1.

Design Statement

A) Test Purpose

This test is a placement exam designed to evaluate English Language Learners’

(ELLs) level of reading proficiency in Glenish English Center (An institute that helps

ELLs master English) in Brooklyn. The institute provides weekend reading, writing,

speaking, and listening classes for students who are in middle school. Students will be

placed in a specific level (elementary, intermediate, or advanced) and learn the necessary

reading skills for academic reading and for standardized tests such as the English

Language Arts.

B) The Target Language Use domain and TLU Tasks

The TLU domain of the test is middle school English reading proficiency, and the

TLU tasks are reading various passages. Because students who are taking this weekend

reading class will be required to read a lot of short passages, their knowledge of different

levels of understanding and their knowledge of English grammar is very important. The

passages’ levels of difficulty given to read in class will be based on the specific level that

students are placed in.

C) Target Population

The tests will be given to students who are in grades 7 or 8. These students have

received formal instructions in English in both their native countries and in the United

States. They also have some linguistic backgrounds in English. Students, who want to

attend other classes such as speaking and listening, have to take the other placement tests.

D) The Definition of the Construct to be measured

 The construct of the test is reading ability, and it means that the test taker has the

ability to read at three levels of understanding (literal, referential, and critical

understanding) and the ability to understand the basic grammatical structures. The three

criteria that define levels of understanding include the test taker’s ability to: 1)

understand meanings of vocabulary stated in the text, 2) make generalizations, 3)

critically evaluate ideas. The three criteria that define knowledge of English grammar

include the test taker’s ability to identify and understand: 1) tenses (present, past, and

future), 2) the major parts of speech (adjectives, nouns, verbs, and adverbs), 3)

prepositional phrases (a phrase beginning with a preposition and ending with a noun,

pronoun, and a gerund)

The test tasks include multiple-choice questions based on the reading. This task

type can effectively measure reading ability because reading is a receptive skill.

E) Practical Considerations/ Test Administration

Since this is the assessment of student proficiency in reading, the test is not

translated in any other languages and dictionaries cannot be used. The test will be given

in a quiet location, and the room will be small and consist of only 10 to 15 students. No

special instruction outside of those in the test will be given. For information on scoring

procedure, please refer to the Table of Specifications.

 Table of Specifications
Content/ Construct Outline Knowledge of Literal, Knowledge of English
(Reading Ability) Referential, and Critical Grammar
Understanding

30 % of Total = 30 Points 22% of Total = 22 Points

Criterion 1 Understand meanings of
vocabulary stated in the text

= 9 points
Test Tasks Multiple-Choice
Items 1, 9, 17
Criterion 2 Making generalizations

= 12 points
Test Tasks Multiple-Choice
Items 2, 3,10,18
Criterion 3 Critically evaluate ideas

9 points
Test Tasks Multiple-Choice
Items 4, 11,19
Criterion 4 The major parts of speech

= 8 points
Test Tasks Multiple-Choice
Items 6,12,13,21
Criterion 5 Prepositional phrases

= 6 points
Test Tasks Multiple-Choice
Items 5,14,20,

Criterion 6 Tenses

= 8 points
Test Tasks Multiple-Choice
Items 7,8,15,16
Writing
(Question 1) The Restricted-Response Essay
For the restricted-response essay, you need to compare and
contrast the two historical figures, Martin Luther King, Jr.
and Rosa Parks. You should refer back to the Venn diagram
you have previously filled in, and the two stories “Rosa
Parks” and “Martin Luther King, Jr.” you read earlier in the test.

(Question 2) The Expanded Response Essay

For the expanded response essay, you need to write about an experience when you have been
treated unequally. Again, make sure your essay is well organized and of sufficient length to
fully describe your experience.

Total = 100 % (or 100 points)

Knowledge of Literal, Referential, and Critical Understanding = 30 %
Knowledge of English Grammar = 22 %
Restricted Response Essay = 32 %
Extended Response Essay = 16 %
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d. Scared
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c. Caring *
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a. Bobby and his dad going to the barn
b. Bobby hearing a strange noise *
c. Bobby seeing an owl flying away from the barn
d. Bobby’s dad telling him what the strange noise is
4. What would be Bobby’s reaction if he hears the screeching sound again at night?
a. Curious
b. Worried
c. Confused
d. Relieved *
5. “Bobby and his dad saw a small brown owl in the rafters of the roof.” In the
rafters and of the roof are-
a. Noun phrases
b. Verb phrases
c. Prepositional phrases *
d. Adjective phrases
6. “Bobby gathered his courage, grabbed a flashlight and headed out to the barn.”
How many verbs are in this sentence?
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b. 3*
c. 4
d. 5
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night.” The verb phrase am going to indicates -
a. Present tense
b. Past tense
c. Future tense *
d. Past progressive

8. Bobby was preparing to go to bed one night when he heard a shrill screech coming
from the barn outside. The verb phrase was preparing to indicates-
a. Present tense
b. Past tense
c. Future tense
d. Past progressive *
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