Administering the tests
NB: If you want to use the scale scoring accurately, the test MUST be completed as STANDARDISED.
1. When students are seated, and quiet, distribute the tests, one to each student.
2. When everyone is ready, ask them to fill in their details on the top left of the front cover of their booklet. Provide assistance where needed.
3. Work through the test, sub-test by sub-test, following the instructions at the top of each page. If all students complete a sub-test before the allotted time, then the whole class can go on to the next subtest. However, please do not go over the allotted time. Students who finish a sub-test early must wait until the test administrator asks the class to turn to the next page.
4. For each sub-test, read the instructions aloud to the students and do the example/s with them.
5. If students want to change an answer, they should cross out the original answer, or erase it, and complete their new answer.
6. If the test is distressing a student, teachers should use their judgement as to whether the student should continue.
Instructions for each sub-test
SUB-TEST 1: WHAT IS THE PICTURE?
1. Ask students to look at the instructions for the first sub-test, while you read them aloud.
Say: WHAT IS THE PICTURE? Look at each picture. Then read the four words to the right of each picture.
Circle the word that tells you what the picture is.
Do the example/s aloud with the students, and check to see they circle the correct answer.
For the Years 3–4 tests, students have two examples and the first one has already been circled. Say: This is how you answer the questions. Just put a circle round the word that tells you what the picture is.
2. Say: Does anyone not understand what to do? Explain again if necessary.
3. Then say: Do all the questions on this page in the same way, on your own. You have 4 minutes to finish them. Stop when you reach the bottom of the page. Work quickly and quietly. Look at your own work. Start now.
4. Record the time of starting.
5. Walk round the class to check that students are responding in the correct way, and that nobody is talking or copying. Help them to respond in the correct way, but do not give them clues to the best answers.
6. When 4 minutes have elapsed, ask students to stop.
SUB-TEST 2: FINISH THE SENTENCE
1. Ask students to turn the page to Sub-test 2. Read the instructions aloud.
For the Years 3–4 tests, say: Circle the word that best completes the sentence.
For all the tests for Years 5–9, say: Circle the word or phrase that best completes the sentence.
2. Do the two examples aloud with the students, and check to see they circle the correct answer for the second example.
3. Say: Does anyone not understand what to do?
4. When students are ready, say: Now do all the items on this page in the same way on your own. You have 4 minutes to do them. Work quickly and quietly. Look at your own work. Start now.
5. Record the time of starting.
6. Check to see that students are responding in the correct way, by circling the best answer, not by writing it down. Check also to ensure that nobody is talking or copying.
7. After 4 minutes have elapsed, ask students to stop.
SUB-TEST 3: FILL IN THE BLANKS
Ask students to turn the page to Sub-test 3. Read the instructions aloud.
For the Years 3–4 tests, students are given a list of words in a box below each paragraph from which to select appropriate words. Work through the two examples with the students.
Work through Example A
1. Say: The kiwi is a small _______ what? The word bird has been written in for you. It is the only word from the box below that makes sense.
2. Now carry on: The kiwi is a small bird that lives in the ______ what? Which word from the box goes in that blank space? Yes, it is bush. The kiwi lives in the bush. That makes sense. So write the word bush in that blank space. (Check to see that students do it correctly.)
3. Now carry on: It has a very ______what?—beak. Yes, it has a very long beak. So we need to write long in the blank space, after very. Do that now.
4. Work through Example B with the students, and check to see that they have written in the correct words (“in”, “head”, “large” and “her”).
5. Say: Does anyone not understand what to do? Explain again if necessary.
6. Say: You have three paragraphs to do on your own. Fill each blank with one of the words from the box below each paragraph. You have 8 minutes to do them. Work quickly and quietly. Look at your own work. Start now.
7. Walk round the class to check that students are responding in the correct way, and that nobody is talking or copying.
8. After 8 minutes, ask students to stop.
For all the tests for Years 5–9, work through the example with the students.
1. Say: Sandy is a large brown dog. He is a very friendly… (pause). You can see that the word dog has been written in the blank space. This is the word that makes sense here.
2. Now carry on: He is a very friendly dog, but he ______ one bad habit. Which word should go in the blank space? Yes, has is the word that makes sense here. Write has in the blank space now.
3. Work through the remainder of the paragraph in the same way. Read up to each blank, pause and read the rest of the sentence. Then ask the students which word should go in the blank spaces. Check to see that students are writing the correct words in the spaces (“bark” and “them”).
4. Say: Does anyone not understand what to do? Explain again if necessary.
5. Say: Now do all the paragraphs on this page in the same way, on your own. You have 8 minutes to do them. Work quickly and quietly. Look at your own work. Start now.
6. Record the time of starting.
7. Walk round the class to check that students are responding in the correct way and that nobody is talking or copying. 8. After 8 minutes, ask students to stop.
SUB-TEST 4: WHICH WORD MEANS THE SAME?
1. Ask students to turn to Sub-test 4. When they are ready, read the instructions aloud.
2. Do the examples with the students, and check to see they circle the correct word for the second example.
3. Ask if anyone does not understand. Explain again if necessary.
4. Say: Now do all the items on this page in the same way, on your own. You have 4 minutes to complete them. Work quickly and quietly. Look at your own work. Start now.
5. Record the time of starting.
6. Check to see that students are responding in the correct way.
7. After 4 minutes, ask students to stop.
For Years 7–9 tests only
SUB-TEST 5: THE LANGUAGE OF ADVERTISING
1. Ask students to turn to Sub-test 5. When they are ready, read the instructions aloud.
2. Do the examples with the students, and check to see they circle the correct answer for the second example (“special”).
3. Ask if anyone does not understand what to do. Explain again if necessary.
4. Say: Now do all the items on this page in the same way, on your own. You have 4 minutes to do them. Work quickly and quietly. Look at your own work. Start now.
5. Record the time of starting.
6. Walk round the class to check that students are responding in the correct way.
7. After 4 minutes, ask students to stop.
SUB-TEST 6: WHICH PHRASE BEST FITS THE STYLE?
1. When students are ready, read the instructions aloud.
2. Do the example with the students—a “Traditional Fairy Tale”. Read the entire paragraph aloud first, as well as each of the bolded italicised phrases.
3. Go back to the beginning of the paragraph and work through it. Say: The phrase “many dear friends” has been circled to show it fits the style of a traditional fairy tale. Explain why the other two phrases do not fit the style of the paragraph. For example: “lots of close buddies” is informal language, more suitable for friends talking together; “numerous close associates” would be more suitable for a formal business or legal document, not for a story written for children.
4 Work through the next two choices in the fairy tale with similar comments. Ask students to circle the best options (“but alas, this was not so.” and “ill-tempered mother”).
5. Ask if anyone does not understand what to do. Explain again if necessary.
6. Say: Now do the four paragraphs on your own. Read each paragraph. Note that its title tells you what kind of style it should all be written in. For each paragraph you have to make a choice of phrase three times.
7. Say: You have 6 minutes to complete this sub-test. Work quickly and quietly. Look at your own work. Start now.
8. Walk round the class to check that students are responding in the correct way, and that nobody is talking or copying.
9. After 6 minutes, ask students to stop.