© 2008 board of regents of the university of wisconsin system, on behalf of the wida consortium ...

© 2008 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

ACCESS for ELLs® Test Administrator Training

Developed by the Center for Applied Linguistics

Julee Dredske, CESA 5Title III CoordinatorNovember 2011

2WIDA Consortium / CAL / MetriTech

Introductions

• Who?

• Where?

• How you found yourself here?

• Where are you with ELL background?

Help yourself to refreshments


How did/do you feel

about being tested?


Training Objectives

Part 1: Overview of Test & WIDA standardsTo understand the relationship between the WIDA standards and the ACCESS for ELLs®

To understand the background and structure of the four components of ACCESS for ELLs®

Part 2: Role of DACTo review roles of staff in administering the ACCESS for ELLs® test

To review guidelines for placing students in tiers

To understand basic test logistics and security


Training Objectives (cont.)

Part 3: Administering the 1-12 TestGroup Tests: Listening, Reading, Writing (Take Quiz)

Individual Tests: Speaking (Take Quiz)

Part 4: Administering the Kindergarten TestTo review roles of staff in administering the ACCESS for ELLs® test



(Take Quiz)


Non-Disclosure Agreement

Because ACCESS for ELLs is a secure test, the Non-Disclosure Agreement must be signed by anyone who administers the test, observes test administration, or handles test materials (e.g., distributes, stores, packages, ships materials).

Sign, date, and submit the form to your ACCESS for ELLs Test Facilitator. District Test Facilitators should keep the signed agreements on file.

http://wida.us/get.aspx?id=156


Part 1

To understand the relationship between the WIDA standards and the ACCESS for ELLs®

To understand the background and structure of the four components of ACCESS for

ELLs®


Who’s Who?

WIDA--World-class Instructional Design and Assessment WIDA is a consortium of 24 states to create and enhance large scale language and academic assessments for English language learners (ELLs) in grades K-12 in order to meet the legislated demands of NCLB.

Metritech—Agency that distributes, processes & scores ACCESS for ELL™ exams

CAL—Center for Applied Linguistics—working with WIDA in developing the ACCESS for ELL™ exams.


What is ACCESS for ELL™?

The WIDA Consortium (working with CAL) has developed English language proficiency standards and an English language proficiency test--ACCESS for ELLs™Established through a federal grant, the WIDA Consortium consists of 24+ states--Wisconsin is the lead stateRequired tool for assessing ELLs language proficiency; done annually


Overall Organization of StandardsOverall Organization of Standards

Frameworks for Formative & Summative Assessment (2)

English Language Proficiency Standards (5)

Language Domains (4)

Language Proficiency Levels (5)

Model PIs are the lowest level ofexpression of the standards

Model Performance Indicators

Grade Level Clusters (5)


The Levels of English Language Proficiency

ENTERING

BEGINNING

DEVELOPING

EXPANDING

Never ELL

1

2

3

4

5

6

7

REACHING

BRIDGING


English Language Domains

Listening

Speaking

Writing

Reading


Five WIDA ELP Standards

Standard 1- SIL: English language learners communicate for SOCIAL AND INSTRUCTIONAL purposes within the school setting.

Standard 2 – LoLA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

Standard 3 – LoMA: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

Standard 4 – LoSC: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

Standard 5 – LoSS: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES.


Grade Clusters

Kindergarten

Grades 1-2

Grades 3-5

Grades 6-8

Grades 9-12


Organization of MPI’s within StandardsOrganization of MPI’s within Standards

STRANDSTRAND

MPIMPI


Individual Model Performance Individual Model Performance Indicators (MPIs) as Basis of Test ItemsIndicators (MPIs) as Basis of Test Items

Grades 6-8

Standard 1: Social and Instructional Language

Listening

Example topic: Resources & Supplies

Level 2: Beginning

Match needed resources or supplies with type of activities from pictures and oral statements (e.g., calculators & math books)


Sequence of MPI’s within a Sequence of MPI’s within a Theme Folder – Tier ATheme Folder – Tier A

MPI’s for a Tier A Theme Folder for 6-8Grades 6-8


Listening



Sequence of MPI’s within a Sequence of MPI’s within a Theme Folder – Tier BTheme Folder – Tier B

MPI’s for a Tier B Theme Folder for 6-8Grades 6-8


Listening



Sequence of MPI’s within a Sequence of MPI’s within a Theme Folder – Tier CTheme Folder – Tier C

MPI’s for a Tier C Theme Folder for 6-8Grades 6-8


Listening



Turn and talk:

ELP Levels?

Domains?

Standards?

Grade Levels?

Tiers?


Part 2

To understand how to activate and use the ACCESS for ELLs® Test Administrator

Training course from the WIDA website (www.wida.us)


Logging in to Register for Accounts

Use the Username and Password provided to you by your State Facilitator or District Facilitator to access the Account Creator


Get registered in the new course

All users will be required to create new accounts to review training modules and take quizzes at WIDA’s training website.

Obtain a login from your district’s DAC (They have a password to the WIDA website for your district.)

Create an individual login as a test administrator and record in your binder.

Contact the WIDA Help Desk with any questions: 1-866-276-7735 or [email protected]

mailto:[email protected]


Registering in the new course

To create a new account, simply visit www.wida.us and click the “Login” button in the top right corner of the page

After logging in, you may proceed to enter the new user’s personal information.

The account will be immediately activated once you have created the account


Registering in the new course

After registration, the new user will receive an email containing his/her login information

Note: you may login right away without having received the email if you created your own account

If you do not see the message, please check your spam or junk mail folders and/or check with a technical coordinator to be certain that your system is not blocking messages from [email protected] or [email protected].


Logging in to the Training Course

Use your username and password from

the Account Creator

confirmation page and/or

the enrollment email.


