The Drumcondra Post-Primary Tests of English Reading and Mathematics

Second Year

Standardisation Study April 2013

Administration Manual

April 2013

©Educational Research Centre, St Patrick’s College, Drumcondra

NOTE TO TEACHER: Please check prior to the test date that you have received enough booklets for higher- and lower-level students.

Table of Contents

1. Preparing to Administer the Tests .................................................... 1

1.1 Test Schedule ............................................................................................... 1

1.2 What Students Should to Bring to the Tests ............................................... 2

1.3 About the Test Booklets ............................................................................... 2

1.4 Points to Note Before Administering the Tests ........................................... 3

1.5 General Guidelines for Administering the Test ............................................ 6

1.6 Exemptions from Testing .............................................................................. 6

1.7 Class Test Record Form ................................................................................ 6

2. Completing Identification Information Sections

of the Answer Sheet ...............................................................................

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3. The Drumcondra Post-primary English Reading Test .................. 10

3.1 About the English Reading Test .................................................................... 10

3.2 Test Administration Procedures ................................................................... 11

3.3 Administering the English Reading Test ....................................................... 12

4. The Drumcondra Post-primary Mathematics Test ....................... 15

4.1 About the Mathematics Test ........................................................................ 15

4.2 Test Administration Procedures ................................................................... 16

4.3 Administering the Mathematics Test ........................................................... 18

5. Completing the Class Test Record Forms ................................. 21

6. Returning the Test Materials to the Educational Research

Centre ......................................................................................................... 22

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1. Preparing to Administer the Tests This chapter should be read before you administer the tests.

1.1 Test Schedule Figure 1.1 gives a schedule for the administration of the Drumcondra Post-Primary Tests of English Reading and Mathematics for Second year students.

Figure 1.1: Test Schedule

Completing the Identification Information Sections on the Answer Sheet

(must be completed before administering the English and Mathematics Tests)

Distributing the answer sheets 3 mins

Completing the identification information on the answer sheets 7 mins

Total Time 10 mins

Administering the English Reading Test

Distributing the English Reading test booklets 3 mins

Completing the Sample Items 5 mins

Completing the English Reading test 50 mins

Collecting the test materials 5 mins

Total Time 63 mins

Students should have a break between the English Reading and Mathematics tests.

Administering the Mathematics Test

Distributing the Mathematics test booklets and answer sheets 3 mins

Completing the Sample Items 5 mins

Completing the Mathematics test 50 mins

Collecting the test materials 5 mins

Total Time 63 mins

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1.2 What Students Should Bring to the Tests Students selected for testing should bring the materials listed below to the test (Figure 1.2). Some spare materials (pencils, calculators etc.) are available with the test materials.

Figure 1.2: List of Materials Required for English Reading and Mathematics Tests

English Reading Test

• A pencil and eraser

• A book to read if finished early

Mathematics Test

• A pencil and eraser

• A sheet of paper for rough work

• A calculator, protractor and ruler

• A book to read if finished early

1.3 About the Test Booklets The English Reading and Mathematics Test booklets each come in four forms (A, B, C, D). Two are targeted at students likely to take Ordinary/Foundation level Junior Certificate Examination (JCE), and two at students likely to take Higher level JCE. See Figure 1.3 for allocation of appropriate test booklets to students.

Figure 1.3: Allocation of Test Booklets

English Reading Test / Mathematics Test

Students likely to take JCE Ordinary/Foundation Level

Students likely to take JCE Higher Level

¦ ¦ ↓

Test Booklet Forms A & B

¦ ¦ ↓

Test Booklet Forms C & D

All forms of the test will be scaled together (through the use of common vocabulary and mathematics items, which are interspersed throughout the booklets), so even if a student does not sit the most appropriate form for him/her, it will still be possible to get an accurate estimate of their achievement. In general, however, weaker pupils should be given booklets A or B, and stronger pupils booklets C or D.

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What to do if you do not have enough test booklets at each level?

