Grade 4 Language Arts Scoring & Interpretation Guide 2020

MINISTRY OF EDUCATION, YOUTH &
INFORMATION
GRADE 4 DIAGNOSTIC TEST
SCORING & INTERPRETATION GUIDE
LANGUAGE ARTS
SEPTEMBER 2020
Table of Contents
The Diagnostic Model ................................................................................................................... 1
Characteristics of Items ................................................................................................................ 2
Scoring Guide .............................................................................................................................. 66
Individual Student Performance ............................................................................................... 67
Students' Performance Summary………………….........…………………………………….75

Conclusion ................................................................................................................................... 75
MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 i

The Diagnostic Model
The 2020 Grade 4 Diagnostic Test was developed to be administered to students who have
completed Grade 3 and are preparing to begin Grade 4. The purpose of the test is to identify
students’ strengths and weaknesses in the critical content areas needed to access content at the
next grade level. The objectives measured by this test were therefore selected after a thorough
audit of the grade 3 curriculum, taking into consideration objectives from that domain which are
critical to student learning in grade 4.
This test consists of sixty (60) multiple choice items. The items consist of a stem and three
options (A, B, C) from which students are required to select only one. Each item seeks to
distinguish between students’ levels of understanding of the content being measured based on the
option selected. The Pearson Distractor Rationale Taxonomy was used as the framework in the
development of the options. Each option represents a different level of student understanding.
The taxonomy has three levels which are described in the table below. Levels 1 and 2 describe
the nature of students’ misunderstanding, while level 3 represents the correct response.
Level of
Student Error
Understanding
Fundamental gaps in/ lack of content knowledge; responses typically

Level 1 based on common/ loosely related knowledge rather than the subject
specific content
Basic knowledge of the content; able to identify the relevant

topic/idea/concept but unable to apply it because understanding is
Level 2
flawed or Knowledge of generalizations of content/concept evident
but inaccurate application in the specific case given in the item
Correct response: able to apply knowledge of the content/concepts in

Level 3
the manner required by the item
Teachers are expected to use the students’ choices to inform the design of the intervention
programme required.
MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 1 of 76

Characteristics of Items
Item Number: 1 DOK Level: 1
Strand: Phonics
Read words with consonant blends in the initial and final positions.
Objective:
Item
This item requires students to identify the end sound of a given word
Description:
Level Option Rationale

The student has little no understanding of the consonant blend
1 B th
concept
2 A oa The student confuses the end position with the middle position
3 C st Correct Response

Strand Phonics
Spell and practice correct pronunciation of the ‘aw’, ‘au’, ‘augh’, ‘ough’, ‘a’
Objective: vowels by applying appropriate articulation of the sounds, given the words in
which the vowels are used.
Item
This item requires students to identify the word with the /aw/ sound.
Description:
1 B way Student is rearranging the letters ‘aw’
Student may be confused as the word begins with ‘aw’ and in

2 C away
pronouncing can be confused with /aw/ sound.
3 A taught Correct Response

Strand: Phonics
Identify long vowel sounds and blend these with consonant sounds to read
Objective:
words
Item
This item requires student to identify a word with the long ‘o’ sound
Description:

A slot The student has very little understanding of the concept;
1
chooses option with short “o” sound.
The student confuses the words as the middle sound is
2 C plough
close to the long ‘o’ sound.
3 B boat Correct Response

Strand: Phonics
Determine the silent letters in targeted words
Objective:
Read words with silent letters ‘w’ ‘l’ ‘b’ ‘t’ ‘k’ ‘u’ and ‘h’
Item
This item requires students to identify a word with the silent ‘w’
Description:
1 A west student is unable to determine the correct response
student pronounces the ‘wh’ sound but associates it with the silent
2 B whistle
‘w’.
3 C write Correct Response

Strand: Phonics
Read words with vowel digraphs, diphthongs and vowels controlled by ‘l’ ‘r’
Objective:
and ‘w’
Item This item requires students to identify the word that in which the vowel is
Description: controlled by the ‘w’
Student may have selected this word because it begins

1 B welcome
with a ‘w’ followed by a vowel.
Student may have selected this word because it begins

2 C worship
with a ‘w’ followed by a vowel.
3 A grown Correct Response

Strand: Phonics
Objective: Read words with clusters in the initial and final position.
Item This item requires students to identify a word which has a cluster in the initial
Description: position
1 B says Student has little to no knowledge of content area
2 C seashore Student is aware of clusters but is unsure of the position.
3 A she Correct Response

Strand: Phonics
Spell and practice correct pronunciation of the ‘ear’, ‘er’, ‘ar’ vowels by
Objective: applying appropriate articulation of the sounds, given the words in which the
vowels are used.
Item
This item requires students to identify a word that is correctly spelled.
Description:
Which word is correctly spelt?
A. torezim
B. tourism
C. tourism
1 A docter Student uses phonics to spell the word.

