FLACS Regional ExamsCheckpoints A & B

Join us in preparing these important exams.September 2013

FLACS Exams FLACS Regional

Checkpoint A:

Part 1: Speaking (30 points)*

Part 2: Listening (40 Points)

Part 3: Reading (20 points)

Part 4: Writing (10 points)*

FLACS Regional Checkpoint B:

Part 1: Speaking (24 points)

Part 2: Listening (30 points)

Part 3: Reading (30 points)

Part 4: Writing (16 points)*

*Change made last year: Three tasks, 5 utterances—2 points each, no quality point, no informal assessment in class.*CHANGE COMING IN THE FUTURE: 2015 Writing task be informed by a reading. There will be 3 choices of texts/writing prompts.

Standards/Content

The New York State Standards for World Languages (LOTE), the National Standards for World Languages, and the New Revised Themes for World Languages in the 21st Century (based on the Topics from the Modern Language Syllabus, IB and AP Themes) establish the content, skills, knowledge and performance standards for these exams.

Multiple Choice Listening and Reading Test Items

Test items are the building blocks of an exam. All multiple choice test items are composed of three parts:

Item stem (question/incomplete statement)Correct answer Distracters (incorrect responses) “Options” refers to all the choices that are

available. The correct answer must be 100% correct, 100% of the time.

Writing good MC Items: 1. Be sure to choose appropriate content (refer to

Themes/Topics/Standards)2. Content should be at an appropriate level of difficulty3. Be sure the answer to the question does not rely on one

word in the reading/document or on a visual alone4. Checkpoint A=a question and 4 options5. Checkpoint B=a question and 4 options or an

incomplete statement with four options6. Do not use negatives in the question or options7. Make sure the options are all the same length/format8. The options should be viable and not grammatically

incorrect9. Students should not be able to answer the question just

by reading the question and the options.10. Place repeated words in the stem, not in the options.

Distracters

Designing plausible distracters is the most challenging aspect of multiple choice item writing.

A good distracter should be chosen by low achievers, not high achievers.

The distracters are clearly not the correct answer when the best answer is selected.

All distracters should be similar in length and format (i.e. verbs, infinitives, statements).

The way to judge a good stem: students who know the content should be able to answer before reading the alternatives.

Do not have more than one answer that is possibly correct.

Do not make correct answer noticeably shorter or longer than the distracters.

Do not use copyrighted material. Public domain content like newspaper/internet articles and ads are permissible.

Things to Remember

Please keep in mind the ability level of your own students and students throughout New York State as well as Checkpoint A or B standards. The text should be understandable. The vocabulary and grammatical structures should not be out of the reach of the average student who would take the test.

Please include the complete original document for each item (magazine article, etc.) with a reference to the name and date of the magazine or other source. This pertains to both reading and listening passages.

Checkpoint A Exams

Part 2a Listening Comprehension: The passage is in the target language; the question is in English. One multiple-choice question for each passage.Part 2b Listening Comprehension: The passage is in the target language; the question is also in the target language. One multiple-choice question for each passage.Part 2c Listening Comprehension: The passage is in the target language; the question is in English with four pictures as the choices. One multiple-choice question for each passage.Part 3a Reading Comprehension: Short reading passages or authentic document of similar size; one multiple-choice question for each selection. The questions are in English. Please upload the originals.Part 3b Reading Comprehension: Short reading passages or authentic document of similar size; one multiple-choice question for each selection. The questions are in the target language. Please upload the originals.

Item Writing FLACS Regional Exams

Checkpoint B Exams

Part 2a Listening Comprehension: The passage is in the target language; the question is in English. One multiple-choice question for each passage.Part 2b Listening Comprehension: The passage is in the target language; the question is also in the target language. One multiple-choice question for each passage.Part 3a Reading Comprehension: Long reading passage; five multiple-choice questions based on the reading. The questions are in the target language. Please upload the originals.Part 3b Reading Comprehension: Short reading passages or authentic document of similar size; one multiple-choice question for each selection. The questions are in English. Please send the original(s) rather than copies.Part 3c Reading Comprehension: Long reading passage; five multiple-choice questions based on the reading. The questions are in English. Please upload the originals.

Item Writing FLACS Regional Exams

Reading Comprehension For Checkpoint B reading comprehension items, the

questions may be phrased as either a complete question or an incomplete statement. (e.g. “The main idea of this selection is….”)

Word count for reading passages should be 500 - 700. Please make sure that the actual physical size is

appropriate – materials should not be at either extreme. A reading selection should not be so huge that it cannot fit on the test paper and it should not be so small that the text is impossible to read.

Color: Please make a copy of the selection first to make sure that it will reproduce well in black and white. If the answer depends upon the color of certain parts of the selection, then it will not work.

Sample Listening Item

You are listening to the radio and you hear the following:

This month marks a celebration of dance and music. Several famous dancers and musical groups from around the world will be performing at the largest stadium in the city. Tickets go on sale today. The first 200 people to purchase a ticket will win a free T-shirt with the dancer or musical group of your choice pictured on the shirt. There are discounts for senior citizens and students. Call today and get your tickets for this great event and you might just get a free T-shirt.

Why would someone want to go to this concert?1-The opportunity to attend a free concert2-The opportunity to get a free car wash3-They are going to offer free T-shirts if you buy the tickets buy

tomorrow4-The opportunity to bring a senior citizen to a concert for free

Sample Listening Item~Enhanced

You are listening to the radio and you hear the following:

This month marks a celebration of dance and music. Several famous dancers and musical groups from around the world will be performing at the largest stadium in the city. Tickets go on sale today. The first 200 people to purchase a ticket will win a free T-shirt with the dancer or musical group of your choice pictured on the shirt. There are discounts for senior citizens and students. Call today and get your tickets for this great event and you might just get a free T-shirt.