Training course home

You will be directed to your training course home page after you login

From here you can navigate to the ACCESS for ELLs® course or to your quiz grade scores


Part 3To review roles of staff in administering

the ACCESS for ELLs® test




Roles & Responsibilities


Testing Personnel Structure


Roles and Responsibilities

District Test Facilitator (or District Assessment Coordinator)

Serves as main contact with MetriTech, Inc. to facilitate ordering, distributing and returning of test materials.

Prepares scheduling and ordering information regarding the grades to be tested in each school, number of testing materials required by each school and the testing schedule of each school

Takes inventory and ensures security of materials

Responsible for training and answering questions on test administration and security to Test Coordinators & Test AdministratorsCertify or approve test administrators

Arrange for reporting and dissemination of testing results



Test Coordinator (at school-level)Arrange and schedule test sessions, generally oversee all aspects of test administration

Takes inventory of boxes upon receipt and return of materials to the District Test Facilitator

Verifies that there are enough testing materialsIf needed, requests additional testing materials from District Test Facilitator

Coordinates and distributes test materials in your school

Make sure that test administration is performed by properly trained test administrators

Reminds Test Administrators that all test materials are to be kept secure and confidential

Coordinate distribution of teacher reports and parent/guardian reports



Test AdministratorsComplete online ACCESS for ELLs® Test Administration training course and certification through WIDA Website (www.wida.us)

Become familiar with procedures in Test Administration Manual for test accommodations for ELLs with disabilities

Properly account for test booklet security immediately before, during, and after test administration

Assure that pre-ID labels are attached to test booklets correctly or that student data is properly bubbled in on test booklet covers

Administer the components of ACCESS for ELLs® for which you are certified (Kindergarten/Group Components/Speaking)

http://www.wida.us/


TA CertificationSeparate certifications in:

Group administration (listening, writing, reading)

Speaking test administration

Kindergarten administration

Certification is based on successful quiz completion (80%)

Qualifications checked by facilitators

Certification process handled by each state


Tier Placement


Importance of Tier Placement

To make the test appropriate to each individual, test items are presented in 3 tiers for each grade level: A, B, and C.

The intention is to present items to the student that are neither too easy nor too difficult and that collectively pinpoint his or her true ELP proficiency level. Most likely the majority of students will receive the Tier B form of the test. Tier A is intended for very low proficiency students and Tier C for students close to reaching full English language proficiency.

Appropriate tier placement maximizes the accuracy and validity of the ACCESS for ELLs® test results.

Students placed in a tier that’s too easy for them would not be exposed to the full range of items to reliably determine their English language proficiency.


Tier Placement Guidelines

Use previous test scores, if available

Use teacher judgment, if available

Use W-APT™ or equivalent English language proficiency test

Use reading/writing levels over oral skills

Keep in mind that 70-80% of students will take Tier B

When in doubt, place the student in the higher tier


Tier Structure of ACCESS for ELLs®

ENTERING BEGINNING DEVELOPING EXPANDING BRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C

6

REACHING

Grades 1-12

K – Adaptive


Profile 1: Fatima

Fatima shows language skills typical of a student at level 3, Developing, in most classroom subjects. Despite her academic interests, she is not yet approaching grade-level literacy in the core content areas.

Which tier is most appropriate for Fatima?


Profile 2: Mohammed

Mohammed is in second grade and in his first year of instruction in English. He is comfortable with basic conversations outside the classroom, but struggles with even low-level reading tasks.

Which tier is most appropriate for Mohammed?


Profile 3: Esther

Esther is approaching grade level literacy in the core academic content areas. Her teacher feels she will likely meet the state’s exit criteria for ELL support services by the end of the academic year.

Which tier is most appropriate for Esther?


Ordering Test MaterialsDistrict Test Facilitator is responsible to facilitate

ordering, distributing and returning of test materials to MetriTech, Inc.


Wisconsin DatesMonth Approx. Date Event

October 1st -3rd week Window for ordering tests and Pre-ID

November mid Ship Test Materials to Districts

November last week Districts Receive Test Materials

December 1 Testing Window Opens

January 30 Additional Materials Ordering Deadline

February Fri. of 2nd week Testing Window Closes

February 3rd week Districts Pack Completed Materials

February 3rd week District Ship Completed Materials to MT

February End of Month All Test Materials Received at MT

http://dpi.wi.gov/oea/calendar.html#Access


Ordering Test Booklets

Test booklets are ordered from MetriTech online at www.metritech.com/wida.

You will be asked to log on. Each district will receive their own district specific login information from MetriTech

Carry out the following step-wise procedure:Verify the contact information for the District Test Facilitator who will receive the booklets

Click on the ‘Place/Edit Order’ link

Enter the number of test booklets by grade level and tier for each of the schools within the district

Submit the order

Note: there is a 10% overage of student test booklets included; do not order extra

http://www.metritech.com/wida


Web-Page Ordering – Secure Log In

Enter Username and Password, then select “Login”


Web-Page Ordering

For each school, indicate the number of booklets for each grade level cluster and

tier.

When your order is completely specified, click on the UPDATE ORDER button to

submit order.


Pre-ID Labels for Test Booklets

NEW! Pre-printed ID labels will be generated from ISES at the state level

If you do not received Pre-ID labels or if Pre-ID labels are incorrect, the test administrator must bubble-in the front and back covers of each test booklet with relevant student data.


Handling Test Materials and

Maintaining Test Security


Materials Received by the District

District Packing List

Each school’s Packing List

Your state’s schedule

Pre-ID labels and return instructions

Test Administration Manuals (1 per set of 20 test booklets)

Test Administration Scripts and Speaking Test Picture Cue Booklet/Scripts (1 per set of 8 booklets ordered per grade-level cluster except kindergarten which is 1 per set of 15 booklets)

10% overage of student test booklets included; do not order extra


District Procedures Upon Receipt of Test Materials


General Security Guidelines

Only district and school test coordinators and test administrators (or other authorized staff) may handle secure test materials.

Ensure that all appropriate staff sign confidentiality agreement

Place all secure materials in locked storage.