The student randomly selects a word that is incorrectly
2 B teachar
spelt
3 C fear Correct Response

Strand: Vocabulary
Use different strategies to spell tricky words or words with irregular grapho-
Objective:
phonic relationships
Item
This item requires students to select a word that is spelled correctly
Description:
Student spells the word in accordance with what is heard when it

1 A torezim
is pronounced.
Student is unsure of the letters which gives the ‘sm’ sound as in

2 B tourizm
the word ‘prism’.
3 C tourism Correct Response

Strand: Vocabulary
Objective: Revise and use syllabications rules to improve vocabulary and spelling.
Item
This item requires students count the number of syllables in a given word
Description:
1 B 4 Has little knowledge on syllabication.
Has some knowledge of syllabication but mixes it with root word

2 C 2
and inflectional ending.
3 A 3 Correct Response

Strand: Vocabulary
Spell words using their understanding of their relationship between segmenting

Objective:
and blending phonemes and blending graphemes
Item This item requires the students to give the correct meaning of a given word
Description: (with multiple meanings).
1 A dentist Child has little knowledge of syllabication
2 C cardiologist Student selects a word with which they may be unfamiliar
3 B family Correct Response

Strand: Vocabulary
Begin to use the knowledge of root words and affixes to determine the meaning
Objective:
of words
Item This item requires students identify the prefix that changes the meaning of a
Description: word when added
Student has little knowledge of prefixes and their

1 A dis
meanings
Student has some level of understanding of prefixes;
2 B in
unable to accurately associate meaning
3 C un Correct Response

Strand: Vocabulary
Objective: Read in isolation and in context, sight words appropriate to the grade level
Item This item requires students to use context clues to select the correct sight word
Description: to complete the sentence.

Student confuses the words because they have near
1 B hate similar pronunciation.
Student uses pronunciation to select response, or the

2 C ate association of eating mangoes
Correct Response
3 A eight

Strand: Vocabulary
Use context clues, pictures, words, sentences, paragraphs as an aid to gain new
meaning of unfamiliar words
Use reference sources to confirm words meanings and appropriate use of

Objective:
targeted words in context.
Use reference sources to aid in distinguishing between the multiple meanings

of target words.
Item This item requires students to use context clues to confirm the meaning of the
Description: underlined word in the sentence.
1 A counts to a dozen Student associates the word with matching letters in the
word (dozes) in the sentence.
Student associates snoring with sleeping as mentioned in
2 C snores
the sentence.
3 B falls into a light sleep Correct Response

Strand: Vocabulary
Use context clues, pictures, words, sentences, paragraphs as an aid to gain new
meaning of unfamiliar words
Use reference sources to confirm words meanings and appropriate use of

Objective:
targeted words in context.
Use reference sources to aid in distinguishing between the multiple meanings

of target words.
Item This item requires the student to use context clues to confirm the meaning of
Description: the underlined word in the sentence.
Another name for zipper is a Student associates of the action of zipping and
1 C
fly unzipping to ‘movement’.
A fly was buzzing outside Student associates meaning is with a fly (noun)
2 B
my window moving through the air
I fly my new kite every day
3 A after school Correct Response

Strand: Vocabulary
Substitute words in context to reflect similar and different meanings through

Objective:
practice with synonyms and antonyms
Item This item requires students to use context clues and the knowledge of antonym
Description: to find the opposite of the underlined word.
1 B obedient Student confuses antonyms with synonyms

Student associates the option with the idea of not being
2 C stubborn
disciplined
3 A indisciplined Correct Response

Strand: Vocabulary
Objective: Practice the appropriate use of homonyms and homographs
Item This item requires students to apply the concept of homonyms to select the
Description: most appropriate word to complete the sentence.

