Important: Please add [email protected] to your email address book and/or work
with your district technicians to ensure that communications sent to teachers and administrators from
the oneida-boces.org domain are successfully delivered.
How many points can be earned by students on the examination?
The Oneida-Herkimer-Madison World Language Checkpoint B examinations are scored on a
100-point scale. The breakdown of point values for each part appears below.
Description
Point Value
Part 1
Conversation/Roleplay
24
Part 2
Listening Comprehension
30
Part 3
Reading Comprehension
30
Part 4
Writing
16
What is Part 4: Writing?
In Part 4: Writing, the students will be asked to demonstrate the ability to write in the target language using
one or more of the four functions of language: 1) socializing, 2) providing and obtaining information, 3)
expressing personal feelings or opinions, and 4) getting others to adopt a course of action.
Part 4: Writing is worth a total of sixteen (16) points. Students are required to choose two (2) writing tasks.
Each writing task is worth eight (8) points. See page two for more specific information that describes writing
options for students.
Note:
Adequate provisions must be made by each school district to accommodate students with disabilities as
outlined by New York State each January and June in its document
Directions for Administering Regents
Examinations: [insert month and year] Administrations.
1
Updates to the 2020 Examinations
Effective January 2020, Checkpoint B examinations will incorporate interpersonal writing into Part 4: Writing,
as has already been done in Checkpoint A examinations. This change will be phased into the January 2020
examinations as an option
for students to choose in Part 4: Writing. The option applies to the January 2020
examination only
. On this examination, students will have four (4) options from which to choose on Part 4:
Writing, including:
● NEW! A written response to an email prompt. Samples of this prompt will be released in the fall of
2019.
● A written response to a short text-based prompt along with bulleted suggestions.
● A written response to a second short text-based prompt along with bulleted suggestions.
● A written response based on a picture prompt written in the form of a story.
Effective June 2020, Part 4: Writing will be restructured into Part 4A: Interpersonal Writing and Part 4B:
Presentational Writing. Part 4A: Interpersonal Writing will have a single read-to-write task in the form of a
written response to an email prompt. This task is required. Part 4B: Presentational Writing will have two
choices, from which the student must select one: a prompt written in English along with bulleted suggestions
or a picture prompt about which the student must create a story. For either, the student must write a response
that is appropriate to the task.
The chart on page 3 provides a chart-based overview that conveys the new structure of Part 4: Writing
that will begin with the June 2020 examination.
2
Description of Part 4A and Part 4B
Part 4A: Interpersonal Writing
Part 4B: Presentational Writing
Task
Options
1 task
2 tasks
Tasks to
Complete
1 task
1 task
Point
Value
8 points
8 points
Description
of the
Prompt
Students will read an email prompt in the
target language which contains a
combination of informational and
conversational text. Questions asked directly
to the student will be embedded in the
prompt.
Option 1:
Students will read a situation
followed by several suggestions that may be
included in the response. Both the situation
and suggestions will be written in English.
Option 2:
Students will see a picture to be
used as a prompt to write a story in the target
language.
Description
of the
Task
This is a read-to-write task. Students will
write a response to the given email prompt
that:
● answers the embedded questions;
● includes original details that develop
the response;
● Asks at least one additional question
related to the email prompt;
● contains a salutation and a closing.
Option 1:
Students will write an appropriate
response that:
● accomplishes the given task;
● incorporates provided suggestions
and/or
includes original details
relative to the task.
Option 2:
Students will write a story
suggested by a picture that:
● accomplishes the given task;
● incorporates original details relevant to
the task.
3
How will student performance in Part 4: Writing be evaluated?
Students will be evaluated using specific rubrics: Scoring Rubric for Part 4A: Interpersonal Writing
(Appendix
A) and the Scoring Rubric for Part B: Presentational Writing
(Appendix B). They are required to write original
responses and may not copy phrases or sentences from the other parts of the examination.
In the rubrics, students will be evaluated on each of the following categories:
Summary of Scoring Rubrics for Part 4: Writing
Category
Description
Completion of
the Task
In Part 4A, the student will write an
appropriate response to the email
prompt in the target language that:
● answers the questions
embedded in the email;
● provides original details that
further develop the response;
● ask at least one additional
question related to the email
prompt;
● include a salutation and closing.