Do not leave materials unattended before or after testing.

Do not share any specific test information with students prior to or after testing.

Do not copy any test booklets or other secure materials.


School Procedures Upon Receipt of Test Materials

Divide test booklets into groups for each scheduled testing session.

Test booklets may not be distributed prior to testing session

Students must use Number 2 pencils; the scanning equipment used to score answer documents will not read anything but Number 2 pencil marks.

Place pre-ID labels containing the student demographic information in the box on the front cover of the test booklet.

(Labels don’t come until January.)

If pre-ID labels are not available, or if any label contains incorrect information, discard label and all of the demographic information for that student must be filled in by hand; school test coordinator will give District Code number and School Code number to test administrators.


Sample Agreement to Material Confidentiality

School Security ChecklistACCESS for ELLs® Check List

Spring 2012District:________________ School:___________________DIRECTIONS: The School Test Coordinator must make sure that

the test administrator has signed the Agreement to Maintain Confidentiality before issuing secure test materials. The test administrator must date and sign this form when secure test materials are issued. The School Test Coordinator must sign this form when secure test materials are returned.

NOTE: The School Test Coordinator should keep one copy of all completed forms and return the original to the District Test Coordinator with the secure test materials.


Administering the ACCESS for ELLs® (Grades 1-12)Overview of Group and Individually Administered

Components

Developed by the Center for Applied Linguistics

Part 4


General Information

All test administrators must be certified by completing the online training course prior to administering the ACCESS for ELLs®.

All test sessions must take place within a state’s testing window.

Tests are secure and you must follow state test security regulations.

The Test Administration Manual contains guidance on test accommodations for students with disabilities.


Group-Administered Components

Test Administration Overview: Listening, Reading and Writing


Test Administration Overview:Group-Administered Components

Administered in groups of up to 22 students

Centrally scored by MetriTech, not by the Test Administrator

Each grade level cluster and each tier must have separate group sessions

The administrator’s scripts arrive with the test booklets

Scripts are different for each test form

Listening, Reading and Writing


Test Administration Times

Listening and Reading are administered together in one group session Listening Administration: 20-25 minutes Break in between Listening and Reading sections: 5 minutes Reading Administration: 35-40 minutes Logistics: 15 minutes (approximately)

(including break in between sections)Total: 75 minutes (approximately)

Writing is administered in a separate group session Writing Administration: 30-60 minutes Logistics: 15 minutes (approximately)

Total: 75 minutes (approximately)

Recommendation is not to exceed 22 students in a group.


How to read the ScriptRead all of the text in Bold aloud

example: “Part A: Classroom Objects”

The text which is not bolded serves as a guideline and should not be read aloud

example: “Pause”, “… make sure all students are in the right place.”


How to read the Script

Text in Bold Blue (the test item) and bold Black, should be read aloud.


ACCESS Administration Times and Weights

Listening (15%): 20-25 minutes, machine scored

Reading (35%): 35-40 minutes, machine scored

Writing (35%): Up to 1 hour, rater scored

Speaking (15%): Up to 15 minutes, test administrator scored

Test Times(Minutes)Listening,

25

Reading, 40Writing, 60

Speaking, 15

Listening

Reading

Writing

Speaking

Test Weights(Percent)Listening,

15%

Reading, 35%

Writing, 35%

Speaking, 15%

Listening

Reading

Writing

Speaking


Scheduling Guidelines Example

Assume there are 90 students in the same grade level cluster with 30 students per Tier tested 15 at a time

You can test all students in both Listening/Reading and Writing in a total of 12 sessions over 4 days

This example assumes there is a Single Test Administrator in the school

Listening/Reading Sessions Totals Writing Sessions TotalsSession Schedule Tier A Tier B Tier C Tier A Tier B Tier C

1 Mon 9 am 15 152 Mon 11 am 15 153 Mon 1 pm 15 154 Tue 9 am 15 155 Tue 11 am 15 156 Tue 1 pm 15 157 Wed 9 am 15 158 Wed 11 am 15 159 Wed 1 pm 15 1510 Thu 9 am 15 1511 Thu 11 am 15 1512 Thu 1 pm 15 15

Number of test takers

per time block


Julee’s Recommended Testing Kit

PencilsErasersSnacks (raisins, gum)KleenexWatch/TimerMagazines/Books/SudukoPaper/Colors/MarkersSpeaking Rubric (laminate)Dividers (Folders)TESTING: DO NOT DISTURB Sign


ACCESS for ELLs® Listening Test


Listening Test Overview

Format: Multiple choiceTime: 20-25 minutesScoring: Machine scored (by MetriTech)Weight:

30% of comprehension score15% of composite score

6-7 thematic folders with at least one from each standard (LoMA, LoSC, LoLA, LoSS, and SIL)

Test items read aloud only one time


Listening Test Overview

Keep the test going at a steady pace

Follow pause times given in the script

After an item is read, give students up to 25 seconds to mark their answers

Follow the Test Administration Script exactly

Do not repeat items unless there is a distraction


Listening Test: Practice Items

Script: First the boy and girl play catch, and then they ride their bikes. Find the set of pictures that shows this in the right order. PAUSE.


.

With an elbow partner, review the listening test examples provided in your binder.


Listening Quiz

Can you give the directions to the quiz in another language?

May you repeat the directions?

Can you read the test in native language?

Can you give praise?


ACCESS for ELLs® Reading Test


Reading Test Overview

Format: Multiple choice

Time: 35-40 minutes

Scoring: Machine scored (by MetriTech)

Weight:70% of comprehension score

35% of composite score

6-7 thematic folders with at least one from each standard

Begins with an introduction


Answer choices may NOT be read aloud


Reading Practice Problems

Practice problems follow the introduction and must be administered.


