILB I Rlt\D ALOUD. "HE TllIUKS lT GOES TOO SLOli O" IS TBERE .. ua PL.ACE Dl THE .S'l'OR:r TH.:\? USES DIPTERENT WORDS TO SAY BE 'fBDf.K.S THE CJ.R . GOES TOO SLOW? (GiYe children tiJae to answer.) NOo SO ANSWER 4 C.UINOT BE RIGHT .. BEA.D QUESTIOH 5, Al7S'Vlm 2 SILENTLY WHn.E I REA.D ALOUD. "HE THIUKS . nh HICE. tt I .S THERE ANY PI.\ CE IN THE sroRY Tl.LU' USES DIY.FERE?r.t' WORDS TO BAY BE HINKS THE CAB IS NICEl (Give children tiae to answaro} · DAT' S R!GllT. WHEN THE STORY SAYS MR. BLACK LIKES B:IS LIT'l'LE RED CAB IT M..\I{'ES YOU F&EL Mll. BLACK '?IlINKS lII.S run IS ?m::E.. FILL' IN QlO?..STI ON !> '. A.NS\ 'tlt&N n:u. IN TllE ANSlilER THAT SESHS BP.ST ~o ?OU .. (Gi ~e children ti~s to fill in the answer.) DID YOU Ji!LL.lN QUESTION 9~ ANSWER l? A GOOD TITLE FOR '?HE STORY . WOULD BB 1'(VJING TO TUE STORE''. QUEST::ON 9, ANSWER 2 COULDH•'? BE R!GllT ... TOM D!D EAT SOME CANDY BUT THB 8'J'ORY WAS .\BOUT MORB · 'l'HA.N THA'l' .. QUESTION 9, ANSWER 3 CO.ULDI.PT B3 RIGll'l' • . WE DIDrPT L.FiARN J..N"!T'flING ABOUT THE MAM . .\.T THE STORE. QU:ESTI0lf 9, ANSWER 4 COULDN'T BE RIG.HT. .\LTHOUGR TOM COULD BE HELPING rw,,,~ MOTll1NG IN TI:lE STORY . TEL.LS us THAT TH.AT IS TRUE. THIS IS THE END CF OUR TES'.!' FOR TODAYo . YOU WORKED VERY H.(n.O, LlST.Er-i.f.NG CA.ltE'YULJ,Y 1 AND L~1WED ABOUT MAN'Y DIFFERENT KINDS 011' QUESTIONS TIU:P ARE ASKED ON TESTS., .\NOT.HER DAY, YOU CAN SHOW ME ROW i(ELt !OU HAVE LEARNED TO AH.Sw'l-:R QUESTIONS LIKE TH.ESE. ----- ~or4 quastiono ao that ·; the following skills are pitciotioed l. To roQosntes and un4erataad i3portant taot3 aa4 4etailoo Qusetions ask vho, when~ whioh 9 anit hcfl aa.01., .. ., 2. To -recognize and uaderstaaa implie..!, taoteo Baaa~ betw~an the lines to disoo~~~ bidd~~ eeaniagG • f '• ·~ To ~iceov~~ t~o aeanin3 ot wo~da er p!u'a~es t?(lgl cont~nto e:r::m:ple - t·i!1at does 2 _™ m,an? What ia ceast by tt:te ph?'aae · • · ~ ? -.... WMt 4o ~~oplo de when they ______ 1 To diac~ver the aain idoa or pu.rposG of a oto~o .... .. oxrusplo - Thi.is story i~ aai"nly abo,it __ .. ___ _ ? The beet titla !or this ~tor:, is -w----~~ .... ? So ~o rooopize the 0~~0r in whi~h thinss happen example• \lhat happen~d first? ~t happ~a~4 lQet? Wwlt happened after . ____ ? .. 6. To reocgnize a~a under~tan4 etatet an4 implieQ relationsbi;o. exaaple - Why flit ___ happea? ?s Abilit1 to usd descriptiv~ word~ pro:p3~l7 exaaple - Which word be~t tleaoribeo 80 To reccgniz• mood or tcne ot a selection ? example - Which word beat 4eecribos how Mro Smith teele? -~i. 1\1~) . . . . . . . . . . .. . . 105 TEST BOOKLEr Will's dog had six puppies. They were brown and white. A. How many puppies were there? 1. two 2. three 3. five 4. six WAIT Mr. Black likes his little red car. "You look like a toy car, :i he said. "fut you ny like a 'bird! So I will call you Red Bird. :, 1. What did Mr. Black's car look like? 3. Whic1' word best tells about Mr. Black'::; car? 1. fast 2. strong 4. old 4. What is this story mainly about? "; ';i. Mr. Black 6. How Mr. Black's car its. name. got 7. Mr. Black and his car. 8. Red Bird 5. How did Mr. Black feel about 1. r-'lr. Black his car? 2. a bird a toy a red fly 2. Mr. Black's car was red am 5. big 6. shiny 7. .black 8. little 1. He thinks it goes too fa.st. ') '-• He th.inks it 1 s nice. 3. He thinks it is pretty. 4. He thinks it goes too slow. 106 Tom ran to the store. He got so candy an:l a paper. He gave forty cent to the man, and ate the candy. It was good. Then he went home. 6. What did Tom buy? $. gum '6,. books 1;. nothing ~. candy 7. How did Tom feel when he ate the candy? 1. f:ci..ghtened 2. happy 3. sad 4. surprised 8. Which one of these th~s happened first? 5, Tom ate the candy. 6. Tan gave the money man. to the 7. Tom went to the store. 8. Torn went home. 9. What is the best title for this story? 1. Going; To 'I'he Store 2. Eating Some Candy 3. The Man At The Store 4. Helplne; Motbe:r • 107 llote to teacher OBJEC'.:.'IV::s BEITi im PRACTICE 'i'EST FIVE 1. ~his lesson i n troduces the for ~a t used in tcstin5 t h e chil dr en 's knm'lledce o! spelling . Knowing l10H the questions are asl:ed, the c l, iL:rc:: will be better able to show what they know on a spelling test. 2. For the first tice, the skill of guessing is introduced. On the spelling test, there are only two possible answers, right or wre ns . Even if a child has no idea what the correct answer is, he has a fifty per cent chance of getting the answer right if he guesses. The tcrnt-wise individual knows it is c.1.lways wise to guess. i:nlf the tine he will get credit for an answer when he does not know the information. 11is score will be hic;her because he guessed while t h e c::il (;. vrho does not know how to guess will not have t he adv;intage of t he higher score. It is ioportant to teach the child..ren in your clo. .ss t::n t it r.1akes sense to gue.::;s. (In later tests, tl~e children will lea r:-i. l1 ow to gue.::;a when there arc three or ~ore answer choices, a situation de~anding core skill in quessing t han a two option answer.) 3. This test is purposely very lo~g, with nany questions. Its a in is to teach the children not to beco::'.e worried if they t !1ink they will not be able to finish all t he questions on a test. Tests are ~ade to be used in rmltiple i;radcs. T11e tests have to be long so that t he older children will have enough questions to answer. Tests are constructed so that only the able students in the higher grades will be able to cocplete all the questions. Some children panic when they realize that tine . is running out and they still have nany questio~s to finish. It is still ~ossible for a child to do well cv~~ r1ot if he has~answered all of the questions. When children know this, t hey relax ~ore and are able to !unction better as they approach the stoppi~g ti=~· ! ·,: 108 TEACHER'S MANUAL C-Pasa out a t$st bookl.et, earker, and anewer aheet to each child.) DID YOU PLACE YOUR AJlSWER SHEET NEXT TO TJIE HAMD YOU WR!TE WITH? TODAY WE .\RE GOING TO LE.-.Rt: .\BOUT SPELLING TESTS. REMEMBER I TOLD YOU TH.\T TRK SAME.-TEST IS GIVEM TO CRILDR.Erl IN MORE TIHN ONE GR~DE. THE TESTS YOU WILL T.tKE ARE MEANT FOR THIRD GRADEIW .AND FIFTH GRADERS ALSO. SOMETIMES, IN ORDER TO MAKE THE TEST !!.\RD B~OUGlI FOR FIFTH GR.AD.ERS, TH.ERB WILL BE MORE QUESTIONS ON THE TEST THAN YOU WILL HAVE Tl}lE TO ANSWER. DON'T WORRY IF YOU C.\NllOT FINISH ANY TEST. JUST \iORK AS QUICKLY A$ YOU CAN, NOT TAKING TOO LONG ON ANY ONE QUESTIC)N. IT IS POSSIBLE FOR A FOURTH GRADER TO DO VERY WELL ON A TEST EVEN IF BE OOEStf'T .FI!USH ALL THE QUESTIONS. I DO UOT ALWAYS EXPECT YOU TO F!IUSH ALL THE QUESTIONS BECAUSE THEN THE TEST WOULD NOT BB HARD ENCiJGII FOR YOU W1IEN YOU ARE A FIFTH GRADER. TODAY'S TEST WILL PROBABLY BE TOO LOUG FOR MOST OF YOU TO FI!TISH. DO AS H.ANY QUESTIONS .\S YOU CAN AHD DO TREJ.t AS QUICKLY AS YOU CAN. !F YOU COME TO A HARD QUESTION, 14.AICE A GUESS .\BOUT THE ANSWER AND Fll,L TIIIS GUESSED ANSWER CIRCLE In.. TIIEn WRITE THE QUESTION 1JUMBZR DOWN OU YOUP. HARKF.R. IF YOU R.\ VE TIME AFTER YOU HA VE FINISHED .\LL THE QUESTIOHS 9 YOU c . rn GO BACK TO 'fHESE HARD QUESTIONS AIID SPEND MORE TIME TRYIUG TO FIGURE TIIEM OUT. IF YOU DON•T H.\VE TIME TO GO B.\CK .um CHECK THE ANSWER t YOU STILL H.\ VE A PRETTY GOOD CRANCE OF GETTnm 'l'RE ANS~.ER RIGHT BECAUSE ON THE SPELLING TEST THERE ARE ONLY TVO POSSIBLE CHOICESo IT I.S ALWAYS A GOOD IDEA TO GUESS VI!EN THERE ARE O?lLY TWO ANSWER CHOICES. R.\LF THE Til'iE YOU WOULD BE RIGHT .um HALF THE TIME YOU WOULD BE WRONG IF YOO GUESSED~ THEN YOU WILL F.AVE MORE QUESTIONS BIGHT ON THE WHOLE TEST,. TODAY'S TEST \:/ILL SIIO~,J HOW WELL YOU CAN RECOGNIZE WHETHER A WORD IS SPELLED RIGHT OR WROUG. 109 "READ EACH SE.'NTENCE AND DECIDE WHETHER THE UNDERLIUBD worm rs SP.:GLL:ID RIGfi'l' OR \JROt:G. FILL In T Hf 5'?11.CJ;; WITH THE 1R t Ill IT IF YOU THIHK TttG \'iC:R~ lS SPELLED Rra=, F)"1' .,.N TIIE S'P\C'!:" '·!ITH - .t:\.1 . • __ ._ .. - , "" r, TH.i:. 'lJ' IN IT IF Y(,,:; THIJ"::~ T!IE WORD IS SPELLED W.RONG~ PL."-CE YOUR M.\RK.ER SO THAT ONLY SAMPLE ITEM .1,. CA~ BE' SE,! A u>::x AT :'tB V~PT.\ 'l'!L\T IS mmERLIUED. DOES IT L(,C& t JXJ;; TT !S SPELLZL R:::Jil' •.: O'Q W~Ol\ U? ( G~~l.:!. ,;1'.., c l'\i .!. d. for the ana111er .. ) GOOD.. ':r-E.~ 1JORD \-l ~V.E" IS SPELLED WRONG .. (hay) TB.E ''II' SF1iG~ TS FILLED JN Sb(. ~U S:.: ~:RE WORD THAT IS UUDERLHWD ~ THh VOl'W ?,\'f'?r. :i:,'3 SPELLED ~rnONG. TO w ~R.I( (t,U re i{[ '( on THIS TES'l' ' IT IS BEST TO LOOT{ A 1' ';:};i; [i'TT;,~Ln~ WRONG ON THE ANt'!A'l:J< SHEF.T AND GO ON' TO THE NEXT QUES'l1ION. IF IOU THINK '!'HE 1.iORD IS SP:CLJ.,ZJ RIGRT, ~THOUGH, YOU MUST ALWAYS READ T"!Te SENTENCE. SOMETIHES A li/OP.D TIB.T H..\S TRE SAHE SOUND CAN BE SPELLED IN TWO WAYS. liTE CAN SZE THIS IN SAMPLE ITEM B. LOOK AT THE WORD. · DOES IT LOOK LIKE IT IS SPELLED RIGHT OR \iRONG? (Call on a ehild !or the anaw~r~) YES~ K-N-0-V IS THE Ti, ·:-. THEN WE MUST READ THE SEllTEUCF. .. READ SILENTLY W!!ILE I READ THE SENTENCE ALOUD. 11K1lOW, YOU CAN'T GO .. " THERE 1S MORE Ta,\N ONE WAY TO SPELL THE WORD NO,. YOU MUST USE !f-0 IN TH.!S SENTENCE, NOT K-N-0-W .. K-N-0-W is WR6NG ,BECAUSE IT MEANS ro RECOGNIZE, TO BE FAMILIAR WITH .. SINCE THE SENTENCE USED '!'Ira WONG . WORD SAYING N0 9 YOU SHOULD FILL IN TKE SPACEWI~R THE 1W' IN I!r., FIL:t. !N QUESTION B, .\NSVER W. REMEMBER, LOOJC AT 1'lm UNDERLINED WORD FIRST .. IF YOU THINK IT IS , .. 4 110 SPELLED WRONG, MARK THE 'W' ON THE ANSWER SHEET. IF YOU THINK IT IS SPELLED RIGHT, YOU MUST READ THE SENTENCE TO SEE IF 'I'HE CORRECTLY SPELLED WORD FITS THE MEANIHG OF TIIE SENT.ENCEo GUESS U YOU DO NOT KliO'W THE ANSWER BUT NOTE THE QUESTION NUMBER ON YOUR M.\RKER .. NOW WHEN I SAY BEGIN, YOU WILL START THE TES'l' .. REMEMBER, LIKE .SOME TESTS, THIS ONE I.S VERY LONG.. .! . DO NOT EXPECT YOU TO F!NISR ALL THE QUES'?IONS. YOU WILL DO "1E'LL FOR A FOURTH GRADER EVEN IF YOU .DO NOT FIUISH ALL TllE QUESTIONS. BEGIN. Start timing and reeord the tine on thi8 line A4d 5 minutss ani recora the t±ae on this lina starting tine + 5 .ie the child.r~n are working, check the following things: l .. Do the;r see1.1 to be reading only the underli.nod words first? 2. Ar~ they guessing on hard queations and marking thos$ que~tione down on their pja:r.ker ·to eoae back ·to later.. Or are the:r apend.ing a long ti~e on l que~tion. If so, suggest that they guees, note the qucetion nmsbar nown on their ~ark&r, and gove on to the next question . 3Q If ths ohildJ:$n ha.Ye ma~ked a qu~etion aovn on their aa.rker to ... - ---·-··-------- • . . ' .... . • t i 111 (After five (5) uinut~s. say:) STOP. TI!IS L3 T!!E mm OF ~CD.\::' 1 Z :'ZJT. HAKE SUR:;; ALL YO'tm LIHZ TIIROUG!: T!IE r:zr; 1;11.:;:n:n. QUESTION I\, ANS:iAR ii. QUESTIOU B, ... ;rn t.fER ',J. QUESTIQ;, 1, A~,31,;/ER 'J. QUESTI01l 2, .A.1iSi.'ER w. QUESTION 3, ;..~S:JZR R. 4 ... w 10. \1 16. 'i 22. \,J 28. R 5 . .. 'iJI 11~ R 17. w 23. "ii 29. R 6.: R 12. \I 18. R 24. w 30. \i 7. R 13. R 19. w 25. R 31. R 3. w . 14 .. R 20. R 26 • V 32 .. 'J 9. w 15. \:I 21 .. R 270 . W 33, R 34. \l 35. w COUNT '.t'IIB NlJHBER YGU H., VE COilRZCT. \.':2I'l'.E THAT rrmrnER NEXT TO '.i:'1:E CTBS. :: (roint to CTBS on the right hand ~ide of te3ta) REM~M'BEB, I DID NRT. YOIT CAN I'iln) 1'Q ·ANSltlm. .VO NO'l' RJUD Ttm lilIOLJ: S1'0l?Y 1'0 l"Dm 1'D Ar.YSWD 0 -~ .Q> TO TQ S&V!'DC!: 1'IU1' VILL A.RSWD TD Q~ION' • IF 1'Dil IS A ~.ttr, tlOJm, R.lU.ll IT ONLY ll' YOU N-.u:D TO DOV IT 1'0 USWJm TRZ Qtrns1'ION. l)O ?017 R»mMmcz WJL\1' TO DO ,IF YOU COMX 1'0 ! H&.RD QUESTION? WlUTE !!Di . N'OM.Blm OF 1'1LU.' QUX.S1'ION DOWN ON YOUR MARK'RR.. ~ ?Ot1 CJ.N LOOK Af f!ll~ QtlEST!ON AGA.IN IF rou .ILl VB 1'.Dm ilTD YOTJ 11.l vx J'INISBED A.LL :t'aJt QtmsrxoNs. An'lm JOU BAQ WRITTD TD NUM.BJR OF TD lIABD Q!JMnO?r DOW ON ro ~ :.t.