westell test administrator training

WESTELL TEST ADMINISTRATOR

TRAINING

March 11, 2011

Introduction

This presentation contains general information for administration of the

West Virginia Test of English Language Learning WESTELL (English Language Development Assessment ELDA).

The WESTELL is a required statewide assessment of all students with Limited English Proficiency (LEP)

in grades K-12. (Policy 2417)

OVERVIEW• Scheduling & Time Allotments• Receiving Materials• Security• Communication• Administration– Room Preparation – Reading, Writing, Speaking, Listening

• K-2 Assessment

Scheduling and Time Allotments

The 2011 administration of the WESTELL will take place

March 28 through April 29, 2011•Districts may set their own schedules in conformance with the state testing calendar.

•Make-ups for absentees are permitted as long as they are in the testing window.

•WESTELL/ELDA is not a timed assessment.

•Local flexibility in sequencing of tests is permitted.

Schedule and Time AllotmentsListening and Reading sections - The number of questions are reduced to 35 questions.Writing section - The number of questions stay the same.Speaking section - The number of questions are reduced to 12 questions.

Schedule and Time Allotments

Breaks

•Test Administrator’s discretion.

•A short break between Parts 2 and 3 of the Reading test and between Parts 1 and 2 of the Writing test is recommended.

•One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended.

•The Speaking assessment will take less than 30 minutes, so no break is recommended.

School Test Coordinator (STC) Information

• Check the materials against the school packing list

• Note any discrepancies in the amount of secure materials you receive on the Security List

•Inform District Coordinator of any discrepancies

• (District Coordinator must Inform Measurement Inc. of any discrepancies)

Receiving Testing Materials

Receiving Testing Materials

Student Answer Folder

Speaking Prompt Tape or Disc

Listening Prompt Tape or Disc

School Test Administrator InformationApply pre-printed student identification labels to the Student Answer Folders. For students who DID NOT receive a Pre ID Student Label, fill in the Demographic section of each Student Answer Folder. *Recording Speaking Response Tapes will also be included for Districts who are requesting Meas. Inc. to score Speaking.

Listening/SpeakingTest Book

Reading/WritingTest Book

Test Administration Manual

SpeakingScoring Guide

E N G L IS H L A N G U A G ED E V E L O P M E N T

A S S E S S M E N T

S P E A K IN GS C O R IN G G U ID E

S p r in g 2 0 0 5F ie ld T e s t

Security Concerns and ProceduresMaintaining assessment security is one of your most important responsibilities as a test administrator.

•At all times, district and state procedures for protecting secure assessment materials should be followed.

•You are responsible for ensuring the security of not only the physical test booklets and answer folders but also the individual assessment questions and materials.

•Your responsibility for maintaining the security of the assessment questions and materials continues throughout the entire testing window and through the return of testing materials.

•Under no circumstances should students have access to assessment materials before or after the assessment session.

•All grades 3-5, 6-8, and 9-12 test booklets are individually numbered with secure barcodes.

•All WESTELL/ELDA materials must be accounted for throughout the assessment.

•BOTH USED AND UNUSED test materials must be returned to Measurement Incorporated after testing

Grade K is ORANGEGrades 1-2 are RedGrades 3-5 are GREENGrades 6-8 are BLUEGrades 9-12 are PURPLE

* School Test Coordinators must ensure that the information on Student Answer Folders is completed in a secure manner.

Security Concerns and Procedures

Security Concerns and Procedures

During each assessment administration, a test administrator must be in the room at all times.

Reading, Writing, and Listening

20 : 1

Speaking (scored live)

1 : 1

Student-Teacher Ratio

Security Concerns and ProceduresSchool Test Coordinator Responsibilities

Before Testing http://wvconnections.k12.wv.us/documents/Security2009.ppt

After Testing•Confirm all materials using the school packing list•Place header sheet on top of Student Answer Folders•Put all student test materials (used and unused) back into the

original box that came from the district•Put all teacher administrator materials back in the same box•All materials must be returned -- double check that you have

accounted for and packed everything

District Test Coordinator Responsibilities•Use the Pre-Addressed Address Label to Return the box to

Measurement Inc. immediately

http://wvconnections.k12.wv.us/documents/Security2009.ppt

http://wvconnections.k12.wv.us/documents/Security2009.ppt

Things to Remember

Before You Begin:•Verify that you have received the correct number of assessment

materials from your STC.•Gather and organize all necessary materials: student test

materials, supply of sharpened # 2 pencils (pens may not be used), this Administration Manual, Speaking Scoring Guide, prompting cassettes, and silent work for students.