In Part 4B, the student will write an
appropriate response in the target
language that addresses the situation
presented by:
● incorporating the provided
suggestions and/or
● includes original details relevant
to the task.
Development and
Organization
The student demonstrates a high degree of understanding of the prompt through
writing which includes many original ideas that show development related to the
task. Ideas expressed in the writing need to be coherent and follow a logical
sequence with smooth transitions throughout.
Usage, Variety, and
Level of Vocabulary
The student writing incorporates a range of Checkpoint B vocabulary that is
appropriate to the task and is used with accuracy.
Control of Language
● Subject / Verb Agreement
● Appropriate Verb
Structures / Idioms
● Spelling/ Diacritical Marks
● Correct Word Order
● Adjectives / Adverbs
The student writing demonstrates control of Checkpoint B structures and
conventions. The writing is comprehensible.
Word / Character
Count
In Part 4A, the Word / Character count
does not apply.
In Part 4B, the student writing includes
125 or more comprehensible words
(French, Italian, Spanish) OR
characters
(Chinese).
4
What are the requirements for the Word / Character Count?
For the purposes of scoring, Oneida-Herkimer-Madison BOCES provides the following definition:
word - a comprehensible and appropriate letter, group-of-letters, or Chinese character in the target
language, preceded and followed by space
.
Note: This definition applies even when words/characters are grammatically incorrect.
To determine word count, examination scorers are required to follow the criteria listed below:
● Only comprehensible words/characters may be counted; i.e.
words that are
able to be understood by a
native speaker who is familiar with speech patterns of non-native speakers.
● Contractions are to be counted as one word.
● Salutations and closings are to be counted in the word/character count.
● For the phonetically-based languages of French, Italian, and Spanish, a number written in textual form
counts as a word. For the character-based language of Chinese, each character used to express a
number should be counted. Numbers written in numerical form or in pinyin are not counted as words.
● Commonly used abbreviations are to be counted in the word count.
e.g. Ud.
or M
. or Sig.
● The names of people, expressed in the target language or in English, are not to be counted in the
word count (French, Italian, Spanish). The names of people expressed as (a) character(s) are to be
counted for Chinese. Each character counts as a single word. See examples below:
■ Does not count as a word: Miguel, Pierre, Giuseppe
■ Count as three words:
张天明
● For the phonetically-based languages of French, Italian, and Spanish, brand names and place names
from the target language count as one single word. For the character-based language of Chinese,
each character used to express a brand name or a place name is to be counted. See examples below:
■ Count as one word: El Corte Inglés, Mont St. Michel, La Fontana di Trevi
■ Count as two words:
耐克
5
Who is permitted to score Part 4: Writing?
To qualify for New York State’s 4+1 Pathways to Graduation, Oneida-Herkimer-Madison BOCES has adopted
NYSED requirements for administering and scoring examinations that are approved for the Multiple Pathways
to Graduation program.
As a result, each school district that administers our examination is required to assign a disinterested
teacher to score Part 4: Writing.
disinterested teacher - a New York State certified teacher who is someone other than the teacher of
record assigned to instruct a student. The teacher must be certified in the language that is being assessed.
How is Part 4: Writing Scored?
The Scoring Rubric for Part 4A: Interpersonal Writing
(Appendix A) and the Scoring Rubric for Part B:
Presentational Writing
(Appendix B) must be used to score student responses. Previously developed rubrics
from Oneida-Herkimer-Madison BOCES, the New York State Education Department, and/or other
organizations may not be used.
Teachers assigned to score our examination must follow the procedures outlined below:
1. Before evaluating student responses, a scorer should first become familiar with:
● The task and prompt that is being graded.
● The specific rubric (Part 4A or Part 4B) designed to evaluate student writing so that each
category of the rubric can be scored holistically.
2. To develop a holistic approach to scoring each category of the rubric, a good practice for scorers is to
read a few student writing samples in their entirety before formally evaluating them. Additionally, we
recommend that, whenever possible, scorers should discuss examples of student writing with other
scorers for the purpose of establishing inter-scorer reliability.
