VELS 3.0 - 3.5 English: Reading Progress Test
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PROGRESS TEST TEACHER VELS 3.0 - 3.5 ENGLISH: READING TEST INFORMATION This test contains 30 multiple choice questions and can be administered to individuals, • small groups or to a whole class of students. Practice questions are included at the start of the test to help students become familiar • with the different types of responses that are required in the test. Teachers should work through the practice questions with students prior to starting the test. An answer sheet, results translation table and information on interpreting results are • included. Time allocation • Introduction and practice questions: 5 -10 minutes Test time: 40 minutes TEST ADMINISTRATION Make sure that each student has a pencil and an eraser. • Hand out the test booklets to students, making sure that the front cover is facing them. • Read through the instructions on the front cover of the test with the students. • Work through the practice questions with the students, ensuring that the students pay • attention to the type of response that is required for each question. TEACHER SECTION: 2302 VELS 3.0 - 3.5 Reading Progress Test i/iv
Transcript of VELS 3.0 - 3.5 English: Reading Progress Test
PROGRESS TESTTEA
CH
ER
VELS 3.0 - 3.5ENGLISH: READING
TEST INFORMATIONThis test contains 30 multiple choice questions and can be administered to individuals, •small groups or to a whole class of students.
Practice questions are included at the start of the test to help students become familiar •with the different types of responses that are required in the test. Teachers should work through the practice questions with students prior to starting the test.
An answer sheet, results translation table and information on interpreting results are •included.
Time allocation• Introduction and practice questions: 5 -10 minutes Test time: 40 minutes
TEST ADMINISTRATIONMake sure that each student has a pencil and an eraser.•
Hand out the test booklets to students, making sure that the front cover is facing them.•
Read through the instructions on the front cover of the test with the students.•
Work through the practice questions with the students, ensuring that the students pay •attention to the type of response that is required for each question.
TeAcHeR secTIon: 2302 VeLs 3.0 - 3.5 Reading Progress Test i/iv
TEACHERAnswer Sheet
PROGRESS TEST
Question Correct Response Skill Descriptor1 D make links between directly stated ideas in a text
2 B make links between directly stated ideas in a text
3 D make links between directly stated ideas in a text
4 c interpret the main idea of a text
5 A make links between directly stated ideas in a text
6 D interpret the main idea of a text
7 D use contextual cues to interpret a text
8 B locate directly stated information in a text
9 c locate, select or record key information from texts
10 c interpret the main purpose of a text
11 B locate, select or record key information from texts
12 B locate, select or record key information from texts
13 c interpret the main idea of a text
14 c make inferences about characters' actions
15 D infer meanings in a text
16 D make inferences about characters' actions
17 A make inferences about characters' actions
18 c infer meanings in a text
19 A locate directly stated information in a text
20 A locate, select or record key information from texts
21 c draw on knowledge of text organisation to interpret a text
22 B locate, select and record key information from texts
23 D make links between directly stated ideas in a text
24 B make links between directly stated ideas in a text
25 D use contextual cues to interpret a text
26 c locate directly stated information in a text
27 D infer messages in a text
28 B draw on knowledge of text organisation to interpret a text
29 c make links between directly stated ideas in a text
30 B identify how language is used to represent events in different ways
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VELS 3.0 - 3.5 English: Reading
PROGRESS TEST TEACHERVELS 3.0 - 3.5 English: Reading
USING THIS TEST:This Progress Test will provide only an estimated Victorian essential Learning standards (VeLs) •Progression Point. It is intended to complement and confirm other classroom assessments and teacher judgments, and should not be used in isolation.
This test is designed to measure outcomes over a limited ability range only.•
Results are limited to the expected VeLs range for a given year level.•
It is not possible to give a reliable ability estimate for students with zero or perfect scores. It is •recommended that you administer a test at a lower or higher level in these cases.
Ability estimates for students who achieve close to zero or perfect scores will not be as accurate •as those for students with results clearly within the range of the test. You may wish to administer a test at a lower or higher level to confirm results for these students.
each Progression Point covers a wide range of learning outcomes. A student’s estimated ability is •influenced by a result being at or near the bottom or at or near the top of the Progression Point. For example, an estimated Progression Point will be the same for a student with 3 correct answers and a student with 10 correct answers. However, these two students have demonstrated different ability levels.