Previously, your school was asked to provide approximate numbers of students who are expected to sit the Higher and Ordinary level in the Junior Certificate examination. We have used these approximate numbers to send you the appropriate numbers of the test booklets at each level, as well as some additional booklets to cover changes. Extra test booklets at each level have been included in the testing pack to account for any change in numbers. However, it is still possible that you may not have enough booklets for a particular level. In this case please contact the Educational Research Centre (ERC) at 01 8065 220, or by email to joanne.kiniry@erc.ie, as soon as possible. In the event that there is not time to contact the ERC for additional booklets, it is acceptable to give a student whom you believe to be between levels, Form A or B (Ordinary/Foundation level) or Form C or D (Higher level) test booklet.

1.4 Points to Note Before Administering the Tests

Group size

The tests are designed so that they can be easily administered to whole classes or larger test groups such as two or more Second-year classes. Organising student lists prior to administering the test

The easiest way to organise the distribution of test booklets, whether you are administering the test to a large group or to a single class, is to make a list of which students will sit each level of the test before the day of testing. When you are distributing the test booklets, you can use this list to ensure that each student receives the most appropriate form of the test booklet. Please see Figure 1.4 below for an example.

Figure 1.4: Class List Prepared Prior to Testing

English Reading Test Mathematics Test

Student Name Expected JCE English Level

Test Booklet

Form Student Name Expected JCE Maths Level

Test Booklet

Form

Ethan Forde H C or D Ethan Forde O A or B

John Vaughan O A or B Mark Resnick H C or D

Olga Barry H C or D Olga Barry H C or D

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Deciding which class names students should record on their answer sheet

Before the day of testing you should decide what name students should record as their class name when filling in the identification section on page 1 of the answer sheet.

Distributing the test booklets

The test booklets should be distributed in a systematic way: • Firstly to students likely to take the JCE Ordinary/Foundation levels. The first student

should be given Booklet Form A, the second student Booklet Form B, the third student Booklet Form A and so on.

• Secondly to students likely to take the JCE Higher level. The first student should be given Booklet Form C, the second student Booklet Form D, the third student Booklet Form C and so on.

Ensure that students sitting next to each other receive different booklets. Note that test booklets have been packed in this sequenced way. Sometimes, booklets for students likely to take Ordinary/Foundation levels begin at B (rather than A). Likewise, booklets for students likely to take Higher level begin at D rather than C. Simply distribute them and continue the sequence.

Additional materials needed for the tests

Students should be asked to bring pencils and erasers to the English Reading Test. For the Mathematics Test, they should be asked to bring calculators, rulers, protractors, and blank paper (for rough work). The ERC has provided some extra calculators, pencils, rulers, protractors, and blank paper for distribution to students who do not have them on the day of the test.

Format and marking of the answer sheets

Format of the answer sheet. Students will mark their answers to the English Reading and Mathematics Test on an answer sheet that will be machine read and scored. They must not write on the test booklets. The answer sheet has a front and back page. The front (page 1) is used to record identifying information. The back (page two), has three sections. The first section provides space for answering the English Reading Test, questions 1-76. The second section provides space for the Mathematics Test, questions 1-45. The third section has space for answers to a Science test. This section will not be used on this occasion. Marking the answer sheet. Care should be taken to ensure that students record their answers in the correct way on their answer sheets. The following guidelines should be noted:

• Students should only mark their answer sheet using a pencil. • When recording an answer, the slot under the letter should be filled in completely

(see Figure 1.5 for example of correctly gridded answers). • Incorrect answers should be erased using an eraser and should not be

crossed out. • Incorrect gridding, i.e., incorrect erasures, incomplete erasures, or light marks, may

invalidate an answer (see Figure 1.6 for examples of incorrectly gridded answers).

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Figure 1.5: Examples of Correctly Gridded Answers

A B C D 1 Correct Gridding:

2 Correct Gridding:

Figure 1.6: Examples of Incorrectly Gridded Answers

A B C D

1 Incorrect Gridding:

2 Incorrect Gridding:

3 Incorrect Erasure:

4 Incomplete Erasure:

5 Light Mark:

1.5 General Guidelines for Administering the Tests

The following are general guidelines that should be adhered to when administering the English Reading and Mathematics Tests:

• All statements on the administration scripts that are bold and shaded in grey should be read aloud when delivering instructions.

• Ensure that each student has a pencil and eraser, and, in the case of the Mathematics Test only, a calculator, protractor, ruler, and paper for rough work.