6
3. To officially score a student writing, the scorer will read a student response in its entirety. The scorer is
not permitted to make marks on the student’s writing. For each writing, the scorer will refer to the
Scoring Rubric for Part 4A: Interpersonal Writing
(Appendix A) or the Scoring Rubric for Part 4B:
Presentational Writing
(Appendix B), and then check the appropriate boxes for each category on the
Student Scoring Sheet for Part 4
(Appendix C).
● A score of zero (0) must be given for Part 4A if any of the following conditions apply to the
student response:
➢ It does not meet the minimum criteria (1) for the Completion of the Task
category.
➢ The words/characters used are entirely a restatement of the email prompt.
➢ The response is written in a language other than the target language.
➢ The student response is vague. e.g. “I don’t know” or “I don’t understand”
● To determine the appropriate assignation of points for a specific category of the rubric, scorers
should balance the strengths and weaknesses among the various criteria within the specific
category to determine the most appropriate number of points.
● Scorers may not penalize students in multiple categories for a single error.
Important: For the convenience of the scorer, the Student Scoring Sheet for Part 4
(Appendix C)
provides an abbreviated guide to the rubrics associated with Part 4A and Part 4B. It is not a
replacement for these detailed rubrics.
4. Continuing with the use of the Student Scoring Sheet for Part 4
(Appendix C), scorers will:
a. tally the Raw Score for each writing task and write it in the appropriate box;
b. convert each student’s Total Raw Score to Total Score using the conversion chart provided at
the bottom of the page. Scorers will circle the converted Total Score for each task on the
conversion chart at the bottom of the page;
c. add together the Total Scores for Part 4A and Part 4B and write the Total Score for Part 4:
Writing in its appropriate box;
d. transfer each student’s Total Score for Part 4: Writing to the appropriate box on the front page
of his/her respective Student Answer Booklet
and his/her Student Answer Sheet
.
7
How are final scores calculated?
For each student who takes our examination, final scores for the examination must be calculated and
recorded in two places: 1) on each Student Answer Sheet
that is delivered with the examination and 2) on the
Final Score Report
(Appendix D).
Directions
Student
Answer
Sheet
When calculating the total score of all parts of the examination on the Student Answer Sheet
,
please ensure that the person responsible for grading each part of the examination has written
the scores on the Student Answer Sheet
and has added his/her initials next to the score.
Likewise, the person responsible for adding together student scores on the four parts of the
examination needs to add his/her initials next to the Total Score.
Final
Score
Report
For each class section, composite scores for each student on Parts 1-4 must be transferred
from each Student Answer Sheet
to his/her class section’s Final Score Report
. If a school has
students taking the examination who are not currently assigned to a teacher, please complete a
separate Final Score Report
for those students.
8
What are schools required to do with examinations after scoring is
complete?
Following the administration and scoring of the examination, please follow local protocol(s) to report scores for
your students. Scores do not have to be submitted to Oneida-Herkimer-Madison BOCES unless your school
district is selected to participate in statewide data analysis. Additionally, schools administering the
Oneida-Herkimer-Madison BOCES World Languages examinations are instructed to store the following
documents in a secure area for one (1) calendar year:
Documents Available for Recall
Student Score Reporting Sheet
Part 1: Conversation/Roleplay
Section Score Reporting Sheet
Part 1: Conversation/Roleplay
Student Answer Sheets
Parts 2-4
Student Answer Booklets
Part 4: Writing
Student Scoring Sheet
Part 4: Writing
Final Score Report
Parts 1-4
Upon completion of the scoring process, the examination materials, including the Part 1:
Conversation/Roleplay tasks, Part 2: Teacher Examination Booklet, and Parts 2-4 Student Test Booklet are
considered released to schools that have purchased our examination and may be used for any purpose.
Permission to share these materials with schools who have not purchased our examination is not granted.
Important: Part 1: Conversation/Roleplay tasks are only
released for use in the classroom under teacher
supervision. They may not be distributed to students nor may they be integrated into presentations,
worksheets, or homework if used outside of the classroom.