~, LOOI BACK Af Tim RARD QUXSTION .\.ND 1'liY 1'0 GlmSS TD 4.ii.mr- -~4~. DOlf•~ CBOOS3 AN ANSlflm T.lU.T !OU KNOW IS WRONG. ClIOOSE li'ROM ~ OQs !JUr .A.U L.KFT. B.N S1JR:S TO GtmSS A.N 4llsntl TO TD B'A.RD ~~:l'IOlf Bln"ou GOING 1'0 1'lm lBXT Qtm.S'l'ION. ' !ot, C-'l.Pl DO lrlm.L 011 fBIS 1'1£81' ll' ?017 RJUD ff:! S'fO.RY QUICll.! 11 i1Qn .84cn QUBSi'ION C.ARllFO'LtY A.1'1> GO lU.CJ: 1'0 1'Jm SD1'Deli DI TD STORY ~f CJins fn _ •ev.a. IJ' IOU B'.Sa.D TD VBOLJ: Broll OVIR .AGAill TO .rnm fl?li ANStfG, l'01J VILL WAS1'B TOO MUCB fIO. IP YOV l"OLI.OV TBI.S .ADVICS, !017 C.4N DO YBLL OJf 1'BI.s 1'lfS'? fflN D' rov · . Do WOT FIBISlI ALL 1'BJ: QUXSTIONS. lUCMDlJ.G, I DO il01' UPBCT rot)' -- --:- ~ ~- · · - ;"· # . .. · · -·--· - ... - - .·· ·· _,,..,.4.- ·-···- ·- -":'- ·- --!"~- -·-- -· ··~--- --- --.-·-:- - -:·. ..,..,, "( I ,. , I :::'• : • j' I '" ' .. ' \: ! ~:"'. ' .,.I I "·~ ' ' " t :;~ j , ... ' :::i j fill I ,,., . J111 I .]:!i ; TO FINISH BVXRY QUESTION ON EVERY TEST. OLDER CHILDREN WOULD .Bl!il~ llPECTED TO FINISH THE QUESTIONS. !OU MIGHT NOT BR !XPECTXD TO FINISH. RJJ:MEMBER, TROUGH, THAT IF YOU DO FINISH ALL THE QUESTIONS, YOU SHOULD 00 BA.CK .lND READ AND ANSWER ALL THE QUESTIONS OVER AGAIN. IT IS IMPORTANT TO CHECK YOUR WORK TO Sll IF YOU HAn MADE ANY MIST.A.KltS. LOOK .A.T YOUR MARKXR TO SU WHICH QUESTIONS YER.& R1RD FOR YOU. CR.!CK OVXR THESE HARD QUESTIONS THAT YOU HJ.VE WRITTEN ON YOUR H!BKER. NO\i YOU CJ.N SPEND A LOT OF TIME ON TH.ESE QUESTIONS. YOU KNOW THAT YOU RA.1/3 A.NS'tf!:R~D .\LL THE EA.SY QUESTIONS ON TD TEST ALREADY. YOU WON'T BX SPENDING TIM.EON IURD QUl!!STIONS A.ND THKRRFORE NOT lllV1!: TIME TO AHSVKR EASY QU:!STIONS THAT COME LATKR IN THE TEST. (GiTe cu~ t~at booklets.) lltTD CJ::Ii!>r,J.LL-Y. 'G'HI~ J: GIVE ?OD '!'RS Dll.XCTIO!lS FOR THIS TEST. READ THE STORY. Tmlli READ TD ITEMS Bn.0W IT. CHOOSE THE BEST .ANSWER ro.R ::U.CH ITEM. TlmN FILL IN THE SPACE THAT GOES WITH TH.I': .AJlS'ilm YOU CHOOSE. READ TD STORY M..UUCXD SAMPLE J.. LOOK UP AT MX wm:N YOU RA VE . FINISHED. (Poi~i to tke ator~ aarkei aaaple J. i• a test booklet.) (Wll.ea the chilcr•• are all tiaiakei reaii•g, ma~:) MOW llA.D SJ.MPLX IT~-! A. AND FILL IN THE SPA.CE ON YOUR A.NSWXR SHUT TllAT GOXS WITH THE .lNS'tiXR THAT YOU CHOOSE. (Poiat to tk• seotioa oa tke aa.ver aaeet that the ckild.r•• vill be aarkiag taeir aaaw•r• ia.) (illow esougk tiae tor all atuie~ta to reac tk• ample it•• &A4 nark tkei: aaawera. ne !~llowi•g i• a 00p7 of ta• aat1pl• atoltJ" a111fl c:,ueatioa. Pa'lll keara ta• olaag of a truck. He oaitl "Tll•r• auat b• a !ir9." 115 .l. Vllat 11a~• tll.e clallg'l 1. A polio• car 2 • .l •oaool b~• '.· .l bic7cle i. .l :tir• track YOU SHOULD RA.VR FILLXD IN Tlm SPACE THAT GOJW Vr.L'R ~JU WORD~ tq) 11 "'.A F:O:U: TRUCK," BECAUSE Tll.K STORY TALKS ABOUT .A. FIR.X AND THE FIRE TRUCK WOULD BE GOING TO PUT OUT THE FIR:~ PROBABLY. DID YOU MARK QIJ:SST!ON h l.NSkfER 4? DO NO? ST.ART UNTIL I TKLL YOt!' TO DO SO .. RliD Tim STORY QUICKLY, AND ANS\ill EVERY ITXM 1 Bl!:GINNINO WITH IT!:M l. il'Tlm YOU RlW) A Q.UESTION, I? YOU DO NOT KNOW THE .lNSWER, GO UCK TO THX SENTENCE IN THE STORY 'l'l!AT HKLPS YOU FIND TH!: .lNSVER. DO .!i2! REREAD THJ!: WlIOL!: STORY. FOLLOW THE DIRECTIONS AT THX :SOTTOM OF RA.CH PAGE. lilmN YOU COHX TO Tll ~ORD "STOP", GO BACK AND CHECK YOUR \iOIUC AND ANY RABD Q.~S"..CIONS YOU NOTED ON YOUR MARKXR. YOU WILL HA.YR 15 MilfUTES •ro DO tH!S 'r:!ST .. A.RX TliERE ANY QUESTIONS? (Angve:r si- .n:y 41S.•atio••·) FIND TirE gTr)RY BELOW THE SAMPLE !TD. NOW .mm NUMBER l 0!! !OUR BEGIN. (Btatrt tizai:ag. a.ad rooora th~ ti:H oa tliis .li••: nil~ tke 81aiJ O loRg Oli ta~ first rea.dillg of t>u, ct017 • .h~otll'a{)\t ~ig to akiD a•• g•t tk8 ge~•~al iiea. Jo AB.'$ ekili i2 r~r&asiAg tko •2ttre •tory to fiail all UUiN~r. S1ti~~in8 for auR:n:~~• ia la.a.rs to io •-' will take praot~~•. · £t t£o atoppilag time A7~ STOP. TRIS rs TD DID OF TRX RBADING COMPRmmNSIONS T~T.. nu ST1!UI TRAf ALL YOUR KA.BXS JJl~ HlU.VY AND DARK !l'iD Tll'? YOU RA.VB CCMPIJST~Y --- . ' • I I . ·. ,., '., :, 'j " " " !i 117 NOY WJ: V-ILL COID:l!CT Tli:S TEST. !F YOU HA. V:S AN ITEM WONG, PUT L~ A LINl!: THROUGH TH!: ITEM NUMBER .. QUXSTION A, .ANSVXR 4 .. Q'O'ESTION l, .ANSWER l .. QUESTION 2, .ANSWER 6 • Q~TION 3, ANS'WXR 3. 4, .5. 5, l. 6, 6. 7, 4. 89 8. COUNT TRI NUMBER YOU HA.VE CORRECT. WRITK TH.AT NUMBXR NEXT TO 'fll CTBS. (Poiat to CTBS oa the rigkt hani 6i«e ot tk• aasver ~octioa.) ?BIS WAS~ Vlm! HARD TEST. I AM PROUD TIU.T YOU DID YOUR :inY BBST. R:B:MEM,83R 'l:BJ.? I DO NOT X.U'!:CT YOU ·ro a~ EVERYTHING RIGHT ALL 1'D '!!MX. I JUST ii A.NT YOU TO DO 'l'lIE VER? BXST JOB TH!! YOU CAll DO .. I? YOU TRI .!OUR m:sT, YOU VILL ALV.AIS DO WELL ON TltSTS .. VE '!/ILL PRACTICE MORE NEXT i!xmt SO TH.AT IOU VILL DO BETTim ON r SAMPLE .Ai be low. Read the story Paul h6ard tho clang of a · truck. He said "Th~r·e must be a f1re.' 1 Now read Sample Item A and flll 1.n the space that goes with the answer you chcose. A. What made the clang? 1. A police car 2. A school bus 3. A bicycle 4. A fire truck WAIT Martin Luther King Jr. was a very great man. Ho was born 1.n 1929. He helped Blacks set their rights. He started a bus boy- cott in 1955. He led a sit-in in 1964. Then Blacks cou-ld eat wherever they wanted to eat: He led a march in 1965. Then ~O more blacks could vote. Sometimes, he was put in jail. He was put in jail because he protested bad laws. Martin lllther King sain "r L5 have a dream." His dream was that all men should be equal. I' He got a very important prize, the Nobel Peace Prize, 1.n 1964. ~o He was killed in 1968. He was 39 years old. READING COMPREHENSION 118 1. 2. 3. 4. When was Mar~in Lutber King born? 1. 1929 2. 1955 3. 1964 4. 1968 K.1.ng was important because 5. he helped Blacks go to school 6. he helped Blacks get equal rights 7. h€ helped Blacks get out of jail 8. he helped Blacks win pr 1.ze i:; Which happened f .1.rnt '? ' l. prize , • . : 2 • . s1t-1n 3. . bus boycott '' ::i .. ,, 4. march •, I '" Why did King lead a sit-1n? 5. 80 Blacks could eat any- where 6 •. so Blacks could vote 7. so Blacks could dream 8. so Blacks could sit any- where on bus sea GO ON TO lHE NEXT PkGE 5. K1nE thought 1t was 1.mpor- tant .to 1. vote 2. w1.n 3. d rs arn 4. eat 6. What ~a id K1.ng th1.nk of some of the laws? 5. They were very fa1.r. 6. He was aga1.nst them. 7. You should be able to sit any\~here on a b.us. 8. Vot1.nE \-Jasn'.t 1mportant. 7. In 11ne s 14 and 15, the words " I have a d re am 11 mean 1. I sleep 2. I sa1d 3. I equal 4. I hope 8. K1nE won the Nobel Peace Prize be ci:i use 8· He was f1rst to protest. ti. He was nobe 1. 2. He found peace. '8. He won more rights for B'.1.§lcks. READING COMFREHENSION . 119 -..- ... ...,. .. , &:J'W F 1 lolliMl1 ,.:,,.-. . STOP . . . . . ., ' . :· j ' , • I ,,, '" :; j 120 Mote to teack•r OBJECTIVES BBBIND PRACTICX TEST SXV!:N ~. Tais teat iAtroaucea ta• two ci!feroat t7p•& of fonat uaei i• queatio•• ieala vita pu•ctuatio•; tae ••cos«, with eapitalizatioa. 2. Tae puactuatio• teat is too loag •••·ia ai••• at giTi•g tko it t~•: co aot tiiisa. ~or••~ wkick akoula b• capitalizei a•• aot to worry about co•pre- ., . ( ,, ' ,, . ' ' ' ' '' . . , ! I ' I . ' : ' : . : " . J ~ -I ~ '" ::: ); 121 TEACHER'S MANUAL L2\ (Paaa out a aarkar, a•sver &keet, aat teat to aaeb chili.) DID YOU PLACE YOUR ANSWER SHEET NEXT TO THE HAND YOU WR!~E WITH? TODAY WE WILL TAKE TWO DIFFERENT TESTS. THE FIRST TEST WILL TRY TO FIND OUT HOW MUCH YOU KNOW ABOUT PUNCTUATION. YOU WILL HAVE TO KNOW 'a'HEN TO us~ A PERIOD, COMM.A., OR O.UESTION MARK. THE SECOND TX.ST WILL TRY TO FIND OUT IF YOU KNOW WHEN TO USE CAPITAL LETTERS A.ND WHEN NOT TO USE THEM. THE FIRST TES'! YOU WILL TAKE IS A VERY LOMG TEST. I DO NOT EXPECT YOU TO FINISH A.LL THE QUESTIONS. YOU WILL DO WELL ON THIS TX.ST IF YOU WORK C..lRE.FULLY AND DO WELL ON THE QUESTIONS THAT YOU DO FINISH. FIFTH AND ESPECIALLY SIXTH GRJ.DERS SHOULD FINISH THIS TXST, BUT NOT ALL FOURTH GRADERS. LIS~!:N CAREFULLY WHILE I GIVE YOU THE DIRECTIONS FOR THIS TEST. ITEMS l THROUGH 9 WILL SHOW HOW WELL YOU CAN PUNCTUATE SEN- T~CES. ll\D nca S:ENT~NCE AUD DECIDE~~~ A PrRIOD, A COM..'U., OR A QUESTION MARK IS NEEDED. THEN FILL IN THE SPACE THAT GOES WITH THE ANSWER YOU CHOOSE. IF NO MARK IS NEEDED, FILL IN THE SPACE THAT GOES WITH THE WORD "NONE. 11 k RE.\D SAMPLE ITF.M A SILENTLY WHILE I READ IT ALOUD. "SHE IS COMING K~ Y 14- l.':J'l? •" DO VB NE.ED A PERIOD ANYWHERE? (Cal~ oa a ckili to gi•• th• aa5wer) 3'l 4~o••> tf01 WE DO NOT ~EED A PERIOD BECAUSE THE PERIOD AT THE END OF THE SENT.ENCE IS ALREADY MARKED IN. QUESTION A, ANSWER l IS NOT CORRECT. DO WE NEED A COMMA'? (Call oa a eaili to gi•• ta• ••sver.) ' · : ;! :· , · ': : ; I . '' ' ' 122 THAT'S RIGHT. WE DO NEED A COMM.A.. THER_E MUST ALWAYS 'BE ). COMMA . f3) BET\iEEN THE DATE AND THE YEAR. THERE SHOULD BE A COMMA E.ETWEEN MAY 14 AND 19?7. YOU S~OULD NOW MARK IN QUESTION A, ANSWER 2. LET 'S LOOK AT ANSWER 3 EVEN THOUGH WE HA VE ALREA.DY MARKED THE CORRECT ANSWER ON THE ANSWER SHEET. DO \iE NEED A QUESTION HARK? DOES THE SENTENCE "SHE IS COMING MA..! 14, 19??" ASK A QUESTION? (Call oa a ehil• !or ta• aaaver.) NO IT DOES NOT ASK A Q.UESTION. THEREFORE, WE DO NOT NEED A qUESTION MARK IN THIS IT.EM. LET'S LOOK AT ANSWER 4. THIS ANSWER SAYS NONE. IT MEANS TH.AT THERE A:RE NO MISSING PUNCTUATION M.lRKS IN THIS SENTENCE. · BUT A COMMA WAS MISSING SO THE A.NS\i!:R COULD NOT BE 4, NONE. NOW DO ITD1 1 BY YOURSELF AND FILL IN THE SPACE THJ.T GOES WITH THE ANSWER YOU CHOOSE. (Allow e1ougk tiao for all atuie•t• to reaa th• aaaple it~• a•• aark tkeir aa.wera. Do ~ot reai the it•• aloui. Ta• it•• is repeatea below. l. My !ri••• kas a••~ ball l. 2, 3? 4•o•e ) YOtJ SHOULD HAVE FILLED IN SPACE "l" BECAUSE A PERIOD IS NEEDED AFTER THE END OF THE SENTENCE. DO NOT START WORK ON THE TEST YET. ARE THERE ANY QUESTIONS? IF YOU DO NOT UNDERSTAND WHAT YOU ARE TO DO, RAISE YOUR HAND. DO NOT START UNTIL I TELL YOU TO DO SO. WHEN I DO, YOU WILL CONTINUE TO ANSWER EVERY ITEM, STARTING WITH ITEM 2. STOP WHEN YOU COME TO THE WORD "STOP" AFTER ITEM 9 OR WHEN I TELL YOU TO STOP. THEN I WILL GIVE YOU DIRECTIONS roR THE NEXT PART OF THE TEST. YOU WILL HAVE 3 MINUTES TO DO THE FIRST PART OF THIS TEST. ARE THERE .; ; : : ; ~ . ' : : i : : ~ ' . i . '1 .. I ,. ,, :i ;: l ? .; --- ANY QUESTIONS? ( 4) (A:aswer a•:r que'.tio1u,.) FIND ITEM 2 IN YOUR TEST BOOKLET. NOW FIND ITEM 2 ON YOUR ANSWER SHEET. BEGIN. Starting ti:110 ;+3 Stoppi».g ti•• 1. Are a•y ehilare• a•sweri•g questioaa raatoal:r, not trying to work oa ta• que.tio•a1 So•• chil«rea will io this ratl\er tha• aake the effort to an.wer questions. Encourage t .hea to tr,- their beilt. Evea getti•g a fev queatioas rigl\t ie b~tter taa~ •ot tr:ri•g at all. 2. Doea tae ehil«r••'• work show that tAey uaierstani the iireotioas? Do a•:r chilcrea aeei !l:2..rtner work on this type ot questioa? At tke stoppiag ti••, say:) STOP. THIS IS THE END OF THE PUNCTUATION TEST. ITD!S 10 TRROUQH 16 WILL SHOW HOW WELL YOU CAN USE CAPITAL LET"fERS. READ EACH SENTENCE AND DECIDE ~RICH PART OF THE SENTENCE HAS A WORD THAT NEEDS A CAPITAL LETTER. EACH OF THESE SENTENCES IS DIVIDED INTO Tl!REE P.1RTS. IF A WORD IN AUY PART NE.EDS A CAPITAL LETTER, FILL IN 'l'HE SP-4CE THAT GOES \'ITH T.HAT PART OF THE SENTENCE. IF EQ WORD IN tm: SENT~~CE NEEDS A CAPITAL LETTER, FILL IN THE SP.ACE THAT -GOES WITH TH:! WORD "NONE .. " FIND SAMPLE ITEM 10 Il'f YOUR TEST BOOKLET. READ SILENTLY WHILE I READ ALOUD. "I LIVE IN W.AS.lllNGTON, D.C. 11 :: ; . '! ' ,, .I ' ' ' i 124 (Que.stio• 10 aa it appears ia the test booklet is aa follows: 10. I