Further information about interpreting results can be found on the VcAA website at: •http://www.aimonline.vic.edu.au/doc/oDI.pdf
specific information about the learning outcomes for the Victorian essential Learning standards is •available on the VeLs website at: http://vels.vcaa.vic.edu.au
TeAcHeR secTIon: 2302 VeLs 3.0 - 3.5 Reading Progress Test iii/iv
PROGRESS TEST TEACHERResults Translation Table
TRANSLATION TABLEThis test targets outcomes at VeLs 3.0 to 3.5. For more information about interpreting results download the Interpreting on Demand Reports document at http://www.aimonline.vic.edu.au/doc/oDI.pdf
Number Correct
Progression Point (Standard Score) Comment
0 out of Range The ability of this student cannot be determined using this test. It is recommended that a lower level test be administered.
1 – 2 2.75 ( Below Range) This result indicates that this student is performing below the expected range for this test.
3 – 4 3.0 The result indicates that this student is performing at or just below the low end of the range for this test.
5 – 8 3.0 The result indicates that this student is performing at the low end of the range for this test.
9 – 10 3.0 The result indicates that this student is performing at or just above the low end of the range for this test.
11 – 12 3.25 The result indicates that this student is performing at or just below the middle of the range for this test.
13 – 17 3.25 The result indicates that this student is performing in the middle of the range for this test.
18 – 19 3.25 The result indicates that this student is performing at or just above the middle of the range for this test.
20 – 21 3.5 The result indicates that this student is performing at or just below the high end of the range for this test.
22 – 25 3.5 The result indicates that this student is performing at the high end of the range for this test.
26 –27 3.5 The result indicates that this student is performing at or just above the high end of the range for this test.
28 – 29 3.75 (Above Range) This result indicates that this student is performing above the expected range for this test.
30 out of RangeThe ability of this student cannot be determined using this test. It is recommended that a higher level test be administered.
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VELS 3.0 - 3.5 English: Reading
PROGRESS TESTSTu
dEn
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VELS 3.0 - 3.5 ENGLISH: READING
STUDENT DETAILS
sTUDenT’s nAMe ..........................................................................................................................................................................................................
DATe ........................................................................................................................................................................................................................................
cLAss ......................................................................................................................................................................................................................................
STUDENT INSTRUCTIONSPrint your name, class and date above.1.
You have 40 minutes to finish the test. 2.
You must do your own work.3.
Do not speak to other students during the test.4.
Raise your hand if you need to speak to the teacher.5.
If you make a mistake, rub it out completely and try again.6.
If a question is too hard, do the next one. You can go back to unanswered questions at 7. the end if you have time.
If you have finished the test early, spend time checking your answers before you return 8. the book to your teacher.
sTUDenT secTIon: 2302 VeLs 3.0 - 3.5 Reading Progress Test
This is a blank page
PRACTICE QUESTIONS.Your answers for this section will not be marked.
Practice Question 1
The title of the text is
How did Jesse get back to school?
he walked he jumped he ran
Shade one bubble
Practice Question 2 Shade one bubble
Read the text below and answer the practice questions.
school sports Day
on Tuesday, Jesse went to the school sports. His first event was the long jump. Then he ran in a relay. After that he had lunch and then walked back to school with his class.
© copyright 2008 Victorian curriculum and Assessment Authority. All rights reserved. except under the conditions described in the copyright Act 1968 and subsequent amendments, no part of this publication may be reproduced by any process without permission in writing from the publishers.
On Tuesday.Jesse’s Race.The First Event.School Sports Day
Page 1
Read ‘The Tunnel’ and answer questions 1 to 4
Page 2
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dogs would not get muddy. dogs would stop digging holes. boys could play together more easily. boys could keep mud out of the tunnel.
The two families built a gate so that the4
a bad idea that would never work. a great idea that was worth trying. a silly idea that would take too long. a good idea that had one big problem.
Mum thought digging a tunnel under the fence was3
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According to the passage, who heard strange noises?
Mum and Nick Nick and Jade Jade and Harry Harry and Mum
because the gate was broken. so they could play together more easily. because their dogs were having trouble digging. so their dogs would stop messing up the garden.
The boys decided to dig a tunnel under the fence
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Page 3
Read ‘Dear Mrs Benning’ and answer questions 5 to 9
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8 What is the title of Diana Benning’s latest book?