Reminder: Per our Terms of Administration - which were agreed upon at the time examinations were ordered
- we require school districts agree to:
Participate in our statewide data analysis. School districts that are notified must submit their student
performance data to Oneida-Herkimer-Madison BOCES. This data analysis is a required component of
having our examinations approved for the New York State Multiple Pathways to Graduation program
and helps to inform our own item-writing process for future examinations. If selected, school districts
will copy each student answer booklet before shipping the original student answer booklet to
Oneida-Herkimer-Madison BOCES. Districts are assured that this data will be stored in a secure
facility and kept private to all those outside of our World Languages examination program.
If your school is selected to participate in this data-analysis, further instructions will be provided upon
notification of your selection.
9
Scoring Rubric for Part 4A: Interpersonal Writing ◆ Checkpoint B
A score of zero (0) must be given for Part 4A if any of the following conditions apply to the student response:
1) It does not meet the minimum criteria (1) for the
Completion of the Task
category.
2) The words/characters used are entirely a
restatement of the email prompt.
3) The response is written in a language other
than the target language.
4) The student response is vague.
e.g. “I don’t know” or “I don’t understand”
Performance Levels
Category
4
3
2
1
Completion of
the Task
The student response is clearly appropriate
to the email prompt. The ideas expressed
are connected to the email prompt but may
include minimal unrelated statements or
phrases. The student response addresses
all the questions in the email prompt, asks
at least one original question related to the
email prompt, and contains an appropriate
salutation and closing.
The student response is generally
appropriate to the email prompt. The ideas
expressed are connected to the email
prompt, but there may be some unrelated
statements or phrases. The student
response includes most of the following:
answers the majority of the questions in the
email prompt, asks at least one original
question related to the email prompt, and/or
contains an appropriate salutation and
closing.
The student response is partially
appropriate to the email prompt. The ideas
expressed are somewhat connected to the
email prompt, but there may be several
unrelated statements or phrases. The
student response includes most of the
following: answers some of the questions in
the email prompt, asks one original
question related to the email prompt, and/or
contains an appropriate salutation and
closing.
The student response is minimally
appropriate to the email prompt. There
may be statements, phrases, or questions
unrelated to the email prompt, but there is
at least one statement, phrase, or
question which connects to the prompt.
The student response minimally
addresses or does not address questions
in the email prompt, may not include an
original question related to the email
prompt, and/or may not include either a
salutation or closing.
Development and
Organization
The student response includes many
original details that develop the response,
demonstrating a high degree of
understanding of the prompt. There is
coherence of ideas that follow a logical
sequence and effective transitions are used
to develop the response. Possible minor
digressions do not hinder the response or
stray from the intent of the prompt.
The student response includes some
original details that develop the response,
demonstrating a general degree of
understanding of the prompt. There is
coherence of ideas that follow a logical
sequence and generally effective
transitions are used to develop this
response. Possible minor digressions may
hinder the development of the response or
stray from the intent of the prompt.
The student response includes few own
original details that develop the response,
demonstrating some degree of
understanding of the prompt. There is
coherence of ideas that follow a logical
sequence and somewhat effective
transitions are used to develop this
response. Possible frequent digressions
may hinder the development of the
response and may stray from the prompt.
The student response includes minimal
original details that develop the response,
demonstrating little understanding of the
prompt. There is little or no coherence of
ideas and they do not follow in a logical
sequence. Transitions are awkward or
missing in the response. Possible
constant digressions hinder development
of the response and stray from the
prompt.
Usage, Variety, and
Level of Vocabulary
The student response exhibits a wide range
of Checkpoint B vocabulary not found in the
prompt that is appropriate to the task.
Vocabulary is used with accuracy, although
there may be minimal inaccuracies.
The student response exhibits a good
range of Checkpoint B vocabulary not
found in the prompt that is appropriate to
the task. Vocabulary is used with general
accuracy, although there may be some
inaccuracies.
The student response exhibits a basic
range of Checkpoint B vocabulary not
found in the prompt that is somewhat
appropriate to the task. Vocabulary
inaccuracies may be present as well as
some use of words outside the target
language.
The student response exhibits little ability
to introduce Checkpoint B vocabulary not
found in the prompt and appropriate to the
task. Vocabulary is used with little or no
accuracy. Many words outside of the
target language may be present.
