illinois licensure testing system (ilts) basic skills ... · 2. february 2012: began administration...

Illinois Licensure Testing System (ILTS) Basic Skills (2007-2012) and

TAP (2012-2016) Pass Rates by Race/Ethnicity

Pass Rate Notes and Cautions:

Pass rates are not reported for Race/Ethnicity groups with fewer than 10 candidates

Race/Ethnicity is optionally self-reported during the test registration process

The ILTS was formerly named the ICTS

Updates to ILTS Basic Skills test

1. September 2010: Began administration of the updated version of the ILTS Basic Skills test

Updated the scoring structure of the test from a single total test and, therefore, a

single total passing score to a scoring structure based on meeting separate passing

scores for each of the four domains of Reading Comprehension, Language Arts,

Mathematics, and Writing.

2. February 2012: Began administration of the Test of Academic Proficiency (TAP)

During a transition period from February 2012 to July 2012 both tests (Basic Skills

and TAP) were administered.

Increased the number of test questions on three of the four domains (subtests).

Added Probability content in the Mathematics subtest.

3. Test frameworks for the Basic Skills Test and the Test of Academic Proficiency are included at

the end of this document.

Illinois Certification Testing System

Annual and Cumulative Examinee Performance on the Basic Skills Test and by Content-Area test, By Ethnicity

KEY: First Attempt = Results for examinees on their first attempt in taking the test only Cum. Attempts = Results for all examinees on their latest attempt, which could be their first, second, third

or subsequent attempt in taking the test in the administration year, or a retake of the test first taken in a previous administration year

Total N = Number of examinees N Pass = Number of examinees passing % Pass = Percentage of examinees passing

Field: Basic Skills =========================================================================

: Admin. Year September 2007 - June 2008 : REPORTING GROUP : ---First Attempt------ ----Cum. Attempts----- :

: Total N % Total N % : : N Pass Pass N Pass Pass :

=========================================================================== All Examinees* : 18,688 15,779 84% 20,758 17,382 84% :

: American Indian/ : :

Alaskan Native : 22 20 91% 26 22 85% : : :

African American : 1,553 842 54% 2,118 1,106 52% : : :

Hispanic : 1,226 799 65% 1,631 1,026 63% : : :

Asian American/ : : Pacific Islander : 495 399 81% 583 466 80% :

: : White : 13,704 12,204 89% 14,639 13,188 90% :

: : Other* : 1,688 1,515 90% 1,761 1,574 89% :

=========================================================================

*Includes examinees who did not indicate ethnicity and those who indicated ethnicity as "other".






Field: Basic Skills =========================================================================

: Admin. Year September 2008 - July 2009 : REPORTING GROUP : ---First Attempt------ ----Cum. Attempts----- :


========================================================================= All Examinees* : 19,364 16,690 86% 21,546 18,409 85% :

: : American Indian/ : :

Alaskan Native : 29 25 86% 33 29 88% : : :

African American : 1,615 959 59% 2,224 1,253 56% : : :

Hispanic : 1,351 951 70% 1,783 1,210 68% : : :

Asian American/ : : Pacific Islander : 603 481 80% 682 561 82% :

: : White : 14,235 12,896 91% 15,219 13,929 92% :

: : Other* : 1,531 1,378 90% 1,605 1,427 89% :

=========================================================================







Field: Basic Skills ==================================================

: Admin. Year September 2009 - August 2010 : REPORTING GROUP


All Examinees* : 21,135 17,918 85% 23,152 19,624 85% : : :

American Indian/ : : Alaskan Native : 28 23 82% 32 27 84% :

: : African American : 1,802 965 54% 2,412 1,289 53% :

: : Hispanic : 1,604 1,118 70% 2,006 1,387 69% :

: : Asian American/ : :

Pacific Islander : 588 478 81% 658 543 83% : :

White : 15,454 13,866 90% 16,306 14,853 :

91% : :

Other* : 1,659 1,468 88% 1,738 1,525 88% :

==========================================================================

==========================================================================================================================


*Includes examinees who did not indicate ethnicity and those who indicated ethnicity as "other."


