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Language Arts
Standards Test
Information Bulletin
2015/2016
Gr ade 12
English Language Arts
S ta n d a r d s Te s t
Information Bulletin
2015
M a ni t o b a E d u c a t i o n a n d A d v a n c e d L e a r nin g
Contents
Introduction
Purpose of Document
Document Content
Inquiries
Test Design
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Background
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G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Appendices
Sample: Group Discussion
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References
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Introduction
Purpose of Document
Grade 12 English Language Arts Standards Test: Information Bulletin provides
an overview of the testing procedures, dates, and features of the Grade 12
English Language Arts Standards Test that will be administered during the
2015/2016 school year. This document was produced by Manitoba Education
and Advanced Learning (the department) for the use of school personnel
(teachers and administrators) as they prepare themselves and students for
upcoming provincial testing, and as they communicate with parents about the
standards test.
The Information Bulletin is one of a three-part series of documents:
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Please use the Information Bulletin in conjunction with the other documents in
the series to gain a full understanding of the procedures associated with the
administration of the departments testing program.
These documents are available on the Manitoba Education and Advanced
Learning website at <www.edu.gov.mb.ca/k12/assess/tests/index.html>.
Document Content
This Information Bulletin contains the following sections:
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G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Inquiries
If you have any questions about the content of this Information Bulletin, please
contact the following consultant at the department.
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Comprehensive Focus
Literary Focus
Transactional Focus
For students enrolled in more than one of these courses, the standards
test applies to only one course.
Test Design
The test design reflects the fact that students writing the test may be enrolled
in the Comprehensive Focus, Literary Focus, and/or Transactional Focus
courses. To ensure fairness, students read and view texts with a variety of
pragmatic and aesthetic purposes. In addition, students make decisions about
their written text, such as selecting or adapting their writing form from a
range of literary and transactional forms.
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Approximate
Percentage
1020%
2030%
515%
4050%
515%
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Grade 12 English Language Arts Standards Test: Process Booklet presents a variety
of written and visual texts on a given topic, along with a sequence of test
activities. Students have access to this booklet throughout the four-day test,
and they are encouraged to highlight and take notes as they progress.
Grade 12 English Language Arts Standards Test: Responding to Text presents
six questions that require students to respond to the texts presented in the
Process Booklet, including an extended written response. In this extended
response, students have a choice of pragmatic or aesthetic texts upon which
to base their response. Students receive this booklet for the first test session
only.
Students write the standards test over a four-day period, as outlined below.
The phases of learningactivating, acquiring, and applyingare the basis of
the test sequence. All tasks on the test are integrated and purposeful.
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Students will begin the test by the group discussion about the topic.
For the first 20 minutes, they will preview the Process Booklet together.
The group work helps students connect with their prior knowledge
and familiarize themselves with an overview of the texts. It is also an
opportunity to discuss the writing variables and consider the choices
they will have for the writing task.
After the group discussion, students will receive their responding to
text questions which they will have while they read. At the end of the
first session, students have an opportunity to preview connecting ideas.
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
In what ways do the age, ability, and experience of the audience affect the
choice of form?
What aspects of context (when and where the text will be experienced by the
audience) make it relevant and timely for the audience?
How might the audience react to the central ideawould they be in favour
of, neutral about, or opposed to this idea?
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Day 1
Exploring the Topic
Total Time
Day 2
Connecting Ideas
Total Time
1 hour
Drafting
Day 3
Total Time
1 hour
Reflecting
Day 4
Explaining Your Writing Variables
Total Time
1 hour
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
P r o c e d u r e s f o r S ta n d a r d s Te s t
Administr at ion
Test administration procedures are designed to ensure fair assessment
practices and parallel testing conditions in all schools throughout Manitoba.
an HB pencil
an eraser
a highlighter pen
During all four sessions of the test, students may use the following resources:
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a thesaurus
a grammar handbook
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Procedures
R esult s
for
P r o c e s s i n g S ta n d a r d s Te s t
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Th e W r i t i n g Ta s k
Resources for Classroom Teachers
The following pages contain a variety of materials from the Grade 12 English
Language Arts Standards Test:
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Background
Senior 4 English Language Arts: Manitoba Curriculum Framework of Outcomes
and Senior 4 Standards identifies the 56 specific learning outcomes for each of
the Grade 12 English language arts courses (Comprehensive Focus, Literary
Focus, and Transactional Focuse). In the Framework, the 56 learning outcomes
are identified for each course individually and are given in the context of the
learning outcomes for the preceding grades (Grades 8, 9, 10, and 11). A learning
outcome reflects the knowledge, skills and strategies, and attitudes that
the student is expected to demonstrate by the end of a course. The learning
outcomes are achieved on a continuum from Kindergarten to Grade 12, with a
gradual increase in expectations.
In Senior 4 English Language Arts: A Foundation for Implementation the
corresponding learning outcomes for all three courses are listed together,
accompanied by suggestions for instruction and assessment. Each learning
outcome fits the emphasis of the individual course, and the differences can be
seen in the following example.
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G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Transactional Focus:
The learning outcomes and standards from all three courses are combined
in Grade12 English Language Arts: Common Standards. The common standards
were developed to create scoring rubrics for a standards test that could be used
for each of the three courses. The scoring rubrics, outlined in Grade12 English
Language Arts Standards Test: Scoring Rubrics, are developed with each test.
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The following pages contain samples of materials used on the standards tests
and can be used by classroom teachers in a variety of classroom assignments.
By having each student explain the writing variables for the writing task, the
student has an opportunity to produce authentic writing and to demonstrate
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organizational techniques
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
A pp e n d i c e s
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
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Tear here
Examine
Brainstorm
View
Listen
Preview
Read the writing task on pages 2829 and consider the focus questions for the text you will be writing on days 2, 3, and 4.
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__________
Reproduced with permission. All rights reserved.
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Continued
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
Continued
G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
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Continued
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G r a d e 12 E n g l i s h L a n g u a g e A r t s S t a n d a r d s Te s t: In f o r m a t i o n B u l l e t i n
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NEW
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References
Manitoba Education and Training. Senior 4 English Language Arts: A Foundation
for Implementation. Winnipeg, MB: Manitoba Education and Training, 2000.
. Senior 4 English Language Arts: Manitoba Curriculum Framework of
Education, 2014.
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