Language Proficiency Test Series

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The Latest Product in the LPTS Family Early LPTS
for Pre-School Children
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Language Proficiency Test Series

• Assesses academic and social language as a
  process
  
• Thematic construction of test booklets
• Scaffolding/sample activities
• Interactive instructions activate prior
  knowledge
  
• Continuous/Developmental Scales track
  student progress across time
  
• Maximize information/minimize complexity

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Listening/Speaking Features

• Assess social/academic language skills
• Preliminary screen for reading/writing tests
• Group/individual administration (listening)
• Individual administration (speaking)

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Test Design

• K-2
• Vocabulary Concepts
• Beginning Print Concepts
• Comprehension and Language Production
• 3-12
• Vocabulary Concepts I
• Vocabulary Concepts II
• Comprehension and Language Production

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Rubric Scored Comprehension and Language
Production

• Language Production AND Comprehension

• Rubric scoring is not an exact science
• It can be learned with practice
• Please dont hurt the trainer

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Before Test Administration

• Keep all test materials in a secure place.
• Thoroughly read the section of the administration
  manual for the test form you will be
  administering before test administration.
  
• Read through the sample student responses for the
  Speaking portion of the test and familiarize
  yourself with the rubric before test
  administration.
• Provide a quiet and well-ventilated area for
  testing.
  
• Group students by grade level clusters rather
  than by proficiency level.

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Recording the Student Names

• If using pre-identification labels, make sure
  that all information on the labels is correct.
  Apply the label to the appropriate space on the
  cover of each test booklet.
• If hand-entering student information, code all
  information accurately on the cover of each test
  booklet.
  

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During Test Administration

• Read test directions (indicated by SAY in the
  test administration manual) slowly, clearly, and
  exactly as they are printed.
  
• Go over all sample items to make sure that
  students understand the task. Translate or
  paraphrase instructions and sample items as
  needed.
• Give students sufficient time to answer sample
  items and to ask any questions they may have.
  
• You may repeat any of the questions one time.

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During Test Administration, cont.

• Walk around the room to make sure that students
  are appropriately marking their answers.
  
• Stop administering a part of a test to any
  student who is unable to answer three items in a
  row. Go on to the next part.
  
• You may ask up to three follow-up questions
  during the Speaking portion of the test to allow
  students being tested to produce as much spoken
  English as they are able. (Questions are
  identified later in presentation.)

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K-2 Test Administration

• Read through the examples of student responses
  for Beginning Print Concepts before test
  administration. Have this section of the manual
  nearby during administration.
• Make certain that the student is using the
  Student Insert B with the correct name recorded
  on it.

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After Test Administration

• Check that you have one booklet for each student
  tested. This applies to Student Inserts for the
  K-2 test.
  
• Return all test materials to the appropriate
  school contact person.
  
• Keep all test materials in a secure place.

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Materials Needed

• Test Administration Manual
• Test Booklet (in two sections at the K-2 grade
  cluster, the Student Scoring Booklet and the
  Student Insert Bone section at all other grade
  clusters)
• Pencils (one for the student and one for the
  administrator plus extras, all with good
  erasers)
  

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Language Proficiency Test Series
Administration and Scoring of the Listening Tests
(Parts 1 and 2)
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K-2 Part 1Vocabulary Concepts page 4 in manual
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K-2 Part 1Vocabulary Concepts

• 10 items
• Choose correct picture for each item
• Students use Insert B
• Record scores in top boxes on page A-2 of Student
  Scoring Booklet
  
• Score correct (1) or incorrect (0)

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K-2 Part 2Beginning Print Concepts page 7
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K-2 Part 2Beginning Print Concepts
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K-2 Part 2Beginning Print Concepts

• 8 items
• Students use Insert B
• Record scores in bottom boxes on page A-2 of
  Scoring Booklet
  
• Score correct (2), partially correct (1), or
  incorrect (0)

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Scoring Example Print Carries the Message

• (page 9 in manual)
• 11. Show me where to start reading this story.
• Score 2 Correct Response
• Student points to the word Amy in the first line
  of the story.
  