Student has little to no knowledge of homonyms; does
1 C They’re
not know ‘they’re’ represents ‘they are’
2 A There Student has some amount of knowledge of homonym
3 B Their Correct Response

Strand: Vocabulary
Use with greater effectiveness and accuracy context clues, pictures, words,
Objective:
sentences, paragraphs as an aid to gain meaning of unfamiliar words
Item This item requires students to apply context clues along with pictures to state
Description: the meaning of the highlighted word in the sentence.

Student associates the picture with the condition of the
1 C wet floor
floor.
2 B don’t walk Student associated with prior knowledge or experience.
3 A be careful Correct Response

Strand: Language Structure
Use negative forms of verbs “to be” and “to do”, ie ‘am not’, ‘is not’, ‘do not’,
Objective:
‘did not’ to write for a variety of purposes
Item This item requires students to use knowledge of the verb “to be” to generate the
Description: negative variant in a context.
Student is unable to correctly use the negative form of

1 C am not
verb to complete the sentence.
Student has little knowledge of the negative forms of
2 B is not
verb
3 A do not Correct Response

Objective: Identify and use irregular plural nouns
Item This item requires the student to use their knowledge of regular and irregular
Description: verbs to complete the sentence.
1 B foot Student has little or no knowledge of content
2 A foots Student has some knowledge of pluralizing nouns.
3 C feet Correct Response

Objective: Apply distinction and genders when using nouns
Item
This item requires the students use their knowledge of gender specific nouns.
Description:

Student has little to no knowledge of distinction of
1 C producer
genders
Student has little knowledge of distinguishing nouns by
2 A actress
gender
3 B actor Correct Response


Identify and use proper nouns in a variety of text
Objective:
Identify and use common nouns
Item This item requires students to use the content of the story to develop a suitable
Description: heading for the story.
1 A town Student associates pronouns with nouns

Student knows nouns but is unable to differentiate
2 B fruit
between proper and common nouns
3 C Kingston Correct Response

Apply knowledge of pronouns (personal, possessive, demonstrative) in a

Objective:
variety of written and oral tasks
Item
This item requires students to use their knowledge of pronouns.
Description:

Student has little to no knowledge of pronoun
1 B team
and confuses them with nouns
2 C John Student confuses pronoun with proper noun
3 A I Correct Response

Apply knowledge of pronouns (personal, possessive, demonstrative) in a

Objective:
variety of written and oral tasks
Item This item requires students to apply their knowledge of pronouns in different
Description: contexts.
1 C look Student has little or no knowledge of pronouns are.
2 A mangoes Student confuses pronouns with nouns.
3 B Those Correct Response

Use the conjunction ‘but’ in a range of context to show the opposite or

Objective:
conflicting ideas
Item This item requires students to use their knowledge of conjunction to show
Description: contrasting ideas.
1 A so Unrelated to text; little knowledge of conjunctions.
2 B and Some knowledge of conjunctions.
3 C but Correct Response


Choose appropriate verbs to agree with he/she/it and other singular subjects.
Objective:
Construct sentences (oral or written) demonstrating the use of subject verb
agreement.
Item
This item requires students to correctly use subject/verb agreement?
Description:

Student has limited knowledge of linking verbs with
1 C did
singular subjects.
Student has some knowledge of linking verbs with
2 A were subjects but does not know how to differentiate
singular/plural subjects.
3 B was Correct Response

Demonstrate knowledge of the various forms of the verb i.e. present, past and
Objective:
past participle (regular and irregular)
Item
Student will be required to use correct verb tense to complete the sentences.
Description:
1 C bringing Student has some knowledge of past tense verbs

Student associates misspelling of the word with the past
2 A bought
tense
3 B brought Correct Response


Apply the concepts of adding-d, -ed to form past tense
Objective:
Apply basic past tense rules in speech and written work (add-d and –ed)
Item
Description:
1 Little or no knowledge of content verb tense

B chew
Some knowledge of content; unsure when to
2 A chewd
use ‘d’ or ‘ed’.
3 C chewed Correct Response

Objective: Identify and use the concept of the past participle to build writing skills
Item
Description:

1 C ring Student applies present tense verb
2 A rang Student applies past tense verb
3 B rung Correct Response


Use the negative forms of verb in a simple sentence (present and past tense)
Use of the forms of ‘to have’, ‘to do’, and ‘to be’ to construct sentences
Objective:
(present and past) that can be negated using the negative form ‘not’ e.g. has
not, have not, had not, do not, does, did not
Item
Description:
1 C have not Student has little knowledge of verb tense
2 B has not Student confuses present tense with past tense
3 A had not Correct Response

Objective: Apply the use of the future tense form of verbs using will + verb
Item
Description:
1 A carries Student applied present tense verb
2 B carried Student applied past tense verb
3 C carry Correct Response

Apply the concept of subject verb agreement with we/they and other plural
Objective: subjects e.g. We write They listen…
Item Student will be required to use correct subject/verb agreement to complete the
Description: sentences.

