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PROGRESS TESTTEA
CH
ER
VELS 3.5 - 4.0 ENGLISH: 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: 2303 VeLs 3.5 - 4.0 Reading Progress Test i/iv
PROGRESS TEST TEACHERAnswer SheetVELS 3.5 - 4.0 English: Reading
Question Correct Response Skill Descriptor1 c make inferences about characters' actions
2 D make links between directly stated ideas in a text
3 D interpret the main idea of a text
4 B read on to interpret a text
5 D locate directly stated information in a text
6 A make links between directly stated ideas in a text
7 D work out the meaning of words in context
8 B support interpretations with evidence from the text
9 D identify the main purpose of the text
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 make links between directly stated ideas in a text
19 B make links between directly stated ideas in a text
20 c infer meanings in a text
21 D identify the main purpose of the text
22 B draw on knowledge of text organisation to interpret a text
23 c make links between directly stated ideas in a text
24 B draw on knowledge of text organisation to interpret a text
25 B work out the meaning of phrases in context
26 D infer messages in a text
27 A locate, select or record key information from texts
28 B draw on knowledge of text organisation to interpret a text
29 D identify the main purpose of the text
30 B use contextual cues to interpret a text
TeAcHeR secTIon: 2303 VeLs 3.5 - 4.0 Reading Progress Test ii/iv
PROGRESS TEST TEACHERVELS 3.5 - 4.0 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: 2303 VeLs 3.5 - 4.0 Reading Progress Test iii/iv
PROGRESS TEST TEACHERResults Translation Table
TRANSLATION TABLEThis test targets outcomes at VeLs 3.5 to 4.0. 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 3.25 ( Below Range) This result indicates that this student is performing below the expected range for this test.
3 – 4 3.5 The result indicates that this student is performing at or just below the low end of the range for this test.
5 – 8 3.5 The result indicates that this student is performing at the low end of the range for this test.
9 – 10 3.5 The result indicates that this student is performing at or just above the low end of the range for this test.
11 – 12 3.75 The result indicates that this student is performing at or just below the middle of the range for this test.
13 – 17 3.75 The result indicates that this student is performing in the middle of the range for this test.
18 – 19 3.75 The result indicates that this student is performing at or just above the middle of the range for this test.
20 – 21 4.0 The result indicates that this student is performing at or just below the high end of the range for this test.
22 – 25 4.0 The result indicates that this student is performing at the high end of the range for this test.
26 –27 4.0 The result indicates that this student is performing at or just above the high end of the range for this test.
28 – 29 4.25 (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.
TeAcHeR secTIon: 2303 VeLs 3.5 - 4.0 Reading Progress Test iv/iv
VELS 3.5 - 4.0 English: Reading
PROGRESS TESTSTu
dEn
T
VELS 3.5 - 4.0 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 7. at the end if you have time.
If you have finished the test early, spend time checking your answers before you 8. return the book to your teacher.
sTUDenT secTIon: 2303 VeLs 3.5 - 4.0 Reading Progress Test
This is a blank page
PRACTICE QUESTIONS.Your answers for this section will not be marked.
© 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.
Practice Question 1
The title of the text is
On Tuesday.Jesse’s Race.The First Event.School Sports Day
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.
Page 1
Read ‘Delamore Station’ and answer questions 1 to 4
Shade one bubble
Page 2
taking something to her uncle. collecting some vegetables. helping her cousins. cooking dinner.
When Anna took a break behind the water tank, she should have been4
3
2
1 Anna was sitting behind the water tank because she
had nothing else to do. wanted to finish her book. felt too hot to do any work. wanted to get out of the wind.
The friend Anna is really missing is
Ben. Tilly. Luke. Carly.
Which of the following comments about life on the farm would Anna agree with?
It’s much better here than at home. My relations have been really mean to me. I have never had such a bad time in all my life. There are some good things about living here after all.
Page 3
Read ‘Lobsters’ and answer questions 5 to 9
This passage is from Crustaceans, Echinoderms and Filter Feeders: Australian Marine Animals by Barry Silkstone, published by Heinemann Library.
Page 4
Shade one bubble
convince people that lobsters are delicious to eat. describe the appearance of some common lobsters. compare the sizes of some different types of lobsters. tell people about the types of lobsters that are found in Australia.
