These computer-administered, modular tests are intended to ... · • greater or less than a negative integer ... difference of two squares, greatest common ... numbers (sum, difference,

The Assessment Readiness Tests provide a methodology for forecasting how stu-

dents might perform on a High Stakes Examination. The series is designed to

reduce the real costs associated with lost staff and instructional time during the

administration of comprehensive “mirror” tests.

These computer-administered, modular tests are intended to examine critical learn-

ing objectives—just like the standardized tests. The user interface helps students

become familiar with the standard “bubble” answer sheet used in actual examinations.

While the test items are computer controlled and evaluated and computer scored, the

Online Tracking System (O.T.S.) allows teachers to score those tests and test items for

which analysis and evaluation beyond the scope of computerized scoring is necessary.

Reports generated by Assessment Readiness Tests target student high-risk areas

and areas that may justify further analysis. However, these tests are not comprehen-

sive and do not provide detailed analysis, which is available by using the diagnos-

tic/prescriptive assessment tools found in the Navigator Benchmark Examinations

Series, SkillsTutor.com or Computer Learning Works.

Assessment Readiness Tests are delivered via the Internet, which provides you and

your students with the greatest level of access and flexibility. Now it’s easier for students

to get the needed practice and test-taking strategies before taking standardized tests.

overview

Assessment Readiness Tests 1

It’s about

conserving your

most

precious

commodity:

student

instructional

time.

Students will access the assigned Assessment Readiness Tests via the Internet by

doing the following:

1. Type http://www.myskillstutor.com/ into the address field of the supported

Internet browser.

2. Log in using the user name and password provided from the school system

administrator.

3. Select a course, in this case, a specific Assessment Readiness Tests.

4. Select a specific test.

getting started


The sample screen below shows the test areas.user interface


test title

referent area

question area

answer area

4

The answer sheet is a standard Bubble Sheet, which is quick and simple to navi-

gate. This will familiarize students with what is used in the actual paper examination.

The current question is highlighted on the answer sheet. Students click on the bubbleanswer that corresponds to the question. Clicking the bubble “marks” it so students can

quickly identify those questions that have been answered and those that have not been

answered. Students may click on the question number to easily return to that question.

Assessment Readiness Tests

click bubble toselect answer

question number

time remaining

scroll bar

go back to previous question

next question

help

exit the test

current question ishighlighted

Question FormatsThe following samples represent the different types of question formats encountered

while taking an Assessment Readiness Test.

Standard Question Format


Long Referent Document Format


Graphical Referent Format


Columnar Answer Format


Extended Referent Area/Question Area Format

When the size of the Referent and/or Question Area is too large to display the

answers beneath it, the answers are contained on a pop-out tab labeled “Answers.”


Answers tab

When students have reviewed the referent and question, they click on the

Answers tab to display the possible answers. Clicking on the tab again will close it.

Students will still mark their answer choice on the bubble sheet.


The answer area is displayed afterclicking on the Answers tab.

The Assessment Readiness At-a-Glance Reportreports


Individual Student Activity Report


objectives


MathematicsStrandMeasurementComputation

Problem SolvingStrategies

Number &Relationships

Number Systems &Theory

Patterns & Functions

Algebra

StatisticsProbability

Objective• measure indirectly• operations with decimals and money• missing information• non-routine strategies• compare and order fractions• representations of a fraction or mixed number• equivalent fractions• greater or less than a negative integer• powers and square roots• scientific notation• rate and proportion• missing elements• algebraic expression• solve inequalities• tally charts• make prediction• combinations and permutations• identify probabilities


StrandGeometry

Objective• radius and diameter• calculate volume• identify coordinates• area of plane figure• transformations: translations, rotations, and reflections• parallel and perpendicular lines

