Testing Manual for Department of Developmental Skills
Testing Committee, Developmental Skills, BMCC / CUNY
Updated January 2011
Testing in Developmental Skills Department
CUNY ASSESSMENT TEST OF WRITING (CATW)
All students entering BMCC are given a battery of basic skills tests in reading, writing,
and mathematics developed and administered by ACT and/or CUNY. To assess writing ability,
the CATW is used to determine need for remediation/developmental writing and placement in the
appropriate level.
The CUNY Assessment Test in Writing (CATW) is a standardized writing test
that measures a student’s ability to do college-level writing in English and assesses
his/her readiness for introductory college courses.
The learning skills taught in first-year college courses are reflected in the CATW.
The test-taker is required to read, understand, and respond to a passage of 250-300 words
by:
 identifying key ideas within the reading passage
 writing a brief summary of the key ideas in the reading
 demonstrating basic critical thinking in response to these key ideas
 identifying a key idea in the reading passage and presenting a clearly written
response to that idea
 writing an essay that is well organized and shows connections between ideas
 supporting ideas with relevant personal experience, readings, schoolwork, and/or
other sources of information
 demonstrating competence in sentence construction, sentence variety, and word
choice
 demonstrating correct usage, grammar, and mechanics
The student has 90 minutes to complete the test. He/she may bring a non-electronic
dictionary to the test (a paperback dictionary is recommended), bilingual if preferred.
Scoring of CATW Essays
CATW writing samples are scored on an analytic basis by CUNY-certified CATW raters.
That is, two raters assign 5 scores to student papers according the CATW scoring rubric (see
Appendix X).
Norming sessions take place in groups before and periodically during exam rating
sessions. As a result of the norming process, raters achieve agreement on common standards
based on CATW scoring criteria.
Each rater may assign papers a score of 1 to 6 in 5 different domains. After two raters
have read and scored a paper, the evaluations of the two raters are tallied for a composite score.
The scores for writing skills are weighted more heavily than the 2 scores for language control.
Students who receive a composite score of ‘56’ or higher satisfy CUNY’s minimal proficiency
requirement in writing and are placed in English 101.
The CATW uses an analytic scoring guide, called a scoring rubric, to evaluate student
writing samples. Each test is scored independently by two faculty raters and both raters assign
scores in five categories. Scores may range from 1 to 6 points in each category.
The Five Scoring Categories
“Critical Response to the Writing Task and Text”: This category emphasizes your ability
to complete the writing task and to demonstrate understanding of the main ideas in the reading
text, using critical analysis, and integrating your own ideas and experiences to respond to the
main ideas in the text.
1. “Development of Writer’s Ideas”: In this category you are evaluated on your ability to
develop your ideas (for example, by using summary, narrative, or problem/solution) in a
clear and organized way. Your response should include both general statements and
specific details and examples. Specific references to the text must be included with these
details and examples.
2. “Structure of the Response”: This category evaluates your ability to organize ideas into a
cohesive essay that supports a central focus, or thesis. The structure of your essay is
evaluated for evidence of logical connections between ideas and the use of transitions to
convey these connections.
3. “Language Use: Sentences and Word Choice”: This category evaluates the degree to
which you demonstrate sentence control and variety in sentence structure. This category
also evaluates your ability to use appropriate vocabulary to make your ideas clear.
4. “Language Use: Grammar, Usage, Mechanics”: This category evaluates your ability to
follow the conventions of standard American English language use in terms of grammar
and mechanics, so that your meaning is clear.
Placement in Developmental Skills/English
Students who receive a composite score of ‘55’ or lower are assigned to an appropriate
remedial class in English or developmental writing class in ESL. Placement in ESL
Developmental Skills is determined by an ESL faculty member based on a third reading of the
writing sample. ESL faculty use their knowledge of ESL levels and criteria within the
department to place ESL students in ESL054, ESL062, ESL 094, or ESL 095.