Annual and Cumulative Examinee Performance on the Basic Skills Test and by Content-Area Test, By Ethnicity

First Attempt = Results for examinees on their first attempt in taking the test onlyCum. Attempts = Results for all examinees on their latest attempt, which could be their first,second, third or subsequent attempt in taking the test in the administration year,

or a retake of the test first taken in a previous adminstration year

Total N = Number of examinees N Pass = Number of examinees passing % Pass =Percentage of examinees passing

Field: 300 Basic Skills

REPORTING GROUP

Admin. Year September 2010 - July 2011

First Attempt Cumulative Attempts

Total N N Pass % Pass Total N N Pass % Pass

15,217 4,304 28% 15,217 6,274 41%All Examinees*

American Indian or Alaskan Native 25 3 12% 25 9 36%

African-American 1,566 120 8% 1,566 229 15%

Hispanic 1,275 156 12% 1,275 290 23%

Asian or Pacific Islander 436 117 27% 436 173 40%

White 10,284 3,422 33% 10,284 4,866 47%

Multiracial* 1,631 486 30% 1,631 707 43%

*Includes examinees who did not indicate ethnicity and those who indicated ethnicity as "other."*Includes examinees who did not indicate ethnicity and those who indicated ethnicity as "other."






Field: 301 Reading Comprehension

REPORTING GROUP




15,180 7,576 50% 15,180 8,979 59%All Examinees*



Hispanic 1,272 400 31% 1,272 509 40%


White 10,267 5,728 56% 10,267 6,728 66%

Multiracial* 1,622 848 52% 1,622 999 62%







Field: 302 Language Arts

REPORTING GROUP




15,175 6,443 42% 15,175 7,982 53%All Examinees*



Hispanic 1,268 299 24% 1,268 413 33%


White 10,269 4,938 48% 10,269 6,061 59%

Multiracial* 1,626 738 45% 1,626 893 55%

Field: 303 Mathematics

REPORTING GROUP




15,159 7,783 51% 15,159 9,094 60%All Examinees*



Hispanic 1,260 401 32% 1,260 523 42%


White 10,262 5,999 58% 10,262 6,927 68%

Multiracial* 1,624 821 51% 1,624 956 59%







Field: 304 Writing

REPORTING GROUP




15,054 13,147 87% 15,054 13,572 90%All Examinees*


African-American 1,528 1,125 74% 1,528 1,179 77%

Hispanic 1,251 958 77% 1,251 1,010 81%


White 10,216 9,303 91% 10,216 9,567 94%

Multiracial* 1,606 1,386 86% 1,606 1,434 89%


Illinois Licensure Testing System











Field: 300 Basic Skills

REPORTING GROUP

Admin. Year August 2011 - July 2012



10,818 3,689 34% 11,163 4,867 44%All Examinees*


African-American 911 112 12% 978 174 18%

Hispanic 924 168 18% 983 239 24%


White 7,606 2,866 38% 7,772 3,771 49%

Multiracial* 1,016 408 40% 1,053 503 48%








REPORTING GROUP




11,018 6,158 56% 13,711 8,277 60%All Examinees*


African-American 961 342 36% 1,265 489 39%

Hispanic 969 391 40% 1,281 560 44%


White 7,681 4,590 60% 9,418 6,149 65%

Multiracial* 1,039 632 61% 1,282 802 63%








REPORTING GROUP




11,008 5,211 47% 14,227 7,493 53%All Examinees*



Hispanic 966 282 29% 1,327 457 34%


White 7,678 3,949 51% 9,795 5,653 58%

Multiracial* 1,036 553 53% 1,326 744 56%


REPORTING GROUP




10,990 6,574 60% 13,491 8,482 63%All Examinees*



Hispanic 963 421 44% 1,253 581 46%


White 7,673 4,982 65% 9,223 6,355 69%

Multiracial* 1,038 630 61% 1,300 813 63%







Field: 304 Writing

REPORTING GROUP




10,895 9,743 89% 11,504 10,452 91%All Examinees*



Hispanic 932 763 82% 1,022 840 82%


White 7,639 7,094 93% 7,971 7,521 94%

Multiracial* 1,028 909 88% 1,093 975 89%

Field: 400 TAP

REPORTING GROUP




2,070 723 35% 2,070 783 38%All Examinees*

American Indian or Alaskan Native 2 -- -- 2 -- --


Hispanic 131 28 21% 131 32 24%


White 1,513 555 37% 1,513 602 40%

Multiracial* 211 85 40% 211 88 42%








REPORTING GROUP




3,262 1,743 53% 3,262 1,779 55%All Examinees*

American Indian or Alaskan Native 5 --

-- 5 -- --


Hispanic 259 103 40% 259 106 41%


White 2,339 1,302 56% 2,339 1,327 57%

Multiracial* 319 186 58% 319 189 59%


REPORTING GROUP




3,682 1,906 52% 3,682 1,958 53%All Examinees*



Hispanic 295 115 39% 295 119 40%


White 2,650 1,429 54% 2,650 1,470 55%

Multiracial* 349 194 56% 349 196 56%








REPORTING GROUP




3,012 1,246 41% 3,012 1,301 43%All Examinees*



Hispanic 222 61 27% 222 65 29%


White 2,144 951 44% 2,144 995 46%

Multiracial* 304 135 44% 304 138 45%

Field: 404 Writing

REPORTING GROUP




2,173 1,979 91% 2,173 1,984 91%All Examinees*



Hispanic 143 114 80% 143 114 80%


White 1,570 1,480 94% 1,570 1,485 95%

Multiracial* 225 198 88% 225 198 88%



Annual and Cumulative Examinee Performance on the Test of Academic Proficiency and by Content-Area Test, By Ethnicity










