ELPACEnglish Language Proficiency Assessments for California

Speaking:Directions for Administration

Training TestGrades 11–12

ii TRAINING TEST

Copyright © 2019 by the California Department of Education (CDE). All rights reserved.

ELPAC Administration Notes

FOR QUESTIONS REGARDING THE ELPAC OR FOR ADDITIONAL ASSISTANCE:• Test examiners and other school personnel should contact their LEA ELPAC

coordinator.• LEA ELPAC coordinators should contact the California Technical Assistance Center

(CalTAC) by phone at 800-955-2954, or by email at caltac@ets.org. CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday.

iiiTRAINING TEST

Table of Contents

Directions for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Introduction to the ELPAC Training Test Directions for Administration . . . . . . . . . . . . . . . . . 1Using the DFA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Administering a Training Test Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Preparing to Administer and Score the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Prompting and Scoring Guidelines for the Speaking Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Audio Capture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4When to Stop the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Additional Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5How to Print the DFA (optional) or View the DFA Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Recommended Seating Arrangement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Logon and Audio/Sound Check Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Test Session as a Guest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6How to Start a Training Test Session Using the Same Procedures as the Operational Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Test Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Talk About a Scene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Speech Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Support an Opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Present and Discuss Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Summarize an Academic Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Student Score Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

This page is intentionally left blank.

iv

1TRAINING TEST

Directions for Administration

Introduction to the ELPAC Training Test Directions for Administration

This Speaking Directions for Administration (DFA) document contains information needed by test examiners to prepare for and administer the computer-based English Language Proficiency Assessments for California (ELPAC).

Using the DFAThis DFA document should be used to administer the Speaking domain only. For Kindergarten through Grade 2, to administer the other domains, download the Listening and Reading DFA for each specific grade. The Writing test for Kindergarten through Grade 2 is administered in a paper-based format. Please refer to the Writing practice test materials available on https://www.elpac.org/resources/practicetests.

This DFA contains scripts for administration. The following symbols indicate instructions for test examiners*:

Guide to Administration Scripts in This DFA

How the Test Examiner Should Proceed

SAY The test examiner reads the material out loud to the student.

The test examiner is required to press the record button on the student’s screen before reading the SAY text.The test examiner is required to point to the text or pictures on the student’s screen.

Information for the test examiner

Advance to the next question

Stopping marker

*A test examiner does not need to be present to use the ELPAC Training Test; however, the term “test examiner” is used in this document to show what a test examiner will do to administer the test.

2 TRAINING TEST

Directions for Administration (cont.)

Administering a Training Test Session

The Speaking portion of the ELPAC is administered by the test examiner. Each student will be tested individually.

• If you are administering the training test using the same procedures as the operational tests, confirm that the student has been assigned the correct test settings (designated supports and accommodations) in the Test Operations Management System (TOMS).

• If you are administering the training test using a standard supported web browser without the use of the Test Administrator Interface or secure browser, apply the appropriate test settings (designated supports and accommodations) for the student in the Student Testing Interface for the practice and training tests directly.

• Gather the following test materials:

• The correct grade-level Speaking DFA

• Electronic device for the student to access the test

• Scratch paper for note-taking

• Pencils with erasers

• Headsets and splitter for the test examiner and student (if preferred)

Speaking Administration—All Speaking Task Types

Subject DirectionsPrompting guidelines See individual questions in this document for prompting guidelines.When to stop the test Refer to stopping markers in this document.Note-taking Note-taking is allowed for all Speaking task types. Students may take notes

on scratch paper or in the notepad section on the electronic device.

Preparing to Administer and Score the Speaking DomainBefore administering the test, the following is recommended:

• Prepare testing devices and materials for students and examiners.

• Check the volume on the student device prior to entering the Student Interface, and set the volume to MAX prior to logging in.

• Select a quiet area to administer the test. Eliminate distractions (e.g., extraneous noises, windows, clutter, etc.).

It is highly recommended that test examiners spend time preparing to administer and score the Speaking domain. The ELPAC includes task types with integrated skills, multiple rubrics, reading of complex academic text, and increased interactions between students and test examiners. The following are suggestions to help prepare for a successful test administration.

3TRAINING TEST

Directions for Administration (cont.)

• Practice and Modeling: A practice question is included as part of the audio capture so the test examiner may provide feedback to let the student know they are responding correctly. The practice question in the audio capture is “Describe what you are wearing today.” For example, if the student responded to the practice question saying, “A shirt and pants,” the test examiner lets the student know the response was correct. If the student does not successfully respond, the test examiner models a correct response for the student, saying, “You could have said, ‘I am wearing blue pants and a white shirt.’”

• Prompting Guidelines: The prompting guidelines vary for each task type. The words that the test examiner can say are located on the page that is read to the student. Test examiners should be familiar with each task type and the prompting guidelines.

• Oral Reading of Test Questions: Because of the length and complexity of some questions read by the test examiner, it is suggested to practice reading the text out loud several times prior to testing a student.

• Pointing: Some questions require the test examiner to point, as indicated by the icon, while reading the text out loud to the student. This should be rehearsed

prior to the test administration. Do not point to pictures or text unless directed to in the Speaking DFA. Test examiners may use the cursor, pencil or pen, or their finger to point.

• Anchors and Rubrics: The test examiner should take time to read through the anchors and scoring rubrics for each test question before testing. Scoring of the Speaking domain occurs as the test is being administered.

• Scoring Practice: Each task type includes training and calibration quizzes in the Moodle Training Site to assist test examiners in listening and scoring student responses. It is highly recommended that test examiners use this resource.

Prompting and Scoring Guidelines for the Speaking Domain • Prompting—Appropriate Wait Time: The amount of time it takes for students to

respond to a test question varies greatly. Test examiners should allow students enough time to compose their thoughts and prepare a response in English.

