Hiset Writing

/Hiset Writing
Hiset Writing2018-09-12T05:56:32+00:00
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Hiset Writing

Hiset Writing

The Language Arts – Writing test provides information about a candidate’s skill in recognizing and producing effective standard American written English. The multiple-choice questions measure a candidate’s ability to edit and revise written text. The essay question measures a candidate’s ability to generate and organize ideas in writing. The multiple-choice questions require candidates to make revision choices concerning organization, diction, and clarity, sentence structure, usage, and mechanics. The test questions are embedded in complete texts which span various forms (e.g., letters, essays, newspaper articles, personal accounts, and reports). This test may contain some questions that will not count toward your score. The texts are presented as drafts in which parts have been underlined or highlighted to indicate a possible need for revision. Questions present alternatives that may correct or improve the indicated portions.

Martin Luther King Jr.

Nikola Tesla

Hiset Writing

The Hiset Test Framework

The essay question measures proficiency in the generation and organization of ideas through a direct assessment of evidence-based writing. Candidates read a pair of texts and then create written responses. Responses are evaluated on the candidates’ abilities to develop positions or claims supported by evidence from the materials provided as well as their own experiences. The Test Framework The Language Arts – Writing test framework is organized into broad areas of content, called Content Categories. Each Content Category is further divided into Content Category Descriptors. The Content Category Descriptors describe in greater detail the skills and knowledge eligible for testing. Because the Language Arts – Writing assessment was designed to measure the ability to analyze and evaluate writing, answering any question may involve aspects of more than one category. The Content Category Descriptors are numbered under each Content Category below for multiple-choice questions and on the following page for the essay question.

Social Studies 98%
Math 92%
Reading 96%
Writing 98%
Science 70

I. Organization of Ideas

I. Organization of Ideas 1. Select logical or effective opening, transitional, and closing sentences 2. Evaluate relevance of content 3. Analyze and evaluate paragraph structure 4. Recognize logical transitions and related words and phrases

II. Language Facility

1. Recognize appropriate subordination and coordination, parallelism, and modifier placement 2. Recognize effective sentence combining 3. Recognize idiomatic usage 4. Maintain consistency and appropriateness in style and tone 5. Analyze nuances in the meaning of words with similar denotations

III. Writing Conventions

1. Recognize verb, pronoun, and modifier forms 2. Maintain grammatical agreement 3. Recognize and correct incomplete sentence fragments and run-ons 4. Recognize correct capitalization, punctuation, and spelling 5. Use reference sources appropriately

Content Categories:

Essay question The following are descriptions of the skills and knowledge covered in the content categories for the essay question. A. Development of a Central Position or Claim 1. Focus on central idea, supporting ideas 2. Explanation of supporting ideas 3. Command over writing an argument B. Organization of Ideas 1. Introduction and conclusion 2. Sequencing of ideas 3. Paragraphing 4. Transitions C. Language Facility 1. Word choice 2. Sentence structure 3. Expression and voice D. Writing Conventions 1. Grammar 2. Usage 3. Mechanics

Hiset Content Categories:

The following is a list of the College and Career Readiness Standards (CCRS)* that are included in the Language Arts – Writing test. Assumption regarding grade levels of standards: The CCRS Writing and Language standards reflect the skills that are the focus for instruction at each grade level.

Hiset Content Categories:

It is understood that these skills must continue to be developed and mastered through the high school grades. It is also understood that “lower-grade” standards are still applied at the upper grades with increasing sophistication and detail using higher-level language and texts.