Field: 400 TAP

REPORTING GROUP




5,934 1,744 29% 5,986 2,537 42%All Examinees*



Hispanic 559 64 11% 571 123 22%


White 3,957 1,347 34% 3,980 1,925 48%

Multiracial* 648 221 34% 656 299 46%


REPORTING GROUP




7,428 3,828 52% 8,127 4,582 56%All Examinees*


-- 9 -- --


Hispanic 840 241 29% 929 311 33%


White 4,761 2,742 58% 5,233 3,272 63%

Multiracial* 788 471 60% 851 541 64%








REPORTING GROUP




7,726 3,600 47% 8,583 4,641 54%All Examinees*



Hispanic 875 217 25% 972 320 33%


White 4,970 2,610 53% 5,549 3,332 60%

Multiracial* 821 437 53% 902 522 58%


REPORTING GROUP




7,371 2,727 37% 8,197 3,882 47%All Examinees*


-- 10 -- --


Hispanic 808 161 20% 897 261 29%


White 4,739 2,008 42% 5,298 2,857 54%

Multiracial* 795 313 39% 885 425 48%







Field: 404 Writing

REPORTING GROUP




6,110 5,265 86% 6,221 5,529 89%All Examinees*



Hispanic 595 440 74% 618 478 77%


White 4,043 3,678 91% 4,097 3,819 93%

Multiracial* 671 576 86% 688 617 90%













Field: 400 TAP

REPORTING GROUP




All Examinees* 3,951 1,133 29% 4,050 1,637 40%



Hispanic 393 42 11% 419 84 20%


White 2,544 896 35% 2,582 1,242 48%

Multiracial* 453 135 30% 467 194 42%


REPORTING GROUP




All Examinees* 4,366 2,476 57% 5,237 3,046 58%



Hispanic 488 170 35% 654 259 40%


White 2,716 1,774 65% 3,195 2,124 66%

Multiracial* 514 302 59% 596 356 60%








REPORTING GROUP




All Examinees* 4,396 2,198 50% 5,435 2,947 54%



Hispanic 499 141 28% 688 233 34%


White 2,733 1,580 58% 3,298 2,055 62%

Multiracial* 507 274 54% 620 349 56%


REPORTING GROUP




All Examinees* 4,342 1,648 38% 5,561 2,553 46%



Hispanic 487 102 21% 665 189 28%


White 2,698 1,234 46% 3,376 1,820 54%

Multiracial* 505 177 35% 648 292 45%







Field: 404 Writing

REPORTING GROUP




All Examinees* 4,027 3,388 84% 4,273 3,722 87%



Hispanic 402 290 72% 453 345 76%


White 2,582 2,326 90% 2,687 2,485 92%

Multiracial* 462 382 83% 496 429 86%













Field: 400 TAP

REPORTING GROUP




All Examinees* 3,356 896 27% 3,458 1,369 40%



Hispanic 382 31 8% 415 72 17%


White 2,083 666 32% 2,119 996 47%

Multiracial* 426 129 30% 435 193 44%


REPORTING GROUP




All Examinees* 3,698 2,030 55% 4,457 2,519 57%



Hispanic 464 163 35% 646 234 36%


White 2,206 1,383 63% 2,542 1,670 66%

Multiracial* 474 278 59% 555 334 60%








REPORTING GROUP




All Examinees* 3,698 1,751 47% 4,629 2,422 52%



Hispanic 467 103 22% 671 200 30%


White 2,208 1,227 56% 2,666 1,638 61%

Multiracial* 465 240 52% 560 311 56%


REPORTING GROUP




All Examinees* 3,676 1,354 37% 4,806 2,165 45%