We ran to school every morning
1 B because we are always late. Student uses past tense verb form (ran)
We runs to school every morning

2 C because we are always late. Student uses present tense verb form (runs)
We run to school every morning

3 A because we are always late. Correct Response

Use prepositions appropriately and explain their functions in relation to

Objective:
locations and directions
Item This item requires students to use their knowledge of prepositions to identify
Description: the most appropriate word to complete the sentence.
1 A over Student has limited knowledge of preposition
2 B beside Student has knowledge of preposition
3 C under Correct Response

Practice the use of adjectives (regular) when comparing two nouns (-er) and
Objective:
more than two nouns (-est)
Item This item requires students to apply their knowledge comparative and
Description: superlative adjectives.
1 A short Student uses the positive

Some knowledge of comparing nouns; Unsure of when
2 B shorter
to use ‘er’ and ‘est’
3 C shortest Correct Response

Begin to use conjunctions such as ‘while’, ‘when’, ‘where’ to expand

Objective:
sentences
Item Student will be required to use knowledge of conjunctions to complete the

Description: sentence.
C but Unrelated to content/text; little or no knowledge of

1
content
2 B when Some knowledge of content.
3 A while Correct response

Objective: Compare adjectives using the phrase ‘more…. than’
Item
Student will be required to make comparisons using “more” and “than”.
Description:

There is an equal number of red
1 C Student is unable to compare adjectives
marbles as there are blue marbles.
There are more blue marbles than
2 B Student is unable to compare number of objectives
red marbles.
There are more red marbles than
3 A Correct Response
blue marbles.

Formulate and apply rules for the use of singular and plural demonstrative
Objective:
pronouns
Item
This item requires students to use singular and plural demonstrative pronouns.
Description:

Student utilized Jamaican creole with incorrect spelling
1 B Them mangos
of mangoes.
2 C That mango Student selected a singular phrase instead of plural
3 A These mangoes Correct Response

Use a range of adjectives (oral and /or written) when describing size, shape,
Objective:
colour, texture
Item Student will be required to use adjectives to describe size, shape, colour,
Description: texture

Student has limited knowledge of descriptive words
1 B covered
that address texture
2 A brown Student associates colour with texture
3 C rusty Correct Response

Objective: Identify and use adverbs appropriately when composing sentences.
Item
This item requires students to use suffixes to complete the sentence.
Description:
1 B box noun
2 C read verb
3 A carefully Correct Response

Identify and use adverbs appropriately when composing sentences

Objective:
Item
The student is required to use the correct adverb to complete the sentence.
Description:
1 C worst Unrelated; student uses adjective
2 B so Student possibly confuses adverbs with conjunction
3 A badly Correct Response

Use punctuation marks accurately (full stop, comma, and question sign) to
Objective:
compose simple sentences/paragraphs
Item
This item requires students to use correctly use punctuation marks.
Description:
Student has limited knowledge of the correct use of

1 A , punctuation marks.
2 B . Student confuses the question for a statement.
3 C ? Correct Response

Use question marks to construct questions with ‘do’, ‘who’, ‘where’ , ‘which’
Objective:
, ‘when’
Item This item requires students to use construct questions with ‘do’, ‘who’,
Description: ‘where’ , ‘which’ , ‘when’

Has little knowledge of constructing sentences with
1 A She
end punctuation marks
Partially correct; “the” is less frequently used to begin
2 B The
a question.
3 C When Correct Response


Use question marks to construct questions with ‘do’, ‘who’, ‘where’ ,’which’
Objective:
,’when’
Item This item requires students to use construct questions with ‘do’, ‘who’,
Description: ‘where’ , ‘which’ , ‘when’