Diagnostic Testing: First Day Essays
On the first day of classes, it is suggested that all students write an in-class diagnostic
essay in response to a prompt appropriate for that level to confirm placement. Essays are read
promptly by the students’ teachers during the first week of classes. The first day writing samples
help teachers identify students who may require additional support in order to perform at the
expected level of the class or to identify students who are eligible for placement in another level.
Any student who demonstrates proficiency at a higher level may be transferred, pending
availability of a course at the next level and the reading score of the student. Only new ESL
students can be transferred to a lower ESL level, if deemed necessary.
Students who have satisfactorily completed a previous course in the department cannot be
transferred back to a lower level.
Developmental Skills Department Mid-Term Assessment
Mid-term assessments are administered to all students in the program. A mid-term
assessment offers both students and faculty an opportunity to assess students’ progress in writing
after completing approximately half of the semester.
Mid-term Assessment (non-portfolio classes)
All students in non-portfolio classes are required to take a mid-term writing assessment.
The mid-term examination is either a 50-minute impromptu essay written in class without
the use of a dictionary. For students in ESL 054, 062, and 094, this assessment is a form of the
department final examination with a choice of two topics. For ESL 054, prompts include a
narrative and a persuasive. For ESL 062 and 094, the two prompts are for persuasive essays.
The mid-term examinations are read and scored within the department by groups of
faculty members who have been normed during a pre-scoring norming session. ESL 054, 062,
and 094 essays are scored using the department scoring rubric (see Appendix XY) and ESL 095
CATW examinations are scored using the CATW scoring rubric. Each essay is read by two
raters other than the classroom teacher. Writing samples that receive non-adjacent scores (2+
difference) are read by a third rater.
It is important to note that while teachers of ESL 054, 062, and 094 may take the
students’ mid-term scores into account in determining whether or not the student should be
promoted to the next level of ESL, in ESL 095 only the final examination, read by the CATW
raters determines whether or not a student passes the course and may register for freshman
English (ENG101).
Portfolio Classes: mid-term assessment
Taking the timed impromptu writing test at mid-term is optional for portfolio classes. If
teachers opt to have their classes take the departmental mid-term, teachers are required to attend a
norming and scoring session to score the papers.
Mid-term assessment in portfolio classes is primarily based on work presented in the
mid-term portfolio. Students assemble a collection of their best work written during the first half
of the semester. The midterm portfolio includes the following:
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A cover letter: A reflective introduction in which the writer briefly describes each piece
of writing and the reasons for choosing it. The writer may include observations on
his/her approach to composing, progress made, or pertinent personal information.
1 out-of-class essay with multiple drafts: All drafts must be attached. This essay should
have been written and written either during or outside of class over a period of time.
1 in-class essay: This essay should have been completed within a single class period (90
minutes) with no collaboration.
Midterm portfolios are read by the classroom teacher and another teacher teaching a portfolio
class. At midterm, the assessment objective is to give the students detailed feedback on various
aspects of their writing to enable them to produce a passing portfolio by the end of the term. This
feedback is given via a criteria sheet (see Appendix XY) on which scores are indicated and
comments are written to provide additional feedback to the student.
Final Assessment
Non-portfolio Classes
The departmental final examination in ESL 054, 062, and 094 is a timed, impromptu
essay written in class without dictionaries. Students are offered a choice of two prompts: ESL
054 students choose between a narrative and a persuasive essay and ESL 062 and 094 choose
between 2 persuasive essay prompts.
ESL 054, 062, and 094 examinations are scored in department norming and scoring
sessions by ESL faculty, based on the department scoring scale. ESL 094 papers that receive an
11 or 12 composite score are identified and those students whose reading scores are ‘70’ or
higher, are eligible for 20 hours of tutoring and a chance to take the CATW at the end of the 20hour intervention.
ESL 095 students must take the CATW test administered by the Testing Department on
the final day of class. Those papers are scored by the CATW committee. Students who score
‘56’ or above are promoted to English 101. Students with scores of ‘55’ or below must reregister for ESL 095.
Testing Committee
Members of the Testing Committee are self-selected. The sign-up process is described below.