• Prompting—Student Answers Question Before Test Examiner Asks: Some students anticipate the next question and start to respond before the test examiner asks the question. The test examiner should not interrupt the student to ask the question. If the student response does not address the question, the test examiner should ask the question.

• Prompting—Repeating the Question: When a student asks or does not respond, you may repeat the question once.

• Prompting—Encouraging Students: Throughout the test, if a student is reluctant or asks for assistance that is not allowed, test examiners should give general encouragement by saying words such as, “It’s OK, do your best,” or “You are doing a good job,” etc.

4 TRAINING TEST

Directions for Administration (cont.)

• Scoring—Self-Correction: Since students respond to test questions fairly quickly, they sometimes change what they say in the middle of a word or sentence. Students who self-correct are not to be penalized; however, if a response is so halting or choppy that meaning is impeded, it may affect the score.

Audio Capture For the training test, audio capture is available for practice of the Speaking domain. If your computer does not have a microphone or the settings do not allow audio capture, you may administer the test without recording the student’s responses.

During the operational administration of the Speaking domain, the following guidelines apply to the audio capture tool. The test examiner should score what the student says, not what is recorded. If the following occur, the test examiner may continue to the next question and does not need to rerecord:

• Test examiner forgets to record a response.

• Test examiner records response on the wrong question.

• Test examiner sees a red triangle in the review box when ending the test session.

Use of headsets with a microphone for voice capture is not recommended to enable interaction between the student and test examiner. Headsets are recommended for grades 3–12 Summarize an Academic Presentation streaming audio.

If the student is wearing a headset for Summarize an Academic Presentation, the test examiner must also wear a headset to be able to hear the presentation and point appropriately to pictures and text on the student’s screen. Two headsets may require a splitter.

Once the test examiner has navigated to the next test question, the audio will not be able to be replayed. The test examiner does not need to replay the student response to confirm the audio capture.

When to Stop the TestThere are stopping markers in the Speaking domain as indicated by the . If there have been no responses or no correct responses to the stopping marker, the test examiner may stop administering the Speaking domain, by clicking [Pause].

5TRAINING TEST

Additional Directions

How to Print the DFA (optional) or View the DFA OnlinePrinting Instructions:If possible, choose the following settings when printing the DFA:

• Select two-sided printing (with binding on the long edge).

• Staple on the vertical edge, left-hand side of the printed document.

• Turn the document horizontally when viewing the test questions.

Instructions for Viewing Online:• Open the PDF file in Adobe Acrobat.

• When you get to the test questions, rotate the view by going to: View (on the main menu) > Rotate View > and select Clockwise.

Recommended Seating ArrangementThe following shows two options for seating arrangements for the test examiner and the student.

Test Examiner Student

Test Examiner

Student

Test Examiner

StudentTest Examiner Student

6 TRAINING TEST

Directions for Administration (cont.)

Logon and Audio/Sound Check Instructions

How to Start a Test Session as a Guest

SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.

1) Navigate to the ELPAC website (https://www.elpac.org). 2) Select the [Practice & Training Tests] button. 3) Select the [Student Interface Practice and Training Tests] link to launch the

Student Sign In screen on the student’s testing device. 4) Select the [Sign In] button to log onto the test as a guest.

5) Select the appropriate grade from the drop-down menu.

6) On the test selection screen, select the appropriate ELPAC training test. ELPAC training tests are located at the bottom of the list and are color-coded dark grey.

SAMPLE

7TRAINING TEST

7) You will see a Choose Settings screen.

8) Choose test settings as needed, then select the [Select] button.

SAY Before we begin, we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.

Point to the microphone.

If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone and you will see a white circle. Let’s practice.

SAY Describe what you are wearing today. Pause for student’s response. Acknowledge the student’s correct response, or model

a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”

Directions for Administration (cont.)

8 TRAINING TEST

SAY Now let’s see if it recorded your voice. Playback

SAY Did you hear yourself? Pause for student’s response. SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button. View Test Settings or Help Guide as needed. Select [Begin Test Now]. When Question 1 Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. OK, let’s get started. NEXT

9TRAINING TEST

How to Start a Training Test Session Using the Same Procedures as the Operational Tests

SAY Today you will be taking the Speaking section of the ELPAC. First, I am going to sign you in.

TEST ADMINISTRATOR INTERFACE

1) Launch a supported web browser on your device and access the ELPAC website (https://www.elpac.org).

2) Select the [Practice & Training Tests] button. 3) Select the [Test Administrator and Test Examiner Practice and Training

Site] to log on to the Test Administrator Interface for the training test. 4) Log on to the Test Administrator Interface using your TOMS username (your

email address) and password. 5) Select the training test(s) you want to administer from the test selection window. 6) Select the [Start Practice Session] button. 7) Upon selecting the [Start Practice Session] button, a Session ID will appear on

the top right corner of the Test Administrator Interface.

Directions for Administration (cont.)

10 TRAINING TEST

STUDENT INTERFACE 8) Launch the secure browser on the student’s testing device or select the [StudentInterface Practice and Training Tests] link from the Practice and Training Teststab on elpac.org.9) Toggle the blue Guest User and Guest Session buttons to [OFF], and log thestudent on.

• In the First Name field, enter the student’s first name as it appears in the CaliforniaLongitudinal Pupil Achievement Data System.

• In the SSID field, enter the student’s 10-digit Statewide Student Identifier.• In the Session ID field, enter the Session ID generated from the Test

Administrator Interface.

10) Verify the student information is correct on the Is This You? screen. Select [Yes] to continue. (Select [No] if the student information is not correct. Notify your ELPAC coordinator if it is not.)

Directions for Administration (cont.)

