Академический Документы
Профессиональный Документы
Культура Документы
This reading proficiency test in an important assessment tool for English language
learners (ELLs) who are entering U.S. secondary public school education because
the U.S. Students will be required not only to read a variety of texts for class, but will
also be expected to read schedules and announcements in order to understand where and
when they need to be for classes, as well as events that are occurring in the school. The
ability to read in both contexts for secondary education- academic and social- will help
test is created for ELLs in secondary education settings so that, as students filter in at
different times of the year, they can be assessed using a standard assessment and be
placed in the appropriate ELL classes. Additionally, in todays world, learning English
assess where a learner is at in order to place them in the correct level of instruction. In the
U.S., ELLs who enter the public school system are at various levels of English
level, so that they are matched with appropriate instruction and materials.
students and English-proficient students (Thomas & Collier, 2002), but it is open to
debate whether or not this difference can be attributed to a lack of linguistic skills,
important part for instructors to note is that there is an achievement gap. This reading
place them in appropriate ELL classes to assist them with further reading proficiency and
address this demographic shift that is occurring in our schools. According to Callahan,
In Grades K-12, English learner enrollment increased by more than 104% during the
1990s, while overall enrollment increased by only 13%. The bulk of the growth in the K-
12 population can be attributed to students who are either immigrants or the children of
immigrants (2005, p. 305). While tests exist that assess learners proficiencies with
integrated skills (for example, TOEFL Junior and ACCESS), this reading proficiency test
is useful because it is practical, and it targets assessment of one skill for a more specific
The test is practical because it can be administered in one hour by one teacher or
paraprofessional, thus requiring minimal resources and time. The student can take this
test at the school, and it is free (aside from the cost of printing the test materials and the
payment of time for whoever grades it). Because it is a multiple-choice test, the grading
time is minimal. For this test, the format is selected-response questions because, although
selected-response items do have downsides, they are a common way to test text
comprehension (Alderson, 2000), and are a more practical testing format for the
classroom.
4
READING PROFICIENCY TEST
Method of Organization of this Paper
This paper includes the introduction, a description of the test, including its
purpose, type, interpretation of scores, target language use (TLU) domain, construct
definition, design of the test (table of specifications), and the description of test tasks.
administration, and scoring procedures, as well as hypothetical test results. These include
There is also a discussion, with a critique of item performance, evaluation of the tests
usefulness, and a reflection. At the end of this paper there are references as well as
Appendices A-C. These are A) the TLU domain description B) Table of Specifications
Description of Test
Purpose
The purpose of this test is to assess students reading proficiency via targeted
assessment of different reading sub-skills. This reading proficiency test has a low-impact,
as it is used to place students into different levels of English instruction at the public
school. However, students do not receive an official grade from this test, nor does a
failing grade mean that they wont receive continued instruction- there is no admittance
to classes that is dependent on this score. Because different questions target different sub-
skills through the use of varying levels of text, (the texts get progressively more difficult
on the lexile index), the test can be used both to assess with which sub-skills, and with
which level of texts the students struggle with. Because the test is only a total of twenty
items, it can easily be reviewed to identify with which of these sub-skills and/or texts
5
READING PROFICIENCY TEST
students struggle with (especially by utilizing the table of specifications, see Appendix
B).
Additionally, teachers can combine this selected-response test with other formal
complete an oral reading fluency test, and others in order to assess reading in multiple
ways.
As this proficiency test will best used for placement purposes, and is just one way
ease of scoring.
Interpretation of Scores
students will be placed into different levels based on their score. Because this test only
targets reading assessment, scores can be used to level students (beginner, intermediate,
advanced) and all of the sub-levels within those levels, but it can only be used to place
students in those levels based on reading. In other words, in order to get the most holistic
picture of the level where a student is at, he or she must also take other proficiency
assessments (or be alternatively assessed) in other areas/skills in order to have the most
TLU Domain
The TLU domain for this test is both English and mainstream classes in U.S.
public education (secondary-middle and high school) settings. Based on their proficiency
level, students will be placed not only in different English for language learners classes,
but may also spend different amounts of time in mainstream classrooms, or in pathways
6
READING PROFICIENCY TEST
classrooms. For example, if a student is a beginner, he or she will be placed into a
beginner English classroom, and so the TLU domain is the language skills necessary for
that room- beginning writing, reading, listening, and speaking. However, if a student is an
advanced English speaker, he or she may or may not need any more instruction in
English for language learners classrooms, so the TLU domain for this individual would
be mainstream English, social studies, and science classes, etc. In general, no matter what
their proficiency level, students will need to accomplish academic tasks appropriate in
secondary education using all four skills, and will also need communication skills in
order to ask questions, ask for directions at the school, and to become involved in
extracurricular activities.