Sample Items Within a Reading Test

Only on forms 1-2A and 1-2B (Grade Level Cluster 1-2, Tiers A and B)

1-2A occur after every folder and are scripted (the answer is filled in together as a group)

1-2B occur after some folders and are not scripted

Purpose: Extra assistance for the student

Sample Reading Test Item


Individual and Group Check-ins

Intended to help guide students though parts of the test and are indicated with a stop sign

Whole-group check-ins – Check in with all of the students at the same time and explain the next part of the test. Occurs after every section in the 1-2A Reading Test.

Individual check-ins – Students raise their hand when they arrive at a stop sign and you check to see the student has completed the section. Invite them to respond to any skipped questions.

Halfway through 1-2B, 1-2C, 3-5A, 3-5B, 6-8A, 9-12A

At the end of every tier and grade level


Reading Item Example: SIL; Grade Level Cluster 1-2, Tier B


.

With an elbow partner, review the reading test examples provided in your binder.


Reading Quiz Questions

Can a student use a highlighter on the test?

Can you administer the test to a student in a separate room?

Can you give a student more breaks?


ACCESS for ELLs® Writing Test


Writing Test Overview

Format: Student constructed responses

Time: Up to 75 minutesA break can be given halfway through the test if necessary

Scoring: Rater scored (by MetriTech)

Weight: 35% of composite score

The following standards are covered: Social Instructional Language (SI), the Language of Math (MA), the Language of Science (SC)

On Tier B and C: Integrated Task (IT) - combines Language of Language Arts (LA), Language of Social Studies (SS), and Social Instructional (SI) Language

Writing tasks are modeled to provide scaffolding



Individual and Group Check-ins

Whole-group check-ins – used to guide students through the model in Tier A for all grade levels and in all Tiers for grades 1-2

Individual check-ins – Students raise their hand when they arrive at a stop sign which occurs at the end of every writing question. Check to make sure that they have completed the writing task.

After 10 minutes, 20 minutes, and 30 minutes, circulate in the room to monitor students’ progress.

If necessary, you can prompt students who are lagging behind by saying, “Make sure you save enough time for the other parts.”


Writing Item Example:

Integrated Task Grade Level

Cluster 6-8, Tier C


Writing Item Example: Integrated Task Grade Level Cluster 6-8, Tier C

Responses must be recorded in booklet. If student writes on a separate piece of paper, you must transcribe (exactly) back to the booklet.


Writing Rubric


Scoring an IT Writing item

Rater scored by MetriTech using a rubric

The preparing and planning sections are not scored.

Prepare and

Planning sections

NOT scored by MetriTech


Let’s Take Group Test


ACCESS for ELLs® Speaking Test


Background on the Speaking Test

Addresses the performance indicators from the WIDA standards for Speaking.

Assesses the type of speech a student would typically use in school and instructional contexts across each of the WIDA standards.

Conducted in a one-on-one, question-answer interview.

All questions are standardized and read from a script.

Student responses to questions are assessed for proficiency using a scoring rubric.


Speaking Test

Individually administeredIndividually administered

No tiers – adaptive formatNo tiers – adaptive format

Time: Up to 15 minutes per studentTime: Up to 15 minutes per student

Scoring: Scored by test administratorScoring: Scored by test administratorQualitative ratings assigned by TA using Speaking RubricQualitative ratings assigned by TA using Speaking Rubric

Numeric score calculated by MetriTechNumeric score calculated by MetriTech

Each form contains three parts (A, B and C)Each form contains three parts (A, B and C)Part A: tasks 1-3 cover SIL at proficiency levels 1-3Part A: tasks 1-3 cover SIL at proficiency levels 1-3

Part B: tasks 1-5 cover LoLA and LoSS at proficiency levels 1-5Part B: tasks 1-5 cover LoLA and LoSS at proficiency levels 1-5

Part C: tasks 1-5 cover LoMA and LoSC at proficiency levels 1-5Part C: tasks 1-5 cover LoMA and LoSC at proficiency levels 1-5


Format of the Speaking Test

Speaking test consists of three scripted sectionsA warm-up in which the test administrator puts the student at ease

The test questions

A wind-down in which the test administrator leaves the student with a positive impression of his or her performance on the test.

Test questions are presented in a structured sequence determined by their intended proficiency level.

Tier B & C students don’t take T1 questions unless T2 is “approaches” (p. 68)

Test is “adaptive,” that is, questions are presented until the student reaches his or her performance ceiling.


Speaking Picture Cue Booklet

Picture Cue booklets are printed two sided and bound in a flip chart format. The picture cue faces the student and the script faces the test administrator. The script also includes a thumbnail graphic of what the student is seeing.

Script Side Picture Cue Side

TA

TAStudent

Student


Navigating the Speaking Test Navigating the Speaking Test (Grades 1-12)(Grades 1-12)

Part A

If score on task is ?, Meets, or Exceeds, go to next level task.

If score on task is Approaches or No Response, go to Task 1 of Part B.

Part C

If score on task is ?, Meets or Exceeds, go to next level task.

If score on task is Approaches or No Response, stop the Speaking Test.

Part B

If score on task is ?, Meets, or Exceeds, go to next level task.

If score on task is Approaches or No Response, go to Task 1 of Part C.

ENDT1

T2

T3

T1

T2

T3

T4

T5

T1

T2

T3

T4

T5


Task Level Expectations

Every task and question is based on a set of expectations for what the response will look like.

Areas of speech around which scoring expectations are based:

Linguistic Complexity: Expectations of the quantity and organization of the student’s verbal response

Vocabulary Usage: Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level; refers to language quality

Language Control: Expectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality


Scoring Criteria as Applied to Responses

Linguistic Complexity—How Much? (Quantity)How much language can the student process in a range of different communication modes; for example, in answering questions, in telling a narrative, in describing events and processes?

How well organized is the information contained in the response; that is, does it show the kind of links that a listener would need in order to process and understand the information in the student’s response?

Vocabulary Usage—How Rich? (Quality)How much academically related vocabulary and what sort of vocabulary does the student control?

