Illinois Licensure Testing System (ILTS)

SSN: XXX - X4 - 6108

SCORE REPORT

Test Date: April 13, 2013

NATALIE B PERRY
30486 N 2025 EAST RD
GRIDLEY IL 61744

Test: 102 APT: Grades K-9

Your Scaled Total Test Score: 291
Number of
Test Items
in Subarea
21 to 30
1 to 10
1 to 10
21 to 30
11 to 20
21 to 30

Subarea Name
Multiple-Choice Assignments:
Foundations, Characteristics, & Assessmt
Plan & Deliver Instruction
Manage the Learning Environment
Collaboration, Comm., & Professionalism
Language Arts
Educational Technology

Your Status: Pass

Subarea
Score
Performance Graph
286
285
300
293
283
286
100---------------------------240---------300

Constructed-Response Assignments:

1
1

300

Plan & Deliver Instruction

Manage the Learning Environment

Performance Indicators
++++
++++

Your scores have been reported to the Illinois State Board of Education.

For information on applying for Illinois licensure, contact your college advisor or regional office of education
or visit the Illinois State Board of Education Web site: www.isbe.net/teachers.htm

This barcode contains unique candidate information.

ILT-SR-LASER0 07

HOW TO READ YOUR SCORE REPORT

Assessment of Professional Teaching Tests
Overview. Your score report indicates whether you passed the Assessment of Professional Teaching (APT) test, how you performed on the test as a whole, and how you
performed on each subarea of the test. The minimum passing scores for the APT tests were established by the Illinois State Board of Education based on recommendations
from panels of Illinois educators. The passing score for each APT test is designed to reflect the minimum level of pedagogical knowledge required for effective performance in
Illinois schools.
Scale on which scores are reported. All results are reported as scaled scores in a range from 100 to 300.
Passing score. To pass an APT test, you must obtain a scaled total test score of 240 or above.
Status. If you received a total test score of 240 or above you will receive a "Pass" status. If you received a total test score below 240 you will receive a "Did not pass" status.
Total test score. The total test score is based on your performance on the entire test, including the number of multiple-choice questions you answered correctly and the
scores you received on the two constructed-response assignments. The multiple-choice section contributes to 80 percent of your total test score; the constructed-response
assignments contribute to 20 percent of your total test score.
Subarea scores. These scores are reported to help you assess your areas of strength and weakness. Generally a score at or above 240 on a given subarea or the
constructed-response assignments indicates satisfactory performance within that subarea/assignment. The multiple-choice scores are based on your performance on the
multiple-choice questions for each subarea. The constructed-response assignment score is based on your performance on the two constructed-response assignments. The
performance indicators provide information on your performance on each constructed-response assignment.
Please note that the total test score is not the average of the subarea scores. This is because subareas contain different numbers of questions. Subareas with more
objectives receive more coverage on the test. See the study guide for additional information.
Reporting of scores. Your results have been forwarded to the Illinois State Board of Education and to the Illinois institution(s) you indicated during the registration
process. You should keep the score report for your own records.
Reading your report: a sample. A sample of an APT test score report is provided below.
According to the sample, the examinee did not pass the APT
Test: 101 APT: Birth to Grade 3
1
test 1 , because the examinee's scaled total test score of
Your Scaled Total Test Score: 237
Your Status: Did not pass
237 is below the passing score of 240 2 .
Number of Test
Performance Graph
Items in Subarea Subarea Name
Subarea Score
8
With regard to the multiple-choice section of the test, the
Multiple-Choice Assignments:
examinee did better on the Plan and Deliver Instruction
7
231
21 to 30
Foundations, Characteristics, & Assessmt
section 3 than on the Educational Technology section 4 .
3
252
1 to 10
Plan and Deliver Instruction
210
1 to 10
Manage the Learning Environment
The examinee did better on the constructed-response
231
21 to 30
Collaboration, Comm., & Professionalism
assignment for Plan and Deliver Instruction 5 than on the
Language Arts
242
11 to 20
Educational Technology
229
21 to 30
4
constructed-response assignment for Manage the Learning
