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Administering the Kindergarten ACCESS for ELLs

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Title: Administering the Kindergarten ACCESS for ELLs


1
Administering the Kindergarten ACCESSfor ELLs
  • Jessica Nelson, Center for Applied Linguistics
  • Harrisburg, Pennsylvania December 2006

Developed by the Center for Applied Linguistics
2
  • For more information, please contact the WIDA
    Hotline1-866-276-7735 or www.wida.us/helpform

World Class Instructional Design and Assessment,
www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com
3
Training Goals
  • To understand the organization of the ACCESS for
    ELLs Kindergarten test booklet
  • To learn how to administer and reliably score the
    ACCESS for ELLs Kindergarten Test

4
Workshop Outline
  • Purpose of the ACCESS for ELLs Test
  • Kindergarten Test Design
  • Kindergarten Test Administration
  • Listening
  • Speaking
  • Reading
  • Writing

5
Purpose of the ACCESS for ELLs Test
  • The ACCESS for ELLs test assesses students
    English language proficiency in five areas
    Social and Instructional Language (SI), which
    incorporates proficiencies needed to deal with
    the general language of the classroom and the
    school English Language Arts (LA), Mathematics
    (MA), Science (SC), and Social Studies (SS).
  • As a secure test, the ACCESS for ELLs is used to
    satisfy state and federal requirements for the
    annual assessment of the English language
    proficiency of English language learners.

6
Test Design and Administration
7
Features of the Kindergarten Test
  • All components are individually administered
  • All components are scored by the TA during test
    administration ? allows for adaptivity (stop a
    test component when child reaches his/her
    ceiling)
  • Averages 30 minutes total per student for all
    components
  • Responses for Listening, Speaking, and Reading
    components are recorded by the TA
  • Speaking component has 2 Parts (up to 8 tasks
    Speaking test for grades 1-12 have 3 Parts, or up
    to 13 tasks)

8
Testing Materials
  • The Kindergarten Picture Cue Booklet contains
  • The pictures and response options presented to
    the student during the Listening, Speaking and
    Reading tests
  • The Test Administrator Script for the Writing
    test
  • Kindergarten Response Booklet and Teacher Script
    contains
  • Test Administrator Script Student Response
    Record for the Listening test
  • Test Administrator Script Student Response
    Record for the Speaking test
  • Test Administrator Script Student Response
    Record for the Reading test
  • Student Response Record (completed by student)
    for the Writing test

9
General Test Administration Procedures
  • Student responses must be recorded and scored as
    they are given.
  • If an item within an administered Part is not
    administered for any reason, or if the student
    responds, I dont know, complete the column
    marked N/A. If an entire Part is not
    administered, it is not necessary to mark the N/A
    column.
  • You should administer and score all items in any
    one Part of a section of the test before making a
    determination about whether to continue or to
    stop that section and move on to the next one.
  • While the test is designed to take an average of
    30 minutes per student, kindergartners may need a
    couple of breaks during the test administration.
    Stretch breaks may be taken between domains of
    the test (for example, between the Listening and
    the Speaking sections). Note that the break time
    is not included in the total testing time.
  • Unlike for the tests for grades 1 through 12, the
    Kindergarten student directly records his or her
    responses only for the Writing test.

10
Accommodations
  • In general, accommodations for students with
    disabilities are allowable, as outlined in 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 Test
    Administration Manual for a list of allowable
    accommodations for the ACCESS test.

11
Kindergarten Test Procedures
  • The Kindergarten ACCESS for ELLs test is
    administered in the following sequence
  • Listening
  • Speaking
  • Reading
  • Writing

12
Kindergarten Listening Test
13
Kindergarten Listening Test Administration
Information
  • Keep the test going at a steady pace
  • Follow pause times given in the script
  • If the students shows excessive hesitation in
    responding, mark as N/A and move on to the next
    item or test, as appropriate.
  • Follow the Teacher Script exactly
  • For any item on the Listening Test, you may, if
    necessary, remind the student to Point to the
    picture that shows what I said one time.
  • Do NOT repeat a listening item more than one time.

14
Listening Test Practice Item
  • 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.

15
Listening Test Recording Answers
Mark as N/A if the student does not respond.
Record the number correct in a Part to see if you
should continue testing.
16
Kindergarten Speaking Test
17
Kindergarten Speaking Test Administration
Information (1)
  • Individually administered to students in an
    interview format like all components of the
    Kindergarten test, and like the Speaking tests
    for all other grade levels
  • Arranged with progressively more demanding
    questions
  • Designed to take up to 10 minutes per student
  • Rated according to the expectations defined in
    the Speaking Test Scoring Rubric as responses are
    given

18
Kindergarten Speaking Test Administration
Information (2)
  • Speaking test consists of three scripted
    sections
  • A 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 grouped into thematic folders
    (identified as parts within the test).
  • Each thematic folder includes a set of tasks and
    each task a set of questions.
  • Each task and its questions addresses is aimed at
    eliciting speech at one particular proficiency
    level.