Does the student control the linguistic means of producing technical vocabulary, e.g. knowing how to form nouns from verbs?

Language Control—How Well? (Quality)How automatic, accurate, and fluent is the student’s language in phonology and syntax?

Is the student’s choice of words appropriate to context?


Speaking Rubric

Review each level with a partner


Level 1 Tasks & Expectations

Level 1 Linguistic Complexity

Vocabulary Usage

Language Control

What are expectations of a Level 1 question?

Question What’s your name?

Single words, set phrases, or chunks of memorized oral language

Highest frequency vocabulary from school setting and content areas

When using memorized language, is generally comprehensible; communication may be significantly impeded when going beyond the highly familiar

Are expectations met by the response?

Response Julee Dredske Yes Yes Yes




Vocabulary Usage

Language Control


Question Can you tell me a little about your family?

Phrases, short oral sentences

General language related to the content area; groping for vocabulary when going beyond the highly familiar is evident

When using simple discourse, is generally comprehensible and fluent; communication may be impeded by groping for language structures or by phonological, syntactic, or semantic errors when going beyond phrases and short, simple sentences


Response We have a family of five: Doug, Jessica, Logan, Brooke.

Yes Yes Yes




Vocabulary Usage

Language Control


Question What’s your favorite subject in school and what do you like about it?

Simple and expanded oral sentences; responses show emerging complexity used to add detail

General and some specific language related to the content area; may grope for needed vocabulary at times

When communicating in sentences, is generally comprehensible and fluent; communication may from time to time be impeded by groping for language structures or by phonological, syntactic, or semantic errors, especially when attempting more complex oral discourse


Response I really like math the best. I always liked to work with number puzzles and I have fun trying to figure out word problems in math.

Yes Yes Yes


Level 4 Tasks & ExpectationsLevel 4 Linguistic

ComplexityVocabulary

UsageLanguage

Control


Question Dredske is an unusual name. I haven’t heard it before. Can you tell me something about it?

A variety of oral sentence lengths of varying Linguistic Complexity; responses show emerging cohesion used to provide detail and clarity

Specific and some technical language related to the content area; groping for needed vocabulary may be occasionally evident

At all times generally comprehensible and fluent, though phonological, syntactic, or semantic errors that don’t impede the overall meaning of the communication may appear at times; such errors may reflect first language interference


Response Yes, it’s a German name. My husband’s grandparents came from England around 1800. I’m not really sure what it means. My great grandparents were immigrants from Poland and Germany.

Yes Yes Yes


Level 5 Tasks & ExpectationsLevel 5 Linguistic

ComplexityVocabulary

UsageLanguage

Control


Question I’ve heard that English speakers have trouble pronouncing names. How do you feel about having a name that others think is hard?

A variety of sentence lengths of varying Linguistic Complexity in extended oral discourse; responses show cohesion and organization used to support main ideas

Technical language related to the content area; facility with needed vocabulary is evident

Approaching comparability to that of English proficient peers in terms of comprehensibility and fluency; errors don’t impede communication and may be typical of those an English proficient peer might make


Response We’ll I was a little sensitive about my name in school, where almost everyone else had a much easier, more American sounding name. Or so I thought at the time. I do remember a few times when somebody would giggle about how they thought it was a real mouthful. But overall I’m really proud of my name, even though I have to always spell my first and last name when someone asks.

Yes Yes Yes


Speaking Test Scoring Sheet

The scoring sheet should be filled out completely; a score for every task must be marked.

Any task not administered because the student has reached a ceiling level within a part should be marked as Not Administered.

If a “?” is marked for a task and resolved with a Meets or Exceeds by administering the following task, it is not necessary to erase the mark.


Response Marks

Meets is always the intended target for a speaking task

Exceeds is used when a response scores beyond the expectations of the task

Approaches is used when the response does not meet one or more expectations of the task

Meets, Exceeds, and Approaches do not always have clearly distinguished boundaries

Exceeds

Meets

Approaches

No Response


Scoring Rules

A rating of Meets or Exceeds each receives a point value of 1.

There are no extra points awarded a score of Exceeds.

The Exceeds rating indicates a strong expectation that the student will be able to respond with at least a Meets rating to the following task in the test.

A rating of Approaches or No Response each receives a point value of 0.

The 0 point value reflects the fact that the student could not meet one or more of the requirements of the scoring rubric.


Scoring Rules: Using “?”

If in doubt between scoring Meets or Approaches on a task, you can mark in the center column below the question mark “?” on the score sheet and administer the next task.

If the student Meets the next task level expectations, assign that task a score of Meets, and go back and assign the previous task in question a score of Meets.

If the student fails to meet the task level expectations on the next task, it is most likely that the performance was also deficient on the previous task. Assign the current task a score of Approaches or No Response as appropriate, and go back and assign the previous task in question a score of Approaches.


The Scoring Sheet

The Speaking Test Scoring Sheet is the last page of the student test booklet.

Test administrators must make a mark on the scoring sheet immediately after the student responds to the last question in a task.

The mark represents the student’s performance on the complete task, not individual questions on the task.


.

Listen to practice items at WIDA training site

www.wida.us-->Test Administrator training


.Time for the real test!


Kindergarten Test Design and

Administration


Kindergarten Test Design

The test is thematically integrated within two stories:A narrative story

An expository story

All domains are tested within each story

Averages 45 minutes per student for all components

Aligned to PreK-K Standards


Narrative vs. Expository

Expository:• Time sequence• Non-fiction• Involves "doing“ or “how to”• Realistic orbelievable actions with people as main characters• Story sequence between steps, logical organization• Relate to events in student’s life

Narrative:• Appropriate graphics• Main characters are animals• Description• Rhyme, Rhythm• Reminiscent of quality children’s literature• 3rd person• Fictional


Sample Theme FolderStudent Response Booklet

WIDA Consortium / CAL / MetriTech

Cards

Items

Theme Graphic


Test StructureThe test administrator (TA) reads the Narrative story, then administers:

A. Listening & Speaking Tests (together)

B. Writing Experience

C. Reading Test

The TA will then go to an Expository story, centered around an Activity Board and using cards for the items.