The main purpose of this passage is to 9
‘Appearance’ ‘Two main species’ ‘Habitat’ ‘Lobsters and people’
8 Which section gives some information about the size of lobsters?
scientific study. patterns on shells. the stages of the life cycle. moving from one place to another.
In the last section, the word ‘migration’ refers to7
6 Which of these questions is NOT answered in the first paragraph?
Where do lobsters live? What do lobsters look like? How do lobsters carry their eggs? How many pairs of legs lobsters have?
have longer legs. can grow to 50 cm. are brightly coloured. are smaller and flatter.
Slipper lobsters are different from rock lobsters because they5
Page 5
Read ‘Matthew’s Project’ and answer questions 10 to 13
Page 6
Shade one bubble
‘The life of Rita Sanderson’. ‘The importance of being fit’. ‘How travelling has changed’. ‘People in my neighbourhood’.
The title of Matthew’s finished project is most likely to be13
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.
Which of the following would Matthew be most likely to say about Mrs Sanderson?
12
her grandchildren. types of transport. places she has visited. her favourite activities.
In all of her answers, Mrs Sanderson talks about11
children. family life. present lifestyle. memories of school.
Matthew asks Question 4 to get some information about Mrs Sanderson’s10
Page 7
Read ‘Zeus’ and answer questions 14 to 17
This passage is from The Naming of Tishkin Silk by Glenda Millard.
Page 8
Shade one bubble
17
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.
Why did Zeus give a ‘pleased little squawk’?
were scared of Zeus. knew Griffin was frightened. never spoke in her classroom. wanted to see what she would do next.
The children became quiet after Miss Beaumont turned around because they16
15 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.
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 by14
Page 9
Read ‘Hill’s Hoist’ and answer questions 18 to 22
This passage is from Australian Inventions and Discoveries: Home and Outdoors by Fern Byrde.
Page 10
Shade one bubble
historical information about clothes lines. biographical information about Lance Hill. contact information about Hill’s Industries. technical information about the Hill’s Hoist.
The details in the shaded box give22
describe what a Hill’s Hoist looks like. highlight the success of the Hill’s Hoist. explain how Hill’s Hoists were manufactured. describe some of the features of the Hill’s Hoist.
The main purpose of the information in the second paragraph is to21
isn’t very expensive. doesn’t move in the wind. can be moved up and down. is found in thousands of Aussie backyards.
According to the passage, a major advantage of the Hill’s Hoist is that it20
a rotating windmill. wires supported by poles. Lance Hill’s new invention. a swing that was raised and lowered.
Before 1946, clothes were usually dried on19
too expensive. too hard to reach. too big for their backyard. too small to fit many clothes.
Lance and Sherry Hill found the usual clothes-drying line was18
Page 11
Read ‘Sebastian’s Greatest Adventure’ and answer questions 23 to 26
Page 12
Shade one bubble
make money for charity. teach children more about foxes. fill a theatrette that would otherwise be empty. introduce Sebastian the Fox to a new audience.
The main reason for putting on these performances appears to be to26
25
‘... a seven-piece ensemble ...’ ‘... audience participation is guaranteed ...’ ‘... casts its spell over the audience ...’ ‘... with live musical accompaniment ...’
Which of the following tells people they might have a role to play if they go to the performance?
Sebastian FoxPeter Williams the Civic CentreJonathan Dreyfus
People who do not have access to email can book a ticket by contacting24
Who wrote the music for ‘Sebastian’s Greatest Adventure’?
Tim Burstall Peter Williams George Dreyfus Jonathan Dreyfus
23
Page 13
Read ‘Three places to visit in NSW’ and answer questions 27 to 30
This text is adapted from 2005 Guide to NSW National Parks, Department of Environment and Conservation (NSW).
Page 14
Shade one bubble
27 Which place was built in 1890?
Roto House Port Macquarie Macquarie Nature Reserve The New England Highway
The ‘Access’ section gives information on
what to do at each place. how to get to each place. who would most enjoy each place. the facilities provided at each place.
28
29 The layout of this information is designed to
explain the symbols. stop people getting lost. show which place is the most popular. help readers compare the features of each place.
30 Another suitable title for the ‘Highlights’ section is
‘Things to do’. ‘Special features’. ‘How to get there’. ‘Historic locations’.