11TRAINING TEST

STUDENT INTERFACE (cont.) 11) On the test selection screen, select the appropriate ELPAC training test. ELPAC

training tests are located at the bottom of the list and are color-coded dark grey. SAMPLE

TEST ADMINISTRATOR INTERFACE 12) Go back to your test examiner device and in the Test Administrator Interface, approve the student to test.13) Verify you have selected the correct test and test settings for the student by selecting the [Approvals] button.

STUDENT INTERFACE 14) Go back to the student testing device and administer the assessment using the script

that starts in the next section of this DFA. 15) You will see this screen. Choose test settings as needed, then select the [Select]

button.

Directions for Administration (cont.)

SAY Before we begin, we need to check to see if the computer will record your voice. In this test, I’m going to ask you some questions and record your answers.

12 TRAINING TEST

Directions for Administration (cont.)

STUDENT INTERFACE (cont.) Point to the microphone.

If your computer allows audio capture, please follow these steps, otherwise select [Skip Recording Check].

SAY Before giving your answers, I’m going to press the microphone to record your answer here. When it is time to record your answer, I will press the microphone and you will see a white circle. Let’s practice.

SAY Describe what you are wearing today. Pause for student’s response. Acknowledge the student’s correct response, or model

a correct response, such as “You could have said, ‘I am wearing blue pants and a white shirt.’”

SAY Now let’s see if it recorded your voice. Playback

SAY Did you hear yourself? Pause for student’s response. SAY OK, let’s get started. Select [I heard my recording]. Select the [Continue] button.

View Test Settings or Help Guide as needed. Select [Begin Test Now].When Question 1 Speaking Test comes up, ask the student,

SAY Do you have any questions? Answer the student’s questions. SAY Remember to answer all of the questions in English. If you want me to

repeat a question, you can ask me to. OK, let’s get started. NEXT

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13

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17T

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nce.

PRA

CTI

CE—

DO

NO

T R

ECO

RD

SAY

Youwanttoknow

ifyou

rfrie

ndfinishedamath

wor

kshe

et. W

hat w

ould

you

say

to y

our f

riend

?Pa

use.

Wai

t for

an

answ

er.

Ack

now

ledg

e th

e st

uden

t’s c

orre

ct re

spon

se, o

r mod

el

a co

rrec

t res

pons

e, su

ch a

s “D

id y

ou fi

nish

you

r w

orks

heet

?” o

r “Ar

e yo

u do

ne w

ith y

our w

orks

heet

?”

Func

tion:

ask

ing

for i

nfor

mat

ion

8 SAY

Youwanttoknow

ifyou

rfrie

ndhasfinished

wor

king

on

a sc

ienc

e pr

ojec

t. W

hat w

ould

you

sa

y to

you

r frie

nd?

Func

tion:

ask

ing

for i

nfor

mat

ion

The

stud

ent m

ight

say,

“D

id y

ou fi

nish

you

r pro

ject

?” o

r “H

ow is

you

r sci

ence

pro

ject

goi

ng?”

N

EXT

If th

ere

have

bee

n no

resp

onse

s or n

o co

rrec

t res

pons

es to

this

poi

nt, y

ou m

ay st

op te

stin

g in

the

Spea

king

dom

ain.

Sel

ect [

Paus

e].

Pro

mp

tin

g G

uid

elin

es: S

pee

ch F

un

ctio

ns

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.

18G

RAD

ES 1

1–12

Sup

po

rt a

n O

pin

ion

Tech

no

log

y o

r O

uts

ide

/ Q

ues

tio

n 9

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•An o

pinion

is no

t exp

ress

ed.

•Res

pons

e con

tains

no E

nglis

h.•N

o res

pons

e, “I

don’t

know

,” or

isco

mplet

ely un

intell

igible

.

•An o

pinion

is ex

pres

sed b

ut is

not

supp

orted

. A re

ason

is no

t pro

vided

,is

not r

eleva

nt, or

is no

t clea

r.Si

gnific

ant li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

often

impe

de m

eanin

g.•S

peec

h may

cons

ist of

isola

tedwo

rds o

r phr

ases

.

•An o

pinion

is ex

pres

sed a

ndsu

ppor

ted us

ing si

mple

langu

age

and a

t leas

t one

simp

le re

levan

tre

ason

, or r

epea

ts lan

guag

e fro

mthe

prom

pt. Li

stene

r effo

rt ma

y be

requ

ired t

o inte

rpre

t mea

ning.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

occa

siona

lly im

pede

mea

ning.

• Spe

ech m

ay be

slow

, cho

ppy,

orha

lting.

•An o

pinion

is ex

pres

sed a

ndsu

ppor

ted us

ing ef

fectiv

e lan

guag

e*an

d at le

ast o

ne re

levan

t rea

son

with

expla

natio

n or e

labor

ation

.Lit

tle to

no lis

tener

effor

t is re

quire

dto

inter

pret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

do no

tim

pede

mea

ning.

•Spe

ech i

s fair

ly sm

ooth

and

susta

ined.

Anc

hor:

I do

n’t k

now.

Anc

hor:

The

outd

oor s

pace

.[E

xami

ner:

Tell

me m

ore

abou

t yo

ur c

hoic

e.]

I do

n’t k

now.

Anc

hor:

I th

ink

it wo

uld

be to

exp

and

tech

nolo

gy b

ecau

se I

like

co

mput

ers.

[Exa

mine

r: Te

ll me

mor

e ab

out

y our

cho

ice.

](N

o re

spon

se.)

Anc

hor:

An o

utdo

or s

pace

bec

ause

then

yo

u co

uld

rela

x an

d st

udy

in th

e fr

esh

air w

hich

wou

ld b

e mu

ch

bett

er f

or y

our h

ealth

.