Student has no limited knowledge of the words to be used
1 C Who
with the question mark.
2 B When Partially correct; option incorrect with context
3 A Do Correct Response

Objective: Apply the use of the apostrophe to form contractions
Item
Students will be required to use the apostrophe to make contractions
Description:
1 C werent’ Student has little or no knowledge of content
2 A were’nt Student has some knowledge of content
3 B weren’t Correct Response

Show appropriate use of the apostrophe (‘) when writing singular possessive
Objective:
nouns
Item Students will be required to use the apostrophe when writing singular
Description: possessive nouns
1 A case Unrelated to content
2 B toothbrush Related to correct response; inference is secondary.
3 C Jason Correct Response

Show appropriate use of the apostrophe (‘) when writing singular possessive
Objective:
nouns
Item Students will be required to use the apostrophe when writing singular
Description: possessive nouns
1 C doctores’ Unrelated to content
2 B doctors’ Some knowledge of possessive nouns and use of apostrophe
3 A doctor’s Correct Response


Use speech marks/quotation marks in simple dialogues
Objective:
Apply the use of exclamation marks to indicate strong feelings/emotions when
composing sentences, e.g. “Stop! you are going to fall”
Item
This item requires the student to identify the correctly punctuated sentence
Description:

“Yes I passed. Shouted Sam when he Student is unsure of when to use quotation and
1 C
got his exam results!” exclamation marks.
“Yes! I passed! Shouted Sam when he Student has some knowledge of the use of
2 A
got his exam results”. quotation and exclamation marks.
“Yes, I passed!” shouted Sam when he
3 B Correct Response
got his exam results.

Strand: Writing
Use a variety of pre-writing strategies (e.g. webbing, brainstorming, listening,
note taking, outlining, drafting, graphic organizers) to choose a topic and
organize ideas
Objective:
Develop headings for sets of simple sentences/paragraphs
Item
This item requires students to use multiple strategies to develop headings.
Description:

1 C Jamaica Nice Student selects what may be a statement of fact.
2 A Culture Partially correct response; not sufficiently specific
3 B Jamaica’s Culture Correct Response

Strand: Writing
Write fully developed paragraphs using proper forms ( e.g. topic sentence,
Objective: details, summary, conclusion sentence)
Item
This item requires students to use supporting details to identify topic sentence.
Description:
1 B Jamaicans curry everything Statement of fact

Today we boast of a rich and
2 C Supporting detail
different culture
Culture is the way of life of a
people

Strand: Writing
Objective: Identify main idea and supporting details
Item
This item requires students to use supporting details to identify the main idea.
Description:
We relax in
1 B Statement of fact
hammocks.
The Africans gave us

2 A Student selects a supporting detail.
new words.
Jamaica’s culture
3 C comes from different Correct Response
places.

Strand: Writing
Use a variety of pre-writing strategies (e.g. webbing, brainstorming, listening,
note taking, outlining, drafting, graphic organizers) to choose a topic and
Objective: organize ideas
Develop headings for sets of simple sentences/
Item This item requires students to use supporting details to help to develop story
Description: titles
1 C Getting Home Limited response
2 A Cold Lemonade Partially correct but insufficient
3 B Devon’s Surprise Correct Response

Strand: Writing
Write fully developed paragraphs using proper forms ( e.g. topic sentence,
Objective:
details, summary, conclusion sentence)
This item requires students to use supporting details to identify topic
Item Description:
sentence.
1 B Trees provide shade. Student has little or no knowledge of content
2 C I love to sit under the logwood tree. Student has some knowledge of content
Trees help us to have fresh air to
breathe.

Strand: Reading Comprehension

Retell a story giving details about specific elements
Objective:
Use main idea and supporting details to summarize texts
Item This item requires students to use supporting details and main idea to
Description: summarize texts.