D. Listening & Speaking Tests (together)

E. Writing Experience (Leveled Writing Tasks, based on Writing Experience score from Part B)

F. Reading Test (based on Reading score from Part C)


Kindergarten Test: Structure

Listening and Speaking

Writing

Reading

Listening and Speaking

Writing

Reading

Move through the Levels of each part until student reaches his/her ceiling

Part E (Writing) and Part F (Reading) Starting points are determined by performance on prior Writing and Reading tasks.

Nar

rativ

eE

xpos

itory


Features of the Kindergarten Test

All components are individually administered so that students will start sections at appropriate levels and stop when the students reach their ceiling

All components are scored by the Test Administrator (TA) during test administration, including a ‘transcription’ of Writing

Students write their Writing test responses directly in the Student Response Booklet

Administration averages 45 minutes total per student for all components


Unique Features of Test

ManipulativesCards

Student ActivityBoard

ThematicTest questions center around two themes.

All four domains are tested in each theme

Writing ExperienceInteractive writing, where the student has an opportunity to produce whatever he/she is able


Testing Materials (1 of 2) The Kindergarten Student Story Booklet contains:

The pictures and storyline for the Narrative section of the test. It resembles authentic children’s literature.Orientation pictures and graphic organizers related to designated sections of the test.

Kindergarten Student Response Booklet contains:

Student Response Record (completed by teacher) for Parts A – FStudent Response Record (completed by student) for Parts B & E Teacher Transcription of Student Writing for Parts B & E

Student Story Booklet

Student Response

Booklet


Testing Materials (2 of 2)

Kindergarten Test Administrator Script contains:

Script for all parts of the test

Kindergarten Student Activity Board

Kindergarten Cards & Card Container

Test Administrator Script

Student Activity BoardCards and Card

Container


General Test Administration Procedures

Follow the script exactly. Read aloud everything in black bold and blue bold print.

Student responses must be recorded and scored immediately after each level is complete (e.g. after A3).

You must administer and score all items in any one level of a Part of the test before making a determination about whether to continue or to stop that Part and move on to the next one.

While the test is designed to take an average of 45 minutes per student, kindergarteners may need a couple of breaks during the test administration.


Symbols in the Script

Card face downCard used for modeling Keep cards in hand


Preparing for Test Administration

Familiarize yourself with the Test Administrator Script for each portion of the Kindergarten Test prior to administering the test. It is recommended to practice administration to an adult before you administer to a student.

You will need 2 sharpened pencils: one for you and one for the student.

Testing should occur in a quiet room.

Use a rectangular (preferable) or circular table at which to test the student.

Place yourself at a right angle to the student, rather than across from or next to the student. The student should be to the right-hand side of the TA.

See page 8


In general, accommodations for students with disabilities are allowable, as outlined in the IEP

Accommodations must not invalidate the test construct (e.g., TA reads items on the Reading test to the student)

See Accommodations section of the main ACCESS for ELLs® Test Administration Manual for a list of allowable accommodations

Accommodations


Parts A ― C: Narrative Administration

Information


Let’s watch the K test being administered


Format: Part A consists of a Narrative story, and the Listening and Speaking items. Both domains are administered together by level. The Listening items for one level are administered, then the Speaking items for that same level are administered.

Directions: Read the entire narrative story first, then go back to the beginning of Part A (level A1) to administer Listening and Speaking. Move through the levels, A1 to A5, based on student’s responses.

Scoring: After the student answers all items in a level, complete the score sheet in the Student Response Booklet.

Follow the Test Administration Script exactly, including pauses.

Keep the test going at a steady pace.

Part A: Listening & Speaking


Listening Items

Listening items prompt the student to point to something in a picture, or point to and/or move a card.

Do NOT read a Listening item more than one time.

Scoring: Listening items in each level are scored as discrete items; they are marked correct or incorrect.


Speaking Items

Speaking items prompt the student to talk about the pictures and the story.

Scoring: There is guidance as to what to look for in a student response, found in a box called “Expect.” Follow these guidelines to determine if the student meets or does not meet the task-level expectations.

NOTE: these are based on the WIDA Speaking Rubric; you should refer to the rubric if you have questions.


Task Level Expectations

Every task is based on a set of expectations for what the response should look like. The TA rates each task holistically, considering the response to all questions in the task.

Scoring expectations are based on:Linguistic Complexity

Expectations of the quantity and organization of the student’s verbal response

Vocabulary UsageExpectations of the student’s use of appropriate vocabulary for grade level and proficiency level

Language ControlExpectations of the student’s control of English grammar, word choice in context, and the English sound system; refers to language quality


The Scoring Scale

Speaking Test Scoring Scale

Meets Meets all task level expectations in quantity and quality

ApproachesApproaches task level expectations, but falls short in quantity and/or quality

Detailed instructions on how to interpret the scoring scale are contained in the ACCESS for ELLs® District and School Test Administration Manual and in the PowerPoint module titled Administering the ACCESS for ELLs® Speaking Test

“Meets” is highlighted on the scale to emphasize that Meets is the expected score. Tasks are designed to elicit speech that will meet all expectations of the proficiency level it targets.


Due to the adaptive nature of the test, the TA must make a rating immediately after the student responds to the last question in a level.

If unsure whether to score a response Meets or Approaches, the ? (question mark) box can be marked.

Then administer the next task.

If the response to the next task scores Meets, go back and rate the previous task (the one with ? marked) Meets.

If the response to that next task scores Approaches, go back and rate the previous task Approaches. It is necessary to erase the mark in the ? box, but ultimately a rating must be assigned to that task.

The rating represents the student’s performance on the complete task, not on individual questions within the task.