* Not

e: E

ffecti

ve la

ngua

ge is

defin

ed as

inclu

ding a

ll or s

ome o

f the f

ollow

ing at

tribute

s: no

un an

d ver

b phr

ases

using

prec

ise vo

cabu

lary,

moda

l ver

bs, te

xtco

nnec

tives

, cau

sal w

ords

, auth

orita

tive e

xpre

ssion

, and

comp

arati

ve la

ngua

ge.

19T

RA

ININ

G T

ES

T

9 SAY

Now

,SA

Y I a

m g

oing

to a

sk y

ou fo

r you

r opi

nion

. The

re a

re n

o pi

ctur

es.

SAY

Your

loca

l lib

rary

has

mon

ey to

mak

e on

e im

prov

emen

t. Th

e lib

rary

is d

ecid

ing

betw

een

purc

hasi

ng s

ome

tech

nolo

gy o

r cre

atin

g an

out

side

stu

dy a

rea.

Whi

ch o

ne d

o yo

u th

ink

wou

ld b

e a

bette

r opt

ion

for y

our l

ibra

ry?

W

ait f

or in

itial

cho

ice.

SAY

Just

ify y

our c

hoic

e by

giv

ing

rele

vant

reas

ons

to s

uppo

rt y

our o

pini

on.

NEX

T

Pro

mp

tin

g G

uid

elin

es: S

up

po

rt a

n O

pin

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent s

tate

s a

choi

ce b

ut d

oes

not p

rovi

de a

reas

on, r

epea

t the

last

par

t of t

he q

uest

ion

once

: “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t giv

es a

n or

igin

al b

ut re

leva

nt re

spon

se to

the

ques

tion

or s

elec

ts n

eith

er o

r bot

h op

tions

, say

, “J

usti

fy y

our

choi

ce b

y gi

ving

rel

evan

t re

ason

s to

sup

port

you

r op

inio

n.”

If th

e st

uden

t pro

vide

s a

sim

ple

rele

vant

reas

on, s

ay, “

Tell

me

mor

e ab

out

your

cho

ice.

”

20G

RAD

ES 1

1–12

Pres

ent

and

Dis

cuss

Info

rmat

ion

Trav

el t

o S

cho

ol /

Qu

esti

on

10

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•Res

pons

e is n

ot re

levan

t.•R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

“I do

n’t kn

ow,”

or is

comp

letely

unint

elligi

ble.

• Res

pons

e may

inclu

de in

forma

tion

in the

grap

h/cha

rt, bu

t con

tains

little

re

levan

t or a

ccur

ate in

forma

tion.

Sign

ifican

t liste

ner e

ffort

may b

e re

quire

d to i

nterp

ret m

eanin

g.• E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on of

ten

impe

de m

eanin

g.•S

peec

h may

cons

ist of

isola

tedwo

rd(s)

or ph

rase

(s) re

lated

to th

egr

aph/c

hart.

•Res

pons

e inc

ludes

a lim

ited

desc

riptio

n of in

forma

tion o

rpa

rtially

accu

rate

infor

matio

n in t

hegr

aph/c

hart.

Liste

ner e

ffort

may b

ere

quire

d to i

nterp

ret m

eanin

g.•E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

onoc

casio

nally

impe

de m

eanin

g.•S

peec

h may

be sl

ow, c

hopp

y, or

haltin

g.

•Res

pons

e ans

wers

the qu

estio

n,inc

luding

a mo

stly c

lear a

ndac

cura

te de

scrip

tion o

f infor

matio

nin

the gr

aph/c

hart.

Little

to no

listen

er ef

fort is

requ

ired t

o inte

rpre

tme

aning

. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g. •S

peec

h is f

airly

smoo

th an

dsu

staine

d.Anc

hor:

I do

n’t k

now.

Anc

hor:

The

stud

ents

trav

el b

y sc

hool

an

d uh

h, b

us b

ecau

se .

. . it

's

beca

use

it ha

s 40

per

cent

of

the

bus

than

the

othe

r one

s.

Anc

hor:

Umm,

lots

of

stud

ents

, lik

e,

they

go

on th

eir b

ikes

. The

y go

in

thei

r car

s. So

metim

es, m

y mo

m ta

kes

me to

sch

ool.

Anc

hor

A:

Wel

l sin

ce .

. . 13

per

cent

of

the

stud

ents

ride

thei

r bik

e to

sch

ool a

nd e

ight

per

cent

of

the

stud

ents

wal

k to

sch

ool.

31

perc

ent o

f th

e st

uden

ts d

rove

he

re. A

nd 4

8 pe

rcen

t of

the

stud

ents

cam

e he

re f

rom

the

bus.

Anc

hor

B:Ki

ds g

o to

sch

ool i

n bi

kes,

cars

, bu

ses,

or th

ey w

alk

to s

choo

l.

21T

RA

ININ

G T

ES

T

SAY

Now

we

are

goin

g to

do

a di

ffere

nt ty

pe o

f que

stio

n.SA

Y I a

m g

oing

to a

sk y

ou to

talk

abo

ut a

pie

cha

rt. L

ook

at th

e pi

e ch

art.

SAY

Stud

ents

at a

sch

ool w

ere

aske

d ho

w th

ey tr

avel

to s

choo

l in

the

mor

ning

. The

pie

cha

rt s

how

s th

e pe

rcen

tage

s of

diff

eren

t tra

nspo

rtat

ion

met

hods

use

d by

the

stud

ents

. Tak

e so

me

time

to re

ad th

e pi

e ch

art t

o yo

urse

lf. L

et m

e kn

ow w

hen

you

are

read

y fo

r me

to a

sk y

ou a

que

stio

n.G

ive

stud

ents

tim

e to

read

the

pie

char

t bef

ore

read

ing

the

first

que

stio

n.

10Po

int t

o th

e te

xt o

n th

e st

uden

t’s sc

reen

.SA

Y W

hat d

oes

the

pie

char

t sho

w a

bout

how

stu

dent

s tr

avel

to

scho

ol?

