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IDEA Reading & Writing Proficiency Tests (IPT R/W2) - Spanish





Test Name: IDEA Reading & Writing Proficiency Tests (IPT R/W2) - Spanish
Publisher: Ballard & Tighe Publishers
Publication Date: 1994
Test Type: Language Proficiency
Content: Reading/Writing in L1
Language: Spanish
Target Population: Native Speaker of Spanish
Grade Level: 4, 5, 6
Administration Time: Untimed/guidelines
Standardized: Yes
Purpose: Proficiency; Progress

Abstract:
The purpose of the IPT2-Spanish Reading & Writing Test is to assess the reading and writing skills of Spanish-speaking students in grades 4-6 who are enrolled in public or private schools in the United States and to assess the reading and writing abilities of students studying Spanish as a second language. It may also be used as an assessment for some Spanish-speaking special education students. To find students' overall Spanish language proficiency, the results of the IPT-Spanish Reading & Writing Test should be used in conjunction with the results from the IPT-Spanish Oral Test. These tests are not designed as achievement tests to assess specific course content, not should they be used to measure reading and writing competencies that are above average based on grade-level expectations. The Reading and Writing Test should be administered by trained educators to groups of Spanish-speaking students. All printed and spoken directions to students are in Spanish, with English translations in the teacher materials. The Reading portion of the test contains five sections: Vocabulary, Vocabulary in Context, Reading for Understanding, Reading for Life Skills, and Language Usage. All items are multiple choice with three or four response options. The Writing Test has one multiple choice section which deals with writing conventions, one section in which the examinee writes a story about a series of pictures, and one section in which the examinee chooses one of two writing prompts. Total test time ranges from 90-140 minutes. Except for the story-writing sections, tests may be scored either by hand or by machine. Writing samples should be scored by educators who do not know the identities of the children who wrote them. A ser of descriptive rubrics is used in scoring, and examples of real student writing at each level are provided as guidelines. The resulting classifications are "Non-English Writer", "Competent English Writer", and "Limited English Writer". To be considered "Fluent English Proficient", a student must qualify as a "Fluent English Speaker", "Competent English Reader", and "Competent English Writer". In addition to these criterion-based labels, scores are reported as raw scores, normal curve equivalents, and percentile ranks. This information is recorded on the front page of the test booklet which may be torn off and stored in the student's permanent file. The norming sample for IPT Levels 1, 2, and 3 combined was 2,093 students from nine states. Information about reliability and validity can be found in the IPT-Spanish R&W Manual, but is not part of the EAC East collection .


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