Construct Definition
important information, main-idea comprehension, and summary of the text. Basic literacy
skills are assumed. Listening, speaking, and writing skills are not included in this
assessment.
Design of Test
designed to measure (Miller, Linn, & Gronlund, 2009). This test, as can be seen in the
Table of Specifications (see Appendix B), tests learners reading comprehension through
text.
The Table of Specifications for this test shows the text, its word count and lexile
measure, which sub-skills it targets, how many questions per text target the different sub-
7
READING PROFICIENCY TEST
skills, and which questions on the test are used to do so. For example, (1.1) indicates that
a certain sub-skill is assessed in Part 1, Question 1. (1.2) would indicate Part 1, Question
2.
There are 20 total selected-response questions. The test is formatted with selected-
are a common way to test text comprehension (Alderson, 2000). Some drawbacks to
using selected-response questions are that sometimes students will guess an answer and
get it correct (which doesnt accurately represent their knowledge on the subject), some
students may develop strategies for answering selected-response questions, and that
students may be tricked into selecting inappropriate responses, which also doesnt
ability to interpret cause-and effect relationships, and others. The range of knowledge,
and higher-level thinking skills, that can be tested via selected-response items
Additionally, selected-response items are flexible in the variety of knowledge that they
can assess, and they are able to cut down the vagueness- or subjectivity- of grading short-
answer questions (Miller, Linn, & Gronlund, 2009). Crafting a good selected-response
question takes practice and care; these selected-response questions were carefully
designed using suggestions from Miller, Linn, and Gronlund (2009), including, but not
limited to: not using negative stem items, using grammatically-correct alternative
8
READING PROFICIENCY TEST
answers, containing only one correct or clearly best answer, and including plausible
distracters.
During the 1-hour test session, students will be tested on the following five texts: a
school schedule, a school announcement, two news articles, and one excerpt from a
popular book for teens/adolescents. The texts were chosen because they represent
authentic material that the students would likely come across when studying in an
These authentic texts are sequenced so that they become progressively more
difficult, as can be noted in the lexile measure and word count of the different texts
summary of the text. The sub-skills targeted for each selected-response question are
The first text (the Fort Collins High School Bell Schedule) is an image, with fewer
words on it, so test takers can rely on the chart to supplement and support reading skills.
The second text, an announcement from Fort Collins High School, is 97 words long, and
is accompanied by a chart to supplement reading skills. The chart below text two was
created by the test developers to help scaffold the text of the announcement. Text three,
the article The Job of the President, was obtained through newsela.com. The original
publication of the article came from Whitehouse.gov and USA.gov, and was adapted to a
lexile measure of 490L (grade level 2) by the newsela staff, and is 412 words long. Text
four, the article Effects of Climate Change: Hawaii and U.S. Tropical Islands is similar
9
READING PROFICIENCY TEST
to text three, and was obtained through newsela.com. The original publication of the
article came from the U.S. Environmental Protection Agency, and was adapted to a lexile
measure of 600L (grade level 3) by the newsela staff, and is 517 words long. Text five is
an excerpt from the novel The Hunger Games by Suzanne Collins. This novel was chosen
need to read books that are interesting for them in order to build reading stamina (Kittle,
2013). The excerpt chosen for this test is 451 words long, but the novel is graded at a
lexile measure of 810L (grade level 5). This is the highest-level text in this test, which is
The number of multiple choice questions varies for each text, and the multiple
choice questions are designed to assess different reading sub-skills that students need to
there are many component abilities involved in reading comprehension, including the
three that are targeted in this test: main-ideas comprehension, recall of relevant details
Students will first read the input (text) before responding to the questions. The
number of responses varies for the different texts, but it is expected that students first
read the selected text, and then respond to the multiple choice questions that follow.
Students can continuously refer back to the text as they work through the questions in
each section.
10
READING PROFICIENCY TEST
The test is organized into five parts, so that for each text (input), the selected-
response items correlating to that text are listed below it. The responses are based on
information found in the text, and target the reading sub-skills of identification of
Each question is worth one point, for a total of 20 points. No partial-points will be
awarded for answers. Students will receive a score (number of correct items out of 20).