100----------240-----300
Environment 6 .
2
240
Constructed-Response Assignments:
Performance Indicators
The score report indicates the approximate number of
Plan and Deliver Instruction
5
+++
1
9
multiple-choice test questions for each subarea and the
Manage the Learning Environment
++
1
6
number of constructed-response assignments on the test 7 .
The Performance Graph 8 indicates the examinee's subarea score on a range from 100 to 300. The Performance Indicators 9 can be interpreted as follows: + + + +
indicates a constructed-response assignment score of 78, + + + indicates a constructed-response assignment score of 6, + + indicates a constructed-response assignment
score of 45, and + indicates a constructed-response assignment score of 23.
HOW TO INTERPRET YOUR APT CONSTRUCTED-RESPONSE SCORES
Your two constructed-response assignments were scored according to standardized procedures during scoring sessions held immediately after the test administration. Scorers
with relevant professional backgrounds were oriented to these procedures. Using a process called focused holistic scoring, your responses were evaluated on the basis of
three major criteria: purpose, application of professional knowledge, and support/elaboration. The process allows the scoring to be based on overall quality of your response
rather than on an analysis of the components. Scorers based their judgments on the quality of pedagogical knowledge demonstrated in the constructed-response assignments
rather than on penmanship, length, or neatness. In general, a response that receives a passing score demonstrates the following performance characteristics.
Constructed-Response Performance Characteristics
1. PURPOSE: the fulfillment of the assigned tasks by responding in an appropriate manner to the elements of the specific performance assignment
2. APPLICATION OF PROFESSIONAL KNOWLEDGE: the application of accurate, effective, and current professional knowledge and practices relevant to the
specific performance assignment and to the appropriate subarea of the APT test framework
3. SUPPORT/ELABORATION: the appropriateness and quality of support/elaboration through the use of supporting details, examples, and rationales relevant to the
specific performance assignment and to the appropriate subarea of the APT test framework
Each response was scored on a scale from 1 to 4, with 1 representing a totally undeveloped response and 4 representing a response that was very well developed. Each
response was read and scored by two readers; the sum of the two readers' scores is the total score assigned to the response. Please note that if two readers' scores differed
by more than one point, the response was scored by a third reader.
A score of 8 for a constructed-response assignment would indicate that the first reader assigned a score of 4 and that the second reader assigned a score of 4. This would
indicate that the response to the assignment was very well developed in regard to the performance characteristics. Similarly, a score of 2 would indicate that the first reader
assigned a score of 1 and that the second reader assigned a score of 1. This would indicate that the response was totally undeveloped in regard to the performance
characteristics.
The performance indicators on your score report provide information on how you performed on each of the two assignments.
Your scores from each of the two constructed-response assignments were then combined into a single score. The range of reader-assigned scores for the two constructedresponse assignments is from:
16 (4 + 4 + 4 + 4), which would represent two constructed responses that are very well developed and that received the highest scores from the two readers who rated each response, to
4 (1 + 1 + 1 + 1), which would represent two constructed responses that are totally undeveloped and that received the lowest scores from the two readers who rated each response.
This combined raw score is then converted to a scaled score, on a scale from 100 to 300, which is the score that appears on your score report for the constructed-response
assignments.
The designation of a U (unscorable) is assigned to responses that are off topic, illegible, written in a language other than English, of insufficient length to score, or merely a
repetition of the topic. A designation of B is assigned if the constructed-response form is blank.
Copyright 2008 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Evaluation Systems, Pearson, P.O. Box 226, Amherst MA 01004

Rv 9/08
IL-SR-APT1PG

Evaluation Systems
Pearson
P.O. Box 226
Amherst, MA 01004
Telephone: (413) 256-2870
Fax: (413) 256-8221