Members sign up to serve on the Testing Committee on the list posted outside the Chair’s office.
The Department Chair appoints one person to convene the first meeting. At the first meeting, the
Chair of the Testing Committee is elected by the committee members. The Chair has the
following responsibilities:
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call meetings
create an agenda
make copies of and circulate minutes from previous meetings
delegate tasks
keep track of accomplishment of tasks throughout the semester.
Week
Pre Week 1
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Week 1
1st day of class:
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Committee Meetings
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Task
ESL Coordinator writes and distributes general welcome memo
with instructions for 1st week.
Testing committee copies sample questions and creates class sets
(about 30) and places these in N426. (Topics from the midterm the
prior semester might be a good choice.)
Teachers pick up topics for diagnostic from N426 on shelves against
wall to left of door.
Administer the diagnostic and read the exams immediately,
preferably the same day.
Based on the results of the diagnostic, send students to the office.
Recommendations for re-assignment of students are based on the
following:
o Native speakers sent to English Department.
o Only newcomers in ESL can be moved down
o Any ESL students in 054, 062, 094 who are misplaced can
be moved up.
Officially, class changes occur the 1st week. Unofficially,
latecomers may be reassigned levels at the discretion of the teacher
and department chairs through the end of Week 2. Reassignments
are contingent upon availability of space.
Diagnostic topics include:
o 054: one narrative, one argumentative
o 094, 062: 2 argumentative topics
o 095: CATW
The Department rubric is used for 054, 062 and 094 and the CATW
rubric is used for 095.
Signup for committee is outside Chair’s office
Convener is indicated to call 1st meeting of semester – determine
date and meeting place and contact committee members who have
signed up for Testing Committee for semester
At first meeting, chair is elected and goals are set.
Minutes are taken and distributed to entire component
(department?)
Assignment of
Tasks: Week 4
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Execution of
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assignments/Midterm
preparation: Week 5
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Midterm testing:
Week 6
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Norming sessions:
Week 7
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Week 10
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Goals/objectives set for the semester
Dates for midterm administration & norming sessions are decided.
Tasks are delegated:
o Norming assignments
o Room reservations
o Topic selection
o Packet collation
o Memo
o Posting of schedule
o Preparation of norming materials
# of norming sessions set
o Committee members assigned norming session
o Schedule more norming sessions than needed to allow for
cancellations if necessary.
o Norming session: 3.5 hours
Rooms are reserved for norming sessions. (contact person: Anita
Samuels/Kin Kong)
Testing Committee posts sign-up sheets for mid-term readings. See
Appendix for Template.
Testing Committee Chair distributes memo to faculty
Testing Committee selects topics
Test Committee prepares clean sets of test prompt (@30/packet)
Call Larry Berkley to get permission to use CATW scoring sets
(x8292)
Teachers sign-up for mid-term readings by the end of the Week 6.
Instructors pick up exam sets on the day of the exam. Sets are to be
returned to N426. (Students use their own paper for the mid-term.)
Midterms are administered in-class usually from MondayWednesday.
Norming sessions: usually Wednesday, Thursday, Friday
All teachers are encouraged to go to norming session. A reasonable
alternative is to exchange papers with individual teachers
Norming materials include:
o Department rubric is used for 054, 062, and 094
o CATW rubric is used for 095
o CATW materials are housed in Larry Berkley’s office
(x8292) 7th Floor English Department
o CATW materials must be kept in locked storage room if
kept here overnight
o CATW materials should be returned to Berkley’s office
after final session
o Norming sets for 054/062/094 are in the storage room of
DevSkills office
Dates for administration of finals are decided: last meeting day of
class for 054/062/094.
CATW testing sessions are the last day of class but schedule is
determined/distributed by testing department (S700).
# of norming sessions set
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Week 11-12
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Week 14
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Last Day of Class
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Norming Sessions
for Final
Examination
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Norming Instructions
o Committee members assigned norming session
o Norming session: 3.5 hours
Rooms are reserved for norming sessions. (contact person: Anita
Samuels/Kin Kong (x1296)
Testing Committee puts sign-up sheets for finals readings. See
Appendix for Template.