The instructor may interpret this score as norm-referenced if other learners are taking the
Participants
The participants for the hypothetical administration of this assessment are ELLs
who are entering the public school system in the U.S. They are secondary students-
middle and high schoolers (6th-12th grade). Their ages range from approximately 12 to
18 years old. These students have varying levels of English proficiency, from low
beginner to advanced. The students who would be taking this test do have English classes
Administration
support instructor. The only required materials are a copy of the test, a pen, and the
hour to complete the test. Because basic literacy skills are assumed, the students are not
allowed to ask questions or ask for help during the administration of the assessment.
Scoring Procedures
Students receive one 1 for a correct answer, and 0 points for an incorrect answer.
There are no partial scores given. The assessment is scored by the administrator after the
students have completed the assessment. Students raw scores can be reported to teachers,
administrators, ELL specialists, etc., and should be further reviewed, using the table of
specifications and the interpretation of scores sheet (see Appendices B and C), to see with
which questions the students are struggling. Different questions target different sub-skills
main-idea comprehension, and then summary of text. These skills are progressively
harder, as students can locate specific explicit information when identifying important
information, but are required to make inferences or pull together more information when
summarizing. In this sense, when a scorer reviews the results, he/she can see with which
Test Results
Item Statistics
each item, each test items discrimination power, and how effectively distracter items are
working. According to Miller, Linn, and Gronlund (2009), a simplified version of item
12
READING PROFICIENCY TEST
analysis is sufficient for classroom purposes (which is the case with this assessment). For
the purposes of this test, item analysis will be used to evaluate difficulty of each item as
well as each items discrimination power. For basic item analysis, depending on the
number of students/scores to be analyzed, all tests can be used for data, or the top quarter
of scores, and lowest quarter of scores, can be used. In groups of 20-40 students, it is
sufficient to use the top 10 scores (top 25%) and lowest 10 scores (lowest 25%), but in
classes fewer than 20, better data results from using all tests/scores available in the data
set (this would likely be the case for this reading proficiency test).
The first important piece of information that can be determined from item-
analysis is the difficulty level of the test item. This is achieved by calculating, for each
item, how many students answered correctly versus incorrectly. You take the total number
of correct responses divided by the total number of tests that you are using in your data
set, and your resulting percentage is your item difficulty. For example:
P= 100R/T
The item discrimination power is the difference between the number of students
in the upper and lower groups (or data from higher-scored tests versus lower-scored tests)
students in the upper group get the item right than the lower group, the item is
13
READING PROFICIENCY TEST
discriminating positively (desired), because this means that the item is discriminating in
the same way that the overall score of the test is. For example:
(D)= (RU-RL)/(.5T)
For this assessment, once multiple students had taken the test, the items could be
analyzed for difficulty, and discrimination. The more scores in the data set, the more
accurate the results, so it would be pertinent to wait to do item analysis until multiple
Descriptive Statistics
test results. Descriptive statistics are used to find results such as the central tendency
(average/mean) score on the test, measures of variability (range of test scores), the
frequency of scores, and the standard deviation (the average of the degree to which sets
of scores deviate from the average) (Miller, Linn, & Gronlund, 2009). Calculating
standard deviation helps one measure the variability and spread of scores from the mean,
below.
14
READING PROFICIENCY TEST
Mean= sum of scores/number of scores in data set
1. Calculate Mean
All of these calculations could be done using data from test scores once a
sufficient data set size has been accumulated. Descriptive statistics will also be more
Reliability
Reliability is the consistency and stability of scores of tests. In other words, if the
same assessment is distributed multiple times, the scores would be (within a reasonable
range) the same. With a proficiency test, like this one, there should be a range of scores,
as this is an indication of proficiency, and makes the test results valid for its purpose
15
READING PROFICIENCY TEST
(assessment of proficiency). However, the range of scores should still be consistent over
time, indicating the tests reliability. To test reliability, a coefficient of correlation is used.
The coefficient of correlation represents the degree of relationship between two sets of
test scores, as expressed from the range -1.00 to +1.00. The ideal coefficient is as closet
to 1.00 as possible, but anything about .80 for this tests purpose is acceptable. The steps
1. Create a table with the a students test scores for the first time the test was taken
and the second time it was taken. X= first time score and Y= second time score.
