FLACS Regional Exams
Checkpoints A & B
Join us in preparing these
important exams.
September 2012
FLACS Exams
Checkpoint A (formerly
NYS Second Language
Proficiency Exam):
Checkpoint B (formerly
NYS Comprehensive
Regents):
Part 1: Speaking (30 points)*
Part 1: Speaking (24 points)
Part 2: Listening (40 Points)
Part 2: Listening (30 points)
Part 3: Reading (20 points)
Part 3: Reading (30 points)
Part 4: Writing (10 points)
Part 4: Writing (16 points)
*Change made for this coming year: Three tasks, 5 utterances—2 points
each, no quality point, no informal assessment in class.
Speaking of Speaking Tasks…
The Checkpoint A speaking component will be based on three tasks:
 Socializing/Expressing Feelings
 Providing and Obtaining Information
 Persuasion
You can also join us in revising and adding new speaking tasks…
Go to:
https://docs.google.com/spreadsheet/viewform?formkey=dDBneHRNZC1
ZdV9xMVBaZ2hSUm01ekE6MQ#gid=0
Sample tasks:
Your language teacher showed the class a youtube video of a new band from
TC. You want to find out more information about the band from your
teacher.
Your friend just told you she had a disagreement with another friend. She is
thinking of writing about it on facebook. Try to persuade her to talk it over
and resolve the issue in person instead.
Standards/Performance Goals
 The New York State Standards for World
Languages (LOTE), Performance Indicators,
and the Modern Language Syllabus (15 Topics)
establish the content, skills, knowledge and
performance standards for these exams.
http://www.p12.nysed.gov/ciai/lote/pub/modernl.pdf
Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Personal Identification
House and Home
Services (Checkpoint B only)
Family Life
Community and Neighborhood
Physical Environment
Meal Taking
Health and Welfare
Education
Earning a Living
Leisure
Public and Private Services
Shopping
Travel
Current Events
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.
The Stem
 Students should not be able to answer the
question just by reading the question and
the options.
 Avoid negatively worded stems.
 Place repeated words in the stem, not in
the options.
 The answer to the question should not be
based on one word in the text or the
listening passage.
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.
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.
 Do not use double negatives in a question or
an answer.
 Do not give incorrect grammar as an option
for an answer.
 Phrase each (listening) question as a
question, not a statement.
 Do not have the answer rely on only one
word or a visual in the text or listening
passage.
Things to Remember
Please keep in mind the ability level of your own
students and students throughout Long Island 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.
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.
Listening Comprehension
Setting in English
Passage in Target Language
Question following passage (for the teacher to read aloud).
Question following passage (repeat for the student).
Same question followed by 4 choices
choice 1 (key)
choice 2
choice 3
choice 4
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:
This month marks a celebration of dance and music. Several
famous dancers and musical groups from around the world will
be performing at the largest stadium in the city. Tickets go on
sale today. The first 200 people to purchase a ticket will win a
free T-shirt with the dancer or musical group of your choice
pictured on the shirt. There are discounts for senior citizens and
students. Call today and get your tickets for this great event and
you might just get a free T-shirt.
Why would someone want to go to this concert?
1-The opportunity to attend a free concert
2-The opportunity to get a free car wash
3-They are going to offer free T-shirts if you buy the tickets buy
tomorrow
4-The opportunity to bring a senior citizen to a concert for free
Sample Listening Item~Enhanced
You are listening to the radio and you hear the following:
This month marks a celebration of dance and music. Several
famous dancers and musical groups from around the world will
be performing at the largest stadium in the city. Tickets go on
sale today. The first 200 people to purchase a ticket will win a
free T-shirt with the dancer or musical group of your choice
pictured on the shirt. There are discounts for senior citizens
and students. Call today and get your tickets for this great
event and you might just get a free T-shirt.
What is this advertisement about?
1-A performance of dance and music
2-New musical groups in the city
3-A free concert for seniors
4-Discounts of $200 on dance lessons
Sample Reading Item
When would someone use these coupons?
1-Buying clothing for kids
2-Buying furniture
3-Saving money on purchases at a special store
4-Buying gifts for friends and getting a discount
Sample Reading Item~Enhanced
When would someone use these tickets?
1-To go to a movie
2-For a high school dance
3-To attend rock concerts
4-For traveling by train
Let’s review some sample items that posed
problems for students…
You and your friend are shopping at the famous department store “La Rinascente”
in Milan. You hear the following announcement on the loud speaker.
Si effectua un’esercitazione antincendio. I signori clienti sono pregati di procedere
con calma verso le uscite di sicurezza. È assolutamente vietato usare l’ascensore
e la scala mobile. Una sirena annuncerá la fine dell’esercitazione e la riapertura del
nostro grande magazzino. A questo punto, potete rientrare e finire di fare lo
shopping.
What is happening at “La Rinascente”?
What is happening at “La Rinascente”?
(1) Shoppers are asked to use the elevators and escalators
(2) There is a fire in the building
(3) Everybody must take advantage of the huge discounts available
(4) All clients must exit the building
You are helping your friend look for her brother in the park, and she gives you the
following description:
Mio fratello si chiama Lorenzo e ha otto anni. Hai I capelli neri e gli occhi verdi.
Lui è piccolo e snello. Oggi porta i jeans, la maglia rossa, il cappello azzurro e le
scarpe da tennis. È venuto al parco a giocare con gli amici, ma non è ritornato a
casa. La mamma è molto preoccupata. Mi aiuti a trovarlo?
Che cosa indossa Lorenzo?
Che cosa porta Lorenzo?
(1) Gli occhiali
(2) Un cappello in testa
(3) I pantaloni neri
(4) Una giacca azzurra
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