Chair distributes memo to faculty (see Appendix for template)
Test Committee selects topics
Test Committee prepares clean sets (054/062/094) of prompts
Office staff can make copies of 30-sets each
All 054/062/094 teachers sign-up for final readings by the end of the
Week 12
Rescheduling of norming sessions if necessary (cancel sessions for
which too few people have signed up or schedule an extra session if
necessary)
Packets of testing materials (30+ copies of prompt and a class set of
test booklets) are placed in teacher’s boxes.
Final examinations are administered in-class. (094,062,054)
CATW (095) is administered in room designated by Testing Office
and proctored by Testing Office.
Teacher must pick up the packet of testing materials (30+ copies of
prompt and a class set of test booklets) left in box the evening
before or morning of scheduled test date.
If teacher finds that the test question is one that has been used as
practice, the teacher may exchange topics with a colleague teaching
the same level on the day of the exam.
Norming sessions: usually spread over 3 days; morning, afternoon
and evening sessions
All, except 095, teachers are required to go to a norming session.
Exchanging papers is not an option for the final examination.
Teachers with two classes are required to attend two norming
sessions
Norming Materials: Department rubric is used for 054, 062, and
094
Norming sets for 054/062/094 are in the storage room of DevSkills
office
See Appendix.
Holistic Scoring Scale
Criteria for Grading ESL Papers
E6
This essay reflects an overall sophistication that distinguishes it from the lower-scored essays. It
takes a clear position and succeeds in expressing a point of view or telling a story. The development of
ideas is thorough, including several appropriate points directly related to the topic, without repetition. The
examples used, particularly those from personal experience, are rich. The essay is clearly organized
possibly with occasional digressions; the writer demonstrates evidence of skillful use of cohesive devices.
The writer demonstrates the ability to write in an appropriate academic register and demonstrates a wide
range of vocabulary for academic purposes, with some problems in word choice or usage. Sentence variety
and complexity reflect a command of standard written English. Grammatical errors may be noticeable but
do not interfere with meaning.
E5
The focus of this essay is clear, although there may be a few digressions. The writer provides
substantial support in the development of the essay with two or more points that directly relate to the topic.
The essay is effectively organized, demonstrating systematically appropriate use of cohesive devices.
Range of vocabulary for academic purposes is generally competent, and the writer demonstrates accurate
and generally appropriate control of word choice, word forms, and idiomatic expressions for academic
writing. The writer demonstrates ability to use a variety of patterns of sentence construction but with some
errors. There are some errors in language use, but errors do not generally interfere with meaning.
E4
In this essay, the writer’s position is clear despite some possible digressions and contradictions.
The writer provides adequately detailed support although all examples may not be entirely relevant or
appropriate for the topic. The essay is generally organized, demonstrating generally accurate and
appropriate use of cohesive devices. Vocabulary is adequate in range, but there are some inappropriate or
inaccurate word choices and word forms. The writer demonstrates some sentence variety with simple,
compound, and some complex sentences, though not always correctly. The essay contains errors that may
occasionally interfere with meaning.
E3
This essay minimally succeeds in taking a position or relating a narrative but may lack clear focus
in development of the central idea. The writer makes an attempt at development although examples are
sometimes irrelevant. There is a discernable organizational pattern with occasional use of cohesive
devices. The writer demonstrates a basic range of vocabulary, with some inaccurate and/or inappropriate
word choices or inappropriate register. Sentence variety is minimal and the essay demonstrates minimal
control of language, with frequent errors, some of which interfere with meaning.
E2
The paper represents limited success in writing a persuasive or narrative essay. The writer
provides limited development of the topic. Paragraphs are often one sentence. The writing shows limited
evidence of organization of ideas or accurate or appropriate use of cohesive devices. Vocabulary and word
choice are inadequate for academic writing. The writing lacks sentence variety. The control of language is
uneven, with frequent errors, many of which obscure meaning.