4. Multiple the entry in the X column and Y column (for each entry), and put the
5. Sum the entries in each column and note the number of pairs of scores (N).
(EY)(EY)/N]
Description of masters/non-masters
(masters and non-masters). While the test is scored as criterion-referenced, and students
do receive a raw score, the use is merely for placement, not as a pass/fail.
16
READING PROFICIENCY TEST
Discussion
After multiple students have taken the reading proficiency assessment (ideally
over the span of years), the items could be analyzed for difficulty and discrimination
effectiveness using item analysis, and then compared to other years results. It is
important to remember that item discrimination power does not indicate that the item is
valid. In other words, just because an item has a positive discrimination power is not the
only justification for keeping the item. It is more important that the item is still assessing
the construct (in this case, one of the reading sub-skills). Additionally, there will be
varying levels of difficulty for items with this proficiency test, so it is important that item
analysis reveals a range of difficulty for these questions. This is important because the
items were designed so that some are more difficult (target higher-level reading skills)
than others.
Descriptive statistics is valuable to calculate whether or not the test scores are
Item and descriptive statistics would be used to determine if the test is useful in
items are discriminating in a positive way, that that doesnt mean they are valid unless
and summary of text, the test is only valid if the items used for assessment assess these
skills. With this reading test, it is clear that writing, listening, and speaking are not
assessed, so the tests validity increases because of that (as that aligns with the construct),
but items should be critiqued by multiple experts (and over time) to make sure that they
The test is valid in the sense that it is assessing students reading proficiencies,
which are necessary in the TLU Domain. It is imperative that ELLs can read in the TLU
domain, in order to understand homework, read for homework, and navigate public
This test is useful because it is practical to implement, easy to score, and has a
multiple times if anxiety or other factors affect them the first time they take it. Teachers
can also distribute the test to the same students multiple times if they want to assess
whether or not the student should move levels in English instruction (based on reading).
Additionally, because of the ease of administration and practicality, the assessment can
also be administered numerous times a year, which is important as different students will
This test achieves its purpose in terms of practicality of administration, but only
item statistics and descriptive statistics could quantitatively prove whether or not the test
18
READING PROFICIENCY TEST
is reliable and valid. However, the test does achieve its purpose of assessing reading
Reflection
Developing this test was important and useful, as we were able to put into practice
a variety of skills that wed learned throughout the year. Not only did we have to make
sure that our test was designed to match up with its purpose and use, but we also had to
design multiple-choice test items based on suggestions for doing so, and then to re-visit
item statistics and descriptive statistics in order to describe how the test could be
analyzed quantitatively for different qualities. Creating an assessment that is valid and
reliable is a difficult and time consuming process, and creating this reading proficiency
test was not only good practice, but also a nice reality-check for understanding what goes
References
Callahan, R.M. (2005). Tracking and high school English learners: Limiting
Miller, D.M., Linn, R.L., & Gronlund, N.E. (2009). Measurement and assessment
Appendices
Appendix A
Appendix B
Table of Specifications
Task (Sub-Skill)
# of items 10 8 2 20
% of items 50 40 10 100
23
READING PROFICIENCY TEST
Appendix C
Name: ______________________
Instructions: In this test you will read five different texts. There are twenty total
questions in this test. After you read each text, read the questions that follow it and the
four possible answers. Choose the best answer by circling the letter of the correct answer.
There is only one correct answer per question. You have one hour to complete this test.
(A) 30 minutes
(B) 40 minutes
(C) 50 minutes
(D) 55 minutes
(A) 8:00-9:30
(B) 8:25-9:45
(C) 10:10-11:30
(D) 10:20-11:10
25
READING PROFICIENCY TEST
1.3. This picture (above) shows information about.
The Fort Collins High School staff would like to extend a warm Lambkin welcome to our
incoming Freshmen class and their families and invite you to attend our Eighth Grade
Transition Night. This event will be held on Monday, April 10th from 5-7:00 pm. We will
begin the evening in the Fort Collins High School Main Gym and then move into a series
of break-out sessions to include topics such as high school athletics, transitioning to high
school, and information on counseling, and graduation. Mr. Matthew, the principle, will
be available to provide tours and answer questions from the students.
Topic Time
26
READING PROFICIENCY TEST
(A) Graduation
(B) Athletics
Creation Of A Presidency
The Constitution was unique. Most countries in Europe still had kings and queens.
They were rulers with total power. The founders of America were afraid of one
person having too much power. They created a system that limited a leader's power.