• Ensure that the students work in silence. If possible seat the students at separate tables to discourage copying or conferring.

• Do not begin testing until you are certain that each student understands the instructions and is ready to start.

• When testing has begun, move around the room in order to identify students who might be having difficulties or are not following directions properly. This will also deter copying or conferring.

• If a student finishes the test ahead of time, quietly tell him/her to check their work. After this, the student can read a book silently.

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1.6 Exemptions from Testing Before the day of testing you may need to decide whether some students should be excluded from one or other of the tests. Figure 1.7 should act as a guide in your decision making. A general principle is to include as many students as possible.

Figure 1.7: Categories of Special Education Needs (SEN) and Exclusion/Inclusion Criteria

Type of SEN Students who may be excluded

Students who should be included

Functional disability

The student has a moderate to severe permanent physical disability such that she/he cannot participate in the testing situation.

The student can respond to the assessment.

Moderate/severe general learning disability, behavioural or emotional disability

The student has a moderate or severe general learning disability or a behavioural or emotional disability such that in the opinion of the school principal or other qualified staff member, she cannot participate in the testing situation. This includes students who are cognitively, behaviourally or emotionally unable to follow even the general instructions of the assessment.

The student can respond to the assessment. He/she should NOT be excluded solely because of poor academic performance or disciplinary problems.

Insufficient assessment language experience

The student meets ALL of the following three criteria: • Not being a native speaker in English; • Having limited proficiency in English;

and • Having received less than one year of

instruction in English.

The student meets ONLY one or two of the three criteria.

Student with a specific learning disability (e.g., severe dyslexic difficulties; dyscalculia)

The student is considered in the professional opinion of the school principal or other qualified staff member to have severe dyslexic/mathematics difficulties or has been identified as having such difficulties following an appropriate psychological assessment.

The student has mild reading or mathematics difficulties

1.7 Class Test Record Form

Test administrators are asked to complete and submit a Class Test Record Form in respect of each class for each domain (English Reading, Mathematics) at the end of testing (see Chapter 5). Teachers may fill this out while testing is in progress. This form asks about the number of students exempted from testing, and the number absent on the day on which the test was administered.

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2. Completing Identification Information Sections of the Answer Sheet

Identification information should be completed before administering the English Reading or Mathematics Tests. All classes taking the tests, whether they sit English Reading or Mathematics, or both will need to complete identification information. Ask students to clear their desks. Distribute the answer sheets – one answer sheet per student. Read the following statement aloud to students:

Thank you for sitting the new tests of English Reading and Mathematics. You should note that the tests will not count towards marks or grades in any subject you are taking. Their purpose is to get an overall indication of your ability in English reading and mathematics. Please look at the answer sheet which you have just been given. This answer sheet is where you will indicate the answers to the tests you are about to take. The answer sheet is important and needs to be handled correctly. It is very important that you complete your answer sheet using pencil only – biros, pens or coloured pencils should not be used. This is because the answer sheet will be scored by a machine that picks up pencil marks only. If you do not have a pencil or an eraser, please raise your hand. Distribute the pencils/erasers provided to students who do not have their own. It is very important that you do not bend, fold, crease or stain your answer sheet. Look at the front page of the answer sheet – PAGE 1. First you are going to fill in your details in the box at the top of the page. Please write your last name on the line above ‘LAST NAME’ and your first name on the line above ‘FIRST NAME’. Hold up an example answer sheet and point to the correct space. On the second line write the name of your class. Direct students as to which class name you want them to write, for example the name of their base class, or their English or maths classes. Once you have done this, please write today’s date on the third line in the format DAY, MONTH, YEAR. The next sections require you to fill in answer slots. Please mark your answer sheet by making neat, solid marks as shown in the sample on the left hand side of the answer sheet, where the slots under the letters B, A and C have been marked.

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Hold up the answer sheet to show students. A mark should not extend outside the slot provided, as it may be read as the answer to another question. If you make a mistake be sure to erase it fully. If an incorrect mark has not been erased fully, it may be picked up as the answer by the scoring machine.