SAY

Incl

ude

deta

ils fr

om th

e pi

e ch

art i

n yo

ur a

nsw

er.

NEX

T

How

Alv

arez

Mid

dle

Sch

ool

Stu

den

ts T

rave

l to

Sch

ool

Car

31%

Bus

48%

Wal

k8%

Bik

e13

%

Stu

dent

s at

a s

choo

l wer

e as

ked

how

they

trav

el to

sch

ool

in th

e m

orni

ng. T

he p

ie c

hart

show

s th

e pe

rcen

tage

s of

di

ffere

nt tr

ansp

orta

tion

met

hods

use

d by

the

stud

ents

.

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “Te

ll m

e m

ore

deta

ils fr

om t

he c

hart

/gra

ph.”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing.

22G

RAD

ES 1

1–12

Trav

el t

o S

cho

ol /

Qu

esti

on

11

Pres

ent

and

Dis

cuss

Info

rmat

ion

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

•Res

pons

e is n

ot re

levan

t.•R

espo

nse c

ontai

ns no

Eng

lish.

•No r

espo

nse,

“I do

n’t kn

ow,”

or is

comp

letely

unint

elligi

ble.

•Res

pons

e may

inclu

de in

forma

tion

from

the gr

aph/c

hart

but d

oes n

otde

mons

trate

wheth

er th

e clai

m is

supp

orted

or un

supp

orted

or m

aylac

k und

ersta

nding

of th

e gra

ph/

char

t or c

laim.

Sign

ifican

t liste

ner

effor

t may

be re

quire

d to i

nterp

ret

mean

ing.

•Erro

rs in

gram

mar, w

ord c

hoice

,pr

onun

ciatio

n, or

inton

ation

often

impe

de m

eanin

g. •S

peec

h may

cons

ist of

isola

tedwo

rd(s)

or ph

rase

(s) re

lated

to th

egr

aph/c

hart

or cl

aim.

•Res

pons

e inc

ludes

limite

d or

partia

lly ac

cura

te inf

orma

tion f

rom

the gr

aph/c

hart

that d

emon

strate

swh

ether

the c

laim

is su

ppor

ted or

unsu

ppor

ted, a

nd th

e res

pons

ema

y lac

k deta

il and

clar

ity. L

isten

ereff

ort m

ay be

requ

ired t

o inte

rpre

tme

aning

.•E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

onoc

casio

nally

impe

de m

eanin

g. •S

peec

h may

be sl

ow, c

hopp

y, or

haltin

g.

•Res

pons

e use

s rele

vant

infor

matio

nan

d acc

urate

detai

ls fro

m the

grap

h/ch

art to

demo

nstra

te wh

ether

the

claim

is su

ppor

ted or

unsu

ppor

ted.

Little

to no

listen

er ef

fort is

requ

ired

to int

erpr

et me

aning

. •E

rrors

in gr

amma

r, wor

d cho

ice,

pron

uncia

tion,

or in

tonati

on do

not

impe

de m

eanin

g. •S

peec

h is f

airly

smoo

th an

dsu

staine

d.

Anc

hor:

I do

n’t k

now.

Anc

hor:

Mor

e pe

ople

ride

the

bus

than

ca

rs.

Anc

hor:

No,

they

bik

e mo

re th

an

walk

ing.

Anc

hor

A:

Wel

l, th

at’s

that

’s in

corr

ect

beca

use

the

peop

le ri

de m

ore

bike

s th

an w

alki

ng. B

ecau

se it

’s at

a 13

per

cent

, and

wal

king

is

at a

n ei

ght p

erce

nt.

Anc

hor

B:Um

m, th

e bi

ke, t

hey

use

the

bike

mor

e be

caus

e it

has

13

perc

ent,

and

walk

ing

has

eigh

t pe

rcen

t.

23T

RA

ININ

G T

ES

T

11Po

int t

o th

e te

xt o

n th

e st

uden

t’s sc

reen

.SA

Y Lo

ok a

t the

pie

cha

rt a

gain

. Is

the

follo

win

g cl

aim

sup

port

ed o

r not

sup

port

ed b

ased

on

the

info

rmat

ion

in th

e pi

e ch

art?

Cla

im: M

ore

stud

ents

wal

k to

sch

ool t

han

ride

a bi

ke.

SAY

Giv

e de

tails

from

the

pie

char

t to

supp

ort y

our a

nsw

er.

NEX

TH

ow A

lvar

ez M

idd

le S

choo

lS

tud

ents

Tra

vel t

o S

choo

l

Car

31%

Bus

48%

Wal

k8%

Bik

e13

%

Pro

mp

tin

g G

uid

elin

es: P

rese

nt

and

Dis

cuss

Info

rmat

ion

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

a q

uest

ion

be re

peat

ed, y

ou m

ay re

peat

the

ques

tion

once

.If

the

stud

ent g

ives

a re

spon

se th

at is

lim

ited

or c

onta

ins

little

rele

vant

info

rmat

ion,

say

, “I

s th

e cl

aim

sup

port

ed o

r no

t su

ppor

ted

base

d on

the

info

rmat

ion

in t

he c

hart

/gra

ph?”

Whe

n sc

orin

g, y

ou s

houl

d co

nsid

er th

e re

spon

ses

give

n by

the

stud

ent a

s a

who

le, r

egar

dles

s of

repr

ompt

ing.

24G

RAD

ES 1

1–12

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on

Evap

ora

tio

n /

Qu

esti

on

12

Main

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g st

eps

in th

e de

mon

stra

tion

and

at le

ast o

ne d

etai

l for

eac

h st

ep.

