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PROGRESS TESTTEA
CH
ER
VELS 4.0 - 4.5 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: 2304 VeLs 4.0 - 4.5 Reading Progress Test i/iv
PROGRESS TEST TEACHERAnswer Sheet
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 interpret the main idea of a text
6 D locate directly stated information in an illustration
7 A infer meanings in a text
8 D infer meanings in a text
9 c support interpretations with evidence from the text
10 A infer character's feelings
11 D make inferences about characters’ actions
12 c infer character's feelings
13 D make inferences about characters' actions
14 A make inferences about characters' motives
15 B make links between directly stated ideas in a text
16 D make links between directly stated ideas in a text
17 B infer messages in a text
18 A infer messages in a text
19 c make links between directly stated ideas in a text
20 B make links between directly stated ideas in a text
21 c infer meanings in a text
22 D identify the main purpose of the text
23 B draw on knowledge of text organisation to interpret a text
24 D make inferences about characters' qualities
25 A infer character's feelings
26 A make inferences about characters' actions
27 c interpret the main idea of a text
28 B interpret the main idea of a text
29 B support interpretations with evidence from the text
30 c identify themes in a text
TeAcHeR secTIon: 2304 VeLs 4.0 - 4.5 Reading Progress Test ii/iv
VELS 4.0 - 4.5 English: Reading
PROGRESS TEST TEACHERVELS 4.0 - 4.5 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: 2304 VeLs 4.0 - 4.5 Reading Progress Test iii/iv
PROGRESS TEST TEACHERResults Translation Table
TRANSLATION TABLEThis test targets outcomes at VeLs 4.0 to 4.5. 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 3.75 ( Below Range) This result indicates that this student is performing below the expected range for this test.
3 – 4 4.0 The result indicates that this student is performing at or just below the low end of the range for this test.
5 – 8 4.0 The result indicates that this student is performing at the low end of the range for this test.
9 – 10 4.0 The result indicates that this student is performing at or just above the low end of the range for this test.
11 – 12 4.25 The result indicates that this student is performing at or just below the middle of the range for this test.
13 – 17 4.25 The result indicates that this student is performing in the middle of the range for this test.
18 – 19 4.25 The result indicates that this student is performing at or just above the middle of the range for this test.
20 – 21 4.5 The result indicates that this student is performing at or just below the high end of the range for this test.
22 – 25 4.5 The result indicates that this student is performing at the high end of the range for this test.
26 –27 4.5 The result indicates that this student is performing at or just above the high end of the range for this test.
28 – 29 4.75 (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.
TeAcHeR secTIon: 2304 VeLs 4.0 - 4.5 Reading Progress Test iv/iv
VELS 4.0 - 4.5 English: Reading
PROGRESS TESTSTu
dEn
T
VELS 4.0 - 4.5 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: 2304 VeLs 4.0 - 4.5 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 ’Delamore Station’ and answer questions 1 to 4
Page 2
Shade one bubble
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.
2 The friend Anna is really missing is
Ben. Tilly. Luke. Carly.
3 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.
4 When Anna took a break behind the water tank, she should have been
taking something to her uncle. collecting some vegetables. helping her cousins. cooking dinner.
Page 3
Read ‘The Shopping Trolley’ and answer questions 5 to 9
Page 4
Shade one bubble
generous suspicious determined disorganised
Which of the following best describes Sylvan Goldman?9
8
force customers into his shop. help his customers load their trolleys. help his customers push their trolleys. show his customers that trolleys were safe.
Sylvan Goldman hired people to
were nervous about using them. thought they didn’t need them. didn’t think they would work. hadn’t heard of them before.
At first, people did not use Sylvan Goldman’s trolleys because they7
6 Which of the following pictures best shows what Sylvan Goldman’s first trolley looked like?
help people carry their goods to their cars. demonstrate that he was a clever inventor. make working in his store more enjoyable. encourage people to buy more of his products.
The main reason that Sylvan Goldman introduced the shopping trolley was to5
Page 5
Read ‘The New Teacher’ and answer questions 10 to 14
This passage is from Brief Encounters by Barbara Ker Wilson.
