Many college entrance exams in the early s were specific to each school and required candidates to travel to the school to take the tests. The College Boarda consortium of colleges in the northeastern United States, was formed in to establish a nationally administered, uniform set of essay tests based on the curricula of the boarding schools that typically provided graduates to the colleges of the Ivy League and Seven Sistersamong others. Terman in particular thought that such tests could identify an innate " intelligence quotient " IQ in a person. The results of an IQ test could then be used to find an elite group of students who would be given the chance to finish high school and go on to college.
Print this page The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document.
As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary.
More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise.
They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task.
They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence e. They comprehend as well as critique. Students are engaged and open-minded—but discerning—readers and listeners.
Students cite specific evidence when offering an oral or written interpretation of a text. They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline.
They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures. Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together.
Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.Scoring Guide for Junior Short Writing New Club – Section A3 – Question 13 Your teacher is asking for suggestions for a new club at school.
Information about the previous FCAT assessments (reading, writing, and mathematics) is available at FCAT Historical. The FSA Portal provides resources for students, parents, educators, test administrators, school assessment coordinators, district assessment coordinators, and .
Reading (R), English (E) and Mathematics (M) levels are assigned for most courses in the credit division. These levels are used for placement in courses. Students must meet the assessment levels shown for each course either by placement testing or by previous course work.
Teacher Leadership. This assessment cannot be used to add a field to a clear renewable teaching certificate — it is intended only for those who have completed a state-approved educator preparation program in this field.
Find your licensure area below to determine which test you need to take and see the minimum qualifying score. To learn more about a specific test, click the test title. Reading Assessment Database - List of All Assessments from the Database.
The essential cognitive elements of the reading process have been outlined in the Cognitive Framework of iridis-photo-restoration.com assist educators in organizing their assessment practices around the cognitive framework, we've created a way to easily search for published early reading assessments that specifically test skills and.