FLACS Regional Exams
Checkpoints A & B
Join us in preparing these
important exams.
October 2014
FLACS Exams
FLACS Regional
Checkpoint A:
FLACS Regional
Checkpoint B:
Part 1: Speaking (30 points)* Part 1: Speaking (24 points)
Part 2: Listening (30 points)* Part 2: Listening (26 points)*
Part 3: Reading (20 points)
Part 3: Reading (30 points)
Part 4: Writing (20 points)* Part 4: Writing (20 points)*
• NEW CHANGES THIS YEAR:
• Speaking: Checkpoint A—(0—no credit; 1 point—minimal proficiency; 2 points—proficient
and beyond).
• Writing Checkpoints A&B: One task will be a Read to Write Task informed by reading
sources. The other task will be an option of a typical descriptive or narrative task. New
scoring rubrics.
• Listening: Checkpoint A—15 listening items; Checkpoint B; 13 Listening items
Changes to the 2015 Exams
Checkpoint A; Part 1 Speaking
Scoring will be 0—no credit, 1 point—minimal
proficiency, 2 points—proficient and beyond
Checkpoint A & B; Part 2 Listening
Checkpoint A reduced to 15 items; Checkpoint B reduced
to 13 items
Checkpoint A & B; Part 4 Writing
One of the writing tasks will be a Read to Write Common
Core task, expository or persuasive tasks, informed by
reading sources. Scoring is 10 points each task—total of
20 points for Checkpoints A & B. Picture option will be
eliminated on the 2016 Checkpoint B Exams.
Standards/Content
 The New York State Standards for World
Languages (LOTE), the (new) National Standards
—World Readiness Standards for Learning
Languages, and the (new) Themes for World
Languages in the 21st Century (based on the
Topics from the Modern Language Syllabus, IB
and AP Themes) establish the content, skills,
knowledge and performance standards for these
exams.
Multiple Choice Listening and
Reading Test Items
Test items are the building blocks of an exam.
All test items are composed of three parts:
 Item stem (question)
 Correct answer
 Distracters (incorrect responses)
“Options” refers to all the choices that are
available. The correct answer must be 100%
correct, 100% of the time.
Writing good MC Items:
Be sure to choose appropriate content (refer to Themes/Topics).
Make sure topics are well balanced (use the checklist).
The content should be at an appropriate level of difficulty.
Be sure the question does not rely on one word.
Checkpoint A=question and 4 options
Checkpoint B=question and 4 options or complete the sentence
with four options
7. Do not use negatives in the question or options.
8. Make sure the options are all roughly the same length.
9. The options should be viable and not grammatically incorrect.
10. Students should not be able to answer the question just by
reading the question and the options.
11. Place repeated words in the stem, not in the options.
12. Use culturally appropriate content (not stereotypes).
1.
2.
3.
4.
5.
6.
Distracters
 Designing plausible distracters is the most
challenging aspect of multiple choice item
writing.
 A good distracter should be chosen by low
achievers, not high achievers.
 The distracters are clearly not the correct
answer when the best answer is selected.
 All distracters should be similar in length and
format (i.e. verbs, infinitives, statements).
 The way to judge a good stem: students who
know the content should be able to answer
before reading the alternatives.
Distracters
 Be sure reading questions can not be answered
without reading the document or passage.
 Do not test the reading of the question and the
options…test the reading of the document/
passage.
 Make sure items are culturally appropriate.
 Consider Common Core types of questions:
Inference, Title of this article, Tone, etc.
 Listening passages should be roughly 4-6
sentences in length. Make sure they are not too
long or too short. Look at previous exams as a
guide.
Do not have more than one answer that is
possibly correct.
Do not make correct answer noticeably
shorter or longer than the distracters.
Do not use copyrighted material. Public
domain content like newspaper/internet
articles and ads are permissible.
Things to Remember
Please keep in mind the ability level of your own
students and students throughout the state as well as
Checkpoint A or B standards. The text should be
understandable. The vocabulary and grammatical
structures should not be out of the reach of the average
student who would take the test.
Please include the complete original document for
each item (magazine article, etc.) with a reference to
the name and date of the magazine or other source.
This pertains to both reading and listening passages.
Item Writing FLACS Regional Exams
Checkpoint A Exams
Part 2a Listening Comprehension: The passage is in the target language; the
question is in English. One multiple-choice question for each passage.
Part 2b Listening Comprehension: The passage is in the target language; the
question is also in the target language. One multiple-choice question for each
passage.
Part 2c Listening Comprehension: The passage is in the target language; the
question is in English with four pictures as the choices. One multiple-choice
question for each passage.
Part 3a Reading Comprehension: Short reading passages or authentic document
of similar size; one multiple-choice question for each selection. The questions are
in English. Please send the original(s) rather than copies.
Part 3b Reading Comprehension: Short reading passages or authentic document
of similar size; one multiple-choice question for each selection. The questions are
in the target language. Please send the original(s) rather than copies.