E1
The paper is a failed attempt to write an essay. The writer does not develop the topic, lacking
related support. There is often no organizational pattern. The writer does not use cohesive devices. The
writer demonstrates a very narrow range of vocabulary. There is little evidence of appropriate word choice
or usage or academic register. The writing lacks basic sentence structure and variety. The writer
demonstrates little control of language, with frequent errors of all types, which generally obscure meaning.
In some cases, the paper may even be written in the writer’s first language.
Norming Instructions for Reading of Midterm/Finals
Please note: 3rd reads are not necessary for adjacent scores. If a paper receives an odd score (e.g., 3, 5, 7,
9) that paper does not meet the cut score for passing to the next level. For cut scores, see below.
At the end of the scoring session, please remind teachers that the final decision of whether to pass a student
or not rests with the teacher. If the student does not pass the final, however, and the teacher would like to
override that score and pass the student, the decision should be made based on demonstrated ability in class
work/midterm/etc.
1. Obtain norming sets/packets & check packets before norming sessions
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
 ESL 095 (midterm)
 Laurence Berley’s office
 CATW norming sets
 Store in Developmental Skills storage room after session
 ESL 094/062/054
 Developmental Skills storage room
Materials for norming:
 Post-Its for assignment of codes for teachers
 Pens
 Copies of the scoring rubric – Department rubric + Wksheet
 Norming packets
Assign readers a code, and ask teachers to number and mark their own papers with their code, e.g.,
Rater A will label each paper: A1, A2, A3, etc.
Ask raters to write their code on a Post-It, and line the post-its up on a table for distribution of
papers by code.
Ask raters to evenly divide their papers into N-1 (n=total # of raters) piles and place a pile under
each code other than their own.
Distribute norming sets to readers.
Distribute copies of scoring rubric to readers.
Review cut scores for each level
 ESL 095 (CATW rubric – passing is composite score of ‘56’)
 ESL 094 Department rubric: 10 composite score (5-point paper)
 ESL 062 Department rubric: 8 composite score (4-point paper)
 ESL 054 Department rubric: 6 composite score (3-point paper)
Read descriptors for each score category in rubric. For CATW, focus on difference between 3 - 4.
Discuss the descriptions.
Discuss difference between local and global errors for ESL, especially for ESL 095.
Ask normers to turn to the set you have chosen to use.
Instruct normers to read through all papers and assign each paper a score between 1-6, recording
the scores on the worksheet.
After everyone has read the papers in the norming packet and assigned scores to each, look at each
paper individually.
Going around the circle, readers declare their assigned scores, one-by-one.
Discuss the characteristics of the paper that match the scores given.
Recalibrate those raters who are not ‘normed.’
Follow the same procedure for each paper.
Once all readers are normed, reader can gather the pile of papers under their code.
The first reader records his/her score on the last page of the paper in the top left-hand corner and
folds over the corner to hide the score.
Readers pass the pile of papers they have scored to the reader on their right.
The second reader records his/her score on the bottom corner, checks the 2 scores and writes the
composite score on the front of the paper, e.g., ESL8 or ESL10 or CATW 6.
Second readers place papers with non-adjacent scores in a pile for a third reader
When a read receives his/her own papers for the second read, he/she passes those papers on to the
next reader to the right.
The Chief Reader should spot check the scoring of individual papers to see if he/she agrees with
the scores that are being assigned.
The Chief Reader will collect and distribute scored papers under the appropriate post-it codes.
27. Once all papers have been scored, readers collect their class sets and check to see that they have
all their papers.
Department of Developmental Skills
BMCC CUNY
ESL Norming
Holistic Scoring Scale, 2011
Required Scores for Passing ESL 095, 094, 062, and 054
Student’s Current Level
Score Required for Passing
Student’s Promotion Level
Any Level
11-12
Eligible to take CATW
ESL 094
10
Goes to ESL 095
ESL062
8
Goes to ESL 094
ESL 054
6
Goes to ESL 062
Norming Scores
NSet Labels & Sample Scores
721
DDD
2Z1
427
XOX
PPP
Number or Check the Scores for Essays
1
2
3
4
5
6
√
√
√
√
√
√
Comment
Norming Set #1: Descriptions for Essays
721 – Score of 3
This essay succeeds in relating a narrative based on the central idea that first impressions of a person may be wrong.