The boys were eating bun, they
challenged each other, the dog
ate the bun, the bun fell to the Student is unable to summarize using main idea and
1 C
ground, their mother called supporting details.
them inside.
The boys were in the back yard,

they packed their lunch, the dog
2 B Reflects analysis; related to correct response.
ate the bun, Omar laughed.
The boys challenged each

other, they went to the
3 A backyard, the dog ate the bun, Correct Response
the other brother laughed


Make inferences and reasonable predictions
Objective:
Use information in text to modify predictions and questions
Item
This item requires students to use text information to make inferences.
Description:

to see who could tie the string to the
1 A Superficial connection to text
tree first
2 B to watch the buns swing Conclusions secondary to correct response
to complete the competition without
3 C Correct Response
touching the bun

Identify text features in text books and non-fiction texts (bold face prints,
Objective:
italics, diagraphs, headings, sub headings etc.)
Item
This item requires students to identify text features.
Description:
1 C sub heading Student has no knowledge of text features

Student has some knowledge of text features; knows
2 B italics italics is a text feature but cannot differentiate text
features
3 A bold Correct Response


Distinguish between fact and opinion in non-fiction text
Objective:
Make text to text, text to self and text to word connections
Item
This item requires students to distinguish between fact and opinion.
Description:

Student has little to no knowledge of facts and
1 C both fact and opinion
opinions
2 A fact Student confuses the concept of facts and opinion
3 B opinion Correct Response

Objective: Identify main idea and supporting details
Item This item requires students to make a link between main idea and supporting
Description: details.

Suzan’s mother left her
1 C Unrelated to text
dog at home.
Sally fell asleep at Student uses the same subject but the content is
2 B
school. unrelated.
She bought one bag for
school.

Objective: Discuss meaning in poetry
Item
This item requires students decipher the poem to respond to question asked.
Description:

1 C the leaves become dry Unrelated to text; use of prior knowledge, not text based.
the leaves fall off the Text based; reflects analysis and interpretation but
2 B
tree inference is secondary.
3 A the leaves tremble Correct Response

Objective: Identify elements of poetry to enhance understanding
Item
Description:
1 A line Limited knowledge of parts of a poem
Related to correct response; student has some

2 B paragraph
knowledge
3 C stanza Correct Response

Objective: Use context clues to clarify understanding
Item
Description:
1 C blast Response is unrelated to text or general topic.

Reflects interpretation but inference is secondary to correct
2 A blow
response
3 B breeze Correct Response

Objective: Identify elements of poetry to enhance understanding
Item
This item requires students to decipher the poem to respond to question asked.
Description:

1 C similes Student has little to no knowledge of the elements of poetry
2 B metaphor Student has little to no knowledge of the elements of poetry
3 A rhymes Correct Response

Scoring Guide
Item # Key Item # Key

1. C 31. A
2. A 32. C
3. B 33. C
4. C 34. A
5. A 35. A
6. A 36. A
7. C 37. C
8. C 38. A
9. A 39. A
10. B 40. C
11. C 41. C
12. A 42. A
13. B 43. B
14. A 44. C
15. A 45. A
16. B 46. B
17. A 47. B
18. A 48. A
19. C 49. C
20. B 50. B
21. C 51. A
22. A 52. A
23. B 53. C
24. C 54. A
25. B 55. B
26. B 56. A
27. C 57. A
28. B 58. C
29. A 59. B
30. C 60. A

Individual Student Performance
For each item number, tick the level of the response that the student selected.
Level of
Item DOK
Strand Objective Understanding
Number Level
1 2 3
Read words with consonant blends in
1
the initial and final positions 1
Spell and practice correct
pronunciation of the ‘aw’, ‘au’,
‘augh’, ‘ough’, ‘a’ vowels by
2
applying appropriate articulation of
the sounds, given the words in which 2
the vowels are used.
Identify long vowel sounds and

3 blend these with consonant sounds to
read words 2
Determine the silent letters in

targeted words
Phonics 4
Read words with silent letters ‘w’ ‘l’ 1
‘b’ ‘t’ ‘k’ ‘u’ and ‘h’
Read words with vowel digraphs,

5 diphthongs and vowels controlled by
1
‘l’ ‘r’ and ‘w’
Read words with clusters in the

6
initial and final position 1
Spell and practice correct

pronunciation of the ‘ear’, ‘er’, ‘ar’
7 vowels by applying appropriate
articulation of the sounds, given the 2
words in which the vowels are used.