Hispanic 452 75 17% 657 169 26%


White 2,206 956 43% 2,790 1,472 53%

Multiracial* 473 193 41% 599 287 48%







Field: 404 Writing

REPORTING GROUP




All Examinees* 3,425 2,918 85% 3,676 3,214 87%



Hispanic 402 290 72% 463 343 74%


White 2,107 1,898 90% 2,214 2,053 93%

Multiracial* 435 377 87% 467 414 89%


Initial and Cumulative Examinee Performance on the Test of Academic Proficiency and Content-Area Tests By Ethnicity: Annual and All Years









Field: 400 TAP

Reporting Group

Administration Year August 2015 - July 2016


N N Pass % Pass N N Pass % Pass

All Examinees 2,299 528 23% 3,655 1,365 37%



Hispanic 304 18 6% 533 107 20%


White 1,392 439 32% 2,074 970 47%

Multiracial 59 11 19% 94 36 38%


Reporting Group




All Examinees 2,435 1,175 48% 3,160 1,570 50%



Hispanic 353 101 29% 477 153 32%


White 1,441 846 59% 1,763 1,061 60%

Multiracial 58 26 45% 75 40 53%







Reporting Group




All Examinees 2,447 994 41% 3,273 1,555 48%



Hispanic 351 65 19% 497 132 27%


White 1,448 736 51% 1,820 1,054 58%

Multiracial 59 21 36% 80 40 50%


Reporting Group




All Examinees 2,430 830 34% 3,419 1,474 43%



Hispanic 351 38 11% 511 108 21%


White 1,434 615 43% 1,929 1,012 52%

Multiracial 59 19 32% 83 41 49%






Field: 404 Writing

Reporting Group




All Examinees 2,327 2,047 88% 2,491 2,246 90%



Hispanic 313 237 76% 334 270 81%


White 1,407 1,309 93% 1,476 1,399 95%

Multiracial 60 53 88% 64 57 89%

ILLINOIS CERTIFICATION TESTING SYSTEM

FIELD 96: BASIC SKILLS

TEST FRAMEWORK

Copyright © 2000 by National Evaluation Systems, Inc. (NES®)

"NES®" and its logo are registered trademarks of National Evaluation Systems, Inc.™

Permission is granted to make copies of this document for noncommercial use by educators.



TEST FRAMEWORK

Subarea Range ofObjectives

I. Reading Comprehension 01-06

II. Language Arts 07–13

III. Mathematics 14–18

FIELD 96: BASIC SKILLSTEST FRAMEWORK

Copyright © 2000 by National Evaluation Systems, Inc. (NES®)Permission is granted to make copies of this document for noncommercial use by educators.

FW_OB96R.DOC/071204 1

ILLINOIS CERTIFICATION TESTING SYSTEM


TEST FRAMEWORK

Reading ComprehensionLanguage ArtsMathematics

SUBAREA I—READING COMPREHENSION

The skills addressed in this subarea require demonstration of literal, inferential, andcritical reading skills in a variety of written materials—including college-level textsand original source documents—in the areas of physical and life sciences, humanitiesand fine arts, and the social and behavioral sciences.