Mathematics

objectives


English/Language ArtsStrandCapitalization

Punctuation

Usage

Sentence Structure

Content &Organization

Objective• titles of people• proper adjectives• direction as a region• use quotation marks in dialogue• use a colon with a list• use a semicolon between independent clauses• use a comma with conjunction in compound sentences• identify special problems• use pronoun case correctly• correct use of pronoun antecedent• use present tense of verbs appropriately• use correct usage in special problems• identify misplaced modifiers• avoid awkward construction: fragments, run-ons, extraneous

sentences, redundancy, lengthy sentences• use established criteria to evaluate expository compositions:

present reasons, explanations, or steps in a process; use logical order; develop a main idea, supporting details, and aconclusion

• demonstrate purpose and audience• utilize sentence combining

Mathematicsobjectives


ObjectiveApply order of operations

Add and subtract polynomials

Multiply polynomials

Factor polynomials

Solve multi-step equationsof first degree

StandardStandard 1:Perform basic operationson algebraic expressions.

Standard 2:Solve equations andinequalities.

Item Specification• One set of parentheses may be used.• No more than four terms may be included.• Using the distributive property may be

required.• Unlike denominators may be used.• Fractions may be used.• Squaring a quantity in parentheses may be

required.• Multiplying two quantities in parentheses

may be required.• The following factoring may be required:

difference of two squares, greatest commonmonomial, common binomial.

• Options will be factored completely.• Adding or subtracting a variable to or from

both sides of the equation may be required.• One set of parentheses may be used.• Negative coefficient may be used.


MathematicsObjective

Solve quadratic equationsthat are factorable

Solve systems of twolinear equations

Identify functions

Find the range of func-tions when given the

domain

StandardStandard 2:Solve equations andinequalities.

Standard 3:Apply concepts related tofunctions.

Item Specification• The following factoring may be required:

difference of two squares, greatest commonmonomial, trinomial, common binomial.

• Factoring of the type ax2+bx=0 may berequired.

• Solving for the values of both x and y maybe required.

• The options may be four graphs with linesplotted and the intersection point labeledwith its ordered pair.

• The options may be graphs, ordered pairs,tables, or mappings.

• The options may be tables or values orordered pairs when given an equation.

• Functions may be expressed using eitherthe terminology f(x)= or y=.

• The domain of a function may be a singlevalue or a set of values.

Mathematics


ObjectiveFind the distance,

midpoint, or slope of linesegments when given two

points

Find the perimeter, cir-cumference, area, or vol-ume of geometric figuresGraph or identify graphs

of linear equationsDetermine solution sets of

inequalitiesGraph lines given certain

conditions

Translate verbal or sym-bolic information intoalgebraic expressions

StandardStandard 4:Apply formulas.

Standard 5:Apply graphing techniques.

Standard 6:Represent problem situations.

Item Specification• Radicals will be simplified.• Determining the slope of a line given a line

on the coordinate plane with two pointslabeled with their ordered pairs may berequired.

• Finding volume or surface area of a rectan-gular prism may be required.

• The formulas will be given in the problems.• The options may be four equations.• Equations may be expressed in terms of f(x).• Solving inequality may be required.• Compound inequality may be included.• The following conditions may be included:

two points, x- and y- intercepts, point andslope, slope and y- intercept.

• Determining the equation of a line giventwo ordered pairs may be required.

• Determining the equation of a line giventhe line graphed on the coordinate planemay be required.

Mathematics


ObjectiveApply properties of anglesand relationships between

angles

Apply Pythagorean theorem

Apply properties ofsimilar polygons

Apply properties of planeand solid geometric

figures

StandardStandard 7:Solve problems involving avariety of algebraic andgeometric concepts.

Item Specification• The following properties and relationships

may be included: vertical angles, adjacentangles, supplementary angles, complemen-tary angles, linear pair (adjacent supple-mentary angles), relationships among themeasures of angles formed by two parallellines and a transversal.

• Determining measurements of angles whenthe measurements of angles are expressedas algebraic expressions may be required.

• The Pythagorean theorem will be given inthe reference area.