‘Moving Day’ ‘Not for Sale’ ‘Carla’s Surprise’ ‘Seriously Funny’
From reading her letter, we know that Diana Benning
will star in a movie in August. enjoys painting in her spare time. uses real events as the basis for her stories. only writes about things that really happen.
Diana Benning’s reply to Charlie is best described as being
angry. strange. amusing. informative.
Shade one bubble
Go to an art auction if you can. Send some of your work to me. Go and see ‘Carla’s Surprise’ in August. Use your imagination to help your writing.
What advice does Diana Benning give to Charlie?6
visiting an art auction. trying to buy a new painting. thinking about her new movie. watching some people arguing.
Diana Benning got the idea for her latest book when she was 5
Page 5
Read ‘Matthew’s Project’ and answer questions 10 to 13
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13 The title of Matthew’s finished project is most likely to be
‘The life of Rita Sanderson’. ‘The importance of being fit’. ‘How travelling has changed’. ‘People in my neighbourhood’.
Which of the following would Matthew be most likely to say about Mrs Sanderson?
Her mother used to drive her to school on wet days. She finds it quicker to get to places these days. I don’t think she liked walking to school. She couldn’t answer all my questions.
In all of her answers, Mrs Sanderson talks about
her grandchildren. types of transport. places she has visited. her favourite activities.
Matthew asks Question 4 to get some information about Mrs Sanderson’s
children. family life. present lifestyle. memories of school.
Shade one bubble
Page 7
Read ‘Zeus’ and answer questions 14 to 17
This passage is from The Naming of Tishkin Silk by Glenda Millard.
Shade one bubble
Page 8
Why did Zeus give a ‘pleased little squawk’?
Why did the children whisper and giggle?
They knew that Griffin was late. They were glad to be back at school. They were trying to annoy Miss Beaumont. They saw what Griffin had brought into the room.
The children became quiet after Miss Beaumont turned around because they
were scared of Zeus. knew Griffin was frightened. never spoke in her classroom. wanted to see what she would do next.
He heard Griffin say ‘Zeus’. He knew Miss Beaumont liked him. He was happy to be in the classroom. He wanted to make friends with the children.
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hurrying to his class. shutting the door quietly. sneaking into the classroom. waiting until the teacher turned her back.
Griffin tried to hide his lateness by
Page 9
Read ‘Sunfield Market’ and answer questions 18 to 22
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All of the fruit we saw was very cheap. There was a large variety of food to choose from. It was a very long walk from Sunfield Station to get there. I am glad I was in charge of everything our group had to do.
Which of the following comments would Rohan make about his excursion to Sunfield Market?
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list. letter. report. timetable.
Rohan’s writing is best described as a
The fruit salad was a great success with the class. Rohan’s school is very close to the Sunfield Market. Rohan’s group bought everything that was on their list. Only one adult went with the class to the Sunfield Market.
Which of the following is true?20
19 Whose job was it to make sure Rohan’s group bought the best quality fruit?
Vu Liam Rohan Shelley
doesn’t like his students working in groups. isn’t interested in good health and nutrition. wants his students to have practical learning. prefers his students to learn everything from books.
Mr Rubio sounds like a teacher who18
Page 11
Read ‘Pebble Beach Music Concert’ and answer questions 23 to 26
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jazz music. bush songs. movie tunes. dance music.
The Pebble Beach Concert Band will play
it will rain. people are forgetful. it will be sunny all day. no seating is provided.
‘Don’t forget to bring your beach blanket or beach chair!’ People are told this because
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24 What is ‘best of all’ about the concert?
You can buy CDs. You don’t have to pay. The concert is at the beach. The bands are from Sydney.
will run a drinks stall. is from Pebble Beach. are special guests from Sydney. has performed at the concert before.
We know from the passage that Harry’s Country Band 23
Page 13
Read ‘Birtles and the Bean Car’ and answer questions 27 to 30
This passage is from It’s Alive! at the National Museum of Australia.
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boring. cautious. dangerous. interesting.
The way ‘v-e-e-r-r-y’ is written in the last paragraph shows that the drive was
the Bean Car could still travel very quickly. the Bean Car will soon be moved to a bigger building. the Museum wanted to keep the Bean Car in good condition. the Bean Car is the most popular thing in the National Museum.
The information in the last paragraph shows that
Which paragraph shows the link between the two parts of the title?
Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4
He gave up easily. He was interested in history. He liked travelling with other people. He liked doing different and exciting things.
Which of the following best describes Francis Birtles?