Use different strategies to spell tricky
words or words with irregular
Vocabulary 8 grapho-phonic relationships 1
Revise and use syllabications rules to

9
improve vocabulary and spelling 1
Spell words using their
understanding of their relationship
10
between segmenting and blending
3
phonemes and blending graphemes
Begin to use the knowledge of roots

11 words and affixes to determine the 1
meaning of words
Read in isolation and in context,

12 sight words appropriate to the grade
2
level
Use context clues, pictures, words,
sentences, paragraphs as an aid to
gain new meaning of unfamiliar
words
Use reference sources to confirm
13
words meanings and appropriate use
of targeted words in context
Use reference sources to aid in 3
distinguishing between the multiple
meanings of target words
Use context clues, pictures, words,
sentences, paragraphs as an aid to
gain new meaning of unfamiliar
words
14 3
Use reference sources to confirm
words meanings and appropriate use
of targeted words in context.

Use reference sources to aid in
distinguishing between the multiple
meanings of target words.
Substitute words in context to reflect

similar and different meanings
15
through practice with synonyms and 2
antonyms
Practice the appropriate use of

16
homonyms and homographs 2
Use with greater effectiveness and

accuracy context clues, pictures,
17 words, sentences, paragraphs as an
aid to gain meaning of unfamiliar 2
words
Use negative forms of verbs “to be”
and “to do”, ie ‘am not’, ‘is not’, ‘do
18
not’, ‘did not’ to write for a variety
2
of purposes
Identify and use irregular plural

19
nouns 1
Language Apply distinction and genders when

Structure 20
using nouns 2
Identify and use proper nouns in a

21 variety of text
1
Apply knowledge of pronouns

22 (personal, possessive, demonstrative)
in a variety of written and oral tasks 1

Apply knowledge of pronouns
23 (personal, possessive, demonstrative)
in a variety of written and oral tasks 2
Use the conjunction ‘but’ in a range

24 of context to show the opposite or
conflicting ideas 2
Choose appropriate verbs to agree

with he/she/it and other singular
subjects.
25
Construct sentences (oral or written)
2
demonstrating the use of subject verb
agreement.
Demonstrate knowledge of the
various forms of the verb i.e. present,
26
past and past participle (regular and 2
irregular)
Apply the concepts of adding-d, -ed
to form past tense
27 Apply basic past tense rules in

speech and written work (add-d and
–ed) 1
Identify and use the concept of the

28
past participle to build writing skills 1
Use the negative forms of verb in a

simple sentence (present and past
tense)
29
Use of the forms of ‘to have’, ‘to

do’, and ‘to be’ to construct 2
sentences (present and past) that can

be negated using the negative form
‘not’ e.g. has not, have not, had
not, do not, does, did not
Apply the use of the future tense

30
form of verbs using will + verb 1
Apply the concept of subject verb

agreement with we/they and other
31
plural subjects e.g. We write
2
They listen…
Use prepositions appropriately and

32 explain their functions in relation to
1
locations and directions
Practice the use of adjectives

33 (regular) when comparing two nouns
2
(-er) and more than two nouns (-est)
Begin to use conjunctions such as

34 ‘while’, ‘when’, ‘where’ to expand
2
sentences
Compare adjectives using the phrase

35
‘more…. than’ 2
Formulate and apply rules for the use

36 of singular and plural demonstrative
2
pronouns
Use a range of adjectives (oral and

37 /or written) when describing size, 2
shape, colour, texture
Identify and use adverbs

38 appropriately when composing
sentences. 1

Identify and use adverbs
appropriately when composing
39 sentences 2
Use punctuation marks accurately

(full stop, comma, and question sign)
40
to compose simple 1
sentences/paragraphs
Use question marks to construct
questions with ‘do’, ‘who’, ‘where’ ,
41 ‘which’ , ‘when’ 2
Use question marks to construct

42 questions with ‘do’, ‘who’, ‘where’
1
,’which’ ,’when’
Apply the use of the apostrophe to

43
form contractions 2
Show appropriate use of the

44 apostrophe (‘) when writing singular
2
possessive nouns
Show appropriate use of the

apostrophe (‘) when writing singular
45 possessive nouns 2
Use speech marks/quotation marks in

simple dialogues
46 Apply the use of exclamation marks 3

to indicate strong feelings/emotions
when composing sentences, e.g.
“Stop! you are going to fall”

Use a variety of pre-writing
strategies (e.g. webbing,
brainstorming, listening, note taking,
outlining, drafting, graphic
organizers) to choose a topic and
47
organize ideas
3
Develop headings for sets of simple
sentences/paragraphs
Write fully developed paragraphs
using proper forms ( e.g. topic
48
sentence, details, summary, 2
conclusion sentence)
Identify main idea and supporting