Step

s in

the

dem

onst

ratio

n:•

Ther

e is

liqu

id (w

ater

) in

one

of th

e co

ntai

ners

(gla

sses

/cup

s/bo

ttle

s).

Deta

ils: T

wo

(gla

ss) c

onta

iner

s ar

e co

nnec

ted

by a

(gla

ss) t

ube/

both

con

tain

ers

(gla

sses

/cup

s/bo

ttle

s) a

re o

n a

hot p

late

(pla

te/s

tove

)/the

oth

erco

ntai

ner h

as n

o liq

uid

(wat

er).

•Th

en h

eat i

s ap

plie

d to

the

liqui

d (w

ater

), it

chan

ges

to a

gas

(eva

pora

tion/

evap

orat

es).

Deta

ils: T

he h

ot p

late

is tu

rned

on/

it ge

ts h

ot/th

e liq

uid

(wat

er) t

urns

into

gas

/the

gas

mov

es th

roug

h th

e tu

be in

to th

e ot

her c

onta

iner

/the

liqui

d(w

ater

) eva

pora

tes.

•Th

e ga

s co

ols

dow

n, it

cha

nges

into

a li

quid

(con

dens

atio

n/co

nden

ses)

.De

tails

: The

hea

t is

turn

ed o

ff/th

e ga

s co

ols

dow

n/an

d ga

s ch

ange

s to

a li

quid

(wat

er)/t

here

is th

e sa

me

(equ

al) a

mou

nt o

f liq

uid

(wat

er) i

n ea

chco

ntai

ner (

glas

s/cu

p).

SAY

In th

is p

art o

f the

test

, you

will

list

en to

a re

cord

ed p

rese

ntat

ion.

SAY

You

are

goin

g to

list

en to

som

e in

form

atio

n ab

out e

vapo

ratio

n an

d co

nden

satio

n. Y

ou w

ill h

ear t

he in

form

atio

n on

ly o

nce.

As

you

liste

n, lo

ok

at th

e pi

ctur

es th

at a

re o

n yo

ur s

cree

n. Y

ou m

ay ta

ke n

otes

on

your

scr

atch

pa

per a

s yo

u lis

ten.

12

3

Whe

n th

e pr

esen

tatio

n en

ds, y

ou w

ill s

umm

ariz

e th

e in

form

atio

n yo

u he

ard.

You

will

•ex

plai

n ev

apor

atio

n an

d co

nden

satio

n,•

incl

ude

all t

he s

teps

in th

e de

mon

stra

tion,

and

•us

e re

leva

nt d

etai

ls a

nd c

lear

lang

uage

.Pl

ay th

e au

dio

pres

enta

tion.

As t

he re

cord

ing

play

s, po

int t

o th

e re

leva

nt p

ictu

re th

at is

on

the

stud

ent’s

scre

en. A

fter y

ou h

ave

star

ted

the

reco

rdin

g, d

o no

t pau

se o

r sto

p th

e re

cord

ing.

The

aud

io re

cord

ing

cann

ot b

e re

play

ed. I

f a v

alid

dis

rupt

ion

occu

rs (e

.g.,

inte

rcom

ann

ounc

emen

ts, fi

re d

rills

, stu

dent

hea

lth is

sues

, aud

io m

alfu

nctio

ns),

plea

se re

ad th

e re

cord

ed a

udio

scrip

t to

com

plet

e th

e te

st a

dmin

istra

tion

and

file

an E

LPA

C S

TAIR

S re

port.

If u

sing

hea

dpho

nes,

put h

eadp

hone

s on

now.

Rec

orde

d A

udio

Scr

ipt

Look

at s

tep

one.

It s

how

s tw

o gl

ass

cont

aine

rs c

onne

cted

by

a gl

ass

tube

. The

re is

som

e liq

uid

in o

ne o

f the

con

tain

ers.

Th

e ot

her c

onta

iner

has

no

liqui

d. B

oth

cont

aine

rs a

re s

ittin

g on

a h

ot p

late

.

25T

RA

ININ

G T

ES

T

Look

at s

tep

two.

Whe

n th

e ho

t pla

te is

turn

ed o

n, th

e liq

uid

in th

e fir

st c

onta

iner

bec

omes

ver

y ho

t. Th

e liq

uid

evap

orat

es

and

turn

s in

to a

ste

am o

r a g

as. A

s yo

u m

ay k

now

, eva

pora

tion

is th

e pr

oces

s of

a li

quid

cha

ngin

g in

to a

gas

. The

n, th

e ga

s m

oves

thro

ugh

the

tube

to th

e se

cond

con

tain

er. A

s yo

u ca

n se

e in

the

pict

ure,

afte

r a fe

w m

inut

es th

ere

is a

n eq

ual

amou

nt o

f gas

in b

oth

cont

aine

rs.

Look

at s

tep

thre

e. W

hen

the

hot p

late

is tu

rned

off,

the

gas

in th

e co

ntai

ners

slo

wly

coo

ls d

own.

As

it co

ols,

con

dens

atio

n be

gins

. Con

dens

atio

n is

the

oppo

site

of e

vapo

ratio

n. C

onde

nsat

ion

is w

hen

gas

chan

ges

back

into

a li

quid

. Afte

r a s

hort

perio

d of

tim

e, a

ll of

the

stea

m—

that

is, t

he g

as—

bec

omes

liqu

id a

gain

. As

you

can

see

in th

e pi

ctur

e, th

ere

is n

ow a

n eq

ual a

mou

nt o

f liq

uid

in e

ach

cont

aine

r. Th

at is

bec

ause

whe

n th

e liq

uid

was

hea

ted,

the

gas

was

div

ided

equ

ally

bet

wee

n th

e tw

o co

ntai

ners

. Th

is d

emon

stra

tion

show

s ho

w e

vapo

ratio

n an

d co

nden

satio

n m

ake

it po

ssib

le fo

r wat

er to

mov

e fro

m p

lace

to p

lace

. Thi

s pr

oces

s is

an

impo

rtant

par

t of t

he w

ater

cyc

le.