The writer develops the narrative with relevant details. There is a discernable organizational pattern with occasional
use of cohesive devices (“on this day….” “Believe me,…” “But many things can happen that changed you whole
life.”). The writer demonstrates a basic range of vocabulary, with some instances of inappropriate register (“Believe
me….” ). Sentence variety is minimal and the essay demonstrates minimal control of language, with frequent errors
(“Yestarday” “these day” “benining” “can communicated”).
DDD – Score of 3
This essay minimally succeeds in taking a position and develops the argument by generalizing from a personal
anecdote. There is a discernable organizational pattern with a conclusion that refers to the initial thesis. The writer
demonstrates a basic range of vocabulary, with some inaccurate and/or inappropriate word choices or inappropriate
register (“tutoring and whatever” “they were sicking many times” “with tired body”). Sentence variety is minimal and
the essay demonstrates minimal control of language, with frequent errors, some of which interfere with meaning (“most
working women come to home,” “It is very dangerous to family,” “my mother was looking for working”).
2Z1 – Score of 6
This essay takes a clear position and succeeds in expressing the point of view that colleges should provide daycare
centers for students who are parents. The writer develops several appropriate points directly related to the topic. The
essay is clearly organized and the writer uses cohesive devices, such as “First,” “Also,: “Third,” and “However,…”
appropriately. Although there are some occasional problems in word choice or usage (e.g., “I totally agree…”), the
writer demonstrates the ability to write in an appropriate academic register and demonstrates a range of vocabulary
appropriate for academic purposes. Sentence variety and complexity reflect a command of standard written English.
Grammatical errors are minimal and do not interfere with meaning.
427 – Score of 5
The focus of this essay is clear, although there may be a few digressions. The writer argues in favor of a pass-fail
system through a two-part counterargument against the use of the A-F grading system. The essay is effectively
organized, demonstrating systematically appropriate use of cohesive devices. Range of vocabulary for academic
purposes is generally competent (“Five-letter evaluation system” “striving for knowledge and learning” “the current
educational system” and “tremendous amount of stress”). The writer demonstrates ability to use a variety of patterns of
sentence construction but with frequent errors in language use, particularly toward the end of the essay (“I asked him
why he is so knowledgeable than me…” “puts stress to students” “he disappeared in front of me for a while”) .
XOX – Score of 4
In this essay, the writer’s position that it is a good idea to save money is clear despite some digressions, like the
necessity of seed money for investment. The writer provides adequately detailed support although all examples may
not be entirely relevant or appropriate for the topic (“The Roman Empire was defected due to the fct that Roman citizen
was lucxury as they were growing up.”). The essay is generally organized, demonstrating generally accurate and
appropriate use of cohesive devices (“First,” “if so” “In my case…” “Nowadays”). Vocabulary is adequate in range,
but there are many inappropriate or inaccurate word choices and word forms. The writer demonstrates some sentence
variety although some complex sentences are not correct. The essay contains errors that may occasionally interfere
with meaning.
YYY – Score of 2
The paper represents limited success in writing a persuasive essay about limiting children’s access to the internet. The
writer provides limited support for his/her position. The writing shows limited evidence of organizational control
within paragraphs: the writer’s description of his/her own experience online lacks focus. Vocabulary and word choice
are limited, and the writing lacks sentence variety. The control of language is uneven, with frequent errors, some of
which obscure meaning “I can’t do lots of things that they have to do because of the internet”)
.
INTEROFFICE MEMORAND UM
TO:
DEVELOPMENTAL SKILLS ESL FACULTY
FROM:
TESTING COMMITTEE: PAUL C., GABRIELLA M., SARAH N., MARY S., AND CYNTHIA W.