Control of Language
● Subject /Verb Agreement
● Variety /Accuracy of Tense
● Complex /Compound
Sentences
● Syntax /Word Order
● Spelling /Diacritical Marks
● Adjectives /Adverbs
The student response demonstrates strong
control of Checkpoint B structures and
conventions. The response is fully
comprehensible. There may be minimal
errors which do not impede
comprehensibility.
The student response demonstrates
moderate control of Checkpoint B
structures and conventions. The response
is generally comprehensible. There may be
a few errors which do not impede overall
comprehensibility.
The student response demonstrates some
control of Checkpoint B structures and
conventions or strong control of only
Checkpoint A structure and conventions.
The response may be somewhat
incomprehensible. Errors may force
interpretation.
The student response demonstrates little
ability to control Checkpoint A or B
structures and conventions. The response
is mostly incomprehensible. Frequent
errors obstruct comprehensibility and
force interpretation.
Conversion Chart for Part 4A: Interpersonal Writing
Total Raw Score
16-15
14-13
12-11
10-9
8-7
6
5
4
0
If the student response is deemed
scorable, it must receive at least a one
(1) point in every category.
Total Converted Credits
8
7
6
5
4
3
2
1
0
Appendix A
Scoring Rubric for Part 4B: Presentational Writing ◆ Checkpoint B
A score of zero (0) must be given for Part 4B if any of the following conditions apply to the student response:
1) It does not meet the minimum criteria (1) for the
Completion of the Task
category.
2) The response is written in a language other
than the target language.
3) The student response is vague.
e.g. “I don’t know” or “I don’t understand”
Performance Levels
Category
4
3
2
1
Development
and
Completion of the Task
The student response is clearly appropriate
to the prompt. The ideas expressed are
connected to the prompt but may include
minimal unrelated statements or phrases.
The student includes many details that
develop the response.
The student response is generally
appropriate to the prompt. The ideas
expressed are connected to the prompt,
but there may be some unrelated
statements or phrases.
The student includes some details that
develop the response.
The student response is partially
appropriate to the prompt. The ideas
expressed are somewhat connected to the
prompt, but there may be several unrelated
statements or phrases. The student
includes few details that develop the
response.
The student response is minimally
appropriate to the prompt. The ideas
expressed are minimally connected to the
prompt; however, there is at least one
statement or phrase that is connected to
the prompt. The student includes very few
or no details that develop the response.
Organization
The response exhibits a clear sense of
organization: beginning, body, conclusion.
The ideas follow a logical sequence and
the use of effective transitions supports
coherence.
The response exhibits a general sense of
organization: beginning, body, conclusion.
The ideas generally follow a logical
sequence and some use of effective
transitions supports coherence.
The response exhibits some sense of
organization. There may be a beginning
and/or conclusion that are unclear. The
ideas generally do not follow a logical
sequence and there is minimal use of
transitions that support coherence.
The response exhibits little to no sense of
organization. The ideas do not follow in a
logical sequence. There is no use of
transitions to support coherence.
Usage, Variety, and
Level of Vocabulary
The response exhibits a wide range of
Checkpoint B vocabulary that enhances the
response and is appropriate to the task.
Vocabulary is used with accuracy, although
there may be minimal inaccuracies.
The response exhibits a good range of
Checkpoint B vocabulary that enhances the
response and is appropriate to the task.
Vocabulary is used with general accuracy,
although there may be some inaccuracies.
The response exhibits a basic range of
Checkpoint B vocabulary or relies on
Checkpoint A vocabulary that is somewhat
appropriate to the task. Vocabulary
inaccuracies may be present as well as
some use of words outside the target
language.
The response exhibits a minimal range of
Checkpoint B vocabulary or extensive
reliance on Checkpoint A vocabulary.
Vocabulary is used with little or no
accuracy. Many words outside of the target
language may be present.
Control of Language
● Subject/Verb Agreement
● Variety/Accuracy of Tense
● Complex/Compound
Sentences
● Syntax/Word Order
● Spelling/Diacritical Marks
● Adjectives/Adverbs
The student response demonstrates strong
control of Checkpoint B structures and
conventions. The response is fully
comprehensible. There may be minimal
errors which do not impede
comprehensibility.
