Clearinghouse on Assessment and Evaluation

Library | SearchERIC | Test Locator | ERIC System | Resources | Calls for papers | About us



From the CEEE and
the Clearinghouse on Assessment and Evaluation

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

Test Name: IDEA Reading & Writing Proficiency Tests (IPT R/W2) - English
Publisher: Ballard & Tighe Publishers
Publication Date: 1994
Test Type: Language Proficiency
Content: Reading/Writing in L2
Language: English
Target Population: English Language Learner (ELL)
Grade Level: 4,5,6
Administration Time: Untimed/Guidelines
Standardized: Yes
Purpose: Identification; Placement; Proficiency; Program Exit; Progress

The IPT 2 Reading and Writing Proficiency Tests in English were designed to be used with the IPT Oral Test to identify children in the 4th - 6th grades who may need services for Limited English Proficient students. Although the test measures competencies necessary for language minority students to function successfully in the mainstream classroom, it is not designed to be used as an achievement test after a course of instruction, nor should it be used with students who speak no English at all. The test is standardized and should be administered to groups of students by trained educators. The Reading Test assesses the following five domains: Vocabulary, Vocabulary in Context, Reading for Understanding, Reading for Life Skills, and Language Usage. Items are multiple-choice and present four response options. the total points scored on this section determine whether the student will receive the Competent English Reader designation. The Writing Test covers writing conventions such as capitalization and punctuation in a multiple-choice format, and gives examinees the opportunity to write two stories, one based on a sequence of pictures provided in the test booklet, and one based on the examinee's choice of pictorial writing prompts. Total test time ranges from 75 to 125 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 set 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 test was normed on a sample of 1,406 students from six states. For the Reading part of the test, the overall estimate of internal reliability using Cronbach's Alpha was .91, and test/retest reliability was .89. The reliability of the Writing portion of the test varies with the inter-rater reliability of the group of scorers.

Degree Articles

School Articles

Lesson Plans

Learning Articles

Education Articles


 Full-text Library | Search ERIC | Test Locator | ERIC System | Assessment Resources | Calls for papers | About us | Site map | Search | Help

Sitemap 1 - Sitemap 2 - Sitemap 3 - Sitemap 4 - Sitemap 5 - Sitemap 6

©1999-2012 Clearinghouse on Assessment and Evaluation. All rights reserved. Your privacy is guaranteed at

Under new ownership