SUBJECT:
ESL FINALS
DATE:
3/8/2016
Finals for ESL 054, 062 and 094 are to be administered the last day that your section meets. (The last day of classes for
this semester is May 15, 2009.) Sections of ESL 095 will be scheduled to take the ACT at times designated by the
Testing Office (See forthcoming memo from Prof. Brookes.)
Packets containing class sets of topics and exam booklets for ESL 054, 062, and 094 will be distributed in mailboxes on
the last day that your class meets. Please check your mailbox on that day before class.
Once you have retrieved your testing packet, if you find that the prompts that were designated to your class for the final
examination have already been used as practice exams by your class, you may exchange topics with a colleague
teaching the same level. Please do not substitute your own topics!
Norming sessions for finals will be held on May 14, 15, and 18:
Thurs., 5/14
Fri., 5/15
Fri., 5/15
Mon., 5/18
Mon., 5/18
2-5 pm
10 am-1 pm
2-5 pm
10 am-1 pm
2-5 pm
P. Camhi
M. Sepp
G. Morvay
S. Nakamaru
G. Morvay
Sign-up sheets for norming sessions will be posted on the wall facing the door to N420. Please sign up to participate in
one session for EACH of the classes you teach so that any one group does not have to read two sets of papers for one
normer.
Please bring a copy of the test prompts to the norming session.
If you are teaching a portfolio class and you want your students to take the departmental timed final as an additional
assessment, please let Gabriella Morvay know so that the Testing Committee can prepare a test packet for your class.
If the portfolio teacher wants only 2-3 papers to be read by the committee, please ask one of the normers to include the
papers at a session. However, if portfolio teachers want the entire class set of exams to be read by the norming
committee, the teacher must attend the norming.
Thanks and happy finals!
Sample practice test prompts for the CATW
Sample 1
Assignment: Begin by reading the passage below.
How Your Birth Order Influences Your Life Adjustment
The child becomes known as the family’s only child, oldest child, middle child, or youngest
child, depending on his birth order. He is thought and talked about as having that place in the
family. Both in his mind and in the minds of other people, an important part of his identity is his
family position.
The other members of the family assume certain attitudes toward each child in terms of his birth
order. Parents usually expect their oldest child to be more capable and more responsible than the
younger children. The oldest child comes to think about himself in the same way. These ways of
seeing himself, of thinking about himself because of his sibling role, become part of his selfconcept.
Similarly, the middle child may think of himself as able to do things better than other people
because he is usually more capable than his younger siblings. Sometimes, though, he must turn to
an older sibling or to his parents for help, and so he thinks of himself as being able to obtain help
when he needs it.
The youngest child may develop the self-concept that he is less able to do many things than other
people. However, he is not concerned because there are always others around to take care of him.
In contrast, the only child tends to think, “When my parents are not around, I have no one to turn
to for help. So I’d better learn to take care of myself as much as possible.”
The place in the family establishes for the child a specific role to be played within the family
group. It influences him to develop certain attitudes toward himself and toward other people and
helps him develop specific patterns of behavior.
(290 words)
Adapted from an essay by Lucille Forer, “How Your Birth Order Influences Your Life Adjustment”, in
Write to be Read, p.7.
Writing Directions
Read the passage above and write an essay responding to the ideas it presents. In
your essay, be sure to summarize the passage in your own words, stating the
author’s most important ideas. Develop your essay by identifying one idea in the
passage that you feel is especially significant, and explain its significance. Support
your claims with evidence or examples drawn from what you have read, learned in
school, and/or personally experienced.
Remember to review your essay and make any changes or corrections that are
needed to help your reader follow your thinking. You will have 90 minutes to
complete your essay.
Sample 2
Assignment: Begin by reading the passage below.
Modern Society and the Quest for Human Happiness
Everywhere, by all means imaginable, people are striving to improve their lives. Yet strangely,
my impression is that those living in the materially developed countries, for all their industry, are
in some ways less satisfied, are less happy, and suffer more than those living in the least
developed countries.