19
Kindergarten Speaking Test Structure (1)
20
Kindergarten Speaking Test Structure (2)
21
Navigating the Kindergarten Speaking Test
Part A
Part B
END
T1
T1
T2
T2
If score on level is ?, Meets, or Exceeds, go to
next level task.
T3
T3
T4
If score on level is ?, Meets, or Exceeds, go to
next level task.
T5
If score on level is Approaches or No Response,
go to Task 1 of Part B.
If score on level is Approaches or No Response,
discontinue the Speaking Test.
22
Sample Speaking Test Part
What the student sees in the Picture Cue Booklet
What the TA reads and records in the Response
Booklet and Teacher Script
23
Speaking Test Script
Sample of Script
  • The TA reads aloud all bold text in the script.
  • Text in regular font (not bold) includes staging
    and navigation instructions to the TA. These
    instructions are not read aloud.
  • Questions introduced by if necessary are
    conditional. Ask these probing questions only if
    the student has not yet demonstrated enough
    language for you, as the TA, to rate the current
    task.

24
Task Level Expectations
  • Every task and question asked the student is
    based on a set of expectations for what the
    response will look like. The TA rates each task
    holistically, considering the response to all
    questions in the task.
  • Areas of speech around which scoring expectations
    are based
  • Linguistic Complexity
  • Expectations of the quantity and organization of
    the students verbal response
  • Vocabulary Usage
  • Expectations of the students use of appropriate
    vocabulary for grade level and proficiency level
    refers to language quality
  • Language Control
  • Expectations of the students control of English
    grammar, word choice in context, and the English
    sound system refers to language quality

25
The Scoring Scale
Meets is highlighted on the scale to emphasize
that Meets is the expected score. Tasks are
designed to elicit speech that will meet (rather
than exceed) all expectations of the proficiency
level it targets.
Detailed instructions on how to interpret the
scoring scale are contained in the ACCESS for
ELL(s) District and School Test Administration
Manual and in the PowerPoint module titled
Administering the ACCESS for ELLs Speaking Test
26
Scoring Rules (1)
  • A rating of Meets or Exceeds 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. Demonstrating language quantity or quality
    expected at a higher level than the current task
    on the rubric warrants a score of Exceeds.
  • A rating of Approaches or No Response each
    receives a point value of 0.
  • The 0 point value reflects the fact that the
    student did not respond, responded with I dont
    know or in the native language, or fell short of
    meeting any of the Task Level Expectations.

27
Scoring Rules (2)
  • 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 task.
  • 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 or
    Exceeds, go back and rate the previous task (the
    one with ? marked) Meets. If the response to that
    next task scores Approaches or No Response, go
    back and rate the previous task Approaches. It is
    not necessary to erase the mark in the ? box, but
    ultimately a rating must be assigned to that
    task.
  • The rating represents the students performance
    on the complete task, not individual questions on
    the task.

28
Kindergarten Reading Test
29
Kindergarten Reading Test Administration
Information
  • Format Multiple choice
  • Scoring Machine scored (by MetriTech)
  • Follow the Test Administration Script exactly
  • Students are not required to read anything aloud
    for this portion of the test (but may if it helps
    them decode or comprehend the text).

30
Reading Test Practice Item
Teacher Script
What the student sees in the Picture Cue Booklet
31
Kindergarten Writing Test
32
Kindergarten Writing Test Administration
Information
  • The Kindergarten Writing Test is an adaptive
    test.
  • While administering the Writing Test, it is
    necessary only to determine whether a student
    qualifies to advance to the next task.
  • Scoring and recording for each task should be
    completed after the student has finished testing.
  • Note Remember to fully complete the Writing Test
    Scoring Sheet at the back of the Student Response
    Booklet after the student finishes the Writing
    Test!

33
More Information on Kindergarten Writing
  • Please see the stand-alone Scoring the ACCESS
    for ELLs Kindergarten Writing Test PowerPoint
    for more Writing test details and scoring
    practice.

34
Questions or Comments?
  • For more information, please contact the WIDA
    Hotline1-866-276-7735 or www.wida.us/helpform

World Class Instructional Design and Assessment,
www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com
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