liYe ill waslti:agto•, I D.C. No•• .5 6 7 & ) DOES THE PART OF THE SENTENCE HARKED 5 NE.ED A CAPITAL LETTER? A CAPITAL LETTER IS NEEDED AT THE BEGINNING OF A SENTENCE BUT THE FinST WORD IS CAPITALIZED SO A CAPITAL LETTER IS NOT NEEDED HERE. . + /1 THE WORD I SHOULD ALWAYS BE CAPITALIZED AND IT IS CAPITALIZED, SO A CAPITAL LETTER IS NOT NEEDED FOR PA~T 5. DOES THE .PA:RT OF THE SENTEUCE MARKED 6 NEED A CAPITAL LETTER? {Callo• a chilli to giTe th• a.nsw•r.) \,• 1, T!UT 1 S RIGHT. THEW IN WASHINGTON SHOULD BE CAPITALIZED BUT { 5) IT ISN 1T. MARK QUESTION 10, ANSWER 6 ON YOUR ANSWER SHEET. A CAPITAL LETTER WAS NEEDED BUT WAS NOT USED ON THE WORD WASHINGTOlf. NAMES OF PEOPLE AND PL.lGES SHOULD BE CAPITALIZED. EVEN THOUGH WE HA.VE MARKED THE CORRECT ANSWER, LET'S LOOK AT QUESTION 10, ANSWER 7. DOES THE PART OF THE SENTENCE MARKED? NEED A. CAPITAL LETTER? NO. D.C. IS ALREADY CAPITALIZED. LET'S LOOK AT QUESTION 10, ANSWER 8. NONE COULD NOT BE RIGHT. WE FOUND TJIAT PART 6 NEEDED A CAPITAL LETTER. DO NOT START WORK ON THIS PART OF THE TEST YET. WSEN YOU DO THESE C}.PITALIZA.TION QUESTIONS IT IS NOT IMPORTANT TEAT YCU UNDERSTANO EVERY WORD OR EVEN THAT YOU UNDEFST.t.ND WHAT TRE SENTENCE MEANS. DO NOT SPEND A LU1' OF TIME REA.DING T!:IE SENT.ENCE. JUST TRY TO FIND A PA.RT THAT NEEDS A CAPITAL. LOOK FOR N.lMES .AND CHECK THEM. SEE J:F THE . BEGUJNING OF THE SE?lTENCE IS CAPITALIZED. BEMEMBER, YOU ARE BEING ASKED TO LOOK FOR CAPITJ.LS 1 NOT .ASKED TO UNDEaSTAND THE SENTENCE. DO NOT W.ASTE TIME TRYI!iG TO UNDERSTAND WilAT YOU HA VE READ IF YOTJ CAN FIND WHERE THE CAPITAL IS NEEDED. _ 125 NOW DO ITEM 11 BY YOURSELF AND MARK !OUR ANSWER. (Allow eaough tiae for all stuients to real the saaple item aAa aark their answers. Do aot reai the ita• alout. Question 11 aq it appears iA tae test booklet is as follows: Da:a. .. 3 ) YOU SHOULD HA VE F:LLED IN THE CIRCLE WITH THE 11 lt,n :l:N IT. PiRT l DOES NOT NEED A CAPITAL. YOU NEED A CAPITAL .AT THE BEGINNING OF A SENTENCE AND THE CAPITAL IS THERE. PART 2 DOES NOT NEED A CAPITAL. THERE IS NO WORD THERE THAT NEEDS A CAPITAL. \\ ,,, THE WORD D.\N IN PART ·3 SHOULD BE CAPITALIZED BECAUSE IT IS A NAME. THE DIN DAN IS CAPITALIZED AND SO PA.RT 3 DOES NOT NEED A CAPITAL. THEREFORE, PART 4, NONE, MUST BE RIGHT. THERE ARE NO C.\PIT.ALS NEEDED AND .SO THE ANSWER IS NONE. All.E THERE ANY QUESTIONS? IF YOU DO NOT UNDERSTAND WHAT YOU ARE TO D0 1 RAISE YOUR HAND. (Wke• ~ou are sure that all stuieats unaerstant the iireetiona, say DO NOT START UN'rIL I TELL YOU TO DO SO. WHEN I DO, YOU WILL CONTINUE TO A1'TSWER EVERY ITEM, STARTING WITll ITEM 12, UNTIL YOU COME TO THE WORD "STOP11 • YOU WILL HAVE 3 MINUTES TO DO THIS TEST. ARE THERE .A.NY QUESTIONS? (Aasver all questions.) FIND ITEM 12 IN YOUR TEST BOOKLET • • NOW FIND ITEM 12 ON YOUR ANSWER SHEET • . BEGIN. Ai• 3 •iaute& an« reeori the ti•• o• this liae: Starting ti•• +} X, . _H _ j _ _ J...?- .. 126 (7) 1. Taa ehiltire~ &Aoult o»l~ be looking for places tkat •eat capitals. Stop any chiltre• who are struggli1g to reai a wort or tryiRg to aake aease out o! a se•tenee. 2. Re•i•« ehiltr~• thats•~• to be stuek on oae queatioa to aark ao~a tke nuabers of hart questions o• their aarker, guess the answer, a~• eoae back to tke hara question after they haTe eoapletei all tke others. ' 3- .Are the c:hil4irea usi21.g':their aarkers eorreetl;r? At the stoppiAg ti••, sa7:) STOP. THIS IS THE END OF THE CAPITALIZATION •rEST. MAKE SURE THAT ALL YOUR MARKS ON THE PUNCTUATION AND CAPITALIZATION TEST ARE HEAVY AND DARK AND THAT YOU HA VE COMPLETELY ERASED ANY MARKS THAT YOU DO NOT WANT. ,· NOW WE WILL CORRECT THE TEST. IF YOU HAVE AN ITEM WRONG, PUT A LINE THROUGH THE ITEM NUMBER. OUESTION A, ANSWER 2. 6,5. 12,5. QUESTION 1, ANSWER 1. 7,3. 13,2. QUESTION 2, ANSWER 8. 8,8. 14,7. 3,1. 9,3. 15,3. 4,6. 10 ,6. 16,7. 5,4. 11,4. COUNT THE NUMBER YOU llAVE CORRECT. WRITE THAT NUMBER NEXT TO THE CTBS. (Point to CTBS o~ the right ha~• siie of the aAs~er seetioa.) DID YOU WORK HARD ON THIS TEST, DID YOU SHOW HE HOW VERY WELL YOU CAN DO WHEN YOU TRY? WE wILL PRACTICE MORE NEXT WEEK SO THAT YOU WILL DO BETTER ON TESTS. 127 TEST BOOKLET, Sii.1,1,,PLE ITEM A. ' • r>. l. 2. 3. 4. 10. 11. 12. 13. 11+.. 15. lC. She 1.s com1.ng II.a y 14 1977. i=. ?-ly mother 1.s Mrs. Hall. _,. 1 • 2 ' 3 ? 4 Nonli 1 • 2 • 3 ? 4 Nono My fr1.Eind has a new ball 6. His nal:le 1s John T Jones. 1 . . 2 3 ? 4 Nona 5 • 6 1 ? 8 None ''Do . you 11.ke my doll ?11 asked 7. Wbat do you want Jane. 1 • 2 ' 3 ? 4 Nona 5 • 6 t 1 ? 8 None 8. I 11.ke candy, cake• and m1.lk. lt.r Brown ia 1n school today. 5 • 6 , 7 ? 1 . 2 , 3 ? 4 None 9. What 1. 8 your name . Tha flag blus. 5 • 6 ' My dad's 1 l. a red wh1 te, o.nd 7 ( 8 None 1.n was~1ngton, I D.C. 7 Dan. I None 3 4 1 None 8 • 2 WAIT: It was , an a.frtcan f drum. 1 2 3 Nono 4 I got I the 6 book ( from mr. Clark. f None 5 7 8 I p1Dn I to go to work f on t 3t~day. I None 1 2 4 You Cf..n get I calls at I wl.lte''s sport shop. ,- r.. 7 I u 3 ? j N~ne 8 None 4 l~oni STJl' Sl'Ol' ,i " l I~ ' i 128 Note to teacher OBJECTIVES BEHIND PRACTICE TEST EIGHT 1. The Language Expression section of the CTBS uses six iifferent kinas of !orBats. Practice test eight introiuces the first three types of !oraats usei. 2. Stuients are taught to eli•inate answers they know are not gooa choices ani to guess a•ong the re•aining possibilities if they io not know the correct answer. r I ' i ; . ' ' , . . , . I ' '~ ' ,, t ,. ' . 'I 129 TEACHER'S MANUAL (.2.) (Pass out a test booklet, answer shee~ an• aarker to each ehili.) DID YOU PLACE YOUR ANSWER SHEET NEXT TO THE HAND YOU WRITE WITH? TODA y ,t S TEST IS A LANGUAGE EXPRESSION TEST. THIS TEST WILL SHOW HOW WELL YOU CAN USE WORDS TO SAY WHAT YOU MEAN. IT WILL SHOW WHETHER YOU ARE USING WORDS CORRECTLY OR NOT. BEFORE I TELL YOU THE DIRECTIONS FOR TODAY .'S TEST, I WANTED TO TALK TO YOU ABOUT. GUESSING. IF YOU DO NOT KNOW AN ANSWER ON A TEST,' YOU SHOULD ALWAYS TRY TO GUESS THE CORRECT ANSWER. THE FIRST THING TO DO IS TO DECIDE WHICH ANSWERS COULD NOT BE RIGHT. FROM THE ANSWERS THAT ARE LEFT, OUESS WHICH ONE MIGHT BE RIGHT AND MARK THAT NUMBER ON YOUR ANSWER SHEET. BE SURE TO MARK THE NUMBER OF THE ITEM ON YOUR MARKER SO THAT IF YOU FINISH ALL THE QUESTIONS YOU CAN COME BACK TO THE GUESSED ITEM. THEN,MAYBE, WITH MORE TIME YOU CAN FIGURE OUT THE CORRECT ANSWER AND MARK IT ON THE ANSWER SHEET INSTEAD OF THE GUESSED ANSWER.IF THE ANSWERS ARE ONE, TWO, THREE, AND FOUR AND YOU KNOW THAT TWO IS NOT THE CORRECT ANSWER, YOU WOULD GUESS ONE, THREE, OR FOUR • . IF THE ANSWERS ARE FIVE, SIX, SEVEN 1 AND EIGHT AND YOU / KNOW THAT FIVE AND SIX ARE NOT CORRECT, WHAT ARE THE NUMBERS THAT YOU M!GHT GUESS? (Call on a ehili !or the answer.) THAT'S RIGHT. YOU COULD GUESS EITHER SEVEN OR EIGHT IE YOU KNOW FIVE AND SIX ARE WRONG. IF THE ANSWERS ARE ONE, TWO, THREE, AND FOUR AND YOU KNO\-J THAT ONE, TWO, AND THREE ARE WRONG, . WHAT ARE THE NUMBERS THAT YOU MIGHT GUESS? (Call on a eh1la for the a•swer.) TH.AT'S RIGHT. YOU MUST MARK FOUR. YOUR ANSWER WOULD NOT BE A I• 130 GUESS, THOUGH, BECAUSE IT rs THE ONLY ANSWER LEFT. IT MUST BE THE ~3) i RIGHT ANSWER. LISTEN CAREFULLY WHILE I GIVE YOU DIRECTIONS FOR THIS TEST. THERE WILL BE THREE PARTS TO THIS TEST. I WILL GIVE YOU THE DIRECTIONS FOR EACH PART AS WE COME TO IT. IN ITEMS A THROUGH 4, EACH SENTENCE IS DIVIDED INTO THREE PARTS. IN ONE OF 1'HESE PARTS, THERE MIGHT BE A MISTAKE IN THE USE OF A WORD. IF THE WORD IS USED INCORRECTLY, IT MIGHT SOUND FUNNY TO YOU IN THE SENTENCE. IF THERE IS A MISTAKE, FILL IN THE SPACE THAT GOES WITH THE PART THAT HAS THE MISTAKE. IF THERE IS NO MISTAKE, FILL IN THE .SPACE THAT GOES WITH 11NONE. 11 READ ITEM A SILENTLY WHILE I READ IT ALOUD. 11A. SHE WALK HOM.E FROM SCHOOL." (The ite• appears as follows iA the test booklet: A. IS THERE A MISTAKE? WHO CAN TELL ME? (Call on a chili to give the answer.) NoAe 4 ) THAT'S RIGHT. THE MISTAKE IS IN PART 1. THAT PART OF THE SENTENCE HAS A.MISTAKE. IT SHOULD SAY 'SHE WALKS", NOT "SHE WALK." DO SAMPLE IT.EM 1 AND FILL IN THE SPACE THAT GOES WITH THE. ANSWER YOU CHOOSE. (Allow e~ough time !or all stuae~ts to reai the sa•ple itea ani •ark their a~swers. Do not reai the ite• aloua. The ite• appears as follow. in the test booklet: Sa•ple ite• 1. YOU SHOULD HAVE FILLED IN SPACE "3", BECAUSE THAT PART OF THE SENTENCE HAS A MISTAKE. IT SHOULD SAY "VERY MUCHi' NOT''VERY LOTS? I' , . 131 ARE THERE ANY Q_UESTIONS? IF YOU DO NOT UNDERSTAND WHAT YOU (4) ARE TO DO, RAISE YOUR HAND. (When you are sure all stuieAts unierstana the 1.irections say:) DO NOT START UNTIL I TELL YOU TO DO SO. WHEN I DO, YOU WILL CONTINUE TO ANSWER EVERY ITEM, STARTING WITH ITEM 2 AND CONTINUING THROUGH ITE11 5 UNTIL YOU COME TO THE \-/ORD "STOP" ~FTER ITEM 5. IF YOU COME TO THE \-JORD "STOP" BEFORE I TELL YOU TO STOP, YOU V.AY GO BACK OVER ITEMS 2 THROUQH 5. YOU WILL HAVE 3 MINUTES TO DO THESE ITEMS. ARE THERE ANY Q_UESTIONS? (Answer all questions.} FIND ITEM 2 IN YOUR TEST BOOKLET. NOW FIND ITEM 2 ON YOUR ANSWER SHEET. BEGIN. (Start tiwing, ana recora tho time on this line: aii 3 uinutes ani recora the ti•e on this iine: Starting ti11e .·+3 Stopping ti•e While the chilaren are working, cheek to see i!: 1. Are the ehiliren •arking ii!!ieult questioAs 1.own on their •arker ana then guessing the answers? 2. Have the ehilaren stoppei at question nu•ber 5? ; At the stopping ti•e, say:) STOP. THAT IS ALL THE TIME YOU HAVE FOR ITEMS 2 THROUGH 5. LISTEN WHILE I TELL YOU ABOUT ITEMS 6 TJffiOUClli 11. IN THE ITEMS, EACH BLANK SHOWS THAT ONE OR MORE WORDS ARE MISSING FROM THE SENTENCE. READ EACH SENTENCE. THEN CHOOSE THE ANSWER THAT FITS BEST IN THE BLANK. FILL IN THE SPACE THAT GOES WITH THE ANSWER YOU CHOOSE. LET'S LOOK AT SAMELE ITEM NUMBER 6. READ SILENTLY WHILE I READ ALOUD. 116. HE BLANK THE BALL.'.' I·• I I 132 WHICH WORD FITS IN THE BLANK? WHICH SOUNDS BEST? \5) ANSWER 5. HE THROW THE BALL. ANSW~ 6. HE TH~W THE BALL. ANSWER 7. HE THR OWED T.HE BALL. ANSWER 8. HE THROWN THE BALL. (Call on a chili to give the answer.) RIGHT. 11 HE THREW THE BALL." WE KNOW BETTER THAN TO USE THE WORDS 11 THROW 11 , "THROWED, 11 OR "THROWN" AFTER THE WORD "HE." THE RIGHT ANSWER IS QUESTION 6, ANSWER 6. NOW READ THE NEXT ITEM AND FILL IN THE SP,.\CE THAT GOES WITH THE ANSWER YOU CHOOSE. (Allow enough tine for all stuie~ts to reaa sa"ple itea 7 ani ~ark their answers. Do not reai the ite• ~loua.) YOU SHOULD HAVE FILLED IN SPACE ''2, 11 BECAUSE •iSHE HAS A COLD.!' SOUNDS RIGHT. WE KNOW BET'rER THAN TO SAY !'HER HAS A COLD 1 1111THEY HAS A COLD, 11 OR "YOU HAS A COLD .II THE RIGHT ANSWER IS QUEST ION 7, ANSWER 2 • ARE THERE ANY QUESTIONS? IF YOU DO NOT UNDERSTAND WHAT YOU ARE TO DO, RAISE YOUR HAND. (WheA you are sure that all stuaents unierstana the airections, say:) DO NOT START UNTIL I TELL YOU TO DO SO. WHEN I DO, YOU WILL CONTINUE TO ANSWER EVERY ITEM, STARTING WITH ITEM 8 AND CONTINUING THROUGH ITEM 11 UNTIL YOU COME TO THE WORD "STOP" AFTER ITEM 11. .. IF YOU COME TO THE WORD "STOP" BEFORE I TELL YOU TO STOP, YOU MAY GO BACK OVER ITEMS 8 THROUGH 11. YOU WILL HAVE 3 MINUTES TO DO THESE ITEMS. ARE THERE ANY QUESTIONS? (Axswer all questions.) FIND ITEM 8 IN yeUR TEST BOOKLET. NOW FIND ITEM 8 ON YOUR 'RF.!HN . j. - I l 133 (Start tining , a:n.i reeori the ti•e OJI. this line: Ai« 3 ainutes a•• reeori the time o• this line: Starting time ~ . +3 Stopping ti r:i e While the ehiliren are ~orking, eheek to see i!: 1. Do the ehilire:n. see• to unierstand the iir~ctions? (6) 2. Is any chili aarking answers without reaii»g the questions? 