•Arrange for a quiet, comfortable, well-lighted, distraction-free setting in which to assess students.

•Decide whether to give students breaks between the assessment sessions.

•Be aware that if assessment groups exceed the numbers specified for each section of the assessment, a proctor must be present in addition to the test administrator.

Assessment Room Preparation

Arrive at the assessment room early to make sure that it is ready for the assessment session.

•Assessment materials not in use should be stored securely and away from students.

•Before the students arrive, do the following (the STC must ensure that the following is carried out in a secure manner):

•Apply pre-printed Student ID labels to Student Answer Folder (if applicable)

•For each student that does not have a pre-printed Student ID label, complete all required demographic information on each student’s answer folder.

Assessment Room Preparation•For districts who will NOT self-score their own Speaking portion, use a permanent marker to write the students name on his/her Speaking response tape.

•Apply a label marked Speaking Response (either a pre-ID label or a generic label) to the student's Speaking Response Tape. The last 5 digits of the barcode number on the Speaking Response Tape should match the last 5 digits of the barcode number on the student's Answer Document label. This information must match in order for MI to assign the correct Speaking scores to the student.

•Return all materials to a designated secure location until the assessment begins.

The following testing materials will be used in addition to the ELDA Test Administration Manual:

•Listening Prompt Cassette or Compact Disc•Speaking Prompt Cassette or Compact Disc•Speaking Scoring Guide•Header Sheet

You will be shipped the following materials for each student:

•One test booklet containing the Reading and Writing Tests•One test booklet containing the Listening and Speaking Tests•Student Answer folder•Pre-printed labels

Assessment Room PreparationGrades 3-12

Check the assessment room for possible assessment question “clues” prior to each assessment session.

•Charts, maps, and other materials in the classroom that could assist students with assessment items should be covered or removed prior to the assessment administration.

Give each student a work space that is large enough to accommodate an open test booklet.

•Work spaces should be cleared of all other materials.

•Students should be separated by a reasonable distance to encourage independent work and to prevent collaboration.

•Plan to provide two # 2 pencils with erasers for each student and to have extra pencils on hand.

Assessment Room Preparation

Scripted DirectionsOral scripts for each of the four assessments are in

Appendices A-D of the Test Administration Manual. The scripts include information on preparing for the administration, specific directions for administering each assessment, and oral scripted materials to be read aloud to students.

The oral scripts should be reviewed by all test administrators prior to the assessment session.

The scripted directions that are in bold print must be read verbatim to students.

Appendix A = Reading ELDA Script

Appendix B = Writing ELDA ScriptAppendix C = Listening ELDA ScriptAppendix D = Speaking ELDA Script

Preparation For Administering Reading Assessment

Practice for the AdministrationPrior to administering the Reading assessment you should:•Read through the scripted administration directions (Appendix

A) that you are expected to read to students.

Assessment Setting•Appropriate seating for each student •Free from outside noise from the hallway and adjoining classrooms

•Students seated far enough apart so that they do not distract one another

•Students should not be seated at the same table or have the opportunity to see one another’s answer folders.

Assessment MaterialsYou will need one of the following for each student taking the Reading assessment:

1.Student test booklet (and replacements in case of defective booklets)

2.Student answer folder

3.Two #2 pencils with erasers

Preparation For AdministeringReading Assessment

Format of the Reading BookletsThe Reading assessment is divided into three parts. You will be asked to read the scripted directions prior to part one and prior to part three. The format of the Reading booklet is as follows.

Part 1: Short Passages. This section tests the student’s ability to understand information in short reading passages. There are one or more questions about each passage.

Part 2: Instructions. This section tests the student’s ability to understand directions. There is a different set of instructions for each question. The student will need to identify which person followed the directions correctly.

Part 3: Longer Passages. This section tests the student’s ability to understand information in longer reading passages. The student will answer several questions about each passage.

Preparation For AdministeringReading Assessment

Practice for the AdministrationPrior to administering the Writing assessment you should:•Read through the scripted administration directions (Appendix

B) that you are expected to read to students.

Assessment Setting•Appropriate seating for each student •Free from outside noise from the hallway and adjoining classrooms

•Students seated far enough apart so that they do not distract one another

•Students should not be seated at the same table or have the opportunity to see one another’s answer folders.

Preparation For Administering Writing Assessment

Assessment MaterialsYou will need one of the following for each student taking the Writing assessment:

1.Student test booklet (and replacements in case of defective booklets)

2.Student answer folder

3.Two #2 pencils with erasers


Format of the Writing Booklets

The Writing assessment is divided into three parts. You will be asked to read the scripted directions prior to part each part of the assessment. The format of the Writing assessment is as follows.

Part 1: Open Ended. Students write responses to prompts.

Part 2: Revise and Edit. Students choose the best answer to correct grammar and usage errors in passages.

Part 3: Graphic Organizers. Students answer questions about graphic organizers.


Assessment GroupsYou may assess as many students as can fit in the classroom and meet the conditions described in the “Things to Remember” section of the test administration manual.

EquipmentYou will need an audiocassette or compact disc player to play the prompting recording.

•The player must provide adequate clarity and volume so that all students in the administration can hear the Listening tasks clearly.

•Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting.

Preparation For Administering Listening Assessment

Practice for the AdministrationPrior to administering the Listening assessment you should:

•Read through the scripted administration directions (Appendix C) that you are expected to read to students.

•Listen to the first 2 minutes of the prompting recording then rewind or restart.

Format of the Prompting Recordings•You will receive one Listening assessment audiocassette or

compact disc with your assessment materials. •The narrator will read the entire content of the test booklet. •The stimulus material is read two times. The questions are

read one time. •Students have 10 seconds to respond to each question after

the narrator has read the last option.


Equipment TestingIt is critical that you test both the audiocassette or compact disc player and the audiocassette or compact disc before administering the Listening assessment. Follow the list below to ensure that the prompting recording will be audible to all students.

•Make sure that the audiocassette or compact disc is appropriate for the grade level being assessed.

•Place the prompt cassette or compact disc player at a centrally located place in the room. Turn it on and listen to it from each student’s seat. Are the prompts and timing signals easily audible? If not, adjust the volume accordingly.

•Make sure that the audiocassette is fully rewound.

•If the audiocassette or compact disc player requires batteries, make sure that they will last the entire assessment session.


Assessment MaterialsYou will need one of the following for each student taking the Listening assessment:

1.Student test booklet (and replacements in case of defective booklets)2.Student answer folder3.Two #2 pencils with erasers

Assessment SettingThe administration room should have appropriate seating for each student. Your primary consideration as a test administrator is that students be able to hear prompting recordings. The room must be free from outside noise from the hallway and adjoining classrooms.

Students should be seated far enough apart so that they do not distract one another. Students should not be seated at the same table or have the opportunity to see one another’s answer folders.


Directions for Administering the Listening Section•At the start of the Listening section, pass out the test booklets.

•Each student should receive one test booklet.

•Students may not open the test booklet until instructed to do so.

• Make sure that each student has two #2 pencils with erasers.

•When students reach the end of the assessment, they are instructed to put down their pencils.

•Students should NOT leave the room at this point but wait for instructions from the administrator.

•Collect each student’s test booklet and answer folder.


Assessment GroupsBecause you will be scoring students’ oral responses in real time, the Speaking assessment will need to be administered individually. * In order to avoid subjectivity bias, it is recommended that any teacher that provides direct services to a student NOT be assigned to score that student’s Speaking test. (This does not apply to the Listening, Reading, and/or Writing administration). Equipment

You will need an audiocassette or compact disc player to play the prompting recording.

The player must provide adequate clarity and volume so that the student in the administration can hear the speaking tasks clearly. Make sure that you test the sound quality of the prompting recording before the administration to identify an appropriate volume setting.

Administration SettingThe administration room should have appropriate seating for each student. The room must be free from outside noise from the hallway and adjoining classrooms.

Preparation For Administering Speaking Assessment

Practice for the AdministrationPrior to administering the Speaking assessment you should:

•Read through the scripted administration directions (Appendix D) that you are expected to read to students.

•Listen to the first 2 minutes of the prompting recording then rewind or restart.

•Practice using the Scoring Rubrics and Sample Speaking items.

During the first two minutes, you will hear the administration practice tasks 1 and 2.

You will discover that you will need to switch the prompting recording on and off three times:

1.Once to begin and end practice task 12.Once to begin and end practice task 2


Format of the Prompting Recording

The prompting recording has seven sections. Listening for the six sections will help you keep track of how far the assessment session has progressed.

The six sections are as follows:1. Practice Task 1

2. Practice Task 2

3. English-Language Arts Task

4. Mathematics, Science, and Technology Tasks

5. Social Studies Tasks

6. Closing


It is important that the test administration be smooth and free of interruptions. In the event of an interruption, follow the general guidelines below.

These guidelines may be superseded by guidelines provided by your school or state testing coordinator.

1. If the interruption is serious and affects all students, stop the assessment at the time of the interruption.

2. After the interruption, restart the administration from the point where you stopped.

Interruptions in the Administration

General Procedures During Assessment Administration

•For each test, give the student the test booklet that will be used and the answer folder.

•Explain to students that they will be taking a test. Inform them that they need to be quiet and that if they have questions, they should raise their hands.

•If necessary, the test administrator may repeat the directions or answer questions regarding the directions for all students who have difficulty understanding or following the directions.

•Test directions should be repeated verbatim whenever possible. If the directions must be simplified, the simplification must adhere to the intent of the directions and should not provide any additional information.

•Students should be encouraged to complete all exercises and questions and not to leave anything blank.


•When the assessment session has begun, check that students are marking and writing their answers in the appropriate places on their answer folders.

•Test administrators should not interfere with the students’ concentration as they check students’ progress.

•Except on the Speaking section, students are not allowed to talk during the administration of the assessment. Direct students who finish the assessment before the other students to remain silent.

•Teachers will provide materials for students to work on after they finish the test and close their booklets.

•Toward the end of the assessment period, but while students still have their test booklets, it is good assessment practice to remind students to complete the entire assessment.

•It is inappropriate to review a student’s test booklet after it is handed in and then give it back to the student with instructions to complete the assessment. This action would constitute a breach of test security.

•When all students have completed the assessment, collect the remaining test booklets.

•Do not allow any student to leave the room until his or her test booklet has been collected. Collect a test booklet from each student individually. Do not allow students to “pass around” assessment materials.

•Allow students who have finished the assessment to work quietly at their desks. Have a supply of generic silent work to distribute to these students.

•Immediately after the assessment, and before dismissing students, carefully count the test booklets to ensure that you have collected all student materials.


•Take a replacement answer folder from the overage supply if you have.

•Print the student’s name on the new answer folder.

•Direct the student to continue with the new answer folder.

•Staple the student’s replacement answer folder to the original.

•After the assessment, return all of the student’s used testing material (defective and replacement) with the other testing materials.

A student might receive an incomplete or defective answer folder. Instruct the student to raise his or her hand and then follow the steps below with the student.


Procedures for Students with Accommodations

•Accommodations that change the content of the assessment are NOT allowable. For example, it is inappropriate to define words used in the writing or reading passages, any other stimulus materials, or the assessment questions.

•Accommodations in the administration procedures for ELDA are allowable provided that they are specified in a student’s IEP or 504 plan and provided for the ELDA. A student’s assessment results should reflect her or his true ability and should not be influenced by inappropriate accommodations.

•Any accommodations for an individual must be specified before the student takes the assessment and must be documented in the student’s IEP. Contact your District Coordinator for additional state guidelines on accommodations for the ELDA.

Accommodations should always be related to the student’s specific disability.

•Computerized Assessment:

Students may use a computer to type their responses instead of writing in the answer folder. Spell check, glossaries, grammar check, dictionaries and thesauruses are not allowed on the ELDA. Word processed responses should be stapled into the student’s original answer folder.

If a student with disabilities takes the ELDA, the administration of the assessment should be under standardized assessment conditions. Only those accommodations listed below or specifically identified in the student’s IEP or 504 plan may be provided. The following accommodations may be provided to students with disabilities on the ELDA (in addition to any accommodations specified in the student’s IEP or 504 plan.):


•Dictation of Responses: Students who are unable to write due to a disability are allowed to dictate their responses to a transcriber or into an audio recorder for the Reading and Listening ELDA. The student’s answers should be transferred onto the student’s original answer folder. A scribe may not be used for the Writing ELDA.

•Extended/Adjusted Time: The ELDA is an untimed assessment. For students whose attention span or behavior interferes with regular testing sessions, test administration may be altered to allow for a number of shorter testing sessions. Testing may also be stopped and continued at a later time if behavior interferes with the testing session. The time of day the test is administered may also be adjusted to be most beneficial to the student. All testing sessions MUST be completed within the allotted testing window.

•Individual/Small Group Administration: Tests may be administered to a small group or an individual requiring more attention than can be provided in a large group administration.


Modified Test Booklets

•Braille and Large Print versions of the grades 3-12 Reading and Writing ELDA only are available upon request.

•If students within your school require modified assessment materials, contact your District Test Coordinator.

•District Test Coordinators should contact Measurement Incorporated to order these materials.


Purpose and Nature of WESTELL K-2

• Determine Level of Language Acquisition

• Separate Inventories for K and 1-2• Observation of Student Behaviors• Typical Behavior Over Time• Focus on Four Aspects of Language

Contents

• Reading (14 Entries)

• Listening (7 Entries)

• Writing (9 Entries)

• Speaking (8 Entries)

Score Points

• No Evidence of Mastery (0)• Minimal Evidence; With Much Support (1)• Moderate Evidence; With/Without Support

(2)• Clear Evidence; Independence (3)

Performance Levels

• Pre-Functional (1)• Beginner (2)• Intermediate (3)• Advanced (4)• Fully English Proficient (5)• Not To Be Confused With Score Points

Language Acquisition in Young Children

HomeLanguage

SilentPeriod

TelegraphicSpeech

FormulaicSpeech

ProductivePhase

What You Will Need

ELDA K-2 Test

Administration Manual

Spring 2007

ELDA K-2 Teacher Support

MaterialsSpring 2007

ELDA K-2 Answer

DocumentsGrades 1-2Spring 2011

Test Administration Manuals, Teacher Support Materials, and Answer Documents for grades K and 1-2

Administration Tips

• Read Quick Start Guide• Define Terms• Review Both Inventories• Review Teacher Support Materials

Quick Start Guide - 1 L01 1.1 Follow simple 1-4-step directions in sequence to complete a task with and

without visual support. Score

Point 0 Score Point 1 Score Point 2 Score Point 3

Does not meet Score Point 1

Student follows simple 1-step directions given in English with or without visual support (pictures, gestures, modeling).

Student follows 2-step directions given in English with or without visual support.

Student follows at least 3-step directions given in English with or without visual support

*The score for each row is bubbled on the answer document.

Quick Start Guide - 2 L07 4.2 Demonstrate comprehension of spoken language through drawing conclusions,

making generalizations, making predictions, etc. Score

Point 0 Score Point 1 Score Point 2 Score Point 3

Does not meet Score Point 1

After listening to a simple direction presented in English, a student demonstrates comprehension through making predictions, generalizations, and drawing conclusions

After listening to a simple short story or conversation presented in English, a student demonstrates comprehension through making predictions, generalizations, and drawing conclusions.

After listening to a complex long story or conversation presented in English, a student demonstrates comprehension through making predictions, generalizations, and drawing conclusions.

Example: - sorting pictures into groups indicating generalization - drawing pictures to indicate a prediction or draw a conclusion

*Please bubble the score on the answer document, it is totaled when the answer document is scanned at MI

Define Terms

• Short, Medium, Long• Level of Teacher Support• Grade Appropriate

• Note Similarities• Note Differences• Plan Ahead

Review Teacher Support Materials

Score Point 1, 2, & 3

Cat Bat Hat

• Suggestions, Not Prescriptions• Feel Free to Use Your Own Materials

Sample

Final Comments

• Everyday, Naturalistic Settings• Multiple Methods and Measures– Verbal and non-verbal procedures– Occur across diverse aspects of

curriculum– Involve a range of activities

• Assessments Involve Multiple People• Age Appropriate

Training- Test Administrator• Test Administrators Manual is available on-line and must be reviewed prior

to administration– K-2

http://wvconnections.k12.wv.us/documents/ELDAKAdminManual_2011.pdf

http://wvconnections.k12.wv.us/documents/ELDA_1-2AdminManual_2011.pdf

– 3-12http://wvconnections.k12.wv.us/documents/2011_shortform_TAM.pdf

• Speaking - Districts that choose the OPTION of Self-scoring Speaking must provide appropriate training on Speaking Scoring Rubrics

• http://wvconnections.k12.wv.us/documents/2011WESTELLSpeaking.ppt• http://wvconnections.k12.wv.us/documents/

2011ELDASpeakingScoringRubric_short.doc• Security- Training materials and Code of Ethics/Security Agreement is

available on-line and must be reviewed & signed prior to administrationhttp://wvconnections.k12.wv.us/documents/TestProceduresAgreement09_000.dochttp://wvconnections.k12.wv.us/documents/Security2009.ppt

• K-2 Inventory





Communication• Documents on WVConnections website– FAQ Document for distribution

http://wvconnections.k12.wv.us/documents/FAQ011409.doc

– Student Excuse Letter http://wvconnections.k12.wv.us/documents/2011ClassExcuseforWESTELL.docx

• Local Communication Venues– ESL newsletter– Parent Involvement Committees– Principal meetings

Need Help?

• ELDA Helpline 888-612-0180 [email protected]

• Mami Itamochi 304-558-0200 [email protected]

westell test administrator training

Documents

speaking assessment

secure assessment materials

unused test materials

assessment scheduling

listening assessment

assessment session

timed assessment

reading test