What can students expect on the Sixth-grade Proficiency Test in Reading:

The Sixth-grade Proficiency Test in Reading is defined by eighteen learning outcomes. These learning outcomes, based on Ohio’s Model Competency-Based Language Arts Program, were developed by committees made up of Ohio citizens (educators and business members) through a consensus-building process. These learning outcomes have been identified from four strands in the State Board adopted model curriculum.

The items on the reading test are based on fiction, poetry, and nonfiction reading selections. Each form of the proficiency tests includes test items based on the selections and some embedded field-test items. There are five field-test items embedded in the reading test, making a total of 41 items, of which only 36 are counted to obtain the students’ reading scores. These field-test items give ODE the potential to continue adding to the item bank for future test forms.

Each form will contain multiple-choice items, short-answer items, and extended-response items. The number of each type of item in a form will be determined by the reading selections in the form.

Multiple-choice items are used whenever a single, conciseanswer to a question is possible. Multiple-choice questions included on the Sixth-grade Proficiency Test in Reading emphasize critical thinking rather than factual recall. There is no penalty for guessing.

Open-ended items that require either a short phrase/sentence or an extended response give students the opportunity to demonstrate their ability to organize ideas and respond to what they have read. Each reading selection will have at least one short-answer or one extended-response item. In a reading test, it is important to have items that most directly and accurately reflect how readers use such processes as organizing ideas, analyzing and responding to text, and integrating text information with background knowledge.

Some of the open-ended items make use of graphic organizers of the type currently used in classrooms and textbooks. For example, a wheel-type graphic may be used to distinguish between major ideas and supporting ideas in an informational passage:

A simple two-column chart may be used to compare two elements in a passage:

When items make use of these types of graphic organizers, instructions are spelled out clearly and often examples are given to show how to fill in the diagram or chart. This ensures that students who have had less experience than others with these types of devices will have an equal opportunity to succeed in responding to them.

What types of reading selections can students expect on the Sixth-grade Proficiency Test in Reading?

Reading selections that appear in the test come from published sources and may include poems, essays, short stories, novel/book excerpts, plays, pamphlets, instruction booklets, and newspaper and magazine articles. These fiction, poetry, and nonfiction selections cover a wide range of subject matter, are of appropriate difficulty for sixth-grade students, and include a variety of topics. Selection length ranges up to 750 words. Every test form contains 2-4 fiction/poetry selections and 2-4 nonfiction selections. The selections together total about 1,500 words, with a maximum of 2,000 words. Selection length will help to determine the number of questions for that selection. For example, a 200-word selection might be accompanied by five questions and a 700-word selection by nine questions.

What are the sixth-grade learning outcomes in reading and what do they mean to students and teachers?

The learning outcomes define the proficiencies sixth-grade students are expected to possess and apply as a result of their learning experiences from kindergarten through February of the sixth-grade year. The eighteen outcomes are grouped into four strands:

• Constructing/Examining Meaning: Fiction
• Extending Meaning: Fiction
• Constructing/Examining Meaning: Nonfiction
• Extending Meaning: Nonfiction

Constructing Meaning refers to students’ abilities to understand the overall meaning of what they read; for example, students are asked to summarize an article or a story. Examining Meaning refers to students’ abilities to interpret what they read; for example, students are asked to analyze or to respond to a text. Extending Meaning refers to students’ abilities to go beyond what they have read, for example, comparing and contrasting aspects of a text, or critiquing and evaluating a text.

The learning outcomes and related information about test content are provided on the following pages. Outcomes 1-9 are designed for fiction and poetry materials. Examples of fiction materials include excerpts from novels and short stories. Outcomes 10-18 are designed for nonfiction materials. Examples of nonfiction materials include passages from textbooks, newspapers, and magazine articles.

How are the tests scored?

Each multiple-choice item on the test is worth one point; each short-answer item is worth two points; and each extended-response item is worth four points.

Conventions of writing (sentence structure, word choice, usage, grammar, spelling, and mechanics) will not affect the scoring of short-answer or extended-response items unless there is interference with the clear communication of ideas.

Short-answer items will be scored on a 2-point scale based on these general scoring guidelines:

A 2-point response is complete and appropriate. It demonstrates a thorough understanding of the reading selection. It indicates logical reasoning and conclusions. It is accurate, relevant, comprehensive, and detailed.

A 1-point response is partially appropriate. It contains minor flaws in reasoning or neglects to address some aspect of the item or question. It is mostly accurate and relevant but lacks comprehensiveness. It demonstrates an incomplete understanding of the reading selection or inability to make coherent tneaning from the text.

A 0 is assigned if the response indicates no understanding of the reading selection or item.

Extended-response items will be scored on a 4-point scale based on these general scoring guidelines:

A 4-point response provides extensive evidence of the kind of interpretation called for in the item or question. The response is well-organized, elaborate, and thorough. It demonstrates a complete understanding of the whole work as well as how parts blend to form the whole. It is relevant, comprehensive, and detailed, demonstrating a thorough understanding of the reading selection. It thoroughly addresses the important elements of the question. It contains logical reasoning and communicates effectively and clearly.

A 3-point response provides evidence that an essential interpretation has been made. It is thoughtful and reasonably accurate. It indicates an understanding of the concept or item, communicates adequately, and generally reaches reasonable conclusions. It contains some combination of the following flaws: minor flaws in reasoning or interpretation, failure to address some aspect of the item, or the omission of some detail.

A 2-point response is mostly accurate and relevant. It contains some combination of the following flaws: incomplete evidence of interpretation, unsubstantiated statements made about the text, an incomplete understanding of the concept or item, lack of comprehensiveness, faulty reasoning, or unclear communication.

A 1-point response provides little evidence of interpretation. It is unorganized and incomplete. It exhibits decoding rather than reading. It demonstrates a partial understanding of the item but is sketchy and unclear. It indicates some effort beyond restating the item. It contains some combination of the following flaws: little understanding of the concept or item, failure to address most aspects of the item, or inability to make coherent meaning from text.

A 0 is assigned if the response shows no understanding of the reading selection or item.

Facts from the Sixth-grade Proficiency Field Test

Test items based on the reading learning outcomes were field tested in April 1995. While the number of students responding to each test item was limited, some general observations regarding student achievement can be made. The summary below is based upon review of student performance on multiple-choice items only. Scored examples of short-answer and extended-response items found on the practice test will be available in the winter of 1996.

• Student performance was highest on multiple-choice items measuring outcomes 10, 16, and 17.
• Student performance was lowest on multiple-choice items measuring outcomes 1, 9, 14, and 18.

For more information on the reading learning outcomes, see the Ohio Model Competency-Based Language Arts Program.

Summit County ESC

Phone: 330-945-5600, Fax: 330-945-6222