To: All ILTS Examinees

Re: New ILTS Test Attempt Policy

The Illinois State Board of Education (ISBE) has implemented a new Illinois Licensure Testing
System (ILTS) testing policy that will place a five-time limit on the number of test attempts for the
same ILTS test. This policy, which went into effect on January 12, 2010, states:
"Subsequent to January 12, 2010, no individual may attempt to pass the same test more
than five times in any combination of the two formats [computer-based or paper-based
testing]."
Please note that each attempt of one or more Basic Skills or Test of Academic Proficiency
subtests taken separately or together counts toward the ILTS Test Attempt Limit Policy of five
attempts for that test. For example, registering for and taking each of the four subtests separately
will count as four separate attempts on the Test of Academic Proficiency. Registering for and
taking the bundled option (all four subtests at once) will count as one attempt. However,
previous Basic Skills test attempts do not count toward Test of Academic Proficiency attempts,
even if an examinee passed one or more Basic Skills subtests, and those scores are being
applied to the Test of Academic Proficiency.
Please visit the ISBE Web site at www.isbe.net/certification for the most recent information
regarding licensure requirements.
What Does This Mean for You?
1.
2.
3.

You may attempt to take the same test up to five times.

You may not register for the same test after your fifth attempt. Any test scores achieved
beyond your fifth attempt will be invalidated.
You are responsible for monitoring your own test attempts.

Test Attempt Definition

When you sign in at the test site, you are considered to have attempted to test.
The following circumstances DO count toward your test attempts:
You become ill and are unable to complete the test.
You cancel your score.
You leave the test center without completing the test.
Your test score is voided due to a violation of a testing rule.
The following circumstances DO NOT count toward your test attempts:
You are absent from the test.
You arrive late and are not allowed to test.
For More Information
If you have questions regarding your testing history, contact Evaluation Systems at
(800) 239-8107 or (413) 256-2870.
For more information about the test attempt limit policy, visit the ISBE Web site at
www.isbe.net/certification.
TEACH & LEARN

ASSESS & INFORM

DEVELOP & LEAD

Illinois Licensure Testing System (ILTS)

SSN: XXX - X4 - 6108

SCORE REPORT

Test Date: April 13, 2013

NATALIE B PERRY
30486 N 2025 EAST RD
GRIDLEY IL 61744

Test: 110 Elementary/Middle Grades

Your Scaled Total Test Score: 280
Number of
Test Items
in Subarea
21 to 30
11 to 20
11 to 20
21 to 30
11 to 20

Subarea Name
Language Arts and Literacy
Mathematics
Science
Social Sciences
The Arts, Health, and Physical Education
Scaled Total Test Score

Your Status: Pass

Subarea
Score

Performance Graph

280
283
283
260
300
280
100----------------------------240---------300

Your scores have been reported to the Illinois State Board of Education.

For information on applying for Illinois licensure, contact your college advisor or regional office of education
or visit the Illinois State Board of Education Web site: www.isbe.net/teachers.htm

This barcode contains unique candidate information.

ILT-SR-LASER0 07

HOW TO READ YOUR SCORE REPORT

Content-Area Tests
(For all content-area tests except the foreign language fields)
Overview. Your score report indicates whether you passed the test, how you performed on the test as a
whole, and how you performed on each subarea of the test. The minimum passing scores for the Illinois
Licensure Testing System were established by the Illinois State Board of Education based on
recommendations from panels of Illinois educators. The passing score is designed to reflect the minimum level
of content knowledge required for effective performance in Illinois schools.
Scale on which scores are reported. All results are reported as scaled scores in a range from 100 to 300.
Passing score. To pass the test you must obtain a scaled total test score of 240 or above.
Status. If you received a total test score of 240 or above you will receive a "Pass" status. If you received a
total test score below 240 you will receive a "Did not pass" status.
Total test score. The total test score is based on the total number of questions answered correctly on the
entire test.
Subarea scores. Your score report also provides subarea scores. These scores are reported to help you
assess your areas of strength and weakness. Generally, a score at or above 240 on a given subarea indicates
satisfactory performance within that subarea.
Because subareas may contain different numbers of questions, it is not possible to average your performance
across subareas to arrive at the total test score. The set of objectives matched to each subarea is listed in the
study guide for your field. Subareas with greater numbers of objectives receive more coverage on the test.
Reporting of scores. Your results have been forwarded to the Illinois State Board of Education and to the
Illinois institution(s) you indicated during the registration process. You should keep the score report for your
own records.
Reading your report: a sample. A sample of a test score report is provided below.
Test: 110 Elementary/Middle Grades
Your Scaled Total Test Score: 234
Number of Test
Items in Subarea