0001 Determine the meaning of words and phrases in context.The following are examples of content that may be covered under thisstandard.

• Use context clues to determine the meaning of unfamiliar words or wordswith multiple meanings.

• Recognize the correct use of commonly misused pairs (e.g., affect/effect)in a passage.

• Determine the meaning of figurative or colloquial language in a passage.

• Identify appropriate synonyms or antonyms for words in a passage.

0002 Understand the main idea and supporting details in written material.The following are examples of content that may be covered under thisstandard.

• Identify the stated main idea of a paragraph or passage.

• Establish the sequence of events or steps presented in a passage.

• Recognize information that supports, illustrates, or elaborates the mainidea of a paragraph or a passage.

• Identify the meaning of a figurative expression in a passage.



FW_OB96R.DOC/071204 2

0003 Apply skills of inference and interpretation to a variety of written materials.The following are examples of content that may be covered under thisstandard.

• Recognize a writer's implied purpose for writing (e.g., to persuade, todescribe).

• Identify the statement that best expresses the implied main idea of aparagraph or passage.

• Recognize implied cause-and-effect relationships in a passage.

• Interpret the content, word choice, and phrasing of a passage todetermine a writer's opinions, point of view, or position on an issue.

0004 Analyze relationships among ideas in written material.The following are examples of content that may be covered under thisstandard.

• Recognize similarities and differences among ideas in a passage.

• Analyze relationships between ideas in opposition (e.g., pro and con).

• Select solutions to problems based on information presented in writtenmaterial.

• Draw conclusions from information stated or implied in a passage.

0005 Use critical reasoning skills to evaluate written material.The following are examples of content that may be covered under thisstandard.

• Recognize stated or implied assumptions on which the validity of anargument depends.

• Determine the relevance of specific facts, examples, or graphic data to awriter's argument.

• Recognize fallacies in the logic of a writer's argument.

• Recognize qualifying language and distinguish between fact and opinionin written material.

• Assess the credibility, objectivity, or bias of the author of a passage orthe author's sources.



FW_OB96R.DOC/071204 3

0006 Apply skills for outlining and summarizing written materials and interpretinginformation presented in graphs or tables.

The following are examples of content that may be covered under thisstandard.

• Organize the main ideas in a passage into an outline or another form ofgraphic or tabular organization.

• Identify an accurate summary of a passage.

• Interpret information presented in charts, graphs, or tables.

SUBAREA II—LANGUAGE ARTS

The skills addressed in this subarea require demonstration of the ability to writeeffectively at the college level, with control over the conventions of edited Englishin the United States and competence in drafting, organizing, and revising writtenwork, as well as the ability to exercise critical thinking and reflection in writtencommunications.

A. GRAMMAR AND USAGE

0007 Demonstrate command of standard usage in edited English in the UnitedStates.


• Understand the standard use of verbs (e.g., subject-verb agreement,verb tense, consistency of tense).

• Identify and apply the standard use of pronouns (e.g., pronoun-antecedent agreement, standard pronoun case, use of possessivepronouns, standard use of relative and demonstrative pronouns).

• Recognize and apply the standard use of modifiers (e.g., adverbs,adjectives, prepositional phrases).

0008 Understand and apply knowledge of mechanical conventions in edited Englishin the United States.


• Recognize instances in which incorrect or extraneous punctuation hasbeen used or necessary punctuation has been omitted.

• Identify standard initial capitalization and standard capitalization withproper words and titles.

• Recognize the standard spelling of words.



FW_OB96R.DOC/071204 4

B. WRITING

0009 Understand the role of purpose and audience in written communication.The following are examples of content that may be covered under thisstandard.

• Assess the appropriateness of written material for a specific purpose oraudience (e.g., a business letter, a communication to parents).

• Determine the likely effect on an audience of a writer's choice of aparticular word or words (e.g., to evoke sympathy, to raise questions aboutan opposing point of view).

• Identify persuasive techniques used by a writer in a passage.

• Demonstrate the ability to adapt forms, organizational strategies, and stylesfor different audiences and purposes.

