ESL 4 Exit Exam
Section
1: Grammar and Structure (10 points):
Section
2: Vocabulary in Context (20 points)
Section
3: Vocabulary Comprehension (20 points):
Section
4: Writing (20 points)
Section
5: Writing (30 points)
ESL
4/Intermediate Reading and Writing Exit Exam
Section
1: Grammar and Structure (10 points)
Section
2: Vocabulary in Context (20 points)
Section
3: Vocabulary Comprehension (20 points)
Section
4: Writing to Interpret and Explain (20 points)
Section
5: Integrated Writing (30 Points)
20111019
To exit to the next
ESL level, students must achieve a score of 75% or better on this exam and
have achieved at least a 75% on NorthStar’s Listening and Speaking assessments
given in class.
This exam is given as
the ESL 4 Bi-Monthly Exam for the period that includes instruction in NorthStar’s
unit 10. Students taking more than
one ESL 4 class in an enrollment period may take the exam only once in
class. They must take it in the first
period ESL 4 class on their schedule.
Students who completed
unit 10 after the most recent Bi-Monthly exam period and who have been
students in an ESL 4 section for at least four weeks may request to take this
exam outside of class (once time only in an enrollment period).
Your Name:_____________________________
Your Student Number:_________________
Today’s
Date:_______________________________________
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**For school use only. Do not write anything below this line.** |
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Date of 1st ESL 4 Enrollment:
_______________________________________________________ |
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R&W Exit Exam Grade: _________% L&S Grade (from teacher in 1st
ESL 4 class on schedule):________% Passed to ESL 5
(yes/no)________________________________________________________ |
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R&W Exam Sections |
Scores |
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Total |
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[Note how this model uses sentences and situations from the text in ways that test reading and writing as well as grammar and structure. The grammar is based on that for units 8,9,and 10] One point per question
[This test section reverses the “Vocabulary for Comprehension”
activity in a way that helps test reading as well as vocabulary meaning from
context. However, it is at a higher level of critical thinking because
students must choose from the more sophisticated rather than the simpler
vocabulary. It also helps to provide
students with a review of language and concepts that they should incorporate
into their answers to the longer writing questions below.] Two points per question
[The reading passaage is
based on the Background reading in the text.
The questions integrate reading and writing]
Deduct 5 points per question
if only one part of the question is answered. Deduct 2-5 points per question for
a weak answer. Deduct 2 points each for major errors such as incomplete
sentences. Deduct 1 point each for minor
errors such as punctuation, spelling, etc.
[This
section also integrates reading and writing responds to the unit 10’s Critical
Thinking objectives—to interpret quotations (a more abstract level of critical
thinking) and to develop an argument for
or against an issue.]
This requires at least one
paragraph and preferably two to answer a two-part question. Deduct 10 points if the student answers only
one part of the question (e.g., interprets the quote but does not explain if
he/she agrees or disagrees with it.).
Deduct 10 points for overall weak writing such as the use of:
Deduct 4 points for each
major error such as incomplete sentence.
Deduct 4 points for lack of transitions and other connection words. Deduct 1 point for each spelling,
punctuation, or other minor error.
[This question also uses
familiar material from the unit while fufilling the Scope and Sequence’s highest critical thinking objectives such as developing
an argument for and against an issue and judging value, and supporting
opinion with information.]
Use TOEFL-type writing
rubrics that give more credit for well thought out answers using more complex
structures and word choices than merely “correct” writing. The question asks the student to connect 3
components—
Give no credit if the student
has not understood the reading and question.
Deduct 10 points for any one of these 3 ideas that may be missing. Deduct 10 points for poor organization and/or
development, such as if the writing
explains but does not make connections between the 3 ideas using connection
words, transitions, etc. Deduct 10-20
points for weak writing that does not incorporate more complex structures, stronger word choices, sentence variety,
etc. Deduct 5 points per serious
grammatical error such as an incomplete sentence and 1-2 points for minor
errors such as spelling or punctuation.
Form 1 Answer Sheet
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On the left,
write the correct article (“a/an/the)
that best complete the meaning of each sentence. |
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1. |
1.
They eat
dessert every day. They always
eat ____ same thing. |
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2. |
2.
Karen
talked with Steve about something.
Karen had ___talk with Steve. |
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3. |
3.
They don’t
know who is getting married. However,
they are going to ___ wedding. |
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4. |
4.
They
always argue about the same thing.
They are having ____argument now. |
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On the left,
write the correct form of the present perfect tense of the verb in parentheses in the following sentences. |
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5. |
5. Parent’s
beliefs about spanking (change) today.
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6. |
6. Many
parents now (stop) spanking |
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7. |
7. Many
governments (pass) laws against child abuse.
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8. |
8. How has
any parents’ beliefs about discipline (change)? |
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On the left,
write the correct verb form in
parentheses in the following sentences.
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9. |
9. She didn’t
use to wear jeans. When she was young,
she (used to/didn’t use to) to wear only dresses |
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10. |
She never used to wear jeans. Now, every day that is all she (wore,
wears, was wearing). |
“After we got married, I
found out that my husband and I had different (1)hopes and beliefs about
marriage. He wanted me to do all the
cleaning while I thought that we should share it. When he lived alone, he
cleaned his apartment so it (2)annoyed me that after we were married, he
didn’t want to do any housework.
Fortunately, we were able to (3)solve the problem by talking
about it. We had (4) to take a lot of
time talking before we reached (5) agreement.
I still have arguments with him (6) that are about little things. For example, he has a (7)quirk that I
don’t like. I love to play games. However, when we play, he likse to (8) not
obey the rules. He says it is more
fun that way. I don’t agree. Many arguments between us (9)happen because
of this. I always have (10)to watch
him to make sure he is following the rules.”
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On the answer sheet, match the letter of the word or words below that best matches
the underlined word or words
in the above paragraph. |
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g. spend a
lot of time h. break the
rules i. compromise j. occur |
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1. |
5. |
9. |
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2. |
6. |
10. |
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3. |
7. |
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4. |
8. |
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Read the following passage. Then follow the directions on the answer
sheet.
“A prenuptial agreement is a written agreement between
two people who are going to tie the knot. Most prenuptial agreements concern what will
happen to a couple’s money, property, or children if the marriage ends in
divorce. Some prenuptial agreements also
describe how a husband and wife must act during a marriage. For example, these agreements may state who
will do household chores or how may children they will have. However, legal experts agree that the latter
agreement probably cannot be enforced in a court of law.”
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Using complete sentences, explain the meaning of the
following word or words. Then explain
how you could determine the meaning from the reading passage. |
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1. tie the knot |
1. |
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2. latter |
2. |
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3. legal |
3. |
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4. enforced |
4. |
Benjamin Franklin (1791-1790) said that you should
“keep your eyes open before marriage and half-shut afterwards.” In a paragraph or more, interpret the
“During the past 50 years, the divorce
rate has increased all over the world. People
can now meet each other in many different ways and decide to marry. Because of increased travel and immigration,
there are also now more intercultural marriages. These may be factors contributing to the increase
in divorce. To prevent divorce today, we
should retuen to arranged marriages and we should not allow divorces.”
In a well-developed essay of 3 or more paragraphs, agree or disagree with
the writer’s solution to the problem of divorce in modern society. In the introductory paragraph:
·
state the topic,
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provide some background information about the problem,
and
·
state your opinion.
In the body:
In the conclusion, restate your opinion and include a brief summary of your reasons.
Use the other side of this page as needed.