3. Have the chi~iren stoppei at question nuaber 11? At the stopping time, say:) STOP. THAT IS ALL THE TIME YOU HAVE FOR ITEMS 8 THROUGH 11. LISTEN WHILE I TELL YOU ABOUT ITEMS 12 THROUGH 17. (The roll owing is tha poeli · appe'a.Bi.i'ig above question 12 in . the fes t' booklet~ line 1 line 2 li.n.e 3 line 4 line 5 line 6 li:n.e 7 line 8 lille 9 line 10 Saaple ite• 12:· I will be a cowboy Ana ride, riie, A • I will have •Y little iog Close by my B My horse will take ae On anion To riie all the iay. But when I want To go baek C D will know the way. 12. Whieh o! these woris belongs in Space A in li:n.e 2? 5. ju•p 6. pony 7. !ast 8. riae ) TURN TO THE NEXT PAGE IN YOUR TEST BOOKLET. NOW WE WILL SEE HOW TO DO ANOTHER KIND OF ITEM~ LOOK AT THE POEM. READ THE .: FIRST TWO LINES SILENTLY WHILE I READ THEM ALOUD. "I WILL BE A COWBOY AND RIDE, RIDE, BLANK. LET'S READ SAMPLE ITEM NUMBER 12. READ ALONG SILENTLY WHILE I READ ALOUD. 1112. WHICH OF THESE WORDS BELONGS I N SPACE A IN LINE 2? " WHO KNOWS THE ANSWER, (Call on a chili to give t~e answer.) 1 · 134 . RIGHT I THE ANSWER IS"RIDE." THE POEM SHOULD READ II I WILL BE t 7) A COWBOY AND RIDE, RIDE, RIDE." YOU SHOULD NOvl l1A.RK . QUESTION 12, ANSWER 8 BECAUSE THAT IS THE WORD THAT GOES IN SPACE A. LET'S LOOK .;\.T SAMPLE ITEM 13. READ SILENTLY AS I READ ALOUD. "13. WHICH WORD BELOW MEANS ABOUT THE SA.ME AS"COWBOY'' IN LINE 1? 11 (Itew 13 reais as follows: l!. Whieh wori below •eans abbtif th~ saae as cowboy ill line l? · 1. faraer 3. !ire•a.n. WHO KNOWS THE ANSWER? 2. ralleh111an 4. truck iriver) · (Callon a chili to give the answer.) THAT'S RIGHT. RANCID1AN MEANS ABOUT THE SAME AS COWBOY. MARK QUES:. TION 1) 1 ANSWER 2 ON YOUR ANSWER SHEET • .A.RE THERE ANY QUESTIONS? IF YOU DO NOT. UNDERSTAND HOW TO DO EITHER OF THESE SAMPLE QUESTIONS; RAISE YOUR HAND. (When you are sure that all stuients unierstand., say:) · : ___ . BO NOT START UNTIL I TELL YOU TO DO SO. WHEN I DO, YOU WILL ·READ::: 'l'RE POEM .A.·.ND ANSWER EVERY ITEM, STARTING WITH ITEM l~ 1 UNTIL YOU COME TO THE WORD "STOP" AFTER ITEM 17. IF YOU HAVE COME TO THE WORD · "STOP" BEFORE I TELL YOU TO STOP I YOU MAY GO BACK OVER ITEMS 1!f THROUGH 17. YOU WILL HAVE 3 MINUTES TO DO THESE ITEMS. ' ARE THERE ANY QUESTIONS? (Answer all questioKs.) FIND ITEM 14 IN YOUR TEST BOOKLET. NOW FIND ITEM 14 ON YOUR ANSWER SHEET. READ ,THE : POEM AND ANSWER ITEMS 14 THROUGH 17~ BEGIN. ' i I i j I I I i I I I I 135 (Start tining, an• ~ecori the ti•e on this line: A•• 3 uinutes, ant recorft the ti•e on this line: Starting til!te +3 Stopping tiae While the chiliren are working, check: 1. Stop any chili who is answering ranio•ly without rea«ing the questions. Encourage hitt to try. 2. See i! all chiliren unierstana the types of questions askei in this section. Plan to talk later with any who •ight need extra expla:n.ation. At the stopping ti•e, say:) STOP. THAT IS ALL THE TIME YOU RA VE FOR 'rODAY' S TEST. MAKE SURE THAT ALL YOUR MARKS ARE HEAVY AND DARK AND THAT YOU HAVE COM- PLETELY ERASED ANY MARKS THAT YOU DO NOT WANT. NOW WE WILL CORRECT THE TEST. IF YOU HAVE AN ITEM WRONG, PUT A LINE THROUGH THE ITEM. NUMBER. QUESTION A, NUMBER 1. 8, 7. 16, 7. QUESTION 1, NUMBER 3. 9, 4. 17, z. QUESTION 2, NUMBER 6. 10, 6. 3, 4. 11, 4. 4, 5. 12, 8. 5, 1. 13, 2.· 6; 6. 14, 5. 7, 2. 15, 2. COUNT THE NUMBER YOU HAVE CORRECT. WRITE THAT NUMBER NEXT TO THE CTBS. (8) THIS WAS A LONG TEST. YOU ALL WORKED VERY HARD. YOU ARE GETTING VERY GOOD AT TAKING TESTS. KEEP UP THE GOOD WORK. WE WILL PRACTICE MORE NEXT WEEK SO THAT YOU . WILL DO BETTER ON TESTS. SAMFLE ITEM A: A. She walk 1 SAMPLE ITEM 1: TEST BOOKLET home 2 from school. 3 136 1. I llke 1 you very lots. None 4 2. I have 5 2 3 brung a towel. 6 7 None 8 None 4 3. I don''t l ever want 2 -to come home. 4. Leave 5 me 6 see that. 'J, 3 None 8 None 4 5. He can't never . play w1th me again . . None 1 2 3 4 S.Alv1 l) lli I T El•i 6 ; 6. He the ball. 9, John 5. throw 6. threw 1·. done 7, throwsd 8. thrown 3. is SAMPLE ITEM 7: 10. He is the my doll. 7. has a cold. 5. he 1. her 2. she 7, what 3. they 4. you -v-)A:'I. i 11. He did 1t How Y.ou feel i ng today? .. , STOP broken 2. 4. boy 6. 8. all by 1. h1sself 2. s. were 6. 1s the toy. have has took who whom blsselves 3 . hlmselves 4. b1msalf a::'e . 8 . was :-,- ,., 137 Line 1 I will be a cowboy Ll.ne 2 And rl.de, ride, A Ll.ne 3 I will have; my ll..ttle dog Line 4 Close by my B ,;, Line 5 My horse will take me Line 6 On a.nd on Line 7 To ride all the day Line 8 But when I want Line 9 To go back C Line 10 D will. know the way. SAMI'l.E ITEM 12: 12. Which of these words belongs 1n space A in line 2, SAMPLE 5. jump 7. fast ITEM 13: 13. Which word below means in ll.ne 1, 1. farmer 3, fireman 6. pony 8. ride about the same as 11 cowboy 11 2. ranchman 4. truck driver 14. Which of these words belongs in space Bin line 4? 5. side 7. horse 6. house 8. puppy 15. Whirih of these words belongs i~ Space C l.n line 9? · 1. to school 3. there 2. home 4. down 16. Whicn.of these words belongs l.n space Din line 10? 5. it 7. he 6. they 8. these 17, . Which word below means about the s ame as ·11 clone" in line 47 1. running 3. just 2, near 4. shut STOP 138 Note to teacher OBJECTIVES BEHIND PRACTICE TEST NINE 1. This test introauces the last three question for~ats usea in the Language Expression section of the CTBS. At the en• of this session, the chil~ren will be faailiar with all possible types o! questions in the area o! language expression, as it appears on the CTBS. 2. Re•inaers will be given to note hara questions on Marker, to check answers when tine peraits, ana to guess when the aAswer is not kAown. 139 TEACHER'S MANUAL (Pass out a test booklet, •arker, ani answer sheet to each chili.) (1) AGAIN TODAY lvE WILL LEARN ABOUT THE TYPES OF QUESTIONS USED ON A LANGUAGE EXPRESSION TEST. RE?,!EHBER I ON THIS TYPE OF TEST, I AM INTERESTED IN FINDIHG OUT HOW WELL YOU UNDERSTAND AND USE WORDS. LET I S FIRST SEE HOW MUCH YOU REMfil1BER. IF YOU COl-!E TO A QUESTIO N THAT IS HARD, WHAT DO YOU DO SO THAT YOU WILL REHEHBEii TO COME BACK TO CHECK THE HARD QUESTION AFTER YOU 1M. VE ANSWERED ALL THE OTHER QUESTIONS? (Call on a chili !or the answer. The answer shouli in some way say that the nu•ber of the hari question shouli be aotei on the •arker. 0 ) WHEN YOU DON'T KNOW THE ANSW&'t, SHOULD YOU GUESS OR NOT? (Call on a chili !or the answer. Yes, you shouli always guess .) CAN ANYONE TELL ME A GOOD WAY TO !!AKE A GUESS IF YOU Ki!O\o/ THAT SOHE OF THE ANSWERS CANNOT BE CORRECT? (Call on a chili !or the answer. The answer shouli in soae way say that before guessing, answer options knowa to be incorrect shouli be eli•il1atei.) WHAT DO YOU USE YOUR MARKER FOR? (Call on a chili !or the answer. The aarker serves two !unctions. It shouli be usei to keep the place in the test booklet. It also shouli be usei to note ii!!icult questions to coae back to check.) WHERE SHOULD YOU KEEP YOUR ANSWER SHEET? (Call on a chili !or the answer. The correct answer is next to the hani that you write with.) 140 . IF YOU COME TO A HARD WORD, SHOULD YOU SPEND A LOI!G TI!-lE TR YI::G (2) TO FIGURE OUT WHAT IT SAYS? (Call on a chil• !or the answer. The answer shoul• be no. The only tine the chil•ren nee• to struggle with a hara wori i s i! it is absolutely ~ec essary !or them to ~now what it says to answer a question . Chiliren shoult be aware of this fact.) LISTEN NO\·/ \'/HILE I TZLL YOU HO\-/ TO DO ITEi·IS A THROUGH 4. Ti.mY WILL SHO\'/ HO\·/ WELL YOU CAN USE THE SAHE \·/ORD rn DIFFEREI!T SE;!T:S:iG...::3 . READ THE \-/ORD IN CAPITAL LETTERS AND THE FOUR SENTENCES BELO',/ I T . ALL FOUR SEi!TENCES USE THE \·/ORD THAT IS nr CAPITAL LETTE:tS. Ii! TEHE:2 or 'l'HE SENTENCES, THE HORD FITS. IN ONE SEIJTE:!CE, THE \'/ORD DOES ;:C'? :."IT. Fnrn SAMPLE A. READ SILE:JTL y \·/HILE I READ A.LOUD. 11 A. PLAY 1. BOB SA\·/ A PLAY. 2. I PLAY WITH MY DOLL. 3. I LIKE TO PLAY B.\LL. 4. THE FOOD IS ON NY PLAY." THE WORD PLAY DOES NOT FIT INTO WHICH SENTENCE? (Call on a chila for the answer.) THAT I S RIGHT. Q.UESTION A, ANS\'/ER 4 IS WROI!G, BECAUSE 'l'IIE \-/OED "PLAY" DOES NOT FIT IN THAT SENTENCE. NOW READ SAHPLE ITEM 1 TO YOURSELF AND HARK THE ANSWER v/HICII YOU THINK DOES NOT FIT. (Allow enough tine !or all stu•ents to reaa the saaple item ana choose their answers. Do not reaa the ite• aloua. The itea is as follows: 1. HOHE 1. He got a hoae run. 2. The toy was hoae fro• wooi. 3. My ho•e is on the next street. 4. I have to go ho•e.) 141 YOU SHOULD HAVE CnOSEN A.t'r.S',ff.'f.1 " 2 ", BECAUSE TEE \·/OP..D "EO:-'.E" ( 3) DOES NOT FIT rn THE SECOND SE::TENCE. DO HOT START UNTIL I TELL YOU TO DO SO . ~/H2,l I DO, YOU \-:ILL ANSWER ITEMS 2 THROUGH 4. :./HEil YOU CO:iE TO 'rI!E \·/ORD II ST OP" , I F YOU IUV E TIHE , GO BACK .um GIECK YOUR '.-/ORK. YOU ILl.'iE T:iREE l·! LfUTES TO DO Ti-GS SECTIOH? ARZ THERE ANY Q_UESTIO.NS? (Answer any questions.) FI.ND ITEH 2 I N YOUR TEST BOOKLET. NOW FI!JD ITEi:I 2 ON YOUR AtIS\'/ER SHEET. IS YOUR MARKER PLACED SO THAT IT IS UNDER ITEM 2? BEGH!. (Start ti~i~g , an• recora the ti~e on this line: Aia 3 uinutes ana recori the ti~e on this line: While the chilci.ren are working , check: 1. Are the chilaren usir.g their ua r~er properly? Starting Ti.u e +3 St oppi!1.G tir.!e 2. Are they guessing i! they do not know t'.-1.e answer? All answer spaces shoul~ be !illet in. 3. Is any chili answering ranci.ouly without reading? At the stopping tine, say :) STOP. LET'S READ SAMPLE ITEM 5. FOR THIS TEST , YOU ARE TO FILL Irl THE SPACE THAT GOES WITH THE A!ISi/ER TO THE Q.UESTION. READ ITZ1·i 5 SILENTLY \'/HILE I READ IT ALOUD. 5. THE BOX WAS VERY LIGHT. WHAT IS THE !·lZANING OF "LIGHT " IN THIS SEt!TEHCE? 1. TELLS YOU TO GO OR STOP 2. NOT DARK 3. NOT HEAVY 4. START TO BURN 142 \JHO KIW'.{S TIE RIG~IT :,r;S';IER? ( 4) (C a ll on a chili to give the answer.) THAT'S RIGHT. THZ A.IIS ';JER IS Q_U:i:::STIOH 5 , AI:S1.IER 3 . T]E 30Z \-/A S VERY LIGHT , MEA.llI! lG ;JOT iIE;~ VY. FILL I:i:-l ITEi."1 5. READ S,\EPLE I TE:-1 6 TO YOURSELF A.HD FILL rn THE AJ!S\iER 'rI-:AT IOU TH I!!K IS BEST. (Allow enough tiae fot all stuients to read the sa~ple it e~ a n• ieciie which answer to choose. Do not read the it en a loud. The itea appears in the test booklet as follows: 6. Do not 50 OY e r this~ until I say go. \'/hat is the r..teani n g of "line" in this sentence? 5. narks on the street 6. talks well 7. where you start in a race 8 • . where you h,tag wet clot hes) HHO Kr/0\/S THE AI1S;1ER? (Call on a child to give the answer.) TH.;.'l' '3 RIGHT. THE AHS~IER IS Q_UESTION 6 , Ai!S1'/.C: .. 1t 7. YOU ,'.P.E NOT TO GO OVER THE LINE BEC;\USE T}IE LI!IE SIIO\{S \{HERE TO START r r; A RACE. ARE THERE ANY QUESTIONS? IF YOU DO NOT UHDERST .. U!D WHAT YOU ,1HE TO DO l RAISE YOUR HA.rm. TURN 1rHE PAGE. (When you are sure that all stuicnts understana the directio ns , say :) DO NOT START UNTIL I TELL YOU TO DO so. \-/HEN I DO, YOU I/ILL cor:TLUE TO AN.SHER EVERY ITEH FROM ITEM 7 THROUGH ·: 9 UNTIL YOU COl-!E TO THE \'/ORD "STOP" , AFTER ITEN 9. IF YOU COME TO THE \/ORD 11 STOP 11 BEFORE I TELL YOU TO STOP, YOU HAY GO BACK OVER ITEMS 7 THROUGH 9. YOU HILL ··-~ HAVE 3 MINUTES TO DO THESE ITEHS. BEGIN. 143 ( <=, ') (ST.\...RT TilHNG, AIW RECORD THE TJ::E on THIS Ln:E : -,,,.----,-----'-' - , Starting t ~ e +3 Adi 3 ~inutes , a~d recor i tho ti~e on this line: At the stopping tiae , say : ) .3':'0P. THAT rs A.LL THE TD1E YOU HAVE FOR IT:S:s 7 TE1l OUGII 9 . LET ' S :SEAD .S:d:FL:S ITE!-i l U. Ri::AD SIL:SllTLY \iHILE I REi,D ,\LOUD. "1 0 . l'iHICH OF THESE DOES I!OT RUil? 5 . BOY 6. CAR 7. CLOC K 3 . TREE \-li:O KI;O\/S TiiE AiiSY! ER ? (Call on a chili for the a nswer.) THAT ' .S RIG HT . THE AifS',JER IS QUESTIO:l 10, A. HS\'!E~ 8 . A TREE DO:'::~ IfO'i' RUI.f . [!O'.J RE • .\D s:1.:-!PLE ITE'. 