Indeed, if we compare the rich with the poor, it often seems that those with nothing are, in fact,
the least anxious, though they are plagued with physical pains and suffering. As for the rich,
while a few know how to use their wealth intelligently – that is to say, not in luxurious living but
by sharing it with the needy – many do not. They are so caught up with the idea of acquiring still
more that they make no room for anything else in their lives. In their absorption with material
wealth, they actually lose the dream of happiness, which riches were to have provided. As a
result, they are constantly tormented, torn between doubt about what may happen and the hope of
getting more, and plagued with mental and emotional suffering – even though outwardly they
may appear to be leading entirely successful and comfortable lives. This is suggested both by the
high degree and by the disturbing prevalence among the populations of the materially developed
countries of anxiety, discontent, frustration, and depression. Moreover, the inner suffering is
clearly connected with growing confusion as to what constitutes morality and what its
foundations are.
(242 words)
From an essay by the Dalai Lama, “Modern Society and the Quest for Human Happiness” in Write to be
Read, p. 170.
Writing Directions
Read the passage above and write an essay responding to the ideas it presents. In your essay, be
sure to summarize the passage in your own words, stating the author’s most important ideas.
Develop your essay by identifying one idea in the passage that you feel is especially significant,
and explain its significance. Support your claims with evidence or examples drawn from what
you have read, learned in school, and/or personally experienced.
Remember to review your essay and make any changes or corrections that are needed to help
your reader follow your thinking. You will have 90 minutes to complete your essay.
Sample 3
Assignment: Begin by reading the passage below.
The Woman Who Died in the Waiting Room
Esmin Green fell out of her chair in the waiting room of Brooklyn's largest psychiatric hospital
nearly an hour before anyone realized she was in trouble. For 20 minutes, she writhed and twisted
between two chairs under the watchful eye of a security camera whose footage would later be
broadcast across the country, spurring a public outcry. Two security guards and two other staff
members passed through the room and glanced at the 49-year-old woman, without bothering to
check her vital signs or help her up. Nearly 40 minutes after she stopped moving, a nurse walked
over and lightly kicked her. By then, she was already dead. The city's medical examiner cited
blood clots in her legs as the official cause.
As disturbing as the circumstances of Esmin Green's death were, they should not have come as a
surprise. Public hospitals across the country have struggled to provide acute psychiatric care to
the poor and uninsured since the early 1960s, when large mental hospitals began closing their
doors en masse. Rather than lock them away in cold, uncaring institutions, the thinking went, the
mentally ill should be offered a place in society. But with insufficient outpatient services and a
dearth of community-based support, the least fortunate of them have ended up in already
overtaxed emergency rooms. They are the poor, the uninsured and the undocumented. Many of
them suffer from chronic conditions that could potentially be treated with medication and regular
counseling, luxuries most of them cannot afford. With just 50,000 inpatient psychiatric beds for
tens of millions of people across the country, the mentally ill typically wait twice as long for
treatment as other patient populations do. "It's like landing airplanes at JFK airport," says Ken
Duckworth, medical director of the National Alliance on Mental Illness. "There is just no place
for them to go."
(306 words)
AD AP T ED FRO M J U LY 1 2 , 2 0 0 8 N EW S W EE K A RT I C L E, “ TH E W O M AN WH O
DI E D IN TH E WA I T IN G RO O M ” B Y J EN E E N IN T E R LA ND I
Writing Directions
Read the passage above and write an essay responding to the ideas it presents. In
your essay, be sure to summarize the passage in your own words, stating the
author’s most important ideas. Develop your essay by identifying one idea in the
passage that you feel is especially significant, and explain its significance. Support
your claims with evidence or examples drawn from what you have read, learned in
school, and/or personally experienced.
Remember to review your essay and make any changes or corrections that are
needed to help your reader follow your thinking. You will have 90 minutes to
complete your essay.
CATW Student information Handbook
http://www.cuny.edu/academics/testing/features/CATWInformationforStudentsandpracticeweb.p
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