• Radicals may be included in options.• Word problems will be used.• The word “similar” or the tilde symbol may

be used.• Use of the scale factor will be required.• The following content may be included: area

and perimeter of triangles; rectangles andsquares, area and circumference of a circle,given radius or diameter; perimeter of a

Mathematics


Objective

Determine measures ofcentral tendency

Determine probabilities

Solve problems involvingdirect variation

Solve problems involvingalgebraic concepts

Standard Item Specificationregular polygon, given one side; volume ofrectangular prism or cylinder; sum of themeasures of the angles in a triangle; sum ofthe measures of the angles ina rectangle.

• Word problems may be used.• The word “mean” will be used for the arith-

metic average.• Decimals up to hundredths may be used.• Both “and” and “or” situations may be

included.• Verbal descriptions of proportions may be

used.• The following content may be included:

distance-rate-time problems; money prob-lems, which may require a system of equa-tions; numbers (sum, difference, product,quotient); simple age problems referringonly to the present; consecutive integers;area, volume, dimension problems, quantityproblems; cost problems; wage problems.

• Word problems will be used.

The Assessment Readiness Tests Graduation Mathematics Exam will require a ref-

erence document handout. Before students begin the exam, print the handout

and then copy and distribute it to your students.

To print out the handout:

1. Choose the print icon from the Acrobat Reader menu bar, or choose Print

from the File menu.

2. Specify the page number of the handout. Page numbers are shown at the bottom

of the Acrobat Reader window.

3. Click Print.

instructions


Go to the handout

page number

Graduation Mathematics Exam Hand-out

© 2001 Achievement Technologies, Inc.

Triangle bh12

Rectangle lw

Trapezoid h (b1 + b2)12

Parallelogram bh

Circle r 2

RightCircularCone

r 2h13

SquarePyramid

b 2h13

r Sphere r 343

RightCircularCylinder

r 2h

RectangularSolid

lwh

circumference = d = 2r

(2 r )s + r 2 = rs + r 212

b (2s + b)

4r 2

2rh + 2r 2 = dh + 2r 2

2(lw) + 2(hw) + 2(lh)

Volume Total Surface Area

Key:

b = baseh = heightl = lengthw = widthd = diameterr = radiuss = slant height

Use 3.14 or for .227

Level 4 Mathematics Reference Sheet

In the following formulas, n represents the number of sides.In a polygon, the sum of the measures of the interior angles is equal to 180(n-2)In a regular polygon, the measure of an interior angle is equal to 180(n-2) ÷ n.

English/Language Artsobjectives


ObjectiveIdentify correct noun

forms (singular and plural)

Identify correct verbforms

Recognize subject-verbagreement

Recognize pronoun-antecedent agreement in

number and genderAvoid shifts in verb tenseIdentify correct pronoun

case

Identify effective use ofvoice (i.e., active verbspreferred over passive)

StandardStandard 1:The student will recognizecorrect grammar andusage.

Item Specification• proper nouns• compound nouns• words with alternate accepted forms• tense

• plural in form, singular in meaning• collective nouns, when correct verb form

depends on rest of sentence• correlative conjunction• recognize pronoun-antecedent agreement in

number and gender

• verb shifts within paragraphs• nominative,objective, possessive case

(Note: pronoun case may include reflexivepronouns)

• contractions• active voice • passive voice


Determine correct place-ment of modifiers (i.e.,dangling or misplaced

modifiers)Identify correct usage of

commonly confused words

Use words that createclarity, precision, and col-

orful description

Use formal and informallanguage appropriately

Correct run-on sentences,sentence fragments, and

comma splicesCorrect sentences thatlack parallelism and

appropriate subordination

Standard 2:The student will demon-strate appropriate wordchoice.

Standard 3:The student will recognizecorrect sentence structure.

• misplaced participles

• words that are frequently confused but notpronounced alike

• words that sound alike but have differentmeanings

• clear, precise, vivid language (Note:Language to avoid includes, but is not lim-ited to, overused, clichéd words, superflu-ous verbiage, redundancy, and jargon.)