Writing 49
details
2
Use a variety of pre-writing
strategies (e.g. webbing,
brainstorming, listening, note taking,
outlining, drafting, graphic
organizers) to choose a topic and
50 3
organize ideas
Develop headings for sets of simple

sentences/
Write fully developed paragraphs
using proper forms ( e.g. topic
51
sentence, details, summary, 2
conclusion sentence)
Retell a story giving details about
specific elements
Reading
Comprehens 52
ion
Use main idea and supporting details 3
to summarize texts

Make inferences and reasonable
predictions
53
2
Use information in text to modify
predictions and questions
Identify text features in text books
and non-fiction texts (bold face
54
prints, italics, diagraphs, headings, 2
sub headings etc.)
Distinguish between fact and opinion
in non-fiction text
55
Make text to text, text to self and text 3
to word connections
Identify main idea and supporting

56
details 2
57
Discuss meaning in poetry 2
Identify elements of poetry to

58
enhance understanding
1
Use context clues to clarify

59
understanding 2
Identify elements of poetry to

60
enhance understanding
2
TOTAL

Students’ Performance Summary
For each cluster, indicate the number of responses that the student selected at each of the four
levels. This will give you a summary of the student’s performance in the concepts measured by
the cluster.
Number of Responses at each
Number
Strand Level
of Items
1 2 3 4
Phonics 7
Vocabulary 10
Language Structure 29
Writing 5
Reading Comprehension 9
TOTAL 60

Conclusion
The teacher is encouraged to use the data gathered in the Individual Student Performance table
on page 75 to develop an intervention plan for students. Teachers should identify any patterns
that may exist in a student’s levels of understanding in a strand and develop instructional
approaches that directly address the student’s breakdown in understanding in the content areas
identified. To maximize the benefit of instructional intervention, teachers should also evaluate
the performance of their class and identify any patterns that may exist based on students’ levels
of understanding in various strands. Intervention plans should then be designed to address the
general weaknesses of the group in the content areas identified.

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MINISTRY OF EDUCATION, YOUTH &

GRADE 4 DIAGNOSTIC TEST

SCORING & INTERPRETATION GUIDE

The Diagnostic Model ................................................................................................................... 1

Characteristics of Items ................................................................................................................ 2

Scoring Guide .............................................................................................................................. 66

Individual Student Performance ............................................................................................... 67

Students' Performance Summary………………….........…………………………………….75

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 i

Fundamental gaps in/ lack of content knowledge; responses typically

Basic knowledge of the content; able to identify the relevant

Correct response: able to apply knowledge of the content/concepts in

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 1 of 76

Item Number: 1 DOK Level: 1

Level Option Rationale

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 2 of 76

Level Option Rationale

1 B way Student is rearranging the letters ‘aw’

Student may be confused as the word begins with ‘aw’ and in

3 A taught Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 3 of 76

Level Option Rationale

3 B boat Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 4 of 76

Level Option Rationale

1 A west student is unable to determine the correct response

3 C write Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 5 of 76

Level Option Rationale

Student may have selected this word because it begins

Student may have selected this word because it begins

3 A grown Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 6 of 76

Level Option Rationale

1 B says Student has little to no knowledge of content area

2 C seashore Student is aware of clusters but is unsure of the position.

3 A she Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 7 of 76

Which word is correctly spelt?

Level Option Rationale

1 A docter Student uses phonics to spell the word.

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 8 of 76

Level Option Rationale

Student spells the word in accordance with what is heard when it

Student is unsure of the letters which gives the ‘sm’ sound as in

3 C tourism Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 9 of 76

Level Option Rationale

1 B 4 Has little knowledge on syllabication.

Has some knowledge of syllabication but mixes it with root word

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 10 of 76

Spell words using their understanding of their relationship between segmenting

Level Option Rationale

1 A dentist Child has little knowledge of syllabication

2 C cardiologist Student selects a word with which they may be unfamiliar

3 B family Correct Response

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 11 of 76

Level Option Rationale

Student has little knowledge of prefixes and their

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 12 of 76

Level Option Rationale

Student uses pronunciation to select response, or the

MoEYI/G4 Language Arts/Scoring & Interpretation Guide/2020 Page 13 of 76

Grade 4 Language Arts Scoring & Interpretation Guide 2020

Grade 4 Language Arts Scoring & Interpretation Guide 2020