Item Writing FLACS Regional Exams
Checkpoint B Exams
Part 2a Listening Comprehension: The passage is in the target language; the
question is in English. One multiple-choice question for each passage.
Part 2b Listening Comprehension: The passage is in the target language; the
question is also in the target language. One multiple-choice question for each
passage.
Part 3a Reading Comprehension: Long reading passage; five multiple-choice
questions based on the reading. The questions are in the target language. Please
send the original(s) rather than copies (100- 300 words).
Part 3b Reading Comprehension: Short reading passages or authentic document
of similar size; one multiple-choice question for each selection. The questions are
in English. Please send the original(s) rather than copies.
Part 3c Reading Comprehension: Long reading passage; five multiple-choice
questions based on the reading. The questions are in English. Please send the
original(s) rather than copies.
Reading Comprehension
 For all reading comprehension items, the questions
may be phrased as either a complete question or an
incomplete statement. (Ex. “The main idea of this
selection is….”)
 Please make sure that the actual physical size is
appropriate – materials should not be at either
extreme. A reading selection should not be so huge
that it cannot fit on the test paper and it should not be
so small that the text is impossible to read.
 Color: Please make a copy of the selection first to
make sure that it will reproduce well in black and
white. If the answer depends upon the color of certain
parts of the selection, then it will not work.
Sample Listening Item
You are listening to the radio and you hear the following:
If you are interested in helping with a local neighborhood clean
up, join us this Tuesday in the park to collect bottles, trash, and
paper to give our community a pleasant place to enjoy nature.
If you can donate at least two hours to the community service
effort, it would help a great deal. Please sign up by going to the
website: savetheplanet.com and we will email you with more
details. As a thank you for helping, you will receive a T-shirt
and a water bottle. Join us today!
Why would someone want to go to this event?
1-To clean up a park
2-To clean up the neighborhood
3-To get the free T-shirt and water bottle
4-The opportunity to learn about other planets
How can this item
be improved?
Sample Listening Item~Enhanced
You are listening to the radio and you hear the following:
If you are interested in helping with a local neighborhood clean
up, join us this Tuesday in the park to collect bottles, trash, and
paper to give our community a pleasant place to enjoy nature.
If you can donate at least two hours to the clean up effort, it
would help a great deal. Please sign up by going to the
website: savetheplanet.com and we will email you with more
details. As a thank you for helping, you will receive a T-shirt
and a water bottle. Join us today!
Why would someone want to go to this event?
1-To engage in community service
2-To learn about the environment
3-To go for a nature walk
4-To donate money to people in need
Sample Reading Item
How can this item
be improved?
Why would someone be interested in this ad?
1-To get a good deal on water delivery
2-To get free water
3-To give business to a local company
4-To get a water supply that is not bottled and comes cold
Sample Reading Item~Enhanced
What is this ad about?
1-A water supply company
2-Saving water from contamination
3-How to purify water at home
4-A new way to conserve water
Starting the item writing process:
Find or Create Listening and
Reading Comprehension Stimuli
 Listening passages can also be derived from
reading sources.
 Reading passages are texts, articles from
authentic sources (schedules, tickets from events,
travel, advertisements, etc.)
 Long reading passages can be taken from a
variety of sources.
 Authentic documents=realia.
How can we ensure
cultural accuracy?
Think of your students…
 Why are you choosing this listening or reading passage
or document? Is it based on the goals for the
course/student learning objectives?
 Read the passage, document, or article, decide why
you selected this item. Is it giving you information
about the students’ knowledge, skill, ability in the
language that is meaningful?
 Create items that you know would be challenging yet
appropriate for the level of students you teach.
Checklist for item writing
Item is based on standards/learning objectives
Addresses one of the topics/Is culturally accurate
Is written at appropriate level of difficulty
Answer is not based on one word
No double negatives
Options are all same format, length, etc.
Document is clear, legible and reprints well
There are no grammatical errors in item
Let’s talk about Item Writing and
the Common Core
Do we want our items to ask students to
demonstrate they know what one word means?
Too many of our items do that.
Can we create items based on sources that are
appropriate to the level of our students, address
our standards and the common core standards
for reading?
What are the CCSS for Reading?
R1: Reading to determine what the text says
explicitly, citing textual evidence
R2: Determine central ideas or themes, with
supporting details
R3: Analysis of how and why individuals,
events, or ideas develop and interact
R4: Interpretation of words and phrases;
analysis of meaning or tone
R5: Analysis of the structure of texts
R6: Assessment of how point of view or
purpose shapes the content and style of a text
R7: Integration and evaluation of content
presented in diverse formats and media
R8: Evaluation of arguments in a text
R9: Analysis of how two or more texts address
similar themes or topics
R10: Independent reading and comprehension
of complex literary and informational texts
Read to Write Common Core Items
Find an appropriate
reading passage(s),
document, ad, etc.