• formal language

• correct run-on sentences, sentence frag-ments, and comma splices

• correlative conjunctions immediately beforethe parallel terms

• parallel grammatical form of words, phrases,and clause in series

Standard Objective Item Specification

English/Language Arts


Demonstrate correct useof capitalization

Demonstrate correct useof commas

Demonstrate correct useof a semicolon and colon

Demonstrate correct useof quotation marks and

underlining

Demonstrate correct useof the apostrophe

Determine logical progres-sion and completeness in

paragraphs

Standard 4:The student will use correctcapitalization and punctuation.

Standard 5:The student will use appro-priate organizational skillsfor writing/revising.

• titles

• items in a series• conventional uses• semicolon before a conjunctive adverb• colon to introduce a list within a sentence• semicolon to separate elements in a series

in which one element in the series isalready separated by commas.

• quotation marks in direct quotations,including broken quotations

• quotation marks to indicate titles• underlining to indicate titles• possessive of singular nouns• possessive of plural nouns• introductory sentences• concluding sentences• sequence of events or details• transitional words and flow• extraneous ideas


English/Language Arts

Social Studiesobjectives


ObjectiveIdentify and evaluate

America’s exploration,development, divergence(emphasis on the United

States).

StandardThe student will under-stand the global influenceof pre-colonial and colo-nial eras of the WesternHemisphere.

Item Specification• Trace the development and impact of the

Columbian exchange (destabilizing ofNative American societies).

• Identify the effects of the crusades, theRenaissance, and the Reformation (motiva-tion, subsequent action).

• Identify the critical economic and politicalevents leading to the colonial separationfrom England (taxation, French and IndianWar, lack of free trade, Boston Massacre,Boston Tea Party, Lexington and Concord).

• Trace, compare, and explain the signifi-cance of early European conquests, colo-nization, and business ventures (conquista-dors, St. Augustine, Jamestown, VirginiaHouse of Burgesses).


Know the impact of theinfluences of intellectualand religious thought on

the political systems of theUnited States.

The student will under-stand the formation anddevelopment of the UnitedStates.

• Identify and describe the impact and theinfluence of the intellectual and religiousthought on the political systems of theUnited States (Magna Carta; political con-cepts of Locke, Rousseau, andMontesquieu; great awakening, Bill ofRights).

• Identify and describe models and conceptsfor central government (first and secondContinental Congresses, political parties,Declaration of Independence, Articles ofConfederation: strengths and weaknesses,constitutional convention, first Americanpolitical systems, Washington’s farewelladdress, impact of John Marshall on theSupreme Court).


Social Studies


Know the provisions ofessential documents of the

U.S. government(Constitution; 13th, 14th,

15th, and 19thAmendments).

Identify and evaluate theimpact of the American

Revolution.

Identify and evaluate theera of expansion. Use the

map on territorial expansion.

The student will under-stand the formation anddevelopment of the UnitedStates.

The student will under-stand the eras of revolu-tion, expansion, andreform prior to the UnitedStates Civil War.

• Identify, explain, describe, and/or comparethe provisions of essential documents of theU.S. government (Declaration ofIndependence, basics of the Constitution).

• Relate separation of powers, Federal system,and the Bill of Rights to colonial experiences.

• Trace and describe the causes, course, andconsequences of the Revolutionary War.

• Trace and compare the expansion of theUnited States from 1783-1853 (territorialexpansion, Louisiana Purchase, economicnationalism during the “era of good feel-ing,” Westward expansion, growing section-al divisions)


Social Studies


Identify and evaluate theimpact of American socialand political reform and

the emergence of a distinctAmerican culture

Identify and evaluateevents, causes, and leading

effects of the Civil Warera.

The student will under-stand concepts related tothe United States CivilWar era.

• Identify, describe, and/or compare theimpact of social, political, and economicreforms before the Civil War.

• Identify and compare the successes andfailures of the Reconstruction era and theemergence of the new South (plans forReconstruction, radical Reconstruction,presidency of U.S. Grant, end ofReconstruction, the new South).