The student response demonstrates
moderate control of Checkpoint B
structures and conventions. The response
is generally comprehensible. There may be
a few errors which do not impede overall
comprehensibility.
The student response demonstrates some
control of Checkpoint B structures and
conventions or strong control of only
Checkpoint A structure and conventions.
The response may be somewhat
incomprehensible. Errors may force
interpretation.
The student response demonstrates little
ability to control Checkpoint A or B
structures and conventions. The response
is mostly incomprehensible. Frequent
errors obstruct comprehensibility and force
interpretation.
Word/Character
Count
X
X
Uses a minimum of 125 words/characters
that are comprehensible and appropriate
and contribute to the development of the
response.
Uses less than 125 comprehensible and
appropriate words/characters that
contribute to the development of the
response.
Conversion Chart for Part 4B: Presentational Writing
Total Raw Score
18-17
16-15
14-13
12-11
10-9
8-7
6
5
0
If the student response is deemed
scorable, it must receive at least a one
(1) point in every category.
Total Converted Credits
8
7
6
5
4
3
2
1
0
Appendix B
Student Scoring Sheet for Part 4: Writing ◆ Checkpoint B
Directions: Score all responses using the guidelines, requirements, and rubrics found in the Manual for Administering and Scoring
Part 4: Writing. Students are expected to complete both a response to 1) the email in Part 4A: Interpersonal Writing and 2) one of the
two task options in Part 4B: Presentational Writing. Part 4: Writing may only be scored by a disinterested teacher. For either Part 4A
or Part 4B, if criteria for Completion of the Task are not met, the response must receive a score of zero for that entire task.
Student Name ________________________________________________________
Part 4A: Interpersonal Writing
Part 4B: Presentational Writing
Performance Level
Performance Level
Category
4
3
2
1
0
Category
4
3
2
1
0
Completion of the Task
● Appropriate to the prompt
● Address all questions
● Ask at least one question
● Appropriate salutation and closing
Development & Completion of Task
● Appropriate to the prompt
● Accomplish the task
● Include details
Development and Organization
● Original details
● Coherence of ideas
● Logical sequence
● Use of transitions
X
Organization
● Clear sense of organization
● Logical sequence
● Use of transitions
X
Usage, Variety, & Level of Vocabulary
● Wide range of vocabulary
● Accuracy of vocabulary
X
Usage, Variety, & Level of Vocabulary
● Wide range of vocabulary
● Accuracy of vocabulary
X
Control of Language
● Subject/Verb Agreement
● Variety/Accuracy of Tense
● Complex/Compound Sentences
● Syntax/Word Order
● Spelling/Diacritical Marks
● Adjectives/Adverbs
X
Control of Language
● Subject/Verb Agreement
● Variety/Accuracy of Tense
● Complex/Compound Sentences
● Syntax/Word Order
● Spelling/Diacritical Marks
● Adjectives/Adverbs
X
X
X
X
X
X
Word/Character Count
● Use at least 125 words or characters
X
X
≥125
words or
characters
<125
words or
characters
X
Raw Score: ______
Raw Score: ______
Conversion Chart for Part 4A
Conversion Chart for Part 4B
Raw Score
16-15
14-13
12-11
10-9
8-7
6
5
4
0
Raw Score
18-17
16-15
14-13
12-11
10-9
8-7
6
5
0
Corverted Score
8
7
6
5
4
3
2
1
0
Corverted Score
8
7
6
5
4
3
2
1
0
Combined Converted Score: ______ / 16
Appendix C
FINAL SCORE REPORT ◆ WORLD LANGUAGES CHECKPOINT EXAMINATIONS
Checkpoint B Examination in ___________________________
This document must be completed in ink for each class section. Student names are to be alphabetized by last name. This document,
along with original student answer sheets, must be kept on file for one (1) year after the date of the exam. These documents must be
available for recall by Oneida-Herkimer-Madison BOCES upon request.
Student’s Name
Part 1
Part 2
Part 3
Part 4
Final
Score