This was a very new idea.
The President
Congress proposes laws. Then the president reviews them. The president can either
approve or reject them. Rejecting is called vetoing.
The president makes sure laws are carried out. Fifteen departments help do this. The
leaders of each department are part of the president's Cabinet.
The president can issue executive orders. These direct people who work under the
president. They can also update laws.
The executive branch maintains relationships with other countries. The president
can also forgive people for federal crimes. This is called a pardon.
Presidential Requirements
There are three requirements to be president. First, the president must be 35 years
old. Second, the president must have been born in the United States. Finally, he or
she must have lived in the United States for at least 14 years.
Choosing A President
The president is elected through the Electoral College. Citizens vote in elections.
Each state decides who has the most votes. The person with the most votes is
awarded electors. Each state has a certain number of electors to give away. States
with more people get more electors. There are a total of 538 electors if electors from
29
READING PROFICIENCY TEST
every state are added together. The parties choose who will be electors. These people
then vote for president. A candidate needs 270 electoral votes to become president.
Today, the president is limited to two terms. Each is four years long. This was
established in 1951. Before then, a president could serve an unlimited number of
terms.
The president lives in Washington, D.C. His home and office is in the White House.
The president earns $400,000 a year. Some presidents choose not to take this
money.
(A) 1
(B) 3
(C) 4
(D) 15
3.2 .How many electoral votes does a person need to become president of the U.S.?
(A) 14
(B) 35
(C) 270
(D) 538
3.4. According to the article, what did the Constitution do that was different from
other countries?
3.5. Which one of the following best summarizes the big ideas of the article?
(A) The founding of America, and what the founders of America wanted their
government to look like.
(B) Where the president of the U.S. lives and how much money he or she makes.
(C) The limited power of the president, how the president is elected, and the
things that the president has the power to do.
(D) How the president must be 35 years old to get elected, and must have lived in
the U.S. for 14 years to get elected.
Part Four: Effects of Climate Change: Hawaii and U.S. Tropical Islands
Climate change is a change in Earth's overall climate. This means a change in Earth's
average temperature. Or it could be a change in Earth's overall rain or snow.
The risk includes rising temperatures and higher sea levels. Weather patterns are
also changing. Islands face big risks because they are small. Some are also not very
high above the sea.
Temperatures are rising on these islands. They are also seeing higher sea levels. In
Hawaii, temperatures may rise by up to 3.5 degrees F 1 by the year 2050. Puerto Rico
may warm by as much as 5 degrees F by 2100. Higher temperatures are causing sea
levels to rise. Higher seas can eat away at island coastlines.
Over the course of the next century, global sea level is expected to rise. The remote
Northwestern Hawaiian Islands, shown here, may be particularly affected as many of
the islands rise no more than 2 meters (6.6 feet) above sea level. Photo: USFWS.
Scientists expect weather patterns to change. For example, some islands may get less
rain. That means less drinking water. There will be less water for farm crops. Some
islands, though, may see bigger storms. These can cause flooding.
Island towns are at risk because of these changes. Most islanders live near the coasts.
The rising ocean may force people to move.
1 F=fahrenheit
32
READING PROFICIENCY TEST
Climate change could also keep visitors from visiting. Tourism is important business
on many islands. Rising seas could wreck beaches. It may damage businesses. Such
changes could keep away tourists.
Islands are home to many special animals and plants. Tourists may come to see
them. However, climate change is putting such natural places in danger.
Rising sea levels are also affecting island plants and animals. For example, mangrove
forests are disappearing on some Pacific islands. These trees help protect the shore
from damage. Without healthy habitats, some animals will have no place to live.
The Hawaiian monk seal, one of the rarest pinniped (seal and sea lion)
species on Earth, lives in the remote islands and atolls north of Hawaii. Sea level rise
could mean the seals lose their habitat. Image: Wikimedia.
Climate change is changing the world. Scientists are studying how it will affect us.
Islands may face the biggest changes of all.
(B) coast
(C) mountains
(D) farm
4.2. According to the article, by the year 2100, how much warmer might Puerto Rico
be?
(A) 3.5 F
(B) 5 F
(C) 6.6 F
(D) 2050 F
(A) They protect the shore, attract tourists, and are home to fish and sea life.
(B) They are colorful and fun places to visit and fish.
(C) They are the cause of climate change and global warming, which is bad for
islands.