11 AND MARK THE .:..nS \'!ER \v HICII YOU ':2:n: ;;: .C • J JEST . (Allow·cnough tine for all students to r end. the sanplc it c ~ ~~ d c~rk their a n swer. Do not read the itca aloud.11. Whi ch of thes e i s not ~ 0~? 1. rain 2 . wt:.~'. 2~. s !:. o·., ·.-mo KI10i·!3 T.!iE Ar!S\/ER? 4. ic e ) (Call on a chili for the answer.) THAT'S RIGHT. - THE ANS\-/ER IS QUE.ST IO!! 11, AI!SlfZR 2. THE SUH IS ;:OT WET. LET'S READ SAHPLE ITEM 12. READ SILENTLY \-/HILE I READ ALOUD. "12. \·/HICH SEI:TENCE SHOULD . BE FIRST? 5. HE 1.-IENT TO SCHOOL. 6. HE WOKE UP. 7. HE ATE Br1.EAKFAST. 8. HE GOT DRESSED." 144 LOOK AT THESE FOUR 3E:lTE:rc::.:.c::. TTSY GO TOGs THEl~ TO '.::'ELL A ( ::_ ) STORY . READ ALL FOUR SE:ITEiiCES TO SZE ',·frrIC H OUE .SHOULD co:-m FIR .ST I N THE STORY . \-/IiO CAN TELL ME \·/HICi.-I SE:!TE;iCE .SHOULD COl-iE .?IR.3T? (Call on a chi ld to give the an~wer .) THAT'S RIGrIT , " HE \·JOKE UP" IS TH:C: FIRST .SEllT EirCE Ill T~::.::: STORY . THE STORY GOES LIK:C: TEIS . "IIE HOKE UP. HE GOT DR2.3S.i::;D. HE ATE BRL\KFAST. HE \-ii::::T TO SCHOOL. 11 " HE ~IOKE UP" IS FIF..S1. :."OU SHOULD !L\ . .TIK QU:ES'I'ION 12, Al!Si·JER 6 NO'd. READ SAHPLE ITEH 13 TO YOURSELF AIW MARK 'l'HE M1S\·JER T}U,T YO U THINK rs BEST . (Allow enough ti~e for al l stuients to r eai the sa~ple i tcc ~ ~j uark their answers. The saaplc itea app~ars in the test booklet as follows: 13. Which sentence shouli be first? 1. Sally GOt out a glass . 2. Sally took soue rtilk. 3. Sally ;.;Ef;.NS THE SAHE, OR ABOUT THE SAHE AS FUNNY. NUM3ER 7, ~UESTIONABLE, !,: :s,;.ns DOUBTFUL. NU}!B:i::R 8, HILARIOUS, ME.A.HS VERY ;,:-:usrr:G. \J rII CH WORD MEANS THE SAHE, OR ABOUT THE SAHE, AS THE UNDERLIIIED WORD, FUI':HY? FIND ITEM 2 ON YOUR ANSWER SHEET AND l1ARK THE SPACE THAT GOES WITH THE ANSWER YOU CHOOSE. 154 l·10VE YOUR MARKER SO THAT YOU CAN SEE QUESTION NUMBER 3. ( Question 3 is as follows: 3. goo• frien• 1. co•panion 2. party 3. book 4. airectory-) QuESTION 3 SAYS: 11 3. GOOD FRIEND" FRIEND rs UNDERLINED. LOOK AT THE FOUR CHOICES. AGAIN, TWO ARE EASY AND TWO ARE HARD TO RL!, D. ARE THERE ANY WORDS THAT YOU KNOW DO NOT MEAN THE SAHE AS THE UNDERLINED WORD, Ff\IEND1 (Call on a chil• for the answer. The child should answer party a~d book. If the chilt only gives one of the two worts, call on another chili to give the secona wori.) THAT'S RIGHT. THE ~IORDS BOOK AND PARTY DO NOT MEAN THE SAME AS FRIE:;D. ON YOUR TEST BOOKLET, DRAW A. LINE THROUGH THE \'IOR DS BOOK :,t:D PARTY. (5) THE TWO LONG, HARD TO READ WORDS ARE LEFT. HAKE A CIRCLE AROUND THE \'/ORD THAT YOU THINK MEANS THE SAME AS FRIEND. MAKE A GUESS. (Walk around the room and check to see if the children have macie a circle arouna ei t her l. ~ompani o~ or 4. airectory.) r:ow I WILL GIVE YOU THE MEANINGS OF THE H..',R D \·/ORDS. \vHICH ONE ~-::::A::s THE SAME, OR ABOUT THE s;.ME AS rnrn:m? NUMBER 1, C0?-1PANI0N, rs SOMEONE YOU LIKE TO DO THINGS WITH. NUMBER 4, DIRECTORY, rs A LIST OF THINGS. WHICH WORD MEANS THE SAME, OR ABOUT THE SAME , AS THE UT:DERLINED ':!ORD , FRIEt!D? FIND ITEM 3 ON YOUR ANS\·!ER SHEET A~rD r-:ARK THE SPACE THAT GOE3 ',-/ITH THE ANSWER YOU CHOOSE. MOVE YOUR MARKER SO THAT YOU CAN SEE Q.UESTI0rl NUMBER 4. 155 (6) (Question 4 is as follows: 4. warm house 5. canvalesce 6. resiti.ence 7. yellow 8. bark) QUESTION 4 SAYS.: "4. WARM HOUSE" HOUSE IS UNDERLINED. LOOK AT THE FOUR CHOICES. FIND THE WORDS THAT YOU KNOW DO NOT MEAN THE SAi!E AS HOUSE. DRAW A LINE THROUGH THESE WORDS. DO IT NOW. (Walk around the room an~ see if the children have irawn a line through yellow and bark.) DID YOU DR.A'.-/ A LINE THROUGH NUMBER 7, YELLO\-J AND mmBER 8, BARK? THE T\-/0 LO!IG, HARD TO READ WORDS ARE LEFT. !·'.AKE A CIRCLE AROUND ':' HE ',·.'ORD TH;..T YOU THINK MEANS THC: SAHE AS HOUSE. MAKE A GUESS. I;o·.; I ;-/ILL TELL YOU THE l·IE)dlII:Gs OF THE HARD 'l'IORDS. \/HICH ONE :-:=;,.r;s THE SA!-:E . AS HOUSE? ?HIMBER 5, COJ;VALESCE, MEA?iS TO REST AHD GET :SETTER. NTJ}lBER 6, RESIDE:JCE, MEANS A PLACE TO LIVE. '.JHICH \·/ORD MEANS THE SAME AS THE UiIDERLINED 1:JORD, HOUSE? FIND ITE:-'. 4 O~l YOUR :.NS':!ER SHEET .'a.ND l·l1'.RK THE SPAC.i:: THi1. T GOES WITH THE :. ~: .S'.J:i::::2 YOU CnOOSE. ~OVE YOUR MARKER 30 THAT YOU CAN SEE JUESTION Nill1BER 5. (5 . city 200 1. zoological ~ark 2. bicentennial par~de 3. school 4. flow":?r ) Q'J'SSTIO:l 5 SAYS: "5. CITY ZOO" ZOO IS U:JDERLii-J.:SD. LOOK ,\T T=:~ FO!JR CHOICES. FIND T:it ,;ORDS ·TEAT YOU K:iO':! DO r:OT !·!EAN THE SAM E AS zoo ,. D1A~ A LINE THROUGH THESE WORDS . DO IT ~ow . (Pause while children work.) D~D YOU DRAti A. LI:·rn THROUGH mr. :BER 3, SCHOOL AND Nrn,rnER 4, FLO\-JER? THE TWO LONG, HARD TO READ WORDS ARE LEFT. MAKE A CIRCLE AROUND I'HE 'dORD TH;.T YOU THINK 1-rnANS THE SAME AS ZOO. JUKE A GUESS. NOW I WILL TELL YOU THE MEANINGS OF THE HARD WORDS. WH ICH ONE MEANS THE SAME AS ZOO? · .NUMBER 1, ZOOLOGICAL PARK IS A PLACE TO KEEP \·/ILD AN IMALS. NUNBER 2, BICENTEIH!IAL PAR!,DE IS A GROUP OF PEOPLE 156 ·. ::.;::;:cH \iORD ME.ANS THE SAME AS T?.E mrnERLIN9"\·JORD' ZOO? FIND (7) 1 I:':Si,! 5 ON YOUR ANSVER SHEET AUD MARK TEE SPACE THAT . GOES WITH THE .~ ::-.-~·.':S::' YOU CBOOSE. EOVE YOUR HARKER SO THAT YOU CAN SEE QUESTION NUMBER 6. ( 6 . lo!!g lette!' 5. thistle 6. two 7. cake 8. epistle) QU:ESTION 6 S.A.YS: 11 6. LONG LETTER" LETTER IS UNDERLINED. LOOK A':' T:IE FOUR CHOICES. FIND THE WORDS THAT YOU KNOW DO HOT MEAN THE S,U:E AS LETTE..>t. DRAW A LINE THROUGH THESE WORDS. DO IT NOW. ( ?ause while children work.) DID YOU D~AW >. LINE THROUGH Nill-iBER 6., Tv/0 AND NIB-JEER 7, CAKE? :::'!E T\·!O Lorm, HARD \-J ORDS .4.RE LEFT. MAKE A CIRCLE .\ROurrn THE \-/ORD :=~-~-~ :."C U ':'HU:K !{2A?IS THE SAME AS L:::'TER. MAKE A GUESS. i:O :.·.' I ':!ILL TELL YOU THE E:C:A:HI,GS OF T:IE HA~D HORDS. 1:/HICH ONE 1-'. EAi!S THE SA:·:E AS LETTER? NIDBER 5, THISTLE, IS A KIND OF WEED. ;::.:: 3 E?. 8 , EPISTLE, IS SOEETHING YOU WRITE. ·,.'EICH ~JORD MEANS TEE s ,u;.2 AS THE U!~DERLII!ED v/ORD, LETTER? ~nm :::1::·I.::'. 6 Cil YOUR .A.!;S\._T ER SHEET Alm !·\.!..RK THE SPACE THAT GOES \JITH THE .\:: .S ',! .::::R. YOU CEOOSE. !·lOVE YOUR MARKER SO THAT YOU CAN SEE QUESTION Uill-lBER 7. (7. 6 ood fooe 1. ~osquito 2. sustenar.ce 3. door 4. club) '~~C~3TI 0l : 7 SAYS: "7. GOOD FOOD" FOOD I S Ul!DERLI?JED. LOOK AT '::':i:; FOUR C~OICES. FHJD THE t 'ORDS TH!,T IOU K!'O'.l DO I!OT f.:EA U THE 2 .'. :::= ,\2, ~ OOD. DR:i. "! A LiffS THROUG:I T:fSSE \·!0:2DS . DO IT iJO'.-!. (Pause while children work.) DID YOU DRAW A LINE THROUGH NID-!BER 3, DOOR, AND ;~m-rnER 4, CLUE? THE T\·.'0 Lor:G, H.ARD \-!ORDS ARE LEFT. MAKE A CIRCLE AROUHD TEE \·!ORD TE.:..T YOU THINK MEANS TEE SAME AS FOOD • MAKE A GUESS. NOW I WILL TELL YOU THE MEANINGS OF THE HARD WORDS. WHICH ONE ::=Ar: S THE SA!,::::: AS FOOD? Nlll:3ER 1, J.!OSQUITO, rs AN rn.sECT THAT BITES. 157 (8) NUMBER 2, SUSTENANCE, IS SOMETHING TO EAT. WHICH WORD MEANS THE SAME AS FOOD? FIND ITEM? ON YOUR ANS\vER SHEET AND MARK THE SPACE THAT GOES WITH THE ANSWER YOU CHOOSE. (Pauaa so chiltren can ~ark answaro) MOVE YO\ra MARKER SO THAT YOU CAN SEE QUESTION . NUMBER 8. (.8. green turtle 5. peti.}atrian 6. · pig ?.. terrapin 8. eat) QUESTION· 8 SAYS; 118. GREEN TURTLE" TUR'i'LE IS UNDERLINED. LOOK AT 'l'KB FOUR CHOICES. FIND THE 'lt'ORDS THAT YOU KNOW DO NOT MEAN THE SAME AS TURTLE.DRAW A LINE THROUGH THESE WORDS. DO IT NOW. (Pauee while ehilir~n work . ) DID YOIJ DRAW ,\ LINE THROUGH NUMBER 6. PlG, AND NUMBER 8, CAT r THE TWO LONG, HARD WORDS ARE LEFT. MAKE A CIRCLE AROUND 2HE wmm THAT YOU THINK MEANS THE SAME AS TURTLE. MAKE .r\ GUESS. NOW I WILL TELL YOU THE MEANINGS OF THE HARD WORDS~ WHICH ONE MEANS THE SAME AS TURTLE'? NUMBER 5, FEDESTRIAN 1 IS A PERSON WHO wALKS, NUMBER 7, TERRAPIN, IS A SMAJ.L ANIMAL WITH A SHELL. WEICE WOE.D 1'1.EAl•;;J 'l' :i• SAME AS TURTLE? FIND ITEM 8 ON lCO'JR ANSWER SHEET AND MARK THE SPACE TH.AT GOES WITH THE ANSWER YOU CHOOSE. _¥ .. ._,-. .. ..,_-._..,.. -·· ......... (Pause so chilirea can ~ark answer.) MOVE YOUR MARKER SO THAT YOU CAN SEE Q.UF.STION NUMBER 9. l. stifling 2. ran 3. eruahatile 4. boy) QUESTION 9 SAYS: "9. VERY HOT 11 HOT IS UNmmI..l~E.D~ tOOK All' Tl:IE FOUR CHO!CES. FIND Tl:IE WORDS THAT YOU KNOW DO NOT MEAN TlIE SAME AS HOT. DRAW A LINE THROlJGH THESE w02DS. DO !T NOW. (Psusa while chil~ren ~ork.) .DID YOU !>SAW A LINE THROUGH NUMBER 2., BAN AND NUMBER 4, .BOY "? TEE T'dO LONG i HARD WORDS ARE LEFT~ M.AKE A CIRCT,.E &ROUND THE WORD THAT YOU THINK i~EANS TEE SAME AS HOT. MAKE A GUESS. 158 HOW I WILL TnL rou THE MEANING$ OF Ta:E I!A!!D 'IIIC~Di'.1. WHICH ONE Mf'...i\Nr; TEE SAHE AS HOT? NUMBER 1 1 G'!'!Fl.ING, MEANS VERY, VEBY WARM. MEANS ABLE 1·0 BE 3MAS!!ED. . ' ' .... ~"'. ' ··ir I NL'l-IB~ 3, CBUSIL\.BLE, I ; . .: . , . WHICH WORD MEANS ~HE SAME AS HOT? FIND ITEM ' 9 ON YOUB ANSWER -··-.,_... SSEET AND MJ..~K THE SPACE THAT GOES WITH THE ANSWER 10U CHOOSE. - ·~~"~ MOVE YOUR MAPKER SO THAT YOU CAN SEE QUEST10N m,~Btm 10. {10. bi~ ~i~ter 5. Daa 6. eaotional 7. fiv~ 8. sibling) QUEZTJC~ 10 S.-\YS: "10. BIG SISTEB" SlSTt'.i:? IS UNDERLINED~ LOOK AT THE FOUR CHOICES. FIND THE WORDS THAT YOU IWO'd 00 NOT MEAN THE SJ\ME .\S SISTER. DRAW A LINE THROUGH TH.ESE VORDS - DO I'l' NOW. (Parise while children work.) DID YOU DRAW A LINE TH.ROUGH NUMBER 5, DAD AND NUMBER 7, FIVE? THZ T\,0 LONG, H.Urn WORDS ARE LEFT~ MAKE A CIRCLE ABOUND TRE WORD TSA'l' YOU T.!HHK MEANS THE SAM.E AS SIS'.t'SB. M.&.K.E A GUESS. NOw: wTLL TELL YCU TUE MEANINGS OF THE RARD WORDS. WHICH ONE (9) MEANS T'!';E SAME AS $'2Z'tER? NUMl3.ER 6, EMOTIONAL MEANS HAVING A STRONG FEELlliG b h~•ti·r ~OMETHINO. NUMBER 8, SIBLlNG MEANS ANOTHER CH!L!> !M '!OUR F.iJ'l.'H,Y. WRIC!J ~JO.RD MEANS THE S .. ~.ME AS ~ISTER? FIND ITE."i 10 ON YOW ANSWEJa SHEET AND MAUK THE SPACE Tli.AT GOES WITH THE ANSWER yon CHOOSE~ --... - ,-:·~ .. , ... .-... ,. THIS IS THE END OF TRE TEST FOB TODAY. MAKE SURE TH.AT ALL YOUR MARKS ARE HE..~VY AND DARK AND THAT YOU HAVE COMPLETELY ERASED AN"! MARKS THAT YOU DO NOT WANT. NOW WE WILL CORRECT THE TEST. WE HAVE TWO TESTS TO CORRECT .. Flli:S'l.' WE WILL CORRECT THE TEST IN YOUR TEST BOOKLET. LOOK AT YOUR ·-· .... ··- - -·- .......... .......... _.,..... TEST BOOKLET. (Holi up a test booklet eo that th~ chiliren can see where to 159 (10) conect. -fter tboy eoneoe this, they ~ill corrset the auwe~ sheet.) ammmmR.. fflB Al~BWESS lN !Olm 'rBS'? BOOKLB'r YEEB Pn0IW3LY ALL GUJSSSSS. YOU COtnJ.) NO'r WJ> 'i'BB' LONG, BARl> WORDS SO !OU S!,?HmA!fml TSE WOBllS YOU KNEW WDB MOT COBREC'! Am> GUESS£1> FBOM fHE Ati.SWEB.S TBA, wmm tm. m•s SEE BOV WELL YOlJ COULD DO wmm ALL !Oml ANmfim.6 WEBB GUESSES. ll' tOU HAVE AN ITB?,S WBCNG~ PUT A LlNB momm TD nm rrmwm. QlJESTION A, ANS\'ll?ll 4. QUZS'?ION 1, ANStJU a. QUESTION 2~ ANSWIB 8. 3, l. 4, 6. ,. l. 6, 8. 1, 2. ;. 8$ ,. 9, l. lOo 8., DI!> YOU GET A LOT RIGif? EVEN TROUGH ALL 01 YOlm ANSVE!S mB GUESSES? THIS $ll0t11D SHOW YOU BO~ GBES81NG CAN HELP YOU wmm ton !lO NOT DOW ffl AUS~ FOB StmBo SEE BOW MANY iO!iB PO!NT3 YOU WOULD ,: U:lol« up u easwa!' al:eet so that the i}hili:'en ::JU se6 w~t ·thez, will now ,oneet.) IF YOU HA.VB AN ITEM WONG, PUT A Ll§E TEitOUGR Tlm ITEM fflaBS. QtJSS'rION !, ANSWEll 4. Q~lON l, ANSWEB 2. QUESTION .2, ANa'ib 8. 4, 6. ,. l. 6, 8. ?o Ce · 8, 1,, ~. 1 .. 10, 8. com 'l'SB N'OMBER tOtJ BAV3 COJW".C!. WITB 'rlL\f mJUiD ore '1'0 ':RB CTB.S .. SD EO~ MANY 'M0RS YOU EAVE GOl"?U COUEC1'. WES 'you MOW 7Bi ANS~Im, I! ts BE'rTD T() ,a&n '?Bls QUES'J!ION CAl?EFtJLLt ruu 10 GUESS 160 (11) AND 'lO ·F!L.L DI AN AN$WD 'ell'fROUT TDYING 'l'BE QUESTION FiilSTo l KNOW ?OU RAVE LBARNEI> SOMETHING A.BOU'l' Gl1ESS~G TODAY. WB WILL PlliC'l'!CB M .!.. ...,; .... FILL I N TEE SPACE T2AT GOES ;,HTii THE AH.S\·!ER YOU CHOOSE • u.:i:S SCRAP PAPER TO DO YOUR WORK. YOU CAN USE YOUR 1-iARIGR AS SCRAP !)