What is this advertisement about?1-A performance of dance and music 2-New musical groups in the city3-A free concert for seniors4-Discounts of $200 on dance lessons

Sample Reading Item

When would someone use these coupons?

1-Buying clothing for kids

2-Buying furniture

3-Saving money on purchases at a special store

4-Buying gifts for friends and getting a discount

Sample Reading Item~Enhanced

For what purpose would someone use these tickets?

1-To go to a movie

2-For a high school dance

3-To attend rock concerts

4-For traveling by train

Let’s review some sample items

that posed problems for students

on last year’s exams…

2011 Spanish Checkpoint A # 29

Spanish Checkpoint A # 21

el diario

LA PRENSA

Cuando esté de visita en Nueva York, el periódico el diario/La Prensa es su fuente informativa sobre lo que está pasando en su propio país latino. Disponible en quioscos de revistas a través de todo Nueva York.

21 What service does el diario offer?(1) discounts on magazines(2) news from Latin America(3) employment opportunities(4) vacation planning

el diario LA PRENSA ¡El campeón de los hispanos!

¡El campeón de los hispanos!

Spanish Checkpoint B # 15

15 ¿Por qué llamarías a esta persona?

(1) para informarse sobre la universidad

(2) para aprender un idioma nuevo

(3) para hacer una excursión en Sevilla

(4) para tener ayuda con sus hijos

15 You are listening to the radio in Seville, Spain when you hear the following announcement:

Hola, soy Maribel. Tengo 22 años y soy española. Soy estudiante en la Universidad de Sevilla y estoy estudiando para ser maestra. Hablo español, francés e inglés. Me he propuesto cuidar de niños y ayudarles con sus tareas escolares. Soy una joven muy responsable, seria y paciente, además tengo experiencia con los niños de todas edades. Y ya que estudio en una universidad, tengo tiempo libre y horario flexible. Vivo en el centro de Sevilla. Si desea más información, llame por teléfono al 678 427 543.

¿Por qué llamarías a esta persona?

Spanish Checkpoint B # 23

23 What is one of the conclusions of the article?

(1) Letter writing is becoming more popular.

(2) The telephone is growing obsolete.

(3) There is a lack of communication.

(4) The best form of communication is in person.

23 ¿Cómo se comunican hoy los adolescentes?Por: Elespectador.com

Una relación entre adolescentes comienza con el cambio deestado en Facebook. Los mensajes de texto son uno de susmedios favoritos de comunicarse, pero no hay nada mejor que unencuentro físico. Para los jóvenes, el teléfono es una herramientasocial.Estas fueron algunas de las conclusiones de una investigaciónrealizada, entre junio y noviembre de 2011, por el laboratorio delproveedor de telecomunicaciones, Ericsson, que investigó losmedios que prefieren los adolescentes a la hora de comunicarse ysocializar con los demás.

Spanish Checkpoint B # 30

30 A trip to Puerto Rico can also interest people who are…

(1) interested in the study of tropical animals

(2) worried about animal extinction

(3) employees at international companies

(4) inclined to study indigenous societies

French Checkpoint B # 13

13 De quelle phobie parle-t-on?

(1) d'une phobie d’être sans son téléphone portable

(2) d'une phobie de la technologie

(3) d'une phobie des téléphones portables

(4) d'une phobie de la foule

13 While listening to a French talk show, you hear a noted psychologist say the following:

Il y a une phobie qui se caractérise par la peur de ne pas avoir son téléphone portable avec soi. Elle semble refléter un mal nouveau qu'on doit surtout aux technologies de communication et particulièrement à l’usage intensif que l’on fait de nos smartphones. Tous attachés au mobile, nous sommes tous concernés. Pourquoi nos chers téléphones portables sont-ils devenus indispensables à la condition humaine? Voila ce qu'on se demande.

De quelle phobie parle-t-on?

French Checkpoint B # 22

22 This tip would be of interest to a person who....

(1) wants to spend more time with dinner guests.

(2) does not like to prepare big dinners.

(3) is looking for a new dessert recipe.

(4) is allergic to dairy products.

22 Si vous recevez plusieurs personnes à la maison et vous ne voudriez pas passer trop de temps à la cuisine, voici une idée pour un dessert qui s’accompagne de glace. Faites vos boules de glace à l’avance et gardez-les sur un plat au congélateur. La glace sera ainsi beaucoup plus facile à servir à vos invités le moment venu, tout en vous permettant de confectionner rapidement des coupes glacées pour ceux qui en voudront.

Starting the item writing process: Find or Create Listening and

Reading Comprehension Stimuli

Listening passages can also be derived from reading sources.

Reading passages are texts, articles from authentic sources (schedules, tickets from events, travel, advertisements, etc.)

Long reading passages can be taken from a variety of sources.

Authentic documents=realia.

Think of your students…

Why are you choosing this listening or reading passage or document? Is it based on the goals for the course/student learning objectives?

Read the passage, document, or article, decide why you selected this item. Is it giving you information about the students’ knowledge, skill, ability in the language that is meaningful?

Create items that you know would be challenging yet appropriate for the level of students you teach.

Checklist for item writing

Item is based on standards/learning objectives

Addresses one of the Themes/Topics and is culturally accurate

Is written at appropriate level of difficulty

Answer is not based on one word

No double negatives

Options are all same format, length, etc.

Document is clear, legible and reprints well

There are no grammatical errors in item