Now find the box labelled YEAR. Since you are in Second year post-primary, mark the slot beside PP2. Be sure to fill in the slot completely. If you have filled in the wrong Year, erase your mark completely, and fill in the slot after PP2. Now look at the box labelled GENDER. Show whether you are Male or Female by filling in the appropriate slot completely. Ignore the box labelled TEACHER USE. Now look at the instruction in the left margin, ‘Print name here’, with an arrow pointing to a line of blank boxes for your last name. Look at the boxes under ‘LAST NAME’. Hold up the answer sheet and point to the instruction, where it says ‘Print name here’, and the boxes that follow. In the block of boxes under LAST NAME write your last name using capital letters. Make sure to write only one letter in each box. Do not use apostrophes or dashes. If your last name has more letters than boxes just fill in the letters there is space for. If your last name is usually written as two words, do not leave a space between the words. Pause to allow student to do this. Check that students are completing the answer sheet correctly. Below this line of boxes, there are columns of letters and slots for you to mark. You should mark the first letter of your last name in the corresponding slot below it. For example, if your last name is Dunne, you should mark the slot under ‘D’ in the first column, ‘U’ in the second column, ‘N’ in the third column and so on. Now spell out the rest of your last name in the same way.

Pause to allow student to do this. Check that students are completing the answer sheet correctly. Then point to the column ‘FIRST NAME’. Say: Now we are going to fill in your first name. As before, write the letters of your first name in the boxes under ‘FIRST NAME’, using capital letters only. You should write only one letter in each box. Once you have done this, mark the first letter of your name in the first column of the block. For example, if your name is Patrick, you would mark the slot under ‘P’ in the first Column, ‘A’ in the second column and so on.

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There may not be enough columns to fill in your whole name. Only fill in as many letters as there are columns. Pause to allow student to do this. Check that students are completing the answer sheet correctly. Ignore the box labelled ID NUMBER. Finally, please fill in your DATE OF BIRTH. First, indicate the DAY, MONTH and YEAR. If you were born between the 1st and the 9th of the month, add a zero before the number of the day (e.g., 08 for the eighth). Print the first three letters of the month in which you were born. Now write the last two digits of the year in which you were born. Then mark the corresponding slots as before. Pause to allow student to record their dates of birth.

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3. The Drumcondra Post-primary English Reading Test

3.1 About the English Reading Test The English Reading test aims to provide information on the strengths and weaknesses of students in reading literacy. It can help to identify students who may be struggling with reading literacy and to give some guidance on the types of difficulties these students are experiencing. The test is being developed in response to the need for such a test identified in the NCCA report, Standardised Testing in Lower Secondary Education and in the National Strategy to Improve Literacy and Numeracy, 2011-2020. Currently, the test is being standardised. Each test booklet is made up of four comprehension passages and three vocabulary sections. The three vocabulary sections are common across all four test forms. Comprehension passages are categorised as ‘reading for literary enjoyment’ and ‘reading to access information’. Each of the four passages is followed by questions which assess students’ reading processes under the following headings: • Access and retrieve

- Access refers to the process of getting to the place that the relevant information can be retrieved from. In some cases, the information may be immediately visible, in others, students may need to navigate headings and captions to access the information.

- In a retrieve question, students must match the information in the question with the relevant information in the text by scanning, searching for, locating and selecting the relevant information. Students may be asked to retrieve explicit information from the text or more ambiguous synonymous information

• Integrate and interpret

- Interpret describes the act of making meaning of something that is not explicitly stated such as the theme or main idea of a text. This may involve a wider understanding of the text, including the drawing together or integration of different aspects such as language and context. This process of connecting different pieces of information (integration) is combined with interpretation, where students expand on their wider impression of the text to develop a deeper understanding. This process can be linked with the interpretation process identified in the aims of Junior Certificate English syllabus.

• Reflect and evaluate

- Reflecting and evaluating involves drawing upon knowledge, ideas or attitudes beyond the text in order to relate the information provided within the text to one’s own conceptual and experiential frames of reference’ (OECD, 2009). Again, this process can be paired with evaluation as described in the aims of the Junior Certificate English syllabus.

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3.2 Test Administration Procedures

Group Size The test is designed so that it can be administered to whole classes or larger test groups such as two or more Second-year classes assembled in the same hall.