NEX

T12 SA

Y Su

mm

ariz

e th

e in

form

atio

n yo

u he

ard.

Be

sure

to•

expl

ain

evap

orat

ion

and

cond

ensa

tion,

•in

clud

e al

l the

ste

ps in

the

dem

onst

ratio

n, a

nd•

use

rele

vant

det

ails

and

cle

ar la

ngua

ge.

Paus

e to

let t

he st

uden

t sum

mar

ize

the

pres

enta

tion.

Whi

le th

e st

uden

t is r

espo

ndin

g, u

se th

e m

ain

poin

ts a

nd th

e ru

bric

to sc

ore

the

resp

onse

. Afte

r the

stud

ent r

espo

nds,

SAY

This

is th

e en

d of

the

Spea

king

test

. Tha

nk y

ou fo

r you

r atte

ntio

n an

d ha

rd w

ork.

D

IREC

TIO

NS

ON

EN

DIN

G A

TES

T•

Sele

ct th

e [E

nd T

est]

butto

n to

con

tinue

to th

e re

view

scre

en.

•D

o no

t rer

ecor

d re

spon

ses i

f you

see

a re

d tri

angl

e in

the

revi

ew b

ox. S

elec

t the

[ Sub

mit

Test

] but

ton.

•R

emem

ber t

o en

ter s

tude

nt sc

ores

in D

EI a

nd se

cure

ly d

estro

y an

swer

shee

ts a

nd sc

ratc

h pa

per.

Pro

mp

tin

g G

uid

elin

es: S

um

mar

ize

an A

cad

emic

Pre

sen

tati

on

If th

e st

uden

t doe

s no

t ans

wer

or r

eque

sts

that

the

ques

tion

be re

peat

ed, r

epea

t the

que

stio

n an

d bu

llete

d po

ints

onc

e.If

the

stud

ent p

oint

s to

the

pict

ure,

or p

oint

s w

hile

say

ing

wor

ds s

uch

as th

is/th

at/th

ese/

thos

e, o

r sta

rts

to w

rite

a re

spon

se, s

ay,

“Ple

ase

tell

me

your

sum

mar

y.”

If th

e st

uden

t is

stru

gglin

g to

rem

embe

r a w

ord,

you

may

say

, “It

’s O

K, d

o yo

ur b

est.”

Do

not s

ay th

e w

ord

to th

e st

uden

t.If

the

resp

onse

incl

udes

one

or s

ome

of th

e m

ain

poin

ts a

nd/o

r par

tial d

etai

ls, s

ay, “

Wha

t el

se c

an y

ou t

ell m

e ab

out

wha

t yo

u he

ard?

”

Repr

ompt

onl

y on

ce.

26G

RAD

ES 1

1–12

Evap

ora

tio

n /

Qu

esti

on

12

Sum

mar

ize

an A

cad

emic

Pre

sen

tati

on M

ain

Po

ints

A fu

ll re

spon

se in

clud

es a

ll of

the

follo

win

g st

eps

in th

e de

mon

stra

tion

and

at le

ast o

ne d

etai

l for

eac

h st

ep.

Step

s in

the

dem

onst

ratio

n:•

Ther

e is

liqu

id (w

ater

) in

one

of th

e co

ntai

ners

(gla

sses

/cup

s/bo

ttle

s).

Deta

ils: T

wo

(gla

ss) c

onta

iner

s ar

e co

nnec

ted

by a

(gla

ss) t

ube/

both

con

tain

ers

(gla

sses

/cup

s/bo

ttle

s) a

re o

n a

hot p

late

(pla

te/s

tove

)/the

oth

erco

ntai

ner h

as n

o liq

uid

(wat

er).

•Th

en h

eat i

s ap

plie

d to

the

liqui

d (w

ater

), it

chan

ges

to a

gas

(eva

pora

tion/

evap

orat

es).

Deta

ils: T

he h

ot p

late

is tu

rned

on/

it ge

ts h

ot/th

e liq

uid

(wat

er) t

urns

into

gas

/the

gas

mov

es th

roug

h th

e tu

be in

to th

e ot

her c

onta

iner

/the

liqui

d(w

ater

) eva

pora

tes.

•Th

e ga

s co

ols

dow

n, it

cha

nges

into

a li

quid

(con

dens

atio

n/co

nden

ses)

.De

tails

: The

hea

t is

turn

ed o

ff/th

e ga

s co

ols

dow

n/an

d ga

s ch

ange

s to

a li

quid

(wat

er)/t

here

is th

e sa

me

(equ

al) a

mou

nt o

f liq

uid

(wat

er) i

n ea

chco

ntai

ner (

glas

s/cu

p).

27T

RA

ININ

G T

ES

T

Sco

re 0

Sco

re 1

Sco

re 2

Sco

re 3

Sco

re 4

• Res

pons

e is

not r

eleva

nt.• R

espo

nse

conta

ins no

En

glish

.• N

o res

pons

e, “I

don’t

know

,” or

is co

mplet

ely

unint

elligi

ble.

•Res

pons

e inc

ludes

anatt

empt

to re

feren

ce th

epr

esen

tation

/pictu

re bu

tco

nvey

s littl

e rele

vant

infor

matio

n.• I

deas

are r

arely

cohe

sive a

nd

conn

ected

.• G

ramm

ar an

d wor

d cho

ice

are l

imite

d and

impe

de

mean

ing.

•Pro

nunc

iation

and/o

rint

onati

on of

ten im

pede

mean

ing.

•Spe

ech m

ay co

nsist

ofiso

lated

wor

d(s)

or ph

rase

(s)re

lated

to th

e pict

ure.