0010 Understand unity, focus, development, and organization in writing.The following are examples of content that may be covered under thisstandard.

• Identify organizational methods used by the author of a passage.

• Distinguish between effective and ineffective thesis statements.

• Recognize unnecessary shifts in point of view (e.g., shifts from first to thirdperson) or distracting details that impair development of the main idea in apassage.

• Select appropriate and effective supporting material.

• Recognize examples of focused, concise, and well-developed writing.

0011 Understand and apply editing and revision strategies.The following are examples of content that may be covered under thisstandard.

• Apply editing and revision strategies affecting diction, syntax, transitions,organization, clarity, coherence, and point of view.

• Make revisions that improve the unity and focus of a passage or thatimprove cohesion and the effective sequence of ideas.

• Improve the clarity and effectiveness of a passage through changesin word choice.

• Eliminate or replace unnecessary or imprecise words and phrases.

• Insert appropriate transitional words or phrases (e.g., however, asa result) in a passage to convey the structure of the text and to helpreaders understand the sequence of a writer's ideas.



FW_OB96R.DOC/071204 5

0012 Recognize sentences and paragraphs that effectively communicate intendedmessages.


• Demonstrate an understanding of unity within paragraphs and applymethods for enhancing paragraph organization and unity.

• Recognize effective topic sentences and distinguish between effectiveand ineffective development of ideas within a paragraph.

• Identify sentence fragments and run-on sentences.

• Recognize wordiness, redundancy, and ineffective repetition insentences and paragraphs.

• Recognize inefficiency in sentence and paragraph construction.

C. WRITING ASSIGNMENT

0013 Prepare an organized, developed composition in edited English as used in theUnited States in response to instructions regarding content, purpose, andaudience.


• Compose a unified, focused, and sustained piece of writing on a giventopic using language and style appropriate to a specified audience,purpose, and occasion.

• Take a position on a contemporary social or political issue and defendthat position with reasoned arguments and supporting examples.

• Use effective sentence structure and apply the standards of editedEnglish in the United States.

• Demonstrate the ability to spell, capitalize, and punctuate accordingto the standards of edited English in the United States.



FW_OB96R.DOC/071204 6

SUBAREA III—MATHEMATICS

The skills addressed in this subarea require demonstration of quantitative literacy atthe college level through the application of mathematical methods and reasoning tothe solution of real-world problems.

0014 Solve problems involving integers, fractions, decimals, and units ofmeasurement.


• Solve problems involving integers, fractions, and decimals, includingpercentages.

• Solve problems involving ratios and proportions.

• Solve problems involving units of measurement, including U.S. customaryand metric measurements, and conversions, including scientific notation(e.g., 6.05 × 108).

• Use estimation skills to solve problems.

0015 Apply mathematical reasoning skills to analyze patterns and solve problems.The following are examples of content that may be covered under thisstandard.

• Draw conclusions using inductive reasoning.

• Draw conclusions using deductive reasoning.

• Identify errors in mathematical explanations.

0016 Solve problems involving algebra and geometry.The following are examples of content that may be covered under thisstandard.

• Graph numbers or number relationships.

• Find the value of the unknown in a given one-variable equation.

• Express one variable in terms of a second variable in two-variableequations.

• Solve problems involving lines and angles.

• Solve problems involving two- and three-dimensional geometric figures(e.g., perimeter and area problems, volume and surface area problems).



FW_OB96R.DOC/071204 7

0017 Understand concepts and procedures related to data analysis and statistics.The following are examples of content that may be covered under thisstandard.

• Interpret information from tables, line graphs, bar graphs, histograms,pictographs, and pie charts.

• Recognize appropriate representations of various data in graphic form(discrete and continuous).

• Demonstrate an understanding of fundamental statistical concepts(e.g., mean, correlation, standard deviation).

• Interpret graphic and nongraphic representations of frequencydistributions, percentiles, central tendency, variability, and correlation.

0018 Solve applied problems using a combination of mathematical skills (includingword problems involving one and two variables).


• Apply combinations of mathematical skills to solve a series of relatedproblems.

• Identify an equation to solve word problems involving one and twovariables.

• Apply number concepts and geometric principles to solve practicalproblems.

• Apply statistical principles to analyze patterns and trends in data.

ILLINOIS LICENSURE TESTING SYSTEM

FIELD 400: TEST OF ACADEMIC PROFICIENCY

TEST FRAMEWORK

November 2011

Copyright © 2012 by the Illinois State Board of Education

Permission is granted to make copies of this document for noncommercial use by educators.



TEST FRAMEWORK

November 2011

Subarea Range of Objectives

I. Reading Comprehension 01–06

II. Language Arts 07–13

III. Mathematics 14–18



TEST FRAMEWORK

Reading Comprehension Language Arts Mathematics

SUBAREA I—READING COMPREHENSION The skills addressed in this subarea require demonstration of literal, inferential, and critical reading skills in a variety of written materials—including college-level texts and original source documents—in the areas of physical and life sciences, humanities and fine arts, and the social and behavioral sciences. 0001 Determine the meaning of words and phrases in context.

The following are examples of content that may be covered under this standard.

Use context clues to determine the meaning of unfamiliar words or words with multiple meanings.

Recognize the correct use of commonly misused pairs (e.g., affect/effect) in a passage.

Determine the meaning of figurative or colloquial language in a passage.

Identify appropriate synonyms or antonyms for words in a passage. 0002 Understand the main idea and supporting details in written material.


Identify the stated main idea of a paragraph or passage.

Establish the sequence of events or steps presented in a passage.

Recognize information that supports, illustrates, or elaborates the main idea of a paragraph or a passage.

Identify the meaning of a figurative expression in a passage.


Permission is granted to make copies of this document for noncommercial use by educators. 1

FIELD 400: TEST OF ACADEMIC PROFICIENCY TEST FRAMEWORK


0003 Apply skills of inference and interpretation to a variety of written materials.


Recognize a writer's implied purpose for writing (e.g., to persuade, to describe).

Identify the statement that best expresses the implied main idea of a paragraph or passage.

Recognize implied cause-and-effect relationships in a passage.

Interpret the content, word choice, and phrasing of a passage to determine a writer's opinions, point of view, or position on an issue.

0004 Analyze relationships among ideas in written material.


Recognize similarities and differences among ideas in a passage.

Analyze relationships between ideas in opposition (e.g., pro and con).

Select solutions to problems based on information presented in written material.

Draw conclusions from information stated or implied in a passage. 0005 Use critical reasoning skills to evaluate written material.


Recognize stated or implied assumptions on which the validity of an argument depends.

Determine the relevance of specific facts, examples, or graphic data to a writer's argument.

Recognize fallacies in the logic of a writer's argument.

Recognize qualifying language and distinguish between fact and opinion in written material.

Assess the credibility, objectivity, or bias of the author of a passage or the author's sources.




0006 Apply skills for outlining and summarizing written materials and interpreting information presented in graphs or tables.


Organize the main ideas in a passage into an outline or another form of graphic or tabular organization.

Identify an accurate summary of a passage.

Interpret information presented in charts, graphs, or tables. SUBAREA II—LANGUAGE ARTS The skills addressed in this subarea require demonstration of the ability to write effectively at the college level, with control over the conventions of edited English in the United States and competence in drafting, organizing, and revising written work, as well as the ability to exercise critical thinking and reflection in written communications. A. GRAMMAR AND USAGE 0007 Demonstrate command of standard usage in edited English in the United

States.


Understand the standard use of verbs (e.g., subject-verb agreement, verb tense, consistency of tense).

Identify and apply the standard use of pronouns (e.g., pronoun-antecedent agreement, standard pronoun case, use of possessive pronouns, standard use of relative and demonstrative pronouns).

Recognize and apply the standard use of modifiers (e.g., adverbs, adjectives, prepositional phrases).




0008 Understand and apply knowledge of mechanical conventions in edited English in the United States.


Recognize instances in which incorrect or extraneous punctuation has been used or necessary punctuation has been omitted.

Identify standard initial capitalization and standard capitalization with proper words and titles.

Recognize the standard spelling of words. B. WRITING 0009 Understand the role of purpose and audience in written communication.


Assess the appropriateness of written material for a specific purpose or audience (e.g., a business letter, a communication to parents).