Shade one bubble
Page 6
10 After living in Jinderoo for more than a year, how does Ellen feel?
she has settled into the lifestyle she is eager to return to the city she still feels like a stranger in the town she would be happier with her own friends
11 What does Ellen do ‘just to please’ the widow?
she gets up early she wears stout boots she saves her washing water she eats more than she wants to
12 The relationship between Ellen and the widow can be best described as
tense. joyful. caring. distant.
13 The children called Ellen ‘sir’ because they
are trying to be funny. want to be rude to her. want Mr Greg to come back. are used to having a male teacher.
14 Which reason is most likely to have helped Ellen feel better about moving to Jinderoo?
she liked a new challenge she was tired of living in the city she needed to live a more healthy life she wanted to learn more about the country
Page 7
Read ‘Dawn Fraser’ and answer questions 15 to 18
This passage is from 50 Famous Australians by Meredith Costain.
Shade one bubble
Page 8
15
16 Why did Dawn leave school?
to concentrate on her swimming to look after her brothers and sisters because her brother thought she should because she had a problem with authority
Dawn Fraser started swimming because
the lessons were free. she had health problems. her brother was a swimmer. she wanted to compete in the Olympics.
17 What effect did her brother’s death have on Dawn?
She decided to leave school. She dedicated herself to swimming. She vowed to take care of her health. She asked Harry Gallagher to train her.
18 The jobs that Dawn has had since she retired from swimming suggest she is interested in
helping other people. being honoured. making money. travelling.
Page 9
Read ‘Hill’s Hoist’ and answer questions 19 to 23
This passage is from Australian Inventions and Discoveries: Home and Outdoors by Fern Byrde.
Page 10
19
20
21
22
According to the passage, a major advantage of the Hill’s Hoist is that it
isn’t very expensive. doesn’t move in the wind. can be moved up and down. is found in thousands of Aussie backyards.
Before 1946, clothes were usually dried on
a rotating windmill. wires supported by poles. Lance Hill’s new invention. a swing that was raised and lowered.
Lance and Sherry Hill found the usual clothes-drying line was
too expensive. too hard to reach. too big for their backyard. too small to fit many clothes.
Shade one bubble
The main purpose of the information in the second paragraph is to
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.
23 The details in the shaded box give
historical information about clothes lines. biographical information about Lance Hill. contact information about Hill’s Industries. technical information about the Hill’s Hoist.
Page 11
Read ‘Boots and All’ and answer questions 24 to 27
This passage is from Aussie Chomps Boots and All by Sherryl Clark, published by Penguin Books Australia.
Page 12
25
26
27 These are statements made by four of Tony’s friends about their own fathers. Which father is Tony likely to think is most like his own dad?
‘My dad is a champion!’ ‘My dad is always trying to help me do my best.’ ‘My dad has no idea what sort of things I enjoy doing.’ ‘My dad is more interested in his work than he is in me.’
‘I jumped up and shut my sketchbook – but not fast enough.’ This helps to show that Tony
isn’t supposed to be drawing. is in a hurry to get to the park. can’t think of anything to draw. wants to finish his drawing quickly.
How does Dad feel about his football career?
He is upset that he can’t play anymore. He knows he wasn’t a very good player. He thinks football is a sport, not a career. He is looking forward to being able to play again.
Shade one bubble
isn’t a very good coach. was never a very good player. worries about Tony injuring himself. expects Tony to love football as much as he does.
‘Our dad was a football fanatic, the worst kind.’ Tony thinks this is because his dad
24
Page 13
Read ‘Letters from Year 7’ and answer questions 28 to 30
Shade one bubble
Page 14
28
29
30 What do all of the writers have in common?
They think sport takes up too much of their time. They want to spend more time with their friends. They like at least one thing about Secondary School. They think Secondary School is easier than they expected.
Which of the following would Amy say about Secondary School?
I like everything about it. I found it easy to settle in. The teachers are very boring. There is too much homework.
From reading his letter, it seems that Franco is a student who
is feeling lonely at Secondary School. is still settling into Secondary School. gets all of his homework done on time. finds it easy to manage his time at school.