Structure of the test There are 4 test booklets. Two booklets (Forms A and B) are designed for students likely to take the Junior Certificate English examination at Ordinary/Foundation levels, and two (Forms C and D) are designed for students likely to take the examination at Higher level. Each test booklet contains four different text passages and three vocabulary sections. Forms A and B, and Forms C and D are broadly comparable. All test items follow a multiple-choice format.

Timing of the test A time limit of 50 minutes is set for the test. In practice it will take most students less time to complete the test. Students who finish early should be encouraged to check their answers. They may then read a book silently.

Directions The test booklets should be distributed in a systematic way:

• First, distribute to students likely to take the JCE Ordinary/Foundation levels. The first student should be given Booklet Form A, the second student Booklet Form B, the third student Booklet Form A and so on.

• Second, distribute to students likely to take the JCE Higher level. The first student should be given Booklet Form C, the second student Booklet Form D, the third student Booklet Form C and so on.

Ensure that students sitting next to each other receive different booklets. Note that test booklets have been packed in this sequenced way. Sometimes, booklets for students likely to take Ordinary/Foundation levels begin at B (rather than A). Likewise, booklets for students likely to take Higher level begin at D rather than C. Simply distribute them and continue the sequence.

Please note the following guidelines for administering the test: • All statements that are bold and shaded in grey should be read aloud. • Ensure that each student has a pencil and eraser. • Ensure that the students work in silence. If possible seat the students at separate

tables to discourage copying or conferring. • Do not begin testing until you are certain that each student understands the

instructions and is ready to start. • When testing has begun, move around the room in order to identify students who

might be having difficulties or are not following directions properly. This will also deter copying or conferring.

• If a student finishes the test ahead of time, quietly tell her/him to check their work. After this, the student can read a book silently.

What should students bring? Students should bring a pencil with an eraser and a book to read if they finished early.

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3.3. Administering the English Reading Test

Distribute the appropriate English Reading Test booklet to each student. Distribute pencils and erasers as needed. Read the following statement aloud to students: In a few minutes, you will begin the test. Look at the front cover of your test booklet. There you will see which Form of the test you are taking – A, B, C, or D. Now on PAGE 2 of your answer sheet, in the box at the top of the page called ENGLISH READING, you will find a box with the word Form and six letters: A, B, C, D, E, and F. If you have Form A of the test booklet, fill in the slot under the letter A; if you have form B, fill in the slot under B, and so on. Check that everyone has marked this correctly. I will now read some directions on how you are to complete the test. Open your test booklet to page 1 where you will find Sample Reading Comprehension and Sample Reading Vocabulary Items, which we will do before we start the test. Look at your answer sheet. In the top left corner of the ENGLISH READING box there is a section called SAMPLE ITEMS. This is where you will mark your answers to the sample questions. On the Answer Sheet, point to the ‘Sample Items’ section of the ‘English Reading’ box. Make sure that students are looking at the correct part of their answer sheet (on page 2), and have their test booklets open on the correct page (page 1). All of the questions you are asked to answer in the test are multiple-choice. You should select only one of the four answers that follow each question and mark it on your answer sheet. Now, on page 1 of your test booklet we will do the Sample Reading Comprehension Item. Read the passage called ‘Reading Habits’. Once you have read the passage, read the question under it, then pick one of the four answer options A, B, C, or D. On your answer sheet, record your answer to Sample Item K in the SAMPLE ITEMS section by completely filling in the slot under A, B, C, or D.

Pause to allow student to do this. The correct answers is option D. If you did not mark D, erase the incorrect answer and mark option D.

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Now look at the three Sample Reading Vocabulary Items in your test booklet. The samples are labelled L, M and N. The questions are examples of the three types of vocabulary questions you will find in the test. Sample L asks you to find the word nearest in meaning to the word printed in bold: ‘System’, in the sentence: ‘She explained the system of filing in the office.’ Option C, ‘Method’, is nearest in meaning to the word ‘System’. Mark option C in line L of the Sample Items box. Pause to allow students to do this. Sample M asks you to choose the word that is opposite in meaning to ‘Argument’. Now mark the answer to Sample M on your answer sheet. Pause to allow students to do this. The correct answer to Sample M is D, ‘Agreement’. If you haven’t selected option D on the answer sheet, erase the incorrect answer and mark option D. Sample N asks you to find the word nearest in meaning to the word printed in bold: Merchandise. Mark the answer you think is correct in the Sample Items box.