•Res

pons

e inc

ludes

a pa

rtial

summ

ary o

f at le

ast o

neof

the m

ain po

ints o

f the

pres

entat

ion an

d may

lack

an un

derst

andin

g of th

e main

point

s.• I

deas

are s

ometi

mes c

ohes

ive

and c

onne

cted.

•Gra

mmar

and w

ord c

hoice

are

simple

and r

epeti

tive;

erro

rsoft

en im

pede

mea

ning.

•Pro

nunc

iation

and/o

rint

onati

on of

ten im

pede

mean

ing.

• Spe

ech m

ay be

slow

, cho

ppy,

or ha

lting.

• Res

pons

e inc

ludes

a mo

stly c

lear

summ

ary o

f som

e of th

e main

point

s of

the pr

esen

tation

with

partia

l/bas

ic de

tails.

•Ide

as ar

e usu

ally c

ohes

ive an

dco

nnec

ted.

•Gra

mmar

and w

ord c

hoice

are

adeq

uate;

erro

rs oc

casio

nally

impe

de m

eanin

g.•P

ronu

nciat

ion an

d/or in

tonati

onoc

casio

nally

impe

de m

eanin

g.•S

peec

h is f

airly

susta

ined,

thoug

hso

me ch

oppin

ess o

r halt

ing m

ayoc

cur.

• A fu

ll res

pons

e inc

ludes

a clea

r sum

mary

of the

main

point

s and

detai

ls of

the pr

esen

tation

.•I

deas

are c

ohes

ive an

dco

nnec

ted.

• Gra

mmar

and w

ord

choic

e are

varie

d and

eff

ectiv

e; er

rors

do no

t im

pede

mea

ning.

• Pro

nunc

iation

and

inton

ation

do no

t impe

de

mean

ing.

•Spe

ech i

s usu

ally s

mooth

and s

ustai

ned.

Anc

hor:

I do

n’t k

now.

Anc

hor:

This

is on

and

it is

off

.[E

xami

ner:

Wha

t else

can

yo

u te

ll me

abo

ut w

hat

you

hear

d?]

(No

resp

onse

.)

Anc

hor:

So o

n th

is pi

ctur

e it

show

s th

at it

has

mor

e th

an th

e ot

her o

ne th

at

does

n't h

ave

anyt

hing

. An

d wh

en th

ey tu

rn it

on,

th

e ev

apor

atio

n go

es to

th

e ot

her c

up. A

nd th

en

when

they

turn

it o

ff a

fter

aw

hile

, it b

oth

has

equa

l . .

. eq

ual,

umm,

wat

er.

Anc

hor:

Evap

orat

ion

and

cond

ensa

tion

has

a ve

ry d

iffe

renc

e be

twee

n ea

ch o

ther

bec

ause

if y

ou p

ut

one

wate

r in

one

pot a

nd th

e ot

her o

ne d

oesn

't h

ave

wate

r an

d if

you

turn

on

the

hot p

late

, on

e of

them

bec

ome

. . .

they

can

be

come

into

gas

and

one

of

them

ca

n ge

t fog

gy a

nd s

moky

. And

wh

en y

ou .

. . w

hen

you

turn

off

th

e ho

t pla

te, i

t will

turn

bac

k to

no

rmal

. But

con

dens

atio

n is

the

oppo

site

of e

vapo

ratio

n be

caus

e co

nden

satio

n do

esn'

t hav

e ga

s wh

en y

ou tu

rn o

n th

e ho

t pla

te.

Anc

hor:

In p

ictu

re n

umbe

r on

e, c

onta

iner

"A"

has

abou

t two

. . .

two

cups

of

wate

r. An

d wh

en it

is h

eate

d,

umm,

it e

vapo

rate

s an

d cr

eate

s a

gas

or a

st

eam,

and

it g

oes

to

the

othe

r con

tain

er in

an

equ

al a

moun

t. An

d th

en it

. . .

and

then

it

cond

ensa

tes

into

bot

h co

ntai

ners

"A" a

nd "B

" an

d cr

eate

s an

equ

al

amou

nt o

f wa

ter.

Note

s:•M

inor f

actua

l inac

cura

cies o

r omi

ssion

s are

acce

ptable

as lo

ng as

the s

tuden

t exp

ress

es a

clear

summ

ary o

f the p

rese

ntatio

n.•D

o not

pena

lize f

or m

ispro

nunc

iation

of an

y wor

d tha

t doe

s not

inter

fere w

ith m

eanin

g.

SPEAKING Training Test—Grades 11–12Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2

Speech Functions 8 0 1 2

Support an Opinion 9 0 1 2 3

Present and Discuss Information 10 0 1 2 3 11 0 1 2 3

Summarize an Academic Presentation 12 0 1 2 3 4

Name:

Grade:

StatewideStudentIdentifier:

Date Entered in DEI:

SPEAKING Training Test—Grades 11–12Talk About a Scene 2 0 1 3 0 1 4 0 1 5 0 1 2 6 0 1 2 7 0 1 2

Speech Functions 8 0 1 2

Support an Opinion 9 0 1 2 3

Present and Discuss Information 10 0 1 2 3 11 0 1 2 3

Summarize an Academic Presentation 12 0 1 2 3 4

Name:

Grade:

StatewideStudentIdentifier:

Date Entered in DEI:

SPEAKING Training Test—Grades 11–12Talk About a Scene 2 0 1 3 0 1 4 0 1

5 0 1 2 6 0 1 2 7 0 1 2

Speech Functions8 0 1 2

Support an Opinion9 0 1 2 3

Present and Discuss Information10 0 1 2 3 11 0 1 2 3

Summarize an Academic Presentation 12 0 1 2 3 4

Name:

Grade:

StatewideStudentIdentifier:

Date Entered in DEI: