the ualpa the utah academic language proficiency assessment

The UALPAThe UALPAThe Utah Academic Language Proficiency The Utah Academic Language Proficiency

AssessmentAssessment

Owned By The Utah State Office of Owned By The Utah State Office of EducationEducation

Presented by:Presented by:USOEUSOE

Judy Park, Assessment & Accountability Judy Park, Assessment & Accountability Director Director

Deborah Swensen, Development CoordinatorDeborah Swensen, Development CoordinatorRita Brock, ELL SpecialistRita Brock, ELL Specialist

October 2006

Training ObjectivesTraining Objectives

Attendees will receive the following:Attendees will receive the following:– Purpose, need and federal Purpose, need and federal

requirements for an academic requirements for an academic language proficiency assessment.language proficiency assessment.

– Coordinators ManualCoordinators Manual– Samples of all testing materialsSamples of all testing materials– Instruction and practice on Instruction and practice on

administering all four modalitiesadministering all four modalities– Instruction and practice on scoring Instruction and practice on scoring

the speaking modalitythe speaking modality

Utah Academic Language Proficiency Utah Academic Language Proficiency AssessmentAssessment Purpose Purpose

• To establish a new assessment of academic To establish a new assessment of academic language proficiency for compliance under the language proficiency for compliance under the federal NCLB Actfederal NCLB Act

- Title III- Title III

• To provide a consistent statewide assessmentTo provide a consistent statewide assessment

• To be given to English Language Learners (ELLS)To be given to English Language Learners (ELLS)– A, B, C proficiency levelsA, B, C proficiency levels

• To identify language proficiencyTo identify language proficiency

Utah Academic Language Utah Academic Language Proficiency Assessment PurposeProficiency Assessment Purpose

• Address the Goals of NCLBAddress the Goals of NCLB– Learners achieve English proficiencyLearners achieve English proficiency– Provides a total proficiency scoreProvides a total proficiency score

• Assesses Academic English acquisition Assesses Academic English acquisition – Vocabulary, syntax, discourse, and function to assess Vocabulary, syntax, discourse, and function to assess

English language acquisitionEnglish language acquisition– Knowledge and skills of language through the modes of Knowledge and skills of language through the modes of

communication communication • Listening, Speaking, Reading & WritingListening, Speaking, Reading & Writing

– Comprehension (Listening & Reading)Comprehension (Listening & Reading)– Composite (Total Score)Composite (Total Score)

Assessment Title:Assessment Title: Assessment Purpose:Assessment Purpose:

PlacementPlacement(Currently IPT)(Currently IPT)

To identify and place new English To identify and place new English language learners in an language learners in an appropriate program in a timely appropriate program in a timely mannermanner

Utah Academic Language Utah Academic Language Proficiency Assessment (UALPA)Proficiency Assessment (UALPA)

Annual assessment of proficiency Annual assessment of proficiency and progress in academic and progress in academic language language

The Need For Two Language The Need For Two Language Assessments:Assessments:

Language AcquisitionLanguage Acquisition

• Two aspects in language acquisitionTwo aspects in language acquisition

– BICS (takes 2 years to achieve)BICS (takes 2 years to achieve)

– CALP (takes 5-7 years to achieve)CALP (takes 5-7 years to achieve)

BICS: BICS: (Basic Interpersonal (Basic Interpersonal Communication Skills – Communication Skills –

• Social Language (Everyday Social Language (Everyday conversational language)conversational language)

• Playground languagePlayground language

• Relates to the here and now.Relates to the here and now.

CALP:CALP: (Cognitive Academic Language (Cognitive Academic Language Proficiency)Proficiency)

• Specialized language of learningSpecialized language of learning

• Unfamiliar concepts are encountered, Unfamiliar concepts are encountered, concepts are not sharedconcepts are not shared

• Less visible pragmatic and semantic Less visible pragmatic and semantic meaningsmeanings

• Content language, linguistic and Content language, linguistic and cognitive challengescognitive challenges

Administration TimelineAdministration TimelineOctober 30October 30

UALPA materials available UALPA materials available

October 30 – February 28October 30 – February 2850% of students tested on UALPA and 50% of students tested on UALPA and answer documents returned to USOEanswer documents returned to USOE

March – April 30 (complete testing) March – April 30 (complete testing) Remaining 50% of students tested on UALPA Remaining 50% of students tested on UALPA and answer documents returned to USOEand answer documents returned to USOE

Administration TimelineAdministration TimelineApril 30 April 30

IPT proficiency level and demographic data on IPT proficiency level and demographic data on new students reported to current contractor new students reported to current contractor

May – JuneMay – JuneTesting on UALPA for new students entering Testing on UALPA for new students entering districts during May and Junedistricts during May and June

Scanning and scoring by current contractor on Scanning and scoring by current contractor on UALPA Answer documents submitted by April 30UALPA Answer documents submitted by April 30thth. .

June – July June – July Scanning and scoring on UALPA assessments by Scanning and scoring on UALPA assessments by current contractor for students tested in May and current contractor for students tested in May and JuneJune

New StudentsNew Students

All new students will be assessed All new students will be assessed on both of the following on both of the following instruments:instruments:– IPT (for placement)IPT (for placement)– UALPAUALPA

Who is tested? Who is tested? Students Students to be testedto be tested on the UALPA: on the UALPA:

• All ‘A’ studentsAll ‘A’ students

• All ‘B’ students All ‘B’ students

• All ‘C’ studentsAll ‘C’ students

Students Students not not to be tested on the UALPA: to be tested on the UALPA:

• No ‘ D’ studentsNo ‘ D’ students

• No ‘E ‘ students No ‘E ‘ students

• No Native Speakers testedNo Native Speakers tested

Proficiency LevelsProficiency Levels

2006 - 2007 school year: Students will 2006 - 2007 school year: Students will continue to be identified using the A, continue to be identified using the A, B, C, D, and E proficiency levels.B, C, D, and E proficiency levels.

2007 – 2008 school year: As students 2007 – 2008 school year: As students complete UALPA testing, the scores complete UALPA testing, the scores will identify them as proficiency level will identify them as proficiency level of P, E, I, A, or F. of P, E, I, A, or F.

UALPA InformationUALPA Information

• The UALPA is divided into five The UALPA is divided into five grade spans:grade spans:

• K K Kindergarten Kindergarten

• 1-21-2 Grade one through two Grade one through two

• 3-63-6 Grade three through six Grade three through six

• 7-8 7-8 Grade seven through eightGrade seven through eight

• 9-12 9-12 Grade nine through twelveGrade nine through twelve

Test DesignTest Design

FiveFive ModalitiesModalities• ReadingReading• WritingWriting• ListeningListening• SpeakingSpeaking• ComprehensionComprehension

– Reading and Listening Reading and Listening

• CompositeComposite– Total ScoreTotal Score

Testing MaterialsTesting Materials

• Examiner’s ManualExaminer’s Manual

• Student Testing BookletStudent Testing Booklet

• Answer DocumentAnswer Document– The answer document may be in the form of a consumable The answer document may be in the form of a consumable

booklet (1-2)booklet (1-2)– Answer documents may be referenced in TAMs as Answer Answer documents may be referenced in TAMs as Answer

sheetssheets– All Answer documents/sheets are bookletsAll Answer documents/sheets are booklets

• Flipchart for Speaking for all grades Flipchart for Speaking for all grades – Elementary 1-2; 3-6. Speaking onlyElementary 1-2; 3-6. Speaking only– Secondary 7-8; 9-12. Speaking onlySecondary 7-8; 9-12. Speaking only

• Flipchart for Kindergarten for all modalitiesFlipchart for Kindergarten for all modalities

The testing materials are organized as The testing materials are organized as follows:follows:

• ..

Test MaterialGrade Span Modality Included Answer Document

Form 1 (Flipchart)

K Speaking, Listening, Reading, Writing (Inventory)

One per student, completed by test administrator/proctor

Form 1-A (Elementary Flipchart)

1-2, 3-6 Speaking Test administrator/proctor marks answers on speaking section of student answer document.

Form 1-B (Secondary Flipchart)

7-8, 9-12 Speaking Test administrator/proctor marks answers on speaking section of student answer document.

Form 1 (Consumable Booklet)

1-2 Listening, Reading, Writing

Student answers directly in consumable test booklet (Speaking responses marked in same booklet)

Form 1 (Non-Consumable Booklet)

3-6, 7-8, 9-12

Listening, Reading, Writing

Separate Answer Document, one per student (Speaking responses marked on same document)

UALPA Answer DocumentsUALPA Answer Documents

• 2006-07 school year: A UALPA pre-print file is required 2006-07 school year: A UALPA pre-print file is required from each LEA prior to UALPA testing.from each LEA prior to UALPA testing.

• Bar coded labels will be provided which must be Bar coded labels will be provided which must be applied to the UALPA multiple page answer bookletapplied to the UALPA multiple page answer booklet

• Answer documents, for new students, must be hand-Answer documents, for new students, must be hand-bubbled as they are not identified as LEP students in bubbled as they are not identified as LEP students in the LEA SISthe LEA SIS

• Students who are new to the state will need to be Students who are new to the state will need to be given an SSID number before the UALPA is given an SSID number before the UALPA is administered to themadministered to them– Back page of Answer document will still need to hand Back page of Answer document will still need to hand

bubble as these students do not have LEP identifying bubble as these students do not have LEP identifying code in systemcode in system

– SSID number will allow for identification of district SSID number will allow for identification of district submitted demographic data to scored answer document submitted demographic data to scored answer document

Reporting New Students - Reporting New Students - IPTIPT

• Each District submits to Current Contractor Each District submits to Current Contractor demographic records and IPT scores for new demographic records and IPT scores for new students who are placed as LEP students in the students who are placed as LEP students in the ’06-’07 school year:’06-’07 school year:

• The information to be submitted must include:The information to be submitted must include: student SSID, LEA student ID, student last student SSID, LEA student ID, student last

name, student first name, student middle name, student first name, student middle name/middle initial, LEP code (A, B, C, D, E), name/middle initial, LEP code (A, B, C, D, E), grade, primary language, parents’ primary grade, primary language, parents’ primary language, gender, ethnicity and instruction language, gender, ethnicity and instruction type. type.

• Instructions on how to submit this information Instructions on how to submit this information to Current Contractor will be provided in the to Current Contractor will be provided in the completed Coordinator’s manual.completed Coordinator’s manual.

UALPA Answer DocumentUALPA Answer Document

• Certain unique codes will have to be Certain unique codes will have to be completed when applicablecompleted when applicable– Special codes (non – participation)Special codes (non – participation)– Special codes (non – standard Special codes (non – standard

participation)participation)– Frustration level/refused to testFrustration level/refused to test

UALPA Answer DocumentUALPA Answer DocumentSpecial CodesSpecial CodesMarking the Special Codes BoxMarking the Special Codes Box For For not participatingnot participating mark: mark:

• ““Officially withdrawn from school” if the student is no longer Officially withdrawn from school” if the student is no longer enrolled in the school.enrolled in the school.

• ““Home school” if the student is educated in a home school Home school” if the student is educated in a home school setting.setting.

• ““RT” if the student refused to take the test.RT” if the student refused to take the test.– This should be marked in the "Office Use Only" section for This should be marked in the "Office Use Only" section for

each modality for which the student refused to respond.each modality for which the student refused to respond.

• ““Unknown student” if the answer sheet was pre-printed for a Unknown student” if the answer sheet was pre-printed for a student who cannot be identified as ever having been enrolled student who cannot be identified as ever having been enrolled in the school.in the school.

UALPA Answer DocumentUALPA Answer DocumentSpecial CodesSpecial Codes

Since Since AllAll ELL students (A, B, C) ELL students (A, B, C) must participatemust participate in the UALPA do in the UALPA do not mark the following non-not mark the following non-participation codes: participation codes: “ “ELL – 1st year before 4/15” if the student is an ELL ELL – 1st year before 4/15” if the student is an ELL

student and enrolled before April 15 of the student and enrolled before April 15 of the current school year.current school year.

•““ELL – 1st year on or after 4/15” if the ELL – 1st year on or after 4/15” if the student is an ELL student and enrolled student is an ELL student and enrolled on or after April 15 of the current on or after April 15 of the current school year.school year.

UALPA Answer DocumentUALPA Answer DocumentSpecial CodesSpecial CodesMarking the Special Codes BoxMarking the Special Codes Box For For non-standard participation non-standard participation mark:mark:• Accommodated (ELL, IEP, 504 Plan)Accommodated (ELL, IEP, 504 Plan)• Modified (IEP Team)Modified (IEP Team)• UAA, Utah Alternate Assessment (IEP Team)UAA, Utah Alternate Assessment (IEP Team)

OTHEROTHER• ELL First Year in U.S. Before April 15ELL First Year in U.S. Before April 15

If Accommodated is marked – please identify If Accommodated is marked – please identify ALL ALL specific accommodations for that specific accommodations for that student in the new Accommodations box student in the new Accommodations box located on the back of the answer document located on the back of the answer document in the upper right hand corner . in the upper right hand corner .

AccommodationsAccommodations• The 2006-2007 approved Accommodations manual can be The 2006-2007 approved Accommodations manual can be

found at the following url:found at the following url:– www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Particiwww.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Partici

pation_Requirements.docpation_Requirements.doc

• If an ELL student is also identified under an IEP or 504 Plan, If an ELL student is also identified under an IEP or 504 Plan, the designated school team must determine in advance the designated school team must determine in advance what accommodations are appropriate. what accommodations are appropriate.

• For the UALPA (Utah Academic Language Proficiency For the UALPA (Utah Academic Language Proficiency Assessment) the following accommodations are Assessment) the following accommodations are not not allowed:allowed:– Bilingual Word ListBilingual Word List– Translated formulasTranslated formulas– Directions (oral translation)Directions (oral translation)– Questions (oral translation)Questions (oral translation)

• The application of the above accommodations would The application of the above accommodations would invalidate test results.invalidate test results.

http://www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Participation_Requirements.doc

http://www.schools.utah.gov/eval/DOCUMENTS/Special_Needs_Participation_Requirements.doc

RT FL

UALPA Answer DocumentUALPA Answer Document

• Test administrator/proctor will mark the Test administrator/proctor will mark the following circles for each modality following circles for each modality

where applicable if:where applicable if: student/parent refuse testing (mark student/parent refuse testing (mark

RT)RT)

student reaches frustration level student reaches frustration level

(mark FL(mark FL

Testing ScheduleTesting Schedule

• UALPA should be UALPA should be given over a given over a minimum of two minimum of two days to ensure best days to ensure best test conditions.test conditions.

UALPA Test Times

(Approximate)(Approximate)

Grade Span Speaking Reading Listening Writing

K 10 40 35 20-40

1-2 15-20 40 35 45

3-6 15 45 40 50

7-8 15 45 45 50-55

9-12 15 45 45 55

Pre - testing instructionsPre - testing instructions

• Notify students and parents about testing.Notify students and parents about testing.

• Become thoroughly familiar with this Become thoroughly familiar with this Test Test Administration Manual.Administration Manual.

• Organize materials including:Organize materials including:– a supply of sharpened #2 pencils with erasers a supply of sharpened #2 pencils with erasers

(students may not use pens, colored pencils, (students may not use pens, colored pencils, crayons, or markers).crayons, or markers).

– some scratch paper for student use.some scratch paper for student use.– all necessary materials.all necessary materials.

Secure and place a “TESTING—DO NOT DISTURB” sign on Secure and place a “TESTING—DO NOT DISTURB” sign on the door.the door.

Pre - testing instructionsPre - testing instructions• Have an extra test booklet and answer document available Have an extra test booklet and answer document available

for demonstration purposes.for demonstration purposes.

• Have a roster of the students who are taking the test under Have a roster of the students who are taking the test under your supervision. The roster must include district student your supervision. The roster must include district student identification numbers.identification numbers.

• Obtain the district/school code from the testing coordinator.Obtain the district/school code from the testing coordinator.

• Make sure students have previously been instructed to Make sure students have previously been instructed to bring a book or something quiet to do when they have bring a book or something quiet to do when they have completed the test.completed the test.

• Plan for sufficient time to administer each modality. Plan for sufficient time to administer each modality. Although each modality is designed to take approximately Although each modality is designed to take approximately 30 minutes, students should be given enough time to 30 minutes, students should be given enough time to attempt to answer each question in each modality.attempt to answer each question in each modality.

Pre - testing instructionsPre - testing instructions

• Avoid interruptions during the test. Circumstances Avoid interruptions during the test. Circumstances over which the test administrator/proctor has no over which the test administrator/proctor has no control may occur (e.g., power failures, fire control may occur (e.g., power failures, fire alarms) may interrupt testing. If such an alarms) may interrupt testing. If such an interruption occurs, instruct students to insert interruption occurs, instruct students to insert their answer document in their test booklet and their answer document in their test booklet and to close their booklets. When normal conditions to close their booklets. When normal conditions are restored, resume testing.are restored, resume testing.

• Interruptions should not reduce the total amount Interruptions should not reduce the total amount of time students are given to complete a of time students are given to complete a modality.modality.

Testing InstructionsTesting Instructions

• Prepare the room:Prepare the room:

– Put the "TESTING—DO NOT DISTURB” sign on the door to Put the "TESTING—DO NOT DISTURB” sign on the door to the room.the room.

– Arrange seating so that the students are encouraged to Arrange seating so that the students are encouraged to work independently.work independently.

– Students may not use dictionaries or other standard Students may not use dictionaries or other standard reference materials or have them on their desks. Normal reference materials or have them on their desks. Normal instructional materials such as word walls and posters instructional materials such as word walls and posters displayed in a classroom are not considered standard displayed in a classroom are not considered standard reference materials and may remain in place.reference materials and may remain in place.


• Ensure that students receive the answer documents with Ensure that students receive the answer documents with their specific label on it when distributing answer documents. their specific label on it when distributing answer documents.

• Move around the room to be sure that all students are Move around the room to be sure that all students are working on the test when the test session has begun.working on the test when the test session has begun.

• Each student should work alone. There should be no group Each student should work alone. There should be no group discussion.discussion.

• Be certain that students understand how to fill in the Be certain that students understand how to fill in the appropriate spaces on their answer documents. Demonstrate appropriate spaces on their answer documents. Demonstrate the appropriate process before beginning the testthe appropriate process before beginning the test


• Supply the student with a new pencil if a student Supply the student with a new pencil if a student breaks his/her pencil.breaks his/her pencil.

• Keep communication with the students to a Keep communication with the students to a minimum.minimum.

• Create a positive, non-threatening environment in Create a positive, non-threatening environment in which students feel as comfortable as possible. Let which students feel as comfortable as possible. Let students know that it is okay if they do not know a students know that it is okay if they do not know a specific answer.specific answer.

• Maintain and oversee the security of all test Maintain and oversee the security of all test materials.materials.

Administering the UALPAAdministering the UALPA

• For modalities that may be administered in For modalities that may be administered in groups, students should be grouped groups, students should be grouped according to their grade spans.according to their grade spans.

• Groups should be smallGroups should be small– Recommended 10 studentsRecommended 10 students– Recommended not to exceed 20 studentsRecommended not to exceed 20 students

• Students that may be a behavior concern Students that may be a behavior concern can be tested individually.can be tested individually.

Administering the UALPAAdministering the UALPA• Some students may not know how to complete an answer Some students may not know how to complete an answer

document. To assist students in correctly filling in their document. To assist students in correctly filling in their answer documents, demonstrate the process on the board answer documents, demonstrate the process on the board or on an overhead.or on an overhead.

• In some grade spans and modalities that are administered In some grade spans and modalities that are administered in a group, there are practice items. For the practice items, in a group, there are practice items. For the practice items, please circulate among students to make sure they have please circulate among students to make sure they have identified the correct answer. If not, then explain the correct identified the correct answer. If not, then explain the correct answer to the group. answer to the group.

• In the Reading and Writing modalities, students may be In the Reading and Writing modalities, students may be instructed to read a passage. It may be necessary to instructed to read a passage. It may be necessary to remind students to read these passages quietly to remind students to read these passages quietly to themselves, rather than out loud.themselves, rather than out loud.


• Instructional cues:Instructional cues:– Bolded Bolded words words

• are instructions for the administrator/proctorare instructions for the administrator/proctor• Special instructions to assist the students through the Special instructions to assist the students through the

test are identified by the word “Note:”test are identified by the word “Note:”oror

• If they are in an If they are in an italicized italicized statement they are to be statement they are to be emphasized when reademphasized when read

– ItalicizedItalicized words should be read aloud to the words should be read aloud to the student student • Occasionally, these words will be instructions that notify Occasionally, these words will be instructions that notify

the student they are now working on their own. the student they are now working on their own. So that students clearly understand, do not hurry So that students clearly understand, do not hurry through these instructions.through these instructions.

Individual administration of Individual administration of the UALPA the UALPA

• Kindergarten studentsKindergarten students

• Speaking modality for all grade Speaking modality for all grade spansspans

• Students who have reached Students who have reached frustration levelfrustration level– frustration level is defined as scoring a frustration level is defined as scoring a

“0” on “0” on five consecutive questionsfive consecutive questions..


Grade Span K Grade Span K ModalitModality and y and orderorder

Materials Materials neededneeded

Who Who MarksMarks

Where is Where is marking marking donedone

Group or Group or Individ. Individ. Admin.Admin.

Item Item TypesTypes

ScoringScoring

SpeakingSpeaking Flipchart Flipchart and and Answer Answer DocumentDocument

Test Test admin/admin/

proctor proctor

Answer Answer DocumeDocument nt

Individual Individual Short Short verbal verbal response response

Test Test admin/proctor admin/proctor

ListeningListening Flipchart Flipchart and and Answer Answer DocumentDocument


proctor proctor


Individual Individual Multiple Multiple choice choice and short and short response response


ReadingReading Flipchart Flipchart and and Answer Answer DocumentDocument


proctor proctor


Individual Individual Multiple Multiple choice choice and short and short response response


WritingWriting Answer Answer DocumentDocument


proctor proctor


Individual Individual InventoryInventory Test Test admin/proctor admin/proctor

Administering the UALPAAdministering the UALPA Grade Span K Grade Span K

• Materials:Materials:– Flip chartFlip chart– Kindergarten Answer Document per studentKindergarten Answer Document per student

• Any student without a pre-printed Answer Document Any student without a pre-printed Answer Document will need to have his/her information recorded on a will need to have his/her information recorded on a blank Answer Document. (Refer to the section blank Answer Document. (Refer to the section Instructions for Coding Blank Answer Sheets.)Instructions for Coding Blank Answer Sheets.)

• Testing administrator/proctor will need to read Testing administrator/proctor will need to read the general instructions at the beginning of the the general instructions at the beginning of the flipchart before starting to test the student. flipchart before starting to test the student. These pages are not set up in flipchart format.These pages are not set up in flipchart format.

• Test administrator/proctor will begin the Test administrator/proctor will begin the flipchart format with the speaking modality flipchart format with the speaking modality and continue through all modalities.and continue through all modalities.

Administering the UALPAAdministering the UALPA Grade Span K Grade Span K

• Testing should proceed unless students Testing should proceed unless students reach frustration levelreach frustration level– Frustration level is defined as the student making Frustration level is defined as the student making five consecutive five consecutive

scores of “0” (incorrect or “no response”)scores of “0” (incorrect or “no response”)

• On the flip chart, the choices for options are On the flip chart, the choices for options are marked as A, B, or C on the student’s side. marked as A, B, or C on the student’s side. Make sure you position the flipchart so you Make sure you position the flipchart so you can see which option they have chosen.can see which option they have chosen.

• A writing checklist must be completed for A writing checklist must be completed for each student.each student.

Administering the UALPAAdministering the UALPA Grade Span 1-2 Grade Span 1-2

ModalitModality and y and orderorder


Who MarksWho Marks Where is Where is marking marking donedone

Group or Group or Individ. Individ. AdministratiAdministrationon


ScoringScoring

SpeakinSpeakingg

Flipchart Flipchart and and Student Student ConsumablConsumablee

BookletBooklet

Test Test admin/proctadmin/proctor or

Student Student ConsumabConsumable Bookletle Booklet



ListeninListeningg

TAM and TAM and Student Student ConsumablConsumable Booklet e Booklet

StudentStudent Student Student ConsumabConsumable Bookletle Booklet

GroupGroup Multiple Multiple choicechoice

Remote by Remote by machinemachine

ReadingReading TAM and TAM and Student Student ConsumablConsumable Booklet e Booklet


GroupGroup

Multiple Multiple choice choice and short and short responseresponse

Remote by Remote by machine and machine and scorerscorer

WritingWriting TAM and TAM and Student Student ConsumablConsumable Booklet e Booklet


GroupGroup Multiple Multiple Choice Choice and short and short responseresponse


Grade Span 1-2Grade Span 1-2

• Materials NeededMaterials Needed– Form 1-A Elementary Speaking Flipchart, Form 1-A Elementary Speaking Flipchart,

Section: Grade span 1-2Section: Grade span 1-2– Grade Span 1-2 Student Consumable BookletGrade Span 1-2 Student Consumable Booklet– Grade Span 1-2 Test Administration Manual Grade Span 1-2 Test Administration Manual

• Any student without a pre-printed Student Any student without a pre-printed Student Consumable Booklet will need to have his/her Consumable Booklet will need to have his/her information recorded on a blank Student Consumable information recorded on a blank Student Consumable Booklet. (Refer to the section Instructions for Coding Booklet. (Refer to the section Instructions for Coding Blank Answer Sheets.)Blank Answer Sheets.)

• Testing should proceed unless students Testing should proceed unless students reach frustration levelreach frustration level– Frustration level is defined as the student making Frustration level is defined as the student making five five

consecutive scores of “0” (incorrect or “no consecutive scores of “0” (incorrect or “no response”)response”)


• On the speaking flip chart, the choices for options On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can Make sure you position the flipchart so you can see which option they have chosen.see which option they have chosen.

• The administrator/proctor in the Test The administrator/proctor in the Test Administration Manual (TAMs) is directed to read Administration Manual (TAMs) is directed to read some of the answer choices with an identifying A, some of the answer choices with an identifying A, B, or C. However, the students do not have the B, or C. However, the students do not have the same identifying letters under their choices. If same identifying letters under their choices. If this is confusing, the administrator/proctor can this is confusing, the administrator/proctor can just read the answer choices in a series. just read the answer choices in a series.


Grade Span 3-6, 7-8, 9-12 Grade Span 3-6, 7-8, 9-12 ModaliModality and ty and orderorder


Who Who MarksMarks

Where is Where is marking marking donedone

Group or Group or Individ. Individ. AdministratioAdministrationn


ScoringScoring

SpeakinSpeakingg

Flipchart, Flipchart, Student Student Answer Answer DocumentDocument

Test Test admin/ admin/ proctor proctor

Student Student

Answer Answer DocumenDocumentt


Test Test admin/proctadmin/proctor or

ListeninListeningg

TAM, TAM, Student Student Booklet, Booklet, Answer Answer DocumentDocument

StudentStudent Student Student


GroupGroup Multiple Multiple choicechoice

Remote by Remote by machinemachine

ReadingReading TAM, TAM, Student Student Booklet,Booklet,

Answer Answer DocumentDocument



GroupGroup

Multiple Multiple choice choice and and short short responseresponse


WritingWriting TAM, TAM, Student Student Booklet, Booklet, Answer Answer DocumentDocument



GroupGroup Multiple Multiple Choice Choice and and short short responseresponse


Grade Span 3-6Grade Span 3-6• Materials NeededMaterials Needed

– Form 1-A Elementary Speaking Flipchart, Form 1-A Elementary Speaking Flipchart, Section: Grade span 3-6Section: Grade span 3-6

– Student Booklet Grade Span 3-6Student Booklet Grade Span 3-6– Grade Span 3-6 Test Administration ManualGrade Span 3-6 Test Administration Manual– Student Answer DocumentStudent Answer Document

• Any student without a pre-printed answer document Any student without a pre-printed answer document will need to have his/her information recorded on a will need to have his/her information recorded on a blank answer document. (Refer to the section blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.)Instructions for Coding Blank Answer Sheets.)

• Testing should proceed unless students reach Testing should proceed unless students reach frustration levelfrustration level– Frustration level is defined as the student Frustration level is defined as the student

making making five consecutive scores of “0” five consecutive scores of “0” (incorrect or “no response”)(incorrect or “no response”)


• On the speaking flip chart, the choices for options On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see Make sure you position the flipchart so you can see which option they have chosen.which option they have chosen.

• The speaking modality is administered individually The speaking modality is administered individually using the flipchart, the examiner scores the student using the flipchart, the examiner scores the student response. response.

• The listening, reading, and writing tests can be The listening, reading, and writing tests can be given in a group setting.given in a group setting.– 10 students per group is recommended.10 students per group is recommended.

Grade Span 7-8 or 9-12Grade Span 7-8 or 9-12• Materials NeededMaterials Needed

– Grade Span 7-8 or 9-12 Test Administration ManualGrade Span 7-8 or 9-12 Test Administration Manual– Form 1-B Secondary Speaking Flipchart, Section: Grade Form 1-B Secondary Speaking Flipchart, Section: Grade

span 7-8 or 9-12span 7-8 or 9-12– Student Booklet Grade SpanStudent Booklet Grade Span 7-8 or 9-127-8 or 9-12– Student Answer document Grade Span 7-8 or 9-12Student Answer document Grade Span 7-8 or 9-12

• Any student without a pre-printed answer document Any student without a pre-printed answer document will need to have his/her information recorded on a will need to have his/her information recorded on a blank answer document. (Refer to the section blank answer document. (Refer to the section Instructions for Coding Blank Answer Sheets.)Instructions for Coding Blank Answer Sheets.)

• Testing should proceed unless students reach frustration Testing should proceed unless students reach frustration levellevel– Frustration level is defined as the student making Frustration level is defined as the student making five five

consecutive scores of “0” (incorrect or “no consecutive scores of “0” (incorrect or “no response”)response”)

Grade Span 7-8 or 9-12Grade Span 7-8 or 9-12

• On the speaking flip chart, the choices for options On the speaking flip chart, the choices for options are marked as A, B, or C on the student’s side. are marked as A, B, or C on the student’s side. Make sure you position the flipchart so you can see Make sure you position the flipchart so you can see which option they have chosen.which option they have chosen.

• The speaking modality is administered individually The speaking modality is administered individually using the flipchart, the examiner scores the student using the flipchart, the examiner scores the student response. response.

• The listening, reading, and writing tests can be The listening, reading, and writing tests can be given in a group setting.given in a group setting.– 10 students per group is recommended.10 students per group is recommended.

After Testing InstructionsAfter Testing Instructions• Arrange make-up sessions for students who miss part or all of Arrange make-up sessions for students who miss part or all of

the test.the test.

• Check to see that the student answer documents are Check to see that the student answer documents are complete and appropriately marked (e.g. pencil was used complete and appropriately marked (e.g. pencil was used instead of pen)instead of pen)

• Separate test materials as described below:Separate test materials as described below:– Test booklets (used and unused)Test booklets (used and unused)– The The Test Administration ManualTest Administration Manual– Student answer documents (used and unused)Student answer documents (used and unused)– A list of students who did not complete the testA list of students who did not complete the test

• Complete the special codes box on the answer document for Complete the special codes box on the answer document for students who meet the specified criteria. Refer to the section students who meet the specified criteria. Refer to the section “Marking the Special Codes Box"“Marking the Special Codes Box" for specific instructions.for specific instructions.

• Organize and return all Organize and return all used and unusedused and unused secure test secure test materials to your testing coordinator.materials to your testing coordinator.

Walk ThroughWalk Through

Perusing Test MaterialsPerusing Test Materials

UALPA Training UALPA Training MaterialsMaterials

• Nondisclosure Agreement (One per person) Nondisclosure Agreement (One per person)

• Power Point (One per person)Power Point (One per person)

• UALPA Training Materials Binders (One per district)UALPA Training Materials Binders (One per district)– Coordinators Manual (Two per binder)Coordinators Manual (Two per binder)– Flipcharts (K all modalities, 1-12 Speaking modality Flipcharts (K all modalities, 1-12 Speaking modality

only) only) – TAM’s (inside binder Grade Spans 1-12)TAM’s (inside binder Grade Spans 1-12)– Modality specific instructions (Listening, Reading, and Modality specific instructions (Listening, Reading, and

Writing)Writing)– Answer Documents (All Grade Spans)Answer Documents (All Grade Spans)– Scoring Guide Conversion Chart (2 per binder)Scoring Guide Conversion Chart (2 per binder)

Suggested Testing AidesSuggested Testing Aides

• Review the Checklist in the TAMsReview the Checklist in the TAMs

• Make sure you know how to fill in the Make sure you know how to fill in the student number on their answer student number on their answer document document

• Use an overhead to complete the Use an overhead to complete the example items and to demonstrate how example items and to demonstrate how to fill in the answer document to fill in the answer document

General InstructionsGeneral Instructions• The information to be read aloud to students is The information to be read aloud to students is

printed in italics.printed in italics.

• Instructions to the Test Instructions to the Test Administrator/proctor are printed in bold.Administrator/proctor are printed in bold.

• All other information is presented in regular type.All other information is presented in regular type.

• When a letter is enclosed by two parallel lines When a letter is enclosed by two parallel lines (/d/) you say the sound of the letter.(/d/) you say the sound of the letter.

• Demonstration (D) and practice (P) questions may Demonstration (D) and practice (P) questions may be included in the different modalities and will be be included in the different modalities and will be noted by D or P.noted by D or P.

Before testingBefore testing

• Specific step-by-step instructions for Specific step-by-step instructions for the administration of each modality the administration of each modality of the test can be found just prior to of the test can be found just prior to that section in the TAM. that section in the TAM.

• Please read through all instructions Please read through all instructions before administering the test.before administering the test.

During TestingDuring Testing

• You must follow the script exactly You must follow the script exactly as it is written in the TAM.as it is written in the TAM.

• This is an English language This is an English language proficiency assessment, students proficiency assessment, students must respond in English in order must respond in English in order for responses to be considered for responses to be considered correct.correct.

Prompting Test InformationPrompting Test Information

• Prompting is not allowed in this test. Prompting is not allowed in this test.

• Prompting means providing Prompting means providing additional information, such as:additional information, such as:– Elaborating on questionsElaborating on questions– Clarifying information provided in Clarifying information provided in

reading selections or any test questionreading selections or any test question– Providing cues Providing cues – Suggesting strategies that a student Suggesting strategies that a student

may use to arrive at a correct answermay use to arrive at a correct answer


• You may give the following general You may give the following general prompts where partial or unclear prompts where partial or unclear responses are given.responses are given.– I don’t understand what you said.I don’t understand what you said.– Can you tell me more?Can you tell me more?– You may emphasize the word in the You may emphasize the word in the

directions if it is written all in capital directions if it is written all in capital letters.letters.


• You should allow approximately 15 You should allow approximately 15 seconds of wait time for a student to seconds of wait time for a student to begin a response to a question. begin a response to a question.

• If the student has not responded If the student has not responded

after 15 seconds, you should move after 15 seconds, you should move on to the next item or task and score on to the next item or task and score the item as a “0” (no response).the item as a “0” (no response).

SpeakingSpeakingModalityModality

SpeakingSpeaking

• This test is to be administered individually.This test is to be administered individually.

• Read all selections and questions aloud that Read all selections and questions aloud that are are italicizeditalicized..

• Should a student ask to have the directions, Should a student ask to have the directions, or question read again, you may do so only or question read again, you may do so only once, before the student begins to respond.once, before the student begins to respond.– stories will be read only once.stories will be read only once.

SpeakingSpeaking

• You must read with appropriate pronunciation, You must read with appropriate pronunciation, inflection, pauses, and general clarity.inflection, pauses, and general clarity.

• Point to each item that has a picture on the Point to each item that has a picture on the Flipchart.Flipchart.

• All responses should be given verbally and All responses should be given verbally and must be in English to be considered correct.must be in English to be considered correct.

Scoring Speaking ModalityScoring Speaking Modality• The test administrator/proctor will score the The test administrator/proctor will score the

speaking modality for all grade spans:speaking modality for all grade spans:– mark answers on the appropriate section of the student answer mark answers on the appropriate section of the student answer

document/consumable booklet document/consumable booklet

– Below the numerical scoring box in the TAM, scoring guides are Below the numerical scoring box in the TAM, scoring guides are provided to guide you on possible appropriate responsesprovided to guide you on possible appropriate responses

– Review the scoring guides before administering the testReview the scoring guides before administering the test

– The score is numerical but is recorded as a letter on the student The score is numerical but is recorded as a letter on the student answer booklet. answer booklet.

– the test administrator/proctor will use the following equivalencies the test administrator/proctor will use the following equivalencies for marking numerically scored response items.for marking numerically scored response items.

• A = 0 B = 1 C = 2 D = 3 E = 4 A = 0 B = 1 C = 2 D = 3 E = 4

Scoring GuideScoring Guide

• Scoring guide – includes the correct answer and Scoring guide – includes the correct answer and variationsvariations

• Examples provided of answers for partial creditExamples provided of answers for partial credit • Lists are intended to be guides not a Lists are intended to be guides not a

comprehensive list of appropriate responsescomprehensive list of appropriate responses

• Students possibly will give an answer not included Students possibly will give an answer not included in the guidesin the guides

• Administrator/proctor should use their best Administrator/proctor should use their best judgment to score answers based on scoring guide judgment to score answers based on scoring guide informationinformation

Details of ScoringDetails of Scoring

• Some examples of responses earning minimum Some examples of responses earning minimum credit (“1”) are as follow:credit (“1”) are as follow:– Student answer that is partially correctStudent answer that is partially correct– A student gives a nonverbal response, such as A student gives a nonverbal response, such as

nodding or pointing.nodding or pointing.

• If a student does not respond, give a score of If a student does not respond, give a score of “0” (no response).“0” (no response).– Student answers in a language other than EnglishStudent answers in a language other than English– Student’s response is so poorly articulated it cannot Student’s response is so poorly articulated it cannot

be understoodbe understood– Student makes no responseStudent makes no response

ListeningListeningModalityModality

ListeningListening

• Read all selections and questions Read all selections and questions that are italicized.that are italicized.

• Should a student ask to have the Should a student ask to have the directions, questions, or options directions, questions, or options read again, you may do so only read again, you may do so only once, before the student begins to once, before the student begins to respond.respond.

ListeningListening

• The same guidelines for The same guidelines for instructions applyinstructions apply

• Provide paper so that students Provide paper so that students may take notes as they listen.may take notes as they listen.

ReadingReadingModalityModality

ReadingReading

• The student will read the options, The student will read the options, directions, or stories to themselves. directions, or stories to themselves. Do not Do not read any of the options with read any of the options with letter choices to the students.letter choices to the students.

• Allow time for students to read the Allow time for students to read the text in the box before you read the text in the box before you read the questions aloud.questions aloud.

WritingWritingModalityModality

WritingWriting

• You will read the direction, stories You will read the direction, stories and questions to the students that and questions to the students that are are italicizeditalicized..

Test Practice Time Test Practice Time Mock practice the test in pairsMock practice the test in pairs

Speaking -15/20 minutesSpeaking -15/20 minutes

Writing - 10/15 minutesWriting - 10/15 minutes

Reading - 20/30 minutes Reading - 20/30 minutes

Listening - 30/35 minutesListening - 30/35 minutes

Rating Scoring Rubrics - 40 Rating Scoring Rubrics - 40 minutesminutes

Production Up-date of Production Up-date of UALPA UALPA UALPA documentUALPA document Start of Start of

PrintingPrintingShipping to Shipping to DistrictsDistricts

K FlipchartK Flipchart 9/289/28 10/1510/15

Consumable student Consumable student BookletBooklet

9/219/21

1-2 TAM1-2 TAM 9/219/21

3-6 Student 3-6 Student documentdocument

9/279/27 10/1810/18

3-6 TAM3-6 TAM 9/309/30 10/1810/18


9/309/30 10/1810/18

Production Up-date of Production Up-date of UALPAUALPAUALPA documentUALPA document Start of PrintingStart of Printing Shipping to Shipping to

DistrictsDistricts

7-8 TAM7-8 TAM 9/309/30 10/1810/18


10/510/5 10/1810/18

9-12 TAM9-12 TAM 10/510/5 10/1810/18

Speaking A flipchart ( Speaking A flipchart ( 1-2, 3-6)1-2, 3-6)

9/299/29 10/1810/18

Speaking B flipchart Speaking B flipchart (7-8, 9-12)(7-8, 9-12)

10/310/3

Coordinator’s ManualCoordinator’s Manual

Answer DocumentsAnswer Documents 10/5 (K, 3-6, 7-8, 9-10/5 (K, 3-6, 7-8, 9-12)12)

With labels from With labels from pre-print filespre-print files

ClosingClosing

• Questions and CommentsQuestions and Comments

the ualpa the utah academic language proficiency assessment

Documents

skills of language

language assessments

language acquisitionbics

e students

d students

assessment title

c proficiency levelsto

studentsall b students