PROGRESS TESTTEA

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VELS 4.5 - 5.0 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: 2305 VeLs 4.5 - 5.0 Reading Progress Test i/iv

PROGRESS TEST TEACHERAnswer Sheet

Question Correct Response Skill Descriptor1 B interpret the main idea of a text

2 B support interpretations with evidence from the text

3 c identify themes in a text

4 D interpret the main idea of a text

5 D locate directly stated information in an illustration

6 A infer meanings in a text

7 D infer meanings in a text

8 c support interpretations with evidence from the text

9 A infer character's feelings

10 D make inferences about characters' actions

11 c infer character's feelings

12 D make inferences about characters' actions

13 A make inferences about characters' motives

14 B infer meanings in a text

15 c analyse characterisation in a text

16 B infer character's feelings

17 D infer messages in a text

18 c work out the meaning of phrases in context

19 c interpret the main idea of a text

20 c locate directly stated information in a text

21 c make links between directly stated ideas in a text

22 B infer messages in a text

23 D infer messages in a text

24 D work out the meaning of phrases in context

25 c make links between directly stated ideas in a text

26 D read on to interpret a text

27 D infer meanings in a text

28 B interpret the main idea of a text

29 D make inferences about characters' motives

30 D locate, select or record key information from texts

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VELS 4.5 - 5.0 English: Reading

PROGRESS TEST TEACHERVELS 4.5 - 5.0 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

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PROGRESS TEST TEACHERResults Translation Table

TRANSLATION TABLEThis test targets outcomes at VeLs 4.5 to 5.0. 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 4.25( Below Range) This result indicates that this student is performing below the expected range for this test.

3 – 4 4.5 The result indicates that this student is performing at or just below the low end of the range for this test.

5 – 8 4.5 The result indicates that this student is performing at the low end of the range for this test.

9 – 10 4.5 The result indicates that this student is performing at or just above the low end of the range for this test.

11 – 12 4.75 The result indicates that this student is performing at or just below the middle of the range for this test.

13 – 17 4.75 The result indicates that this student is performing in the middle of the range for this test.

18 – 19 4.75 The result indicates that this student is performing at or just above the middle of the range for this test.

20 – 21 5.0 The result indicates that this student is performing at or just below the high end of the range for this test.

22 – 25 5.0 The result indicates that this student is performing at the high end of the range for this test.

26 –27 5.0 The result indicates that this student is performing at or just above the high end of the range for this test.

28 – 29 5.25 (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.

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VELS 4.5 - 5.0 English: Reading

PROGRESS TESTSTu

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VELS 4.5 - 5.0 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 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: 2305 VeLs 4.5 - 5.0 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 ‘Letters from Year 7’ and answer questions 1 to 3

Page 2

1

2

3 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.

Shade one bubble

Page 3

Read ‘The Shopping Trolley’ and answer questions 4 to 8

Page 4

4

5

6

8

7 Sylvan Goldman hired people to

force customers into his shop. help his customers load their trolleys. help his customers push their trolleys. show his customers that trolleys were safe.

Which of the following best describes Sylvan Goldman?

generous suspicious determined disorganised

At first, people did not use Sylvan Goldman’s trolleys because they

were nervous about using them. thought they didn’t need them. didn’t think they would work. hadn’t heard of them before.

The main reason that Sylvan Goldman introduced the shopping trolley was to

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.

Shade one bubble

Which of the following pictures best shows what Sylvan Goldman’s first trolley looked like?

Page 5

Read ‘The New Teacher’ and answer questions 9 to 13

This passage is from Brief Encounters by Barbara Ker Wilson.

Page 6

9

10

11

13

12 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.

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

The relationship between Ellen and the widow can be best described as

tense. joyful. caring. distant.

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

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

Shade one bubble

Page 7

Read ‘Great-Uncle Albert’ and answer questions 14 to 19

This passage is from Moonbird by Robin Stewart.

Page 8

14

15

16

18

17 From reading the passage it is most likely that

Albert is not pleased to see Jerry. Jerry has met his great-uncle before. Albert did not know that Jerry was coming. Jerry is looking forward to staying on the island.

‘... she reckons you’re OK! Feel flattered.’ This shows that Bess

is happy to see Pop. likes riding in the car. doesn’t like everyone. is friendly with everyone.

At the end of the passage, Jerry feels

flattered. accepted. confused. homesick.

For Jerry, the most impressive thing about Albert is his

small size. bright red nose. kind brown eyes. round and shiny head.

When Albert first meets Jerry, he thinks Jerry looks like a person who

is irresponsible. has been neglected. is independent and powerful. has lived by the sea for a long time.

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19 ‘He felt he had come home.’ This is most likely because Jerry

lives on the island. is glad to be back on the island. feels comfortable with Albert and Bess. has finally returned to his uncle’s house.

Page 9

Read ‘House names in Australia’ and answer questions 20 to 24

This passage is from House Names of Australia: The Complete Guide to Naming Your House by Graham Gould.

Page 10

20

21

22

24

23 The modern approach to numbering houses was established because

houses were regularly bought and sold. house names were too difficult to remember. the Postmaster-General prohibited the use of names. a more systematic approach was needed as towns grew.

‘... their appearance on new houses slowly declined.’ This quote from the final sentence refers to the

number of people renovating old houses. change in building styles and appearance. length of time it took to build new houses. naming of houses becoming less common.

Houses weren’t numbered in the pioneering days because

people preferred to give names to their houses. there were few houses so numbers were unnecessary. tradesmen had not yet begun to make home deliveries. many people were poorly educated and couldn’t count.

Early house names were gradually forgotten because

the original occupants left. tradespeople stopped using them. they weren’t replaced when they were broken. they were randomly selected and had no meaning.

Which of the following people was most likely to select the name of a new house in early Australia?

the local delivery man the Postmaster-General the builder of the house the owner of the hardware store

Shade one bubble

Page 11

Read ‘Fire in the Stone’ and answer questions 25 to 30

This passage is from The Fire in the Stone by Colin Thiele.

Page 12

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25

26

27

29

28 Why was Ernie steadily following the line of potch?

He thought that potch could be valuable. He knew that opal sometimes formed in the potch. He was hoping to find where the line of potch ended. He was trying to find an easy way through the tough sandstone.

What is the most likely reason the miners ‘keep their eyes open and their mouths shut’?

They are shy and unfriendly. They want to focus on their work. They don’t like people to think they are boasting. They don’t want other miners to know what they have found.

What is potch?

a crack in the stone a valuable type of opal an ancient form of sandstone a stone that might contain precious opal

With each swing of the pick Ernie loosened

a handful of potch. a tiny piece of opal. an inch or two of silica. a small amount of sandstone.

Ernie’s work in the tunnel was made difficult by the

darkness. loneliness. cramped conditions. dangerous rock falls.

30 What was the most likely place to find treasure and riches?

in the oldest pieces of rock where the potch was most milky where the sandstone cracked open at the junction of two lines of potch