• Recognize and analyze the factors leadingto sectional division (Compromise of 1850,Fugitive Slave Act, Kansas-Nebraska Act,formation of Republican Party, Dred ScottDecision, John Brown Raid).

• Identify and relate the election of Lincoln tothe division of the nation (background,secession, and the federal response; NorthernAlabama’s perspective on secession (Note:Include Winston County, Alabama,


Social Studies


Identify and evaluate theevents that led to the set-

tlement of the West.

Evaluate the concepts,developments, and conse-quences of industrializa-tion and urbanization.

The student will under-stand the concepts anddevelopments of the late19th to early 20th cen-turies.

and western counties of Virginia).• Examine the military defeat of the

Confederacy (geographic, political, eco-nomic).

• Identify and analyze the non-military eventsof the Civil War (political, economic, cul-tural, legal).

• Identify and explain the closing of theFrontier, and the transition from anAgrarian Society to an Industrial Nationduring the 1800s. (Indian tribes, settlementof the Midwest/immigrant movement,changing role of the American farmers)

• Identify, explain, and relate the accomplish-ments and limitations of the ProgressiveMovement. (characteristics, social, theNiagara Movement, AtlantaExposition/Compromise, TuskegeeInstitute, political, Alabama’s 1901Constitution, progressive Constitutionalamendments and impact, progressive


Social Studies


Evaluate the causes ofWorld War I.

The student will under-stand the causes andeffects of World War I.

leadership of Theodore Roosevelt andWoodrow Wilson, Election of 1912)

• Describe the concepts, developments, andconsequences of industrialization and urban-ization (geographic factors that influencedindustrialization, sources of power for newindustries, communication revolution, earlyindustry/role of labor in Alabama [Note:Alabama maps may be used],monopolies/mergers, ideologies of business,urbanization in the late 1800s. (Note: photos,political cartoons, and graphs may be used).

• Identify and explain American imperialismand territorial expansion prior to WWI(search for raw materials, global balance ofpower, Hawaiian Islands, Spanish AmericanWar, open door policy, Panama Canal,Roosevelt’s corollary).

• Socioeconomic climate of the U.S.,European economy, nationalism,imperialism, militarism).


Social Studies


Analyze the effects ofWorld Ware I (America’srejection of world leader-ship, American culture,

racial conflicts).

• Identify and analyze America’s involvementin WWI. (causes of the war: long term andimmediate, causes of the United States'entry into the war, mobilization, Americanmilitary role [Note: no specific battles],home front, technological innovations,Treaty of Versailles).

• Trace and explain global transformation:European nationalism and Western imperi-alism (economic roots of imperialism;imperialist ideology; european colonialismand rivalries in Africa, asia, and the MiddleEast; United States imperialism).

• Identify and analyze the course and conse-quences of WWI (course, consequences,post-World War I era, unfinished business).

• Identify and explain the development ofpost-war American culture (roaring twen-ties, racial and ethnic conflict - 1920s and1930s)


Social Studies


Analyze the advent andimpact of the Great

Depression and the NewDeal on American life(political, economic,

social).

Analyze America’sinvolvement in World War II.

The student will under-stand the GreatDepression and WorldWar II.

• Identify and analyze the causes of the GreatDepression (disparity of income, Stock Marketspeculation, collapse of farm economy).

• Identify and analyze the course of the GreatDepression and its impact on American life(geographic [Note: maps included],Hoover’s Administration, political and eco-nomic, cultural).

• Identify and analyze America’s involvementin WWII (causes, home front, political lead-ers, military participation, the Holocaust,scientific and technological developments).

• Compare America’s involvement in WWIIto WWI.


Social Studies

Scienceobjectives


ObjectiveAnalyze the methods to

identify and solve problems.

Trace the transfer of mat-ter and energy through

biological systems.

StandardStandard 1:Understand concepts dealing with the nature ofscience.