Allow students a moment to complete the example. The correct answer is ‘B’. The word that is nearest in meaning to ‘Merchandise’ is ‘Goods’. If you have chosen a different answer, erase it now and mark the correct answer. We are going to begin the test in a moment. Don’t worry if there are parts of the test that you find difficult – you should just try your best. If you are unsure of the correct answer to a question you should make your best guess. You will have 50 minutes to complete the test. If you finish the test before the time is up please go back and look over your answers. You may then read a book silently. If you have any questions ask them now, as I cannot answer any questions once the test has started. Answer any questions the student may have. I will let you know when there are 5 minutes left.

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You may now turn to page 2 of your test booklets and begin the test. Note the time the test began _______________

NOTE TO TEACHER: Please fill out the Class Test Record Forms when testing

is in progress. (See Chapter 5 for details.) After 45 minutes, say. You have five minutes left. After 5 more minutes has passed say, The test is now over. Please put down your pens and remain seated for a moment. Please check the form of the test on the front of your test booklet. Then check that you have recorded the correct form under ENGLISH READING on page 2 of your answer sheet. The form on the front of your test booklet should match the form on your answer sheet. Raise your hand if you have marked in the wrong form.

Check that all pupils have marked the correct form, and provide help as needed. Now I will collect your answer sheets. Once I have collected all the answer sheets, I will collect your test booklets.

Collect the answer sheets and test booklets. Thank you for completing the English Reading test. Now we will take a short break.

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4. The Drumcondra Post-primary Mathematics Test

4.1 About the Mathematics Test The Drumcondra Post-Primary Mathematics is designed to provide an indication of a student’s overall performance and strengths and weaknesses in mathematics. For students experiencing difficulties, diagnostic information on specific areas of difficulty can also be provided. The test is being developed in response to the need for such a test, as identified in the NCCA report Standardised Testing in Lower Secondary Education and in the National Strategy to improve Literacy and Numeracy Strategy 2011-2020. The test is designed to reflect the Project Maths curriculum that is currently being introduced into post-primary schools on a phased basis. The first phase commenced in 2008 in 24 pilot schools and the curriculum will be fully implemented in all schools by 2015. Project Maths places greater emphasis on student understanding of mathematical concepts, with increased use of contexts and applications that will enable students to relate mathematics to everyday experience and to develop their problem-solving skills. Assessment should reflect this change in emphasis. To follow the Project Maths approach and syllabuses, the assessment framework for the test has two main dimensions which can be used to report student performance – mathematics content and cognitive process skills. The mathematics content of the test items is organised in strands and includes: (i) Statistics and Probability; (ii) Geometry and Trigonometry; (iii) Number and Measure; (iv) Algebra and Functions. (Algebra and Functions have been combined for the purposes of this test). The test items are more or less evenly distributed across the four content strands. The cognitive process skills assessed by the test include two broad categories of skills: (i) Recall relevant facts and concepts and implement procedures (instrumental understanding); (ii) Reason and connect (relational understanding) and apply, analyse and solve problems. These categories of cognitive process skills are specified in both existing JC Maths syllabi and in the Project Math syllabi. The test items are also more or less evenly distributed across these two categories of process skills. The items in the test also assess student performance in two types of situations or contexts: practical contexts (personal, social/occupational, scientific); and mathematical contexts (mainly tasks which assess individual concepts or skills not embedded in any practical context). The items in the test are weighted towards practical contexts, with about two-thirds practical and about one-third mathematical. Items all follow a multiple-choice format. Calculators are permitted, though not essential, as the questions can be answered without recourse to a calculator. Students are also permitted to use rulers and protractors.

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Each test booklet has of 45 items. Sixteen items are common to all four booklets for linkage and scaling purposes.

4.2 Test Administration Procedures

Group size

The test is designed so that it can be administered to whole classes or larger test groups such as two or more Second-year classes assembled in the same hall.

