25-26 ITALIAN FLACS-B ITEM SUBMISSION Logo

  • 25-26 ITALIAN FLACS-B ITEM SUBMISSION

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  • NYSAWLA is committed to ensuring that all assessment items are original, high-quality, and legally compliant.

    • Test writers may not use prompts, questions, reading selections, or video clips from prior Regents or Proficiency exams, or copyrighted or proprietary textbooks, workbooks, examinations, or test-prep materials.
    • Test writers are encouraged to use authentic sources, such as publicly available videos (e.g., YouTube), articles, advertisements, or other online materials, that reflect real-world language use.
    • When authentic sources are used, they must be cited appropriately within the submission.
    • All submissions should reflect a good-faith effort to review for grammatical accuracy and lexical appropriateness before being submitted.
  • Interpretive Listening Question

    Interpretive Listening Question

    Enter your listening script and corresponding questions here: Part 2A: Target Language Passage with one (1) English question. Part 2B: Target Language Passage with one (1) TL question.
  • Interpretive Reading

    Interpretive Reading

    Enter your reading prompt and corresponding questions here: Part 3A: Prompt in the Target Language with one (1) Target Language question. Part 3B: Prompt in the Target Language with five (3) questions in English. Please note: Checkpoint B reading prompts should focus primarily on the reading content, with reduced reliance on visual support to reflect higher proficiency expectations.
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  • Presentational Writing

    Presentational Writing

    Enter your writing prompts here: Part 4A: Read-to-Write Task: Provide a prompt along with 5-7 suggestions to help guide student responses. Include two (2) additional sources (e.g., short articles, advertisements, or infographics) that students must reference in their writing. Part 4B: Presentational Writing Task: Provide a prompt that introduces the context and purpose of the task.Include 5-7 suggestions to help guide student responses (e.g., topics or elements to address).
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