Standard 2:Understand concepts deal-ing with matter.

Item Specification• Use process skills to interpret data from

graphs, tables, and charts.• Identify safe laboratory procedures when

handling chemicals, using Bunsen burners,and using laboratory glassware.

• Identify and use appropriate SystemInternational (SI) units for measuringdimensions, volume, and mass.

• Define and identify examples of hypotheses.• Order the proper sequence of steps within

the scientific process.• Select appropriate laboratory glassware, bal-

ances, time measuring equipment, and opti-cal instruments to conduct an investigation.

• Identify, define, and distinguish among pro-ducers (autotrophs), consumers, and decom-posers (heterotrophs).

• Trace the flow of energy through foodchains, food webs, and energy pyramids.


Relate particle motion tothe states of matter (solids,

liquids, and gases).

Apply information fromthe periodic table and

make predictions usingthe organization of the

Periodic Table.

• Identify the reactants and products associat-ed with photosynthesis and cellular respira-tion and the purpose of these two processes.

• Describe the carbon, nitrogen, and watercycles—including transpiration and respiration.

• Identify states of matter in terms of molecu-lar (particle) movement, density, and kineticenergy associated with each phase/state of agiven type of matter.

• Determine the number of protons, neutrons,electrons, and mass of an element using theperiodic table.

• Use data about the number of electrons inthe outer electron shell of an atom, includ-ing simple dot diagrams, to determine itsstability/reactivity and be able to predictionic charge resulting from reactions.


Science


Identify how factors affectrates of physical and

chemical changes.

Distinguish among thetaxonomic groups bymajor characteristics.

Differentiate structures,functions, and characteris-

tics of plants.

Standard 3:Understand concepts of thediversity of life.

• Demonstrate knowledge that some factorsand substances can affect the rate at whichphysical and chemical changes occur in liv-ing and non-living systems—such as thedigestive process. (Note: Factors and sub-stances include such things as temperature,surface area, and catalysts—includingenzymes.)

• Classify organisms into the five kingdomsbased on recognizing two or more charac-teristics associated with organisms in agiven kingdom.

• Recognized properly written scientificnames using binomial nomenclature.

• Identify the distinguishing characteristics ofangiosperms and gymnosperms in terms oftheir structures and reproduction.

• Identify reproductive structures and theirfunction in angiosperms.


Science


Differentiate structures,functions, and characteris-

tics of animals.

Recognize inheritablecharacteristics of

organisms.

Explain how the DNAmolecule transfers geneticinformation from parents

to offspring.

Standard 4:Understand concepts ofheredity.

• Demonstrate knowledge of which charac-teristics/traits would be best suited forplants growing in different environmentsand/or exposed to different pests.

• Distinguish characteristics of vertebrates andinvertebrates in terms of a broad but basicrange of physical and reproductive traits.

• Explain how animals are adapted to theirenvironment—such as protective coloration,mimicry, claws, beaks, etc.

• Identify physical traits that are passed fromparents to offspring.

• Recognize and evaluate the harms and ben-efits that result when mutations occur.

• Describe in basic terms the structure andfunction of DNA.

• Define and distinguish between dominantand recessive genes and how each isexpressed in parents and offspring.


Science


Distinguish relationshipsamong cell structures,functions, and organ-

ization in living organisms.

Standard 5:Understand concepts ofcells.

• Recognize differences between active andpassive transport of substances and theenergy requirements associated with thesetransport systems.

• Identify and define similarities and differ-ences between plant and animal cells.

• Classify organisms as prokaryotic oreukaryotic; identify and define similaritiesand differences between prokaryotic andeukaryotic cells.

• Describe cell locomotion by means of ciliaand flagella and recognize some organismsthat depend on one or the other of thesemeans of locomotion.

• Identify cell organelles and define functionsof cell organelles—may include graphicrepresentations.


Science

Documents

These computer-administered, modular tests are intended to ... · • greater or less than a negative integer ... difference of two squares, greatest common ... numbers (sum, difference,