Structure of the test

There are four test booklets, with 45 questions (items) in each booklet. Two booklets (Forms A and B) are designed for students likely to take the Junior Certificate Examination (JCE) in mathematics at Ordinary/Foundation levels, and two (Forms C and D) are designed for students likely to take the JCE at Higher level. In the test, students are typically presented with a stimulus, usually a piece of text and/or mathematical statement, plus a visual (diagram, photo) where appropriate, on which one or more questions are based. Hence there may be two or three questions relating to a stimulus or, more often, just one question on its own.

Timing of the test

A time limit of 50 minutes is set for the test. In practice more able students may take much less time to complete the test. Students who finish early should be encouraged to check their answers. They may then read a book silently.

Accessories

Students are permitted to use their calculators, rulers and protractors if they wish.

Directions

The test booklets should be distributed in a systematic way: • First, distribute to students likely to take the JCE Ordinary/Foundation levels. The first

student should be given Booklet Form A, the second student Booklet Form B, the third student Booklet Form A and so on.

• Second, distribute to students likely to take the JCE Higher level. The first student should be given Booklet Form C, the second student Booklet Form D, the third student Booklet Form C and so on.

Ensure that students sitting next to each other receive different booklets. Note that test booklets have been packed in this sequenced way. Sometimes, booklets for students likely to take Ordinary/Foundation levels begin at B (rather than A). Likewise, booklets for students likely to take Higher level begin at D rather than C. Simply distribute them and continue the sequence. Please note the following guidelines for administering the test:

• All statements that are bold and shaded in grey should be read aloud. • Ensure that each student has a pencil and eraser, protractor, ruler, calculator

and a blank sheet for rough work. 16

• Ensure that the students work in silence. If possible seat the students at separate tables to discourage copying or conferring.

• Do not begin testing until you are certain that each student understands the instructions and is ready to start.

• When testing has begun, move around the room in order to identify students who might be having difficulties or are not following directions properly. This will also deter copying or conferring.

• If a student finishes the test ahead of time, quietly tell her/him to check their work. After this, the student can read a book silently.

What should students bring?

Students should bring a pencil and eraser, a calculator, a ruler and protractor, rough work paper, and a book to read if they finish early

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4.3. Administering the Mathematics Test

Distribute the appropriate Mathematics Test booklet to each student. Then distribute their answer sheets (the same ones collected at the end of the English test). If any additional students arrive for the Mathematics test, provide them with a new answer sheet, and ask them to complete the identification information, giving help where necessary (see Chapter 2). Read the following statement aloud to students:

Thank you for sitting the new Mathematics test. Please do not open your test booklet until I tell you to do so. You should note that the test will not count towards marks or grades in any subject you are taking. In a few minutes, you will begin the test. Does everyone have a pencil and eraser, protractor, ruler, calculator and a blank sheet for rough work? Distribute pencils, rulers, calculators, erasers and blank sheets to students who do not have them. Note that you will not be marked on your rough work. Only the answers you record on your answer sheet will count towards your overall score. Look at the front cover of your test booklet. You will see which Form of the test you are taking – A, B, C, or D. Now look at Page 2 of your answer sheet. Under ‘Mathematics’ in the middle of the page, there are six letters followed by slots. If you have Form A of the test, mark the slot under A. If you have Form B, mark the slot under B and so on.

Check that everyone has marked this correctly. Open your test booklet. On the inside cover you will find a set of formulae. Hold up the test booklet and point to the inside of the cover where the formulas are printed. You may use the formulae to solve some of the problems on the test.

I will now read some directions on how you are to complete the test. Read each question carefully and mark the answer on your answer sheet. If you are not sure about the answer to a question, mark the answer you think is best and continue with the next question. Do not do your rough work on the test booklet or answer sheet. You should do your rough work on a lose sheet. There is no credit for showing your work. Now we will do the ‘Sample Questions’ .