Scoring Rules


Speaking Rubric


Part A ScriptListening Script:

Indicates the Part and Level: This is Part A, Level 1

Graphic student sees in the Student Story Booklet.

Orientation to the upcoming task

Unscored sample question.

A1 Listening Items


Part A ScriptSpeaking Script:

What to look for in student response

A1 Speaking Items


Part A: Recording Answers

Determine if you are to move on in Part A, or go to Part B.

1) Fill in the number correct for each level. 2) Fill in Meets,

Approaches, or ?.

Not Administered- fill in for Levels that are beyond the student’s stopping point.


Part B: Writing Experience

Format: There are two tasks in this Part of the Writing Test, assessing five levels. First, the student writes his/her name as a screening task. If done successfully, the student proceeds to the Writing Experience, which involves a retelling of the narrative text.

The script prompts the student to talk about something from the story, then write it.

If the student is struggling, there are prompts to scaffold the student to write words and sounds.

The ACCESS for ELLs® Test Administration Manual for Kindergarten contains Part B writing samples and scoring guidance.

Page 24


Part B: Writing Script

Script sample

Item

Orientation

What’s next?


Test Navigation

There is a “Moving On” section of the script, which indicates what you are to do next after scoring a Part.

You are always moving ahead in the test, either to the next level in the same Part, or to the next Part of the test if the child does not meet expectations. Only after Part F do you end the test.


Part B: Student Response Booklet

Left page

(Teacher’s page)

Right page

(Student’s Page)

Write what the student says he/she wrote in the box.


Adaptive Scoring in Writing

The student writes in the Student Response Booklet

After the student writes, the TA transcribes what the student says he/she wrote

Score the writing as “High,” “Mid,” or “Low” immediately and check off the box at the bottom of Part B in the Student Response Booklet

Score the writing using the Rubric after the student completes the entire test.


High, Mid, Low

“Expect” box for Writing

Criteria in the Student Response Booklet to determine Starting point in Part E (Writing).


K Writing Rubric (1 of 3)Writing Rubric of the WIDA™ Consortium

Grades Pre K-K

Level Linguistic Complexity Vocabulary Usage Language Control

6Evidence:Complete

“Story”

•Text presents one clear example of a successful attempt at producing related, connected English phrases and sentences

•At least two clear sentences are present

•A logical sequence or relationship between phrases and sentences is present

•Each phrase or sentence contains at least two “words”

•“Words” go beyond memorized, high-frequency vocabulary, though some sight words and easily decodable words may be present and written accurately

•“Words” are clearly recognizable and contain beginning, middle and ending sounds (in longer words)

•Invented spelling and/or lack of mechanics may impede full comprehensibility of the text

•Inventive spelling closely approximates standard spelling

•Evidence of capitalization and punctuation may be present

•No clear observable influence of native language is present

5Evidence:

“Story”

•Text contains at least one clear example of a successful attempt at producing at least two related or connected English phrases or sentences

•At least one clear sentence is present

•A logical or sequential word order within phrases or sentences is present

•Each phrase or sentence contains at least two “words”

•“Words” go beyond memorized, high-frequency vocabulary

•“Words” are generally recognizable and contain attempts at beginning, middle and ending sounds (in longer words)

•All key “words” in the related or connected phrases or sentences are attempted

•Invented spelling and/or lack of mechanics may impede comprehensibility of the text

•Evidence of word boundaries is present

•Observable influence of native language may be present


K Writing Rubric (2 of 3)Level Linguistic Complexity Vocabulary Usage Language Control

4Evidence:“Phrase or sentence”

•Text contains at least one clear example of a successful attempt at producing an English phrase or short sentence

•The phrase or short sentence contains at least three “words”

•At least one “word” in the phrase or short sentence goes beyond “memorized” text (e.g., ‘I like…,’ ‘I play…’)

•“Words” are generally recognizable and contain attempts at beginning, middle and ending sounds (in longer words)

•Letter sounds within words may be out of order

•All key “words” in the phrase or short sentence are attempted

•Invented spelling and lack of clear word boundaries may impede comprehensibility of the text

•Attempts at word boundaries may be present


3Evidence:“Words”

•Text contains at least two clear, independently produced examples of successful attempts at producing English words

•At least one “word” goes beyond memorized, high frequency words (e.g., ‘cat’ ‘dog’)

• “Words” may be recognizable contain attempts at beginning, middle and ending sounds (in longer words)

•Letter sounds within words may be out of order

•Invented spelling and lack of clear word boundaries may impede comprehensibility of the words



K Writing Rubric (3 of 3)Level Linguistics Complexity Vocabulary Usage Language Control

2Evidence:

Sound/ letter correspondence

•Text contains at least two clear, independently produced examples of successful attempts at producing English sound/letter correspondence

•Evidence of knowledge of sound/letter correspondence may be provided by attempts at any of the following:

-beginning and ending word sounds -beginning and middle word sounds -middle and ending word sounds -beginning word sounds only -a single sound representing a word•Examples of letters may be in list form, written vertically or horizontally•Evidence of “memorized” writing in English (e.g., proper names, ‘mom,’ ‘dad’) may be present

•Poor letter formation and/or lack of any type of boundaries within text may impede recognition of attempts of producing sound/letter correspondences


1Evidence:

Letter copying

•Text contains clear evidence of successful attempts at writing at least two letters, of which one may display knowledge of sound/ letter correspondence

•Evidence of ability to write letters may be provided by any of the following:

-writing own name -copied letter(s) -random letter(s) -traced letter(s) -scribble writing

•Poor letter formation quality may impede recognition of letters

0Evidence: Letter

and/or picture

•Text contains no more than one clear, independently written letter

•No response

•Symbols or pictures, perhaps copied from graphics, may be present

•No language control is evident due to lack of text


Writing Scoring Practice

For practice scoring items on the Writing Test, please refer to the Scoring the ACCESS for ELLs Kindergarten Writing Test

Let’s practice . . .


Where to start?