_.i_:?.::1 TO FIGURE OUT YOUR At:.s·1:ZRs. DO tmT \oi02K THE PROBLEHS OUT IN '.::OUR TES'I' 3QOKLET. YOU HUST \'/R ITE 0:!LY ON YOUR MARKER, NOT In THE SOME 7:S.STS GET HARDER AI:D HARDER AS YOU \·/ORK ON A TEST. THE LA.ST PROBLS·'.S n; A SECTION, BE?ORE YOU ARE TOLD 70 STOP, \'/ILL BE E,tRD.:::..~ TEA:: THE FIRST O:JES. TRESE HARD:i::R PROBLa;s ARE MEANT F0.2 T ro:r.s. }._ ?OURTH GRADER CA] DO \'/ELL ON A TE.'.:.T EVE!I IF HE DOES NOT IF YOU COEE TO A E./,.RD QU:Z::STIOtl , WRITE 'IH E nmrnER 0;' THAT QUESTI0:-1 nmm ON YOU~ l-!.\RKER I MAKE A GUESS ABOuT :..;rn GO 0Ii TO THZ :tGXT P~03LZ!-1 . DO NOT WASTE ioo MUCH ! . .LL ~'.~"::; '.:'.J':SS'.:IOl!S , GO BACK AW) \·!OR K O:l T:-IE ~-!.?.D GUESTIONS. PL.\CE YOU'R l:.!,~K:SR SO TE:1.T YOU CAI: SEE THE S,\!-:PLE ITEM . i:C' .. ' DO S:\.!·:Pi..2 ITE,·i A Alrn FILL rn Ti:iE S?,\C:S TH,\.T GOE.S ~,; r.I'H THE .:,;;s-.-,:::R YOU C:IOOSE. (Sa2ple A appears o~ the test boo~let as follows: A. 3 + 4 A. 7 B. 12 c. 34 D. 43 , . : ,,· \ ': 164 (A~low e Aoush ti•e for all stu•eats to reai the sa•ple itea a•• (2) •ark their a•swers. Do •at reaa the ite• aloua.) YOU .SHOULD HAVE FILLED IN SPACE "A 11 BECAUSE 3 PLUS 4 IS SEVEN. DO HOT WRITE A "7" ON YOUR TEST BOOKLET. DO !WT START WORK ON THE TEST YET. ARE THERE ANY QUESTIONS? IF YOU DO !WT UNDERSTAND WHAT YOU ARE TO DO, RAISE YOUR HAND. ( Whe• you are sure that all stu•e•ts uniertaa• the iireetio•s, say:) DO :;OT START U!!TIL I ':'ELL YOU TO DO SO. WHEN I DO, YOU WILL co:;:rr:uE TO DO ALL THE ADDITION PR03L2,!.S U::':'IL YOU COME TO THE WORD 11 .S~CP " AFTE] ITEM 4. YOU WILL Hi.. VE 3 Mnm7ES TO DO THE ADDITION FEOBLE.:·:S. 3;:; SURE TO DO YOUR \'!ORK a::-: YOUR SCRATCH PAPER !-L\RKER, NOT ON YOUR TEST BOOKLET. ARE THERE Al,Y QU:.C::STIONS? (IF TrtErtE ARE NO QUESTIONS, SAY:) FLA.CE YOUR l·~ARKER SO THAT YOU C,U SEE ITEH 1. NOW FI!!D ITEM 1 GrJ YOUR M:SV:ER SHEET. BEGIN. (Start ti•ing a~• recor• the ti•e on this line: A•• 3 ainutes an• recor• the tiae o• tnis liae: ~hile trie chilaren are worki~g, e ~eck: starting ti•e +3 St oppi:i,.g tiae l. Make sure the chilaren are working out the proble•s on their • arker an• aot i~ the test booklet. ~. Insist that the e~il•ren bo baek an• check over their work . if t~ey fi~ish early. This sho~l• beccae a habit with the•. At the stopping tine, say:) STOP. THIS IS THE Er;D OF T3E .\DDITIO:-: ~.::ST. E'S·lS 5 THP.OUGE 8 ARE SUBTRACTION PROBLEMS. WHEN I TELL YOU TO ST.\RT, YOU WILL DO ALL THE SUBTRACTION PROBLEMS UNTIL YOU COM 2 TO THE WORD "STOP". YOU \r/ILL HAVE 3 MINUTES TO DO THE SUBTRACTION PR03LEMS. REMEMBER TO DO ALL 165 -;o::;.a ·,vO:ri.K OH YOUR SCRATCH PAPER MARKEE, NOT IN YOUR TEST BOOKLET. (3) ARE T::IE..BE ANY QUESTION'S? (?ause for questio•s.) PLACE YOUR MARKER SO THAT YOU CAN SEE NID-1BER 5 IN YOUR TEST 300KLET. NOW FIND ITE·1 5 ON YOUR ANSWER SHEET. BEGIN. (Start ti•iAg a•• reeora the tiae o• this li~e: .StartiAg ti•e +3 A•• 3 •inutes an« recora the ti•e on this li•e: Stopping ti•e At the stoppi•g tiae, say:) STOP. THIS IS TEE END OF THE SUBTRACTION TEST. ITEHS 9 THROUGH 12 /,.?.E MUL':.'IPLICATION PRO:i3LEMS. ~{ilE;'.f I TELL YOU TO START , YOU WILL :CO /,L:... MULTIPLICATIOI! PROBLEHS UI:!TIL YOD COME TO THE WORD "STOP" A?TZR ITE:-1 12. YOU WILL HA VE 3 :~nrnTES TO DO THE 1·iULT IPLICATION PROBLE!1S. REMHrnER TO DO YOUR WORK ON YOUR SCRATCH PAPER MARKER. ARE T:iiERE AHY QUESTIONS? (Pause for questio•s.) F1ACE YOUrt !~AP.KER SO THAT YOU CA N SEE NIDBER 9 rn YOUR TEST BOOr:LET. HOW ?IND ITE1 9 0'' ,, YOiJ:S. AHS l-:::::R SHEE]. 3:r::GIN. (Start ti•ir..g a•• reeora the tiae Oll this line: Starting ti•e +3 Ai• 3 •i1rntes ar.• reeorti the ti•e OJ! this lii,.e: S topping tiae At the stopping ti•e, say:) STOP. T:IIS IS THE END OF TiiE MULIT?LICATIOI, TEST. HA VE YOU lWTICED THA: TnE QU.:C::.STIOHS rn EACn SEC:Im: G::::::- P.A?.:i:l:::3 ,\;;D HARDER AS YOU GO ALONG J DO NOT WORRY IF YOU DO NOT FHiISH /,.LL THE O.UESTIONS OR DO NOT GET THEH ALL CORRECT. I WOULD EXPECT OLDER CHILDREN TO GET THE HARDER QUESTIONS RIGHT. ITEMS 13 THROUGH 16 ARE DIVISION PROBLEMS. WHEN I TELL YOU TO START , YOU WILL DO ALL THE DIVISION PROBLEMS UNTIL YOU COME TO THE 166 \.:O?.D "STOP". YOU WILL HAVE 3 MINUTES TO DO THE DIVISION PROBLEJ-1S..(4J yo~ VILL H.,.\ VE TO TUR!l" THE PAGE. REl·fEMBER TO DO YOUR WORK or1 YOUR SCRATCH PAPER MARKER • . .\2:2 THERE AITY Q_UESTIONS? (Pause for questio•s.) PLACE YOUR HARKER so THAT YOU CAH SEE rrur-:BER 13 IN YOUR TEST BOOKLET. NOW FIND ITEM 13 ON YOUR ANSWER SHEET. BEGIN. (Start ti•ing ar.• reeor• the ti•e on this li~e: A•• 3 •ixutes a~• reeor• the ti•e om this line: At the stopping time, say:) Starting ti•e +3 Stopping ti•e STO?. THIS IS TEE END OF THE TEST FOR TODAY. MAKE STIRE THAT ALL YOUR H.GKS ARE HEAVY AND DARK AND THAT YOU HAVE COMPLETELY i::~AS:2:;) A:IY ViARKS THAT YOU DO iWT WANT. NOW WE WILL CORRECT THE TEST. IF YOU HAVE AN ITEM '.-!RONG, PUT A I..IHE T:i:ROUGH THE ITE'.:.: :rnM:i3ER. .::u=.::1021 A, AHS:·!ER A. s. C 10. E 15. B QUE.S:'ION 1, ANSWER c. 6. F 11. D 16 . ,;:., ~.:I~s:i ro:: 2, A!!S~s!ER G. 7. A 12. H 3. A 8. F 13. B 4. H Q .,. C 14. u COCJT THE NUHBER YOU HAVE CORRECT. \·!RITE THAT umrnER NEXT TO ':'2.::: CTBS. YOU HA VE LE.AR:t\i:::D so 1·'.A:rr THETGS srncE \·,'E Ei. VE 3EGU;! PR.AC':'ICDlG TAKING TESTS. I AM PROUD OF EOW HARD YOU HA VE WORKED AND HOW Wl:."'"LL YOU DO EACH WEEK. WE WILL PRACTICE MORE NEXT WEEK SO THAT YOU WILL DO BETTER ON TESTS. 1-- '· TEST BOOKLET 167 .3a·.:.:PL.E I"" ~-•. , . ---·· Do these subtraetio• 10. 9 E. 0 !-. 3 A. 7 proble•s a•• fill ill X 0 F. 9 the space that goes + 4 B. 12 with the answer you G. 19 c. 34 choose. H. 90 D. 43 \.'AIT 5. 78 - 3 = A. 73 B. 74 11. 321 A. 322 .'... ' ) t!':.ese aaa.itio• c. 75 X 2 B. 323 -::,robleas ana fill :. r: the spaee that D. 81 c. 342 ;-QC3 wi tr: the answer D. 642 '" " ') J C:".'J0SC. 6. 38 E. 5 2 6 4 A. 8 =....£2. F. 15 12. 36 E. 32 + + = :a. 10 G. 16 X 2 F. 38 c. 12 H. 61 G. 42 D. . ,,, H. 72 .LO STOP 7. 65 - 9 = A. 56 2·57 E. 1,178 B. 64 Do these liivision -: . . problems an• fill in + 421 F. 1,187 c. 66 the space that goes G. 1 ,.?.78 D. 74 with the answer you choose. H. 1,378 8. 2· ,,, E. 185 '+o 13. 3 )9 ' 1 .n . _ ,, _ A. 5,173 51 F . 195 ~- 7c I ,., 3 .::, . 4,321 B. 6 ,173 G. 295 c. 6 :2 c. 6 ,187 E. 297 D. 12 123 D. 7,178 STOP o - .,. ., _, Do t ~: ese •ulti~l ication 14. 12 2 E. 6 problens a:r.a fill in the .;. = space that goes with the : . 10 ~ - 20 67 answ e !" you choose. G. 14 ,:, :) .,. ~- = 1.:,. 1 05 H. 24 F. 127 9. 4 X 9 = A. 13 G. 152 B. 32 GO ON TO THE NEXT H. 172 c. 36 PAGE STOP D. 49 168 15. 8 A. 2 2 = B. 4 c. 6 D. 8 " ,- 10 J70 E. 7 ..L.:) . F. 10 G. 70 B. 80 STOP 169 lo This teat iatroaugas tbe fon?at u.o~• u teetiag mathaaaties ooaoepta autl applia&tiolla. Tl&a tonat usea i~ mainly wori problems. hJl7 ot the questions a.re aec~.tiia4 b:y pietnree ana the ~hild:rea ue a:t'J)9cted to reaa the prcblGs li\lli the& :uterp:ret tlla piotura to fiA'li th0 u.swor. ehilireB ttay ~~var have r9a« the~e wcrda b8tore although they lla'1 bow tr.eir G~ani3g vh~~ 5poka3. The follo~iag ia a list of vo:Nls that the chilairea 111't'lu.l-i be o.~le to sight retai .. m.~~l.t altagetheJ" grsat~,r tta~ equal liter awaber se~te.1ee n.uaeral 4tven nmb~r poiitt aagls 41,pt 1Uamoter line se~ent hua.!reis place odj Au11ber auoth.or Dl'Jtt for fro.otic:a ntmbe1· l,1(11ir o~t porti02 ahuiet.l sesla weigh gra!l 1.e»be:rs of a eet qua:rt halt 3. Chilarea aust reai wora pr·cblerta eel' efully .. The Wtr.t'US tell ~ant· what to e.o. I:.f they skip a hara wori, as they ho.ve io12.& oa other to$t,S., tha·t: wori '3.91 have beell th9 c.ae to tell the• ...-bic:h o:pcrati=-a to us& ( +. -, X or .f-). ~. Thi~ is a loag tGst ana there is a good uaal ot readi~;. Most of 170 tEAcmm•s MAifflAL 1 (Peas out a test booklet 9 aarker, ane anS\fer sheet to each ~hi14.) ~arke:r Bust bs large- so th.~t i ·t .e~!l be usaa !er serop ps.per .. ) TODAY'S TEST JIILL BE Ml A.R!'l'lrH .. \TIC TEST• 'I'llE QUESTIONS WILL BE WORD PBO:stm,. · '!OU MUST R:E:AD ~".! AND 'f.fi.E:l WOB! OCT TEE PRmn.E·tS., tml.IKE .Sm1E O? ?ES ~J!ER TSSTS 1 YOU MUST R:iw\D TnESE P1W1U,E'M,S CABEF'ULLY. THE !110000 W!ll TF..!J. YO'IJ Wff.'\T TO PO.. I~ YOU 6K1P A SOME CF TRE Q~:rnm, Af:E VERY HARD.. IF YOU COME TO A aAllD YOtm MARKER Al-ID COME BACK TO vJCl:K o:,z I 'l' AF'x.ER YC'(J Ei\. './B FINISlffiD ALL J,:j'..STF..N CA3.:F.:FULLY \71!ILE I GIVE .DIRECTIO?JS FOR THIS TEST .. THIS TZST WILL SBOW HOW WELL YOU CAN DO MATHEHATIC.3 I'P.OB!.El1S. READ EACil ITEM .AJID CROOS:E TllE At:S'JER YOU THI!~!( IS CORRECT. USE YOU!t SCTiidC!I PAPE3 MARIU:R TC D0 YOtTR WORK. :FIU. IN TEE Sf.AC! THAT GOES 'dITJ1 T:IE ANS'.:r.ER YOU CEOG? Eo PLACE YOUR M.U;ief,;S SO TDAT. YOU C1.H S.f~ T11.E SM~?LE J.TJ::M .. . :, DO SA!~PLE ITEH A AND F!l.J, In TEE SPACE 1'HA'r (:OE$ 'JITB , THE ANSWER YCU c r!:JC£S. (Allo\i ti!-:e for all stuJ. ,z·nta to r,aad tho 1.;ample Hem a.n1i IS:ll'k A. 1 B. 2 c .. 3 D. 4) 171 2 YOU SROT.40 HA VE FILLED IN SPACE "C" BECAUSE Tl!ERE A!?E TRREE BAisI,S PICTUIU::D IN THE SET. !>O MOT START WORK O?l TEE TEST YET• ABE TREBE AMY QD'ESTICUS? IF' YO'IJ DO tH)'? U!fDEBSTMID WHAT IOU ARE TO DO, RAISE YOUR HANDu TRIS IS A LO.NG TEST. I .00 NO-T EXPECT FOU'.R'l'n GRADEnS TO FINISH ALL Tm:: QU".ESTIONS. \!!ORK C~TJLLY AND YOU 11!!,L GET A rJOOD SC:OEJ~ EVEJ."f IF Y.CU J;-O NOT FD!ISH ALL Tm; Q.iJEST!Otm. "1m:N I TJ::LI. YOtT TO BEG:l:N, YCU" W!tL CO!·!:-=l~UE ~Q DO EVERY PROBI...EM 9 BEGINNING l-lITll ITEM J.. :?rOJ:,LOii TS'E .DIHECTimrs AT Tl!.E riOTTmt OF EA.CS ' WORK.. YOU W!!J., HA VE 10 MI!mTES T.O to T.ZIS T.E.~T" BS ~uns TO DO ITEM l O?J YO'U!l A!lSWER SRE.l:,'T • .SEG!N .. (Start ti2ing a~d rscori the tiae o• this li~e: Aii 10 Bi~utes a~i re~orc the ti~a on thin line: Ao ths chiltraD are w:e.rki:sz, cheek: Bt&.rtiilg ti11e + 10 Stoppi:i.g tillle l. Are .the ohilt~ea u~ws t~Gir markar and not the bo0~ !or Ern:ratch p~psrZ 2. J.re the children noting ha.rt <:iUestioi:s e:n thei.r £larker,. guessi.1tg t~e a.i:\awera, n!:61 eontin.uiag vith the quGstic:?s. The,- · ahculii 11.ot t;pea!l too 11u~h. ti;ge oa &J.ny one problem. · 3. This ia a lol'!g tP.at.. E, auspicious · o:t chil.dl-Qn lliho f:htish · too qu..i.du.;r. t;heck th..iir il~awe:.·s to .aee it th~y uii t!>.e problell?a or supl~ oork~~ ill ~e1 a~G~e~. At tha etoppil.'ig ·ti••, s;..y: ) 172 ?ti.RKS TE.AT YOU DO N~ W .. U."1'. TRE:RE sm:rm.:o BE NO PfilJCIL l1AnK.G IN YOUR TE.ST BOOr~ET .. NOW WE !;JILL cormECT TEE T:S.ST • IF YOU ID. VE AN IT.DI WRONG 9 p~ A LINE TEROUGH TITE ITEM NUMBER. Q.JESTION A,, MlSitze c .. 7, D .. 14, E .. ~UEST!ON lo A!,!S~~ A. 8, G. 15? B,. QUESTION 2, Al'!.3N.~ G .. 9~ Ca 3, c. 10, ,.. ~ 0 '+ t Fo :n, c. .5' D .. J-29 'li. 6,; "I:' ~ ~ p: ... , o. COU!',"1' TE:£ ?fITH:S.r:R you HAVE CORBEC'.r.. WRITE THAT Nl~.rnBR NE:~r CI- trl.eq~los? ~ ~~ t,¢11"~ l'i,J.i.~53) ~ t~ A& {~/ ,.A · ~. ~"'6 "~ -;.."'S.,.,s? ?' ,.. n \,I' ~bat ecas in thG box to ma kl'J the r.1..1.J."'!l bf r • sen te r. c e true'i ~:., .2 ThsrG wer.ND DARK XND THAT YOU iIA \'"E COMPLETELY ERASED Al'IY ~.ARKS TllAT YOU DO Nor WANT .. MOW ':.'E VI!.L CORRECT THE TE.ST. IF YOU HA VE AH ITE-! WRONG v PUT A LINE TRROUG!! THE ITEM NUMBER. QUES'i'ION A 1 ANSWER w. 10, R 21, ',/ 32, R QUESTION B, ANSWER V' '. ll~ 'd . 22, R 33, w QUESTION l, A.tt.SWEI? w. 12, w 23, 'ti 34 • w 2, w 13, R 24, w 3.5, w 3; R 141 \1 25, V 4 V 11 15t R 26, R 5. R 16, t,' 27, 'r1 " ;i ..... l;,l -,Q P. o, J. (. ... .... t 7, n 18, R 29, R B, w J.9, R 30, \i ,9' w 20, · W 31, w COUNT TEE r;1:IM33ER YOU HA V}?. CORRECT. IJRITE TfuV2 · 1rr.1mER NZ'XT TO TE.E CT3.S., DID YOU' .SOHETiliiFG FIND '.CiE ANSi1J":...1 TO ONE S!'ELLINO QUZ,STION ON' AGAIN · 'l'C':i.1 Y YOU WORKBD V:ZilY HATID O!l ~EST.3. YCiJ EA VF. L;"!:}..RJIBD A LOT T!IIS YBP.