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Look at your answer sheet. In the top left corner of the ‘Mathematics’ box there is a section called ‘Sample items’. This is where you will mark your answers to the sample questions. On the Answer Sheet, point to the ‘Sample Items’ section of the ‘Mathematics’ box. Make sure that students are looking at the correct part of their answer sheet (on page 2) and have their test booklets open on the correct page (page 1). All of the questions you are asked to answer on the test are multiple-choice. You should select only one of the four answers that follow each question and mark it on the answer sheet Now, on page 1 of your test booklet we will do the sample items. In Sample O, read the question ‘Which of these numbers is the largest?’, decide which one of the four options A, B, C, or D is correct, and fill in the corresponding slot on your answer sheet. Pause for a minute to allow students to complete the question. You should have marked the slot under A on line O of the ‘Sample Items’ box. The largest number is 3.52. If you marked a different answer, erase it completely and mark option A. Now do Sample Question P. Pause for a minute to allow students to complete the question. You should have marked answer B on line P of the ‘Sample Items’ box as Ciara has €12.75 left. If you marked a different answer, erase it completely and mark option B. Now look at Sample Question Q.

Pause for a minute to allow students to answer the question.

You should have marked answer C on line Q of the ‘Sample Items’ box. There are two lines of symmetry in the rectangle – one across and one down. If you marked a different answer, erase it and mark C.

It’s nearly time to begin the test. Make sure that you read each question carefully and answer it as well as you can. If you are not sure about the answer to a question, mark the answer you think is best and continue with the next question. You may use a calculator, a ruler or protractor if you wish. Do your rough work on a loose sheet.

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You will have 50 minutes to complete the test. If you finish the test before the time is up, please go back and look over your answers. You may then read a book silently. If you have any questions ask them now, as I cannot answer any questions once the test has started. Answer any questions the student may have. I will let you know when there are 5 minutes left. You may now turn to page 2 of your test booklet and begin the test.

Note the time the test began _______________

NOTE TO TEACHER: Please fill out the Class Test Record Forms when testing is in progress. (See Chapter 5 for details.)

After 45 minutes, say. You have five minutes left. After 50 minutes has passed say,

The test is now over. Please put down your pencils and remain seated.

Please check the form of the test on the front of your test booklet. Then check that you have recorded the correct form under Mathematics on page 2 of your Answer Sheet. The form on the front of your test booklet should match the form on your answer sheet. Raise your hand if you have marked in the wrong form. Check that all pupils have entered the correct form, and provide help as needed. Now I will collect your answer sheets. Once I have collected all the answer sheets, I will collect your test booklets. Finally, I will collect any protractors, rulers or calculators that I handed out at the beginning of the test. Collect the answer sheets, test booklets, and extra material used. Thank you for taking part in the test. Please forward all test materials, including answer sheets, test booklets and calculators, to the School coordinator. Thank you for administering the test.

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5. Completing the Class Test Record Forms

The Class Test Record Form is a place to record the numbers of students who sat, or did not sit, the test in each participating class, and the reasons why students did not sit the test. On the Class Test Record Form, you are asked to record the number of students taking the test, the number of students exempted from the test following the guidelines in this manual, and the number of non-exempted absent students. For those students who were exempted from testing, we would like you to tell us why they were exempted. This allows us to describe with some precision the characteristics of the sample of students taking the test, and the characteristics of students exempted. The Class Test Record Forms can be completed during testing. They should be returned with the test materials.

Figure 5.1: Copy of Class Test Record Form – English Reading Test

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6. Returning the Test Materials to the Educational Research Centre (ERC)

What should I return to the ERC?

All completed answer sheets

All unused answer sheets

All English Reading Test Booklets

All Mathematics Test Booklets

Completed Class Test Records for each class

Maths materials, including calculators, protractors and pencils

You do not need to return rough work sheets.

Packaging and Posting Test Materials Please use the prepaid postage and address labels that were attached to your letter for returning all the test materials, including unused booklets and manuals. The materials can be returned in the box in which they were delivered. Boxes should be returned to: Joanne Kiniry

Educational Research Centre St Patricks College Drumcondra Dublin 9

Once you have sealed and attached the prepaid postage and address labels to your box, please drop it to your local post office or sorting office. As this is a prepaid postage label you will not receive a receipt. If the post office is unsure of how to use the label, please ask them to ring Joanne Kiniry on 01 8065 220. The ERC retains the tracking details for the label so that we can track the progress of the package on its return to us. You will not have to pay any additional postage on this package if you use the prepaid label provided. If the post office wants you to pay more, please contact us at the number above.

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