Create a writing task
based on the text(s).
Ensure that students
can reference
evidence from text(s).
The rubric has been
revised to include
assessment of Read to
Write Task.
Samples will be provided
for practice.
Word count for
Checkpoint B is
eliminated.
New Rubrics
Developed by,
Jennifer Nesfield, Chair of FLACS Exams
Examples of Read-to-Write Tasks
Sources must be referenced in response to task.
There will be a description of the task with
bulleted prompts.
Rubrics have been revised to address the new
tasks and use of sources.
Let’s look at examples…
The following examples are DRAFTS of
Read to Write Tasks.
The actual tasks on the FLACS exams will
have bulleted prompts and will have one or
two reading sources. The Read to Write Task
is mandatory. There will be two other tasks
to choose from for the second writing task on
both Checkpoint A and B exams.
Example of a Read-to-Write Task
Checkpoint A - French
You are going to participate in a French Exchange
program. Your teacher has provided you with several
student profiles of students from your exchange school.
Write an email to your teacher explaining which of the
students you would like as your exchange partner using
information from the profile to support your selection.
© Lauria 2014
Example of a Read-to-Write Task
Checkpoint A - French
Example of a Read to Write Task
Checkpoint A—Italian
Example of a Read to Write Task
Checkpoint A—Italian
Example of Read-to-Write Task
Checkpoint A - Italian
You are planning a party for your brother’s 13th birthday.
Read the advertisements and write an e-mail to your
friend discussing the location you would like to choose for
the party.
You must include:
The reasons for your selection
What kinds of foods you will be serving
© Lauria 2014
Example of Read-to-Write Task
Checkpoint A - Italian
An acceptable response:
Cara Maria,
Domenica è il compleanno di mio fratello. Io voglio avere
la sua festa al ristorante “Italo’s.” Loro servono la carne e a mio
fratello piace molto la bistecca. La domenica costa solo E 14.00 e
possiamo mangiare molto. Possiamo anche ballare! Questo
posto è perfetto. Io inviterò dieci dei suoi amici e ci divertiremo
molto. Vuoi venire?
Tanti baci,
Francesca
© Lauria 2014
Example of a Read-to-Write Task
Checkpoint A - Spanish
You and your family are planning a trip during the next school vacation but are
unsure about the ideal destination. You would prefer visiting a warm destination.
You have found some information you would like to share with your parents.
Write a note to them explaining why a warmer destination is more desirable. Use
information from the ads to support your preference.
You may wish to include:
• when you are going
• where you going
• the activities that you are going to do on the trip
• what will be included in the price of the trip
• what meals are included
• how you will be travelling
• how you feel about the trip
© Lauria 2014
Example of a Read-to-Write Task
Checkpoint A - Spanish
Example of a Read-to-Write Task
Checkpoint A - Spanish
• You are meeting a friend for lunch. You go downtown
early to check out the menus at a few restaurants. Using
information from the sources provided, write your friend
an email telling her where you prefer to eat and why.
You may wish to include:
• which restaurant you prefer
• where the restaurant is
• what you plan to order
• how much you should be prepared to spend
• any food restrictions or allergies that may have to do with
your decision
Example of a Read-to-Write Task
Checkpoint A - Spanish
Example of Read-to-Write Task
Checkpoint B - French
Your school is sponsoring a trip to France this summer. In
addition to visiting Paris, your teacher is giving you the
option of selecting another city in France to visit. Read the
descriptions of the four cities, and write an email to your
teacher using information from your articles to explain
which city you would like to visit.
© Lauria 2014
Example of Read-to Write Task
Checkpoint B - Italian
Read the following blog. Then, write a well organized
comment. In your comment you should compare the event
described in the blog to one that you have planned for a
later date. Your answer must be written in your own words,
no credit will be given for a response that is copied.
© Lauria 2014
Example of Read-to-Write Task
Checkpoint B - Italian
© Lauria 2014
Example of Read-to-Write Task
Checkpoint B - Spanish
Recently, there has been a lot of information about the importance of
exercise. One of your friends does not seem to think that exercise has
enough benefits. Read the article and the ad above and in an email
message, write an email to your friend in which you try and persuade
him/her to join you and your friends in some form of planned exercise
activity. In your email, you may wish to include:
•
•
•
•
•
•
what kind of activity you are planning
when and where this activity will take place
who will be joining you for this activity
what skills are necessary for this activity
the cost of this activity
the benefits of this activity
© Lauria 2014
Example of Read-to-Write Task
Checkpoint B - Spanish
http://www.muyinteresante.es/innovacion/medi
cina/articulo/salud-cerebral-la-actividad-fisicamodifica-el-cerebro-851363860033
© Lauria 2014
Example of Read-to-Write Task
Checkpoint B - Spanish
http://www.saludesencial.org/blog/siete-razones-para-hacer-ejercicio-y-noes-unicamente-para-perder-peso/
© Lauria 2014