~. ·ws WII,1 FRACTI~B l-:OR:Z :'.{c.:iT WEEK so 1'HA'r YOU WILL DO BETTEJ? ON TZSTSo S.P.l:..d L.-,31 197 ri uh t ... _ -··-- __ ,. ____ ·- ·-· ---- A. The kittin is ve:. ry o~c-11. R B. I hav€ t oo ·i:. ittE:nG. ft ' ' I ~AIT l . -· ..... ··-·. ---··-----·-----.... .J - -·- ~---···- 1. 2. Can you fi~de ~y be 11 ·? 3. H 4. Don 1 t c :)ffiE nE ,, r me • R 5. ~a :3 j ;r shi.::-t. 8. EE t~ok ~y poper R. ,.. " t·· .. 9. G::,,E t.~ek e.r.s clay '. rt ;·, ·with :-:s • 11. ~y little sistEr 1::ives to ~ri. R 12. e cut R on her fc:ec. 14 • Sr E ':i e ~ ~ i s € t :;. !: · iv e R me h:::r bo:,~::. 1s. The blr~ W~G in his R nc r: t.. 16. S:,E hss bi. r, ~ick :t ell \.,-CC~:. 17. Do j'~U r.c.VC env R __._ cnr:1:5y ·t 18~ I ir;c> nt Jii..Q_r·s ?:; ilk. R ,. " , I I l ! .l }' 1.9. ?.O • ?l. 2?.. 23. ?4. ?.5. 26. 27. 28. 29. 30. 31. 32. 33. 34. I Vi i}. 2. ro t::, ~· l,~(: !t st:nc . Co:n you hs re v,h,; t R. she is c::ryin c-· ; .. . O. · t... Plnre turn :::iut t :1(; R lit€ . Ann lLcc e t :J re rs: i.{ otor1c a. de wes slEc ~in on ~y R bed. ~y jrr~dic is very bif:. He. VE y D '..l be G O t O ·1 y h:)m yet'? I will cet c1ftu, this e1.:.:1e. Ge t the money fr:::im my I.'JO~• ~here is t t e li cht1 • R ' rt R. ~y dGd ½ent to we rk R today. Danit frll Gf th€ ch& ir. Do not mind. Ct: 8 (: '.. C: --- Shew~~ very de e r t" :.'1€ • Your jres is very n1cE. ---- 35. Juz t~ic 1:c ~ ri : ht ~ tu-you 'l J'l'C? • .• ll 1 .. : " \., ,, :1 '.,i ~·, ~, . . .,, ·,v ! 198 Note to teacher OBJECTIVES BEHIND PRACTICE TEST SIXTEEN 1. This lesson gives further practice in reading comprehension. The story is longer and the reading level perhaps higher. It is constructed in this way so that the children will have practice in a test more nearly at the level of the CTBS. 2. Because the story is long, some children may need to be encouraged to atte~pt tc ~e~d. ~any children decide before they begin , that they will fail a~d thus never try to read. For some of them, the teacher's interest may be enough to get them started, or keep them reading. / 199 TEACHER'S MANUAL ( 1) (Pass out a test booklet, marker, and answer sheet to each child.) DID YOU PLACE YOUR ANSWER SHEET NEXT TO THE HAND YOU v/RITE WITH? TODAY WE WILL HA VE ANOTHER READING COMPREHENSION TEST. I WANT TO FIND OUT HOW WELL YOU UNDERS'rAND WHA·r YOU READ. REMEMBER WHAT I TOLD YOU TO DO WHEN TESTS HAVE STORIES TO READ A.ND QUESTIOi:'JS TO ANSWER ABOUT THE STORIES; THE FIRST TIME YOU READ A STORY, DO YOU READ IT SLOWLY OR QUICKLY; ( Call on a child for the answer. The answe.r should be some- thing like read it quickly so that you get a general idea of what it's about.) YES. THE FIRST TIME YOU SHOULD READ THE STORY QUICKLY. THEN YOU WILL HA VE AN IDEA OF WF.AT THE STORY IS ABOUT. YOU WILL ALSO KNOW WHERE IN THE STORY TO LOOK FOR THE AUSWERS TO QUESTIONS AS YOU COME TO THEM. DO YOU HAVE TO BE ABLE TO READ EVERY WORD IN A STORY BEFORE YOU TRY TO ANSWER QUESTIONS ABOUT THE STORY? (Call on a child for the answer. The answer should be some- thing li~cc You don't need to be able to read the hard words. Skip them if you know what the story is about without reading the hard words.) NO • YOU DON'T HA VE TO BE ABLE TO READ EVERY WORD IN A STORY TO BE ABLE TO ANSWER QUESTIONS. YOU CAN . A'.NSWER MANY QUESTIONS EVEN IF YOU CANNOT READ ALL THE WORDS. ONLY SPEND A LOT OF TIME ON HARD WORDS IF YOU MUST KNO\v W!U,.T THEY SAY TO ANSWER ONE OF 'l'HE QUESTIONS. IF YOU STILL CAN'T READ THE HARD WOP.D, GUESS THE ANSWER. ) 200 · LISTEN CAREFULLY WHILE I GIVE YOU THE DIRECTIONS FOR THIS (2) TEST. READ EACH STORY QUICKLY. THEN READ THE ITEMS BELO'i! IT. GO BACK TO THE PART OF THE STORY MENTIONED IN THE QUESTION IF YOU DO NOT KNOW THE ANSWER. DO NOT READ THE WHOLE STORY OVER AGAIN. THEN CHOOSE THE BEST ANSWER FOR EACH ITEM. FILL IN THE SPACE THAT GOES WITH THE'ANSWER YOU CHOOSE. READ THE STORY MARKED SAMPLE STORY. LOOK UP AT ME WHEN YOU HAVE FINISHED. (Allow enough time for all children to read the story. , The story and question appear as follows: Jackie Robinson was a great baseball player. He was the first Black to play in big time baseball. He helped win many games by hitting home runs and getting many people out. A. Which of the following words best describes Jackie Robinson? 1. a good kicker 3. a good hitter 2. a good friend 4~ a good play ) NOW READ SAMPLE ITEM A AND FILL IN THE SPACE THAT GOES WITH THE ANSWER YOU CHOOSE. (Give children time to mark their answers.) YOU SHOULD HAVE FILLED IN THE SPACE THAT GOES WITH THE WORDS "A GOOD HITTER II BECAUSE THE STORY SAYS JACKIE ROBIN Sm! HIT MANY HOME RUNS. DO NOT START WORK ON THE TEST YET. ARE THERE ANY QUESTIONS? IF YOU DO NOT UNDERSTAND WHAT YOU ARE TO DO, RAISE YOUR HAND. (If all children understand what to do, say:) DO NOT START UNTIL I TELL YOU TO DO SO. WHEN I DO, YOU WILL .READ THE STORY AHD ANSWER EVERY ITEH. FOLLOW THE DIRECTIONS A'l' 'l'l-IE ! 201 BOTTOM OF EACH PAGE. WHEN YOU COME TO THE WORD "STOP", GO BACK (3) OVER THE Q.UESTIONS TO SEE IF YOU HAVE ANSWERED THEM CORRECTLY. IT IS VERY IMPORTANT TO CHECK YOUR WORK, BECAUSE SOMETIMES YOU NAY BLACKEN THE WRONG SPACE BY MISTAKE. ALSO, WITH TIME TO THINK ABOUT AN ANSWER, YOU MIGHT CHANGE YOUR MIND ABOUT THE BES'£ SPACE TO MARK. A GOOD TEST-TAKER READS EACH QUESTION A SECOND TIME AND THEN LOOKS AGAIN ON HIS ANSWER SHEET TO MAKE SURE HE HAS MARKED THE CORRECT SPACE. YOU WILL HAVE 10 MINUTES TO DO THIS TEST. ARE THERE ANY QUESTIONSZ (Answer all questions.) FIND THE STORY BELOW THE SAMPLE ITEM. FIND ITEM NUMBER 1 ON YOUR ANSWER SHEET. BEGIN. (Start ti~ing and record the time on this line: Add 10 minutes and record the time .on this line: At the stopping time, say: ) Starting time + 10 Stopping time STOP. THIS IS THE END OF THE READING COMPREHENSION TEST. MAKE SURE THAT ALL YOUR MARKS ARE HEAVY AND DARK AND TIL~T YOU HAVE COMFLETELY ERASED ANY MARKS THAT YOU DO NOT WANT. NOW WE WILL CORRECT THE TEST. IF YOU HAVE AN ITEM WRONG, DRAW A LINE THROUGH THE ITEM NUMBER. QUESTIOH A, ANSWER 3. 4, 6 8, 6 Q.UESTION 1, Answer 2. 5, 2 9, 1 2, 5 6, 7 3, 3 7, 2 YOU DID VERY WELL TODAY. WE WILL PR.".C:'!'ICE ~!ORE NEXT WEEK .SO THAT YOU WILL DO BET'.'ER ON TESTS. 202 TEST BOOKLET SAMPLE STORY: Read the story below. Jackie Robinson was a great baseball player. He was the first Black tc play ir. big t~me baseball. He helped win many games by hitting home runs and getting many people out. Now read Sample Item A and fill in the space that goes with the answer you choose. A. Which of the following words best de.scribes Jackie Robinson? 1. A good kicker 2. A good friend 3. A good nitter 4. A good play You should have filled in the space that goes with the words "a good hitter" beca use the story says Jackie Robinson hit many home runs. 1 5 WAIT "Let-' s go . down to tlie river and see if there are any fish" Abe Lincoln said t his friend Austin. "I wish WC could go swimming but we c a n't because it's Sunday." It was a hot day in Jun~. Abe was seven years old and Austin was eight. The two boys were restless. 10 They were tired of listening to their parent~t talk. "We can go across the log bridge to the island" said Abe. 15 The boys started across the log bridge. Abe slipped on the log. Splash. He fell in the water. The boys did not know how to swi~. The water was deep. 20 Austin held out a long stick. Abe held the other end and climbed back on the bridge. ~be said "Nobody would ever gue s s I had a swim." His eyes twinkled. 25 11Abe'Z Did you fall off that log 30 on ~urpo~e? .a~ked Austin. "You know I wouldn't do that" Abe said. "Not on Sunday. I could get in trouble." "Then we'd better not tell" said Austin. And Austin didn't tell. Not until Abe Lincoln had grown up to be a great president and had been killed: 1. How old was Abe in this s tory? ~ 1. five 3. eight 2. seven 4. ten GO ON TO THE NEXT PAGE 2. How did the boys feel when they listene on c or~ .. c r . _ __.,_ 1 . Gtore 1. tc0t l. bo ol:.:-; 2 . trafl:'ic l.i. !_; il t 2 . r.2:::;t I~. ~: ;;., [;i·.1 ~~ :!. 1'! CS 3 . poJ ::.cer:k, n 3 . i.·nca tion 3 . stor i e,; 4. h ou:sc 4. brea trie r 1+. lett ers c.!OCG sayinG 11 \·/ O O .f 11 b. J ohn \..'a~ E.iti ili.:-"1[!" . I 1 2 . T ai:1 i:i r'?rl . "" - --- r: qu:.1ck l 5. "~u11.r i n t.; I 5. hu!! Gr y .,) . 6 . ,- ~ t ~Ct C hj_!lg 6. :::illy 1::eo·.1 ' 0 . '!. t ,:.:.. ;J. 7. (;.,+...: ..... ,. .. ~ .::;lr.:,~ny \ c...;. 1,,,..1. .1.1 t :> ( . " 8 o r1 :::-l( o . . r- r i !l r: 1. !: --: 8 . o t ·.;,i io :: :·, co o:; ':.'0 '.;.' i'. (·'. : :~~(? T"~ • ,... . ... !· 1i.i;t1'J ----- ,·-··· -·· ·· ·····- ·· ·-~·- .... ·-·--· -·--~·-- . · ·--·-··-··-·-.·-·--·--·· · . , .. ··· ·-· ·· ···-· -- ··· -·. ··•·•···· ·· ··· . .. 208 ------·-·--,..r.--~.-.......,__~----~-~--- ~ ..... ---·----~~~"'111"T.:.-;'~- ~ 13. Hes he l cf~? 1. fi~.i.::hcd .:;. GOne 4. eaten :14. a wise tlcc icion I 5 . s:::ar t 6. toug!1 7. ;;ocd 8. b.:i.d I I 15 . play WiC1l the F .:; ; :', C:: J.. ball 2. toy 3. teJ.c phonc , ,... ' .L O . s lip 0 :1 '..:he roc'.:5 ----5 .. sraG:.J 7. r:P:1,rli J.c s 8 . wir r.: ,3 • 17 . d rc.J.M in lJed 1. wi..c;;;J.c 2. tur~ 3. sleep 4. lie 13 . at the cfrcs.:, 0hon _:j. fD.C to !"'y 7 . stO!"C 8. r,1::i.nt 19. lk paid with nonn:i. cs 1. su.ca r 2 . r::oncy 3 . bill:J 4. credit cards 2 0. ~;he i 3 E!.~l:1_! i ft1J 5. prt:· L~ y 6. ucly 7. u.r.attractivc 8. funny 21 • I \ •J as f ";"_:j ': [~ L c~ n ad • 1. tic i:1 C ·:! ") ") c.c. . 23. 24. ') ,- c.:J. 26. 2. cc1.uc;ht J. surprised I+. scared live in ;J_ ~i L·t 5 . hCU.S(? 6. tO\·l ll ,.., ( . dovelor:::0nt 8 . project T·h ~"! shO';./ h 2 s f-}J:1CC::"".c.. 1. rui 11 C) cl -· 2. f:. l.~('. (''. (! 0d ~d 3. b ro'.~,.:,n 4. fh.:i.shed tie the st~inh 5. knot 6. race 7. pachtgc 8. cord C.::.:n I ':! ,'l t ~ h? J.. 1Z-0T:- 2. plo.;y 3. i;c l1-. try \·"1.tlC in i::hc ri vr.-y- ---5. field. r o. pool 7. strcD.m 8. OCCcJn 27 • ,-;e t r.i y !'.:C '.'i::; ;:1_r- r> 1. 1,ui; e ,3. music l1-. books 28 . ciic~ ?~ cl~cii~G 7• [; O O GC 6. duel,:: 7. s:,..:a.n 8 . hen 29. dud:s in the : )0 !", ci 1. lo.i:c 2. ri 1.,"'e1~ 3. st rcar.1 4. ocec:;.n 130. I He ic t i ,::i cl ·---5. c;:, :·eful 6,. C':'..''J · I I I I 7. reckless 8 . . s :ronc ·-~-----· -- .STOP -~-----------· 209 Note to teacher OBJECTIVES BEHIND PRACTICE TEST EIGHTEEN 1. 7his test again deals with the arithmatic concepts and applications format. 