21 to 30
11 to 20
11 to 20
21 to 30
11 to 20

Subarea Name

Your Status: Did not pass

Subarea Score

Language Arts and Literacy

Mathematics
Science
Social Sciences
The Arts, Health, and Physical Education

210
237
255
220
260

Scaled Total Test Score

234

Performance Graph

4
3
100

240

300

According to the above sample, the examinee did not pass the Elementary/Middle Grades test 1 , because
the examinees total test score of 234 2 is below the passing score of 240.
The examinee did better on the Science section 3 of the test than on the Language Arts and Literacy
section 4 . The examinee will need to retake the test and achieve a total test score of 240 or higher to pass
the test. The score report indicates the number of items for each subarea on the test 5 .

Copyright 2012 by Pearson Education, Inc. or its affiliate(s). All rights reserved.
Evaluation Systems, Pearson, P.O. Box 226, Amherst MA 01004

Rv 9/12
IL-SR-CTN1PG

Evaluation Systems
Pearson
P.O. Box 226
Amherst, MA 01004
Telephone: (413) 256-2870
Fax: (413) 256-8221

To: All ILTS Examinees

Re: New ILTS Test Attempt Policy

The Illinois State Board of Education (ISBE) has implemented a new Illinois Licensure Testing
System (ILTS) testing policy that will place a five-time limit on the number of test attempts for the
same ILTS test. This policy, which went into effect on January 12, 2010, states:
"Subsequent to January 12, 2010, no individual may attempt to pass the same test more
than five times in any combination of the two formats [computer-based or paper-based
testing]."
Please note that each attempt of one or more Basic Skills or Test of Academic Proficiency
subtests taken separately or together counts toward the ILTS Test Attempt Limit Policy of five
attempts for that test. For example, registering for and taking each of the four subtests separately
will count as four separate attempts on the Test of Academic Proficiency. Registering for and
taking the bundled option (all four subtests at once) will count as one attempt. However,
previous Basic Skills test attempts do not count toward Test of Academic Proficiency attempts,
even if an examinee passed one or more Basic Skills subtests, and those scores are being
applied to the Test of Academic Proficiency.
Please visit the ISBE Web site at www.isbe.net/certification for the most recent information
regarding licensure requirements.
What Does This Mean for You?
1.
2.
3.

You may attempt to take the same test up to five times.

You may not register for the same test after your fifth attempt. Any test scores achieved
beyond your fifth attempt will be invalidated.
You are responsible for monitoring your own test attempts.

Test Attempt Definition

When you sign in at the test site, you are considered to have attempted to test.
The following circumstances DO count toward your test attempts:
You become ill and are unable to complete the test.
You cancel your score.
You leave the test center without completing the test.
Your test score is voided due to a violation of a testing rule.
The following circumstances DO NOT count toward your test attempts:
You are absent from the test.
You arrive late and are not allowed to test.
For More Information
If you have questions regarding your testing history, contact Evaluation Systems at
(800) 239-8107 or (413) 256-2870.
For more information about the test attempt limit policy, visit the ISBE Web site at
www.isbe.net/certification.
TEACH & LEARN

ASSESS & INFORM

DEVELOP & LEAD