Determine the likely effect on an audience of a writer's choice of a particular word or words (e.g., to evoke sympathy, to raise questions about an opposing point of view).

Identify persuasive techniques used by a writer in a passage.

Demonstrate the ability to adapt forms, organizational strategies, and styles for different audiences and purposes.

0010 Understand unity, focus, development, and organization in writing.


Identify organizational methods used by the author of a passage.

Distinguish between effective and ineffective thesis statements.

Recognize unnecessary shifts in point of view (e.g., shifts from first to third person) or distracting details that impair development of the main idea in a passage.

Select appropriate and effective supporting material.

Recognize examples of focused, concise, and well-developed writing.




0011 Understand and apply editing and revision strategies.


Apply editing and revision strategies affecting diction, syntax, transitions, organization, clarity, coherence, and point of view.

Make revisions that improve the unity and focus of a passage or that improve cohesion and the effective sequence of ideas.

Improve the clarity and effectiveness of a passage through changes in word choice.

Eliminate or replace unnecessary or imprecise words and phrases.

Insert appropriate transitional words or phrases (e.g., however, as a result) in a passage to convey the structure of the text and to help readers understand the sequence of a writer's ideas.

0012 Recognize sentences and paragraphs that effectively communicate intended

messages.


Demonstrate an understanding of unity within paragraphs and apply methods for enhancing paragraph organization and unity.

Recognize effective topic sentences and distinguish between effective and ineffective development of ideas within a paragraph.

Identify sentence fragments and run-on sentences.

Recognize wordiness, redundancy, and ineffective repetition in sentences and paragraphs.

Recognize inefficiency in sentence and paragraph construction.




C. WRITING ASSIGNMENT 0013 Prepare an organized, developed composition in edited English as used in the

United States in response to instructions regarding content, purpose, and audience.


Compose a unified, focused, and sustained piece of writing on a given topic using language and style appropriate to a specified audience, purpose, and occasion.

Take a position on a contemporary social or political issue and defend that position with reasoned arguments and supporting examples.

Use effective sentence structure and apply the standards of edited English in the United States.

Demonstrate the ability to spell, capitalize, and punctuate according to the standards of edited English in the United States.

SUBAREA III—MATHEMATICS The skills addressed in this subarea require demonstration of quantitative literacy at the college level through the application of mathematical methods and reasoning to the solution of real-world problems. 0014 Solve problems involving integers, fractions, decimals, and units of

measurement.


Solve problems involving integers, fractions, and decimals, including percentages.

Solve problems involving ratios and proportions.

Solve problems involving units of measurement, including U.S. customary and metric measurements, and conversions, including scientific notation (e.g., 6.05 × 108).

Use estimation skills to solve problems.




0015 Apply mathematical reasoning skills to analyze patterns and solve problems.


Draw conclusions using inductive reasoning.

Draw conclusions using deductive reasoning.

Identify errors in mathematical explanations. 0016 Solve problems involving algebra and geometry.


Graph numbers or number relationships.

Find the value of the unknown in a given one-variable equation.

Express one variable in terms of a second variable in two-variable equations.

Solve problems involving lines and angles.

Solve problems involving two- and three-dimensional geometric figures (e.g., perimeter and area problems, volume and surface area problems).

0017 Understand concepts and procedures related to data analysis and statistics.


Interpret information from tables, line graphs, bar graphs, histograms, pictographs, and pie charts.

Recognize appropriate representations of various data in graphic form (discrete and continuous).

Demonstrate an understanding of fundamental statistical concepts (e.g., mean, correlation, standard deviation).

Interpret graphic and nongraphic representations of frequency distributions, percentiles, central tendency, variability, and correlation.

Demonstrate knowledge of basic concepts of probability using a variety of representations (e.g., word problems, Venn diagrams, tree diagrams).





0018 Solve applied problems using a combination of mathematical skills (including word problems involving one and two variables).


Apply combinations of mathematical skills to solve a series of related problems.

Identify an equation to solve word problems involving one and two variables.

Apply number concepts and geometric principles to solve practical problems.

Apply statistical principles to analyze patterns and trends in data.

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