2. Below you will find repeated some of the reading vocabulary typically used in mathematical word problems. Although the children are likely to know the meanings of these words when spoken orally, they should also be able to sight read these words if they are to be able to answer questions on this type of test. middle altogether greater than equal liter number sentence numeral even number point angle digit diame t er line segment hundreds place odd number another name for fraction number pair set portion shaded scale weigh gram members of a set quo.rt half 3. In mathematical word problems, children should not skip hard words. These oay be the words that tell them which operations to use. 4. Children who are good in math but poor readers cay not be able to show all they know on this test. Watch these children especially so that you can particularly er.courage them. 210 .! TEACHER'S MANuAL (1) (Pass out a test booklet, large marker, and answeT sheet to each child.) TODAY YOU WILL PRACTICE THE MATHEMATICS CONCEPTS AND APPLICATIONS TEST. REMEMBER, THIS TEST WILL SHOW HOW WELL YOU CAN DO MATH~·IATICS WORD PROBLEMS. YOU MUST READ EACH PROBLEM AND THEN ANSWER 'rHE QUESTION IT ASKS. WHEN YOU READ· M.4.THEMATICS WORD PROBLEMS, YOU MUST RF..AD CAREFULLY. THE WORDS WILL TELL YOU WHAT TO DO. ONLY SKIP HARD WORDS IN THESE PROBLEMS IF YOU UNDERSTAND THE QUESTION AND KNOW WHA'.:':' TO DO. SOME HARD WORDS WILL BE IMPORTANT AND OTHERS WILL NOT BE. DON'T SKIP A WORD THA'r YOU DO NOT KNOW IF THAT WORD SEEMS TO BE IMPORTANT TO FINDING THE RIGHT ANSWER. BE SURE YOU UNDERSTAND WHAT THE QUESTION ASKS BEFORE IOU TRY TO ANSWER THE QUESTION. LISTEN CAREFULLY WHILE I GIVE DIRECTIONS FOR THIS TEST. READ EACH ITEM AND CHOOSE THR .ANSWER YOU THINK IS CORRECT. USE YOUR SCRATCH PAPER MARKER TO DO YOUR \-/ORK. DO NOT WRITE ON THE TEST BOOKLET. FILL IN THE SPACE T}L\T GOES WITH THE ANSWER YOU CHOOSE. PLACE YOUR MARKER SO THAT YOU CAN SEE THE SAMPLE ITEM. DO SAMPLE ITEH A AND FILL IN THE SPACE THAT GOES WITH THE ANSWER YOU CHOOSE. (Allow time for all students to read the sample item and ma~k their answers. The item appears as follows: 0000000 A. Which ball is in the middle? A B C D, YOU SHOULD HAVE FILLED IN SPACE "B" BECAUSE THAT BALL IS IN THE MIDDLE. DO NOT START WORK ON THE TEST YET. ARE THERE ANY QUESTIOMS? IF YOU DO NOT UNDERSTAND WHAT YOU ARE TO DO, RAISE YOUR HAND. (Pause for questions.) WHEN I TELL YOU TO BEGIN, YOU WILL CONTINUE TO DO EVERY PRO:SLEH, ( 2) BEGINNING WITH ITEM 1. FOLLOW THE DIRECTIONS AT THE BOTTOM OF EACH PAGE. \-/HEN YOU COME TO THE v!ORD "STOP", GO BACK AND CHECK OVER YOUR WORK. READ THROUGH EACH PROBLEM A SECOND TD1E TO l·IAKE ·stJRE YOUR ANSWER WAS RIGHT AND TO MAKE SURE THAT YOU DID NOT FILL IN THE WRONG SPA.CE BY MISTAKE. YOU ·;HLL HA VE 10 MINUTES TO DO THIS TEST. BE SURE TO DO YOUR WORK ON 'rHE SCRATCH PAPER l-L"i.RKER. ARE THERE ANY QUESTIONS? (Pause for questions.) PLACE YOUR MARKER SO THAT YOU CAN SEE ITEM NUMBER 1. FIND ITEM 1 ON YOUR ANSWER SHEET. BEGIN. ( Start tioing and record the time on this line: starting time +10 Add 10 ~inutes and record the time on this line: Stopping tir:ie At the stopping time, say:) STOP. THIS IS THE SND OF THIS TEST. · MAKE SURE THAT ALL YOUR MARKS ARE HEAVY AND DARK AND THAT YOU HA VE COMPLETELY ERASED ANY MARKS THAT YOU DO NOT i:/ANT. NOW WE WILL CORRECT THE TEST. IF YOU HAVE AN ITEM WRONG, PUT A LINE THROUGH THE ITEM NUMBER. QUESTION A, ANSWER B. ~ B c::: B 9, B 13, D .L ' /, _;- 2, F 6, E 10, F 14t F 3, A 7, C 11, A 15, B 4, G 8, F 12, H COUNT THE NUMBER YOU HAVE CORRECT AND WRITE THAT NUMBER NEXT TO THE CTBS. IF YOU HAD MORE THAN 8 CORRECT YOU CAN BE PROUD OF YOURSELF. DON'T YOU FEEL PROUD WHEN YOU DO WELL ON A 'i.'EST. I AM PROUD TOO. WE WILL I'RAC'i:'ICE ;,10RE ~mxT · WEEK so THAT IOU vJILL DO BETTER ON TESTS. TEST BOOKLET SAHPLE I'l'EM: A. l. 2 . 3. 4. Which ball is in the middle? ooo 0 0 00 A B C D WAI'r Which of these.figures is a circle? D 0 A B D Which set below has an even E F G H '.1hich of these ' -. .::, another name for 15? A. 7 + 8 B. 6 + 8 c. 14 - 1 D. 12 - 3 How long is the line segment shown below? 0 ' .:I. 3 .,. s (, ' I I ! I l I I E. 2 centimeters F. 2¼ centimeters G. 3 centimeters H. 3¼ centimeters 212 .., 5. Mom should be at work at 9:00. 6. The clock shows the time she got there. How many minutes late was she? q•:Q¥~ A • . 2.0 C. 45 l Co S B. 30 D. 60 Here are a set of boys ar.d a t"r\ 0 1"" (! set of hats. How manyAha ts do we need so that each boy will have a hat? L ! t ! I ~ ~ t>-' 1 I! ! CL A E. 3 G. 8 F. 5 H. 13 7. Which of these is another name for fifth? 8 . A. 1st B. 3rd c. 5th D. 15th John had 20 Earbl es. In a ga me he lost 8 marbles.Then he won 2. What can you do to find out how many ffiarbles John had then? E. divide and add F. subtract and add G. divide and multiply H. subtract and multiply GO ON TO THS NEXT PAGB 1 l. 9• Which \ . . cookie has "j" shaded? .ll CDrl) _ .. . -~· ~ · . ' WJ)- . '10. 11. 12. ,' ': I .··" / ' l , .·. ~ , ~' ·.~ ~~~ . . ' l . A - - B C D Which of this the following makes number sentence true? 5 + 3 = 10 E. 1 F. 2 Th:;, t fi · oy cost V<> C • ho - en"Cs. w much the A. B. -0 G. 3 H. 4 five dollars and Which of these shows toy cost? c. $505 D. $550 is the missing number? What · 5, 10, 15, E. 1 F • 18 - , 25 G. 19 H. 20 ~on has 3 calls. Ted has ma~~mes as many balls. How y. balls does Ted have? >:.. 3 B • . 4 c. 7 D. 12 213 15· ' / MarY has 16 cents. She wants a book that costs 35 cents. How much more money does she need? G. 35 F. 19 H. 51 The t~a~her had 24 pencils. She divided the pencils evenlY among 4 children. How manY pencils did each child get? A. 4 C. 20 B. 6 D. 28 STOP 214 Note to tea.:her O,B,;. ;:; ·n \/,,::, .GF.Hrrrn PR.a.r:TICE TE.ST ?!IN.ETEEt; ·- . It :·; i , •:.>L ti he ci:;_rhc.dzcd tha-f: child.r~n do not have to got all the o~:.ii.:-r-tic., 1~; ri 6nt to do well on this test. Cettinz ffy~ or mol"G qt1estions ~' . .: orrcct c::1 ti,e~:c ta.::;ts, they r.avo iifZivulty tryincr to di:.;ccve:- the ,. . C?cor.1es. Give th~ children praetico 1~ '1reEiing between tho lines" and dra~ine aoneluaion3 from thoir 0 :1 thi~ t~~t to dAvclop the ~hi1dren's i~tcrpretive skills. 215 TEACHER'$ M.ANtlAL (Pa6~·. ciut a test booklet, 1,•uukar, r..nd. answer sho:tCt to e(lcl1 child.) .rno. y WE WILL HAVE ANO'fli.EB. READIJ."fO co.r~Eif..ENSICN TEST. I WANT TO r;-nrn OiJ~ HOW JELL YOU UNDERST.UID wli.AT YOU li&D. RE.AD THE S'l'OR? w!JICKLY n~FORE YOU CO}lS TO THE QUESTIONS. ' l.F YOU f.JO NOT KNO'li THh AN::>WE.R TO A Q.UESTION, GO BACK TO THE fe:J.!,!, OF .THE ZTORY TRA':..' wi::LL Hk.."LP YOU ANSWZn THS QUEs·rron. DO NQT ~EAD THE WHOLE STORY A GA TU. DO NOT READ EVZRY WORD CAREFtJLLY. l? YOU CANZ¾CT READ A. WORD, . t . . ' . 3KIP Il'. ONLY ;3PEND A LOHG Tnm ·rnYING '1'0 F!!U) Cl7l' lslt-\1 A WORD tlEANS IF YOU .M UST BE ABLE l'O READ Til.5 14:::,:;::;D TO ANSt/E:J; A QUES.T!ON. IF YOU STILL . GAN' T Rl::AD THE RARD \-iCRD, GUE.'.iS TEE AMki!.1:::a AND. GO OU TO t!IE NEXT QU!.S'l'ION. LIS'!'EN CAH.:::YULLY 'ttltlILE I GIVE YOU Ti::S :OZ.R.ECT!ONS FO~ T1iIS TEST • . . i3:&S'l' r-:~SWER FCR EJ..GH I'f1'J.?. FILL I.N Tlli:: SF~CE TnAT C-0:S.S ~'ITU TITE ANSWER . YOU CHOOSE .. ' . . f-. & '\D THE !:;TOF.Y MARK£D "SANPI.E .STtUn" u, YOirR TE.ST BOOKLET. THEU READ 31,?~?LE I'!'E.M A .Ai'iJ:C· .I<' ILL I'N THE SPACE T?J,.l\'.l' GOES WITH THE AlW~JER YOU ~ample question re~d8: A. 7he ur.dcrGrOl.!Zd r~il?ead ~~s ~ l. 6lectric tr~in .';:. ur,d.-2reround tll!\!'.:.Cl 3. escape rout~ I+. olden n~ t z-o ) yci.; irroULl> HAVE FI1L£D rn T~B srAcr; '!'RnT OOES WITU THE ;vO:RD 11 ESC.APB (f'a:i:3e for th:e answer.) .RENE~:B.CI? WH.J::N YCU uEJ..D DuRiaG THli TEST' READ TO ;{OURSELF. WHEN !Otr ~l::AD ALOUD, YOU DISTURB O'!R.ER CH!1D'.2.EM. KEEP YOUR LIPS .CLOs:ED. 216 ' . ·: \- 1' DO NOT .'.iTART WOBK ON T!IE TEST YW. ARE ~B:EnE ANY QUESTIONS? . . IF. ·_. YOU DO t:OT UNDE!was n.!1 1. clcctl·ic tr~in 2. undcr~r ~und tunn~l l,. ::i!tl-time 11 c l ro t O g .) 'UH.'?:' 9 Th~ boy in this story was B;;-io.ke::," T., Wasll.ingt or.. He- "'laS· cnly twelve years ol-,,__""I Below you will find a few hints for the children during testing week. Some hints are general to all the tests and some are specific to a particular type of test. 1. If you finish early, check over your work. ~(As a teacher, when you are walking around the room as the children work, remind any child who 'has finished the test and is just sitting to read the questions through a second time to see if they knew the correct answer and to check to see if they marked the right answer circle.) . 2. Eliminate obviously wrong answers _and guess from the re~aining ones when you don't know an answer. 3. Mark down difficult questions to come back to later. Don't spend too much time on any one question. 4. Don't worry about hard questions. They are meant for children in higher grades. 5. Look a t your question number and the~· the answer number be fore you mark your answer to make sure you are marking in the correct space. 22 0 / READ I NG VOCA BULARY - - Eliminate a~s;,;crs know •• to be wrong and guess from the r ema inde r i f you don't know the answer. (This practice is especially i~portant in this type of test.) READING COMPREHENSION -- Read the story quickly to get an idea of what the story is about. Then read the questions. If you don't know the answer, go back to that part of the story that will help you answer the question. Do not read the whole story again. Skip all hard words unless you must know ther.1 to answe!' a question. (Review with the children ·,1hat the numbers next to the story mean and how these numbers might be used in questions.) SPELLING -- Look at the underlined word first. Do not read the s entenc e . If you know the word is spell~d wrong, blacken the space marked wrong. If the word looks like it is spelled correctly, read the sentence to see if the correct word has been used in the sentence. LANGUAGB MECE..:\NICS -- Do not worry about understanding the sentence. Skip hard words. Just look for punctuation and capitilization mistakes. LANGUAGE EXPRESSION -- Listen to what you read. Does it sound right? :t>L.\THEMATICS COMPUTATION -- Don't work too fast. Work car.efully. Wrong answers will 16ok very much like the right answer and you can easily make a mistake if you do not work and look carefully. (Teachers should see that children are working on the correct section of the test. The children seem to want to finish one section before going on to the next. 1his work s aguinst them because the hard questions come last in each section. If they are supposed to be working on the subtrattion problems but instead work on . un f ishedaddition, they may end up getting these harder addition proble~s wrong anyway and never have a chance to do the easier subtraction problems that they probably would have gotten right.) MAT.EMATICS CONCEPTS AND APPLICATIONS -- (The better the children I s ma th reading vocabulary,. t.he better they are likely to do on thi.s te::;t.) Re:-1 d carefully and find ~h~ math question words. They will tell you wha t to da. 221 APPENDIX B TEST- WIS ENESS TEST WITH SCORING SUPER-IMPOSED 1. Taking a test is l~ke playing a game. Always 4 Sometimes 3 Never 1 I don't know 2 2. I get worried whe n I get a bad grade on a test. Always 4 Some times 3 Never 1 3. I feel happy whe n I take te s ts. Always 4 Sometimes 3 Nev e r 1 I don't know 2 I don't know 2 4. I have trouble unde rstanding what I'm supposed to do on tests . Always 1 Sometimes 2 Never 4 I don't know 3 5. I get worse marks on te s t s than I should get. Always l Sometimes 2 6 . Taking t ests is fun. Al ways 4 Sometimes 3 Neve r 4 Never l I don't know 3 I don't know 2 7. I try my hardest to c orrectly answer the questions on a t est . Always 4 Somet imes 3 Never l 8. I feel bad when I take a t est. Always 1 Someti mes 2 Never 4 I don 't know 2 I don't know 3 9. I like figur ing out the answers to questions on a test . Al ways 4 Some times 3 Never 1 I don't know 2 r.:22 ] 0. vl he n I take tests, I am afraid I might not do We ll. Always Sometimes Never I don't know J 2 4 3 ] J • My parents tell me I shou J d try to get good g r a des on t e sts. Always Sometimes Never I don't know 4 3 1 2 J 2. It i s best to work as slowly as you can on a test . Tn..1e 0 Fa]se 3 13 . If you have a question dur ing a test, you should a sk the teacher. 'rrue 3 False 0 14. You should always guess. I f you don't know the answer to a test qu e stion, answer it anyway. Tru e 3 False 0 15. If two of the answer choices for a test qu es tion say the same thing,neither can be correct. True 3 False 0 16. Work as fast as you can on a test without making mistakes. Tru e 3 False 0 17. A test quest ion has four possible answers and you know that three of them are wrong. Still , if you don't know that the other answe r is right , you should skip the question. True 0 False 3 18. 19 . 20 21 --. 23 223 Al l . y ou have to do is c irc l e for the test. c omplete l y . maJ