(A) An increase in temperature means higher sea levels which is better for
tourism.
(B) An increase in temperature means sea turtles swim to coral reefs more often.
34
READING PROFICIENCY TEST
(C) An increase in temperature means higher sea levels which is bad for islands
and coastlines.
(D) An increase in temperature means higher sea levels which means more seals
will live on the islands.
(A) This article mostly talks about climate changes effects on sea turtles, fish, sea
lions, and coral reefs, which people think are beautiful.
(B) This article mostly talks about how the U.S. controls islands, including
Hawaii and Puerto Rico.
(C) This article mostly talks about the effects of climate change on islands and the
animals and people that live there.
(D) This article mostly talks about how scientists dont think that climate change
will affect the islands.
When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prims
warmth but finding only the rough canvas cover of the mattress. She must have had bad
dreams and climbed in with our mother. Of course, she did. This is the day of the reaping.
I prop myself up on one elbow. Theres enough light in the bedroom to see them. My
little sister, Prim, curled up on her side, cocooned in my mothers body, their cheeks
pressed together. In sleep, my mother looks younger, still worn but not so beaten-down.
Prims face is as fresh as a raindrop, as lovely as the primrose for which she was named.
35
READING PROFICIENCY TEST
My mother was very beautiful once, too. Or so they tell me. Sitting at Prims knees,
guarding her, is the worlds ugliest cat. Mashed-in nose, half of one ear missing, eyes the
color of rotting squash. Prim named him Buttercup, insisting that his muddy yellow coat
matched the bright flower. He hates me. Or at least distrusts me. Even though it was years
ago, I think he still remembers how I tried to drown him in a bucket when Prim brought
him home. Scrawny kitten, belly swollen with worms, crawling with fleas. The last thing
I needed was another mouth to feed. But Prim begged so hard, cried even, I had to let him
stay. It turned out okay. My mother got rid of the vermin and hes a born mouser. Even
catches the occasional rat. Sometimes, when I clean a kill, I feed Buttercup the entrails.
He has stopped hissing at me. Entrails. No hissing. This is the closest we will ever come
to love. I swing my legs off the bed and slide into my hunting boots. Supple leather that
has molded to my feet. I pull on trousers, a shirt, tuck my long dark braid up into a cap,
and grab my forage bag. On the table, under a wooden bowl to protect it from hungry rats
and cats alike, sits a perfect little goat cheese wrapped in basil leaves. Prims gift to me
on reaping day. I put the cheese carefully in my pocket as I slip outside. Our part of
District 12, nicknamed the Seam, is usually crawling with coal miners heading out to the
morning shift at this hour. Men and women with hunched shoulders, swollen knuckles,
many who have long since stopped trying to scrub the coal dust out of their broken nails,
the lines of their sunken faces. But today the black cinder streets are empty. Shutters on
the squat gray houses are closed. The reaping isnt until two. May as well sleep in. If you
can.
(A) a primrose
(B) a cat
(C) a flea
(D) a mouse
5.2. What does the narrator take with her when she leaves the house?
(B) a mouse
5.3. In this excerpt, the narrator is leaving her house and getting ready to
(A) go hunting
Answer Key
1.1 B
1.2 D
1.3 C
2.1 C
37
READING PROFICIENCY TEST
2.2 B
2.3 A
3.1 B
3.2 C
3.3 A
3.4 D
3.5 C
4.1 B
4.2 B
4.3 A
4.4 C
4.5 C
5.1 B
5.2 C
5.3 A
5.4 C
Interpretation of Scores
If a student receives a raw score of 0-10, he or she should be placed in a beginner class.
*The interpretation of scores should always be discussed with the teacher and/or student.
Instructions for Using this Table: The scoring sheet below indicates which questions
target which sub-skills (identification of important information, main-idea
comprehension, and summary of text). The easiest skill is identification of important
information, next hardest is main-idea comprehension, and the most difficult is summary
of text. Compare the students score to this sheet, putting a check mark in the box if the
student got the answer correct. This should help to identify with which sub-skills the
student may or may not be struggling.
Sub-Skill
1.1 X
39
READING PROFICIENCY TEST
1.2 X
1.3 X
2.1 X
2.2 X
2.3 X
3.1 X
3.2 X
3.3 X
3.4 X
3.5 X
4.1 X
4.2 X
4.3 X
4.4 X
4.5 X
5.1 X
5.2 X X
5.3 X
5.4
Name:____________________