Teacher,

backpack,

doctor

This student has written a string of letters

that does not correspond to what he or she

says was written. This student does not

appear to be able to write sounds he/she

hears.

LOW


Bookbag

The student only recognizes the first

sound of one word. This student may be

able to start at Level 3, but to check and

to build the student’s confidence, start at

Level 1.

LOW-Level 1


Though this student has written the

beginning and ending sound for the word

“nurse,” this was the only word the

student produced. We can assume that the

student will perform well at E3, but may

not at E4, so to decrease the student’s

frustration, we begin at E3.

MID

Nurse


One day, David lost his backpack.

This student is making attempts at

beginning, middle, and end sounds. He

writes a Z for an S in “lost” and “his.”

The second letter in the first word may be

an inverted “n.” This student appears to

be learning word boundaries as well.

HIGH—Level 4/5

More on Page 29


Part C: Reading

Format: There are five levels of tasks on the Reading Test. Tasks include matching cards, categorizing pictures, and pointing to a picture. Some of the initial tasks assess pre-literacy skills.

Scoring: Reading items are each scored “correct” or “incorrect.”

Based on how many tasks the student correctly completed, score the student’s performance as “High,” “Mid,” or “Low” and record in Part F in the Student Response Booklet. This will determine the starting point in the next Part of the Reading test.


Part C: Reading Script

What the student sees in Student Story Booklet

Symbol to keep cards in hand

Pictures on the cards

Unscored Model of task

C2 Items


Part C: Recording Answers

Determine if you are to move on to the next Level within Part C, or go to Part D.

Fill in the circles for the items the student gets correct.


Parts D — F

Expository Administration Directions


Part D: Expository Listening and Speaking

Tests Listening & Speaking like Part A

Based on the Activity Board, rather than a narrative story

Follow the script exactly

Open and close panels as directed

Begin at level 1, and administer Part D until student reaches his/her ceiling

Scoring rules for Part D are the same as for Part A


Activity Board

Kindergarten Test Navigation

Starting point based on Narrative Reading Score


Part E: WritingFive Leveled writing tasks

Entrance point based on student’s performance on Part B.

If “High” start directly with E4/5

If “Mid” start with E3

If “Low” start with E1

If you do not administer an item because it is before where you are instructed to start, fill in the “Skipped” box.


Part E: Script

Unscored Models


Part E: Student Response Booklet

Left Page Right Page

Teacher model for beginning

sound

Teacher model for end sound

Student writes in the box


Part F: ReadingThere are 5 levels of Reading tasks in Part F.

Entrance point based on student’s performance on Part C.If “High” start directly with F4 (reading short phrases)

If “Mid” start with F3 (reading words)

If “Low” start with F1 (pre-literacy task)

Scoring Part F is the same as scoring Part C, with the exception of the “Skipped” column.

Both F1 and C1 require you to MOVE ON, regardless of the number of correct answers.


Part F: Script

Some cards will go face up and some face down.

Gray shading means cards are face down.

* means this is the card for the model.


Multiple Exit Points

Be sure you end the test with something the student can do so that students leave with a positive feeling about the experience.

Guidance on “winding down” is contained in the TA manual and video.

In Listening Parts: If the student clearly does not understand the listening task, you may repeat the model. If the student still doesn’t understand, continue modeling with the other items, but score them as incorrect.

In Speaking Parts: If the student says “I don’t know” you may assist them, but mark the answer “Approaches.”

In Writing Parts: Aim to have the student write at least a sound, a letter, or a picture.

In Reading Parts: Student may identify a sound or a picture he/she recognizes.


What are some challenges of administering a test like this to

Kindergarten age students?


Challenge: Behavior of Kindergarteners

Behavior Expectations of Kindergarteners

Kindergarten students are easily distractedExtra effort should be made to insure the testing area is quiet and away from student traffic.

Although TAs should be ready to redirect students to the task, the scripts will include suggested recasts and advice for extra prompting.

Kindergarten students need more stretch breaks: this should be at the discretion of the TA when he/she senses fatigue or distraction.


Challenge:Literacy of Young Learners

Literacy• All Kindergarteners are developing literacy

skills; the test will therefore include some pre-literacy and pre-writing tasks.

• Additionally, at this developmental level, writing and reading skills are very intertwined, yet NCLB requires testing these as discrete skills.

• The existing WIDA Writing Rubric has been modified for the Kindergarten level to reflect rules for “inventive spelling” and task level expectations.


Challenge: Maximizing student performance

Take time before test administration to establish rapport with the student.

Experience with young students is recommended for TAs for the Kindergarten test.

Make extra effort to put the student at ease:

Small talk on the way to the testing area

Say, “We’re going to play some games/read a book”

Establish age/birthday

Talk about what they were doing in class, what they had for lunch, who is in their family, their favorite food, etc.


Challenge: Training Test Administrators

Given the flexibility of the scoring and the quantity of materials used in the test, extensive training must be made available to prospective and seasoned test administrators.

As an additional training tool, WIDA has produced a Kindergarten Test Administration Training Video. This DVD walks viewers through a complete Test Administration, and has additional features focusing on scoring and adaptivity.

The full ACCESS for ELLs® Test Administration Training continues to be offered online and must be completed by all test administrators.


Parent/Guardian Report


Teacher Report (Part 1)


Teacher Report (Part 2)


Student Roster Report

Test Administrator CertificationQuiz Grade ReportsKeep in Binder for Reference


Need Assistance?

If you need assistance administering the ACCESS for ELL®, please contact:

Julee Dredske

[email protected]


For more information, please contact the WIDA Help Desk:

1-866-276-7735 or [email protected]

World Class Instructional Design and Assessment, www.wida.us

Center for Applied Linguistics, www.cal.org

Metritech, Inc., www.metritech.com

Questions or Comments?


© 2008 board of regents of the university of wisconsin system, on behalf of the wida consortium ...

Documents

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components of access

ells test facilitator

test materials

ells language proficiency

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english language learners