• Score 1 Partially Correct Response
• Student points to any word in the first line
  other than the first word. (Indicates some
  knowledge of where the story begins.)
  
• Score 0 No Response or Incorrect Response
• Student does not point to a word in the first
  line.
  
• Student points to the picture.

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Scoring Example Meaning of Last Word

• 12. Show me the last word on this page.
• Score 2 Correct Response
• Student points to the word bike in the last line
  of the story.
  
• Score 1 Partially Correct Response
• Student points to the last word of any sentence
  other than the last sentence, or the student
  points to the last word in any line other than
  the last line. (Indicates some knowledge of the
  meaning of last word.)
• Score 0 No Response or Incorrect Response
• Student does not point to last word of any line.
• Student points to the page number.

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Scoring ExampleTop of Page

• 13. Where is the top of the page?
• Score 2 Correct Response
• Student points somewhere near the black lines at
  the top of the page.
  
• Score 1 Partially Correct Response
• Student points to some other part of the page.
  (Appears to understand page but not top.)
  
• Score 0 No Response or Incorrect Response
• Student does not indicate any part of the page.

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Scoring Example Bottom of Page

• 14. Where is the bottom of the page?
• Score 2 Correct Response
• Student points to the bottom of the page below
  the end of the story.
  
• Score 1 Partially Correct Response
• Student points to some other part of the page.
  (Appears to understand page but not bottom.)
  
• Score 0 No Response or Incorrect Response
• Student does not indicate any part of the page.

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Scoring Example Meaning of Word vs. Letter,
Number, etc.

• 15. Draw a circle around a word.
• Score 2 Correct Response
• Student marks any one word on the page.
• Score 1 Partially Correct Response
• Student marks more than one word. (Appears to
  understand word but not the singular form of a
  word.)
  
• Score 0 No Response or Incorrect Response
• Student marks the picture or the page number.
• Student marks one letter in a word.

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Scoring Example Meaning of 1st Letter in
specific word

• 16. Draw a circle around the first letter in the
  word school.
  
• Score 2 Correct Response
• Student marks the letter s in the word school.
• Score 1 Partially Correct Response
• Student marks the word school.
• Student marks the first letter of any other word
  on the page. (Appears to understand first letter
  but not school.)
  
• Score 0 No Response or Incorrect Response
• Student does not mark the first letter of a word
  or indicate the word school.

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Scoring Example Meaning of Last Letter in
specific word

• 17. Draw a circle around the last letter in the
  word run.
  
• Score 2 Correct Response
• Student marks the letter n in the word run.
• Score 1 Partially Correct Response
• Student marks the word run.
• Student marks the last letter of any other word
  on the page.
  
• Score 0 No Response or Incorrect Response
• Response does not mark the last letter of a word
  or indicate the word run.
  
• Student marks the picture of Amy running.

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Scoring Example Meaning of First Word in
specific sentence

• 18. What is the first word in the sentence Ed
  likes to ride his bike?
  
• Score 2 Correct Response
• Student says the word Ed orally or points to the
  word Ed in the last sentence of the story.
  
• Score 1 Partially Correct Response
• Student says a word at the beginning of any other
  sentence or points to the first word of any other
  sentence. (Understands first word but not the
  sentence indicated.)
• Score 0 No Response or Incorrect Response
• Student does not speak or point to the first word
  of a sentence.

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3-12 Part 1Vocabulary I page 80 in manual
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3-12 Part 1Vocabulary I

• 8 items
• Choose correct picture for each item
• Score is number of correct answers

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3-12 Part 2Vocabulary II page 82 in manual
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3-12 Part 2Vocabulary II

• 10 items
• Choose correct word(s) for each item
• Score is number of correct answers

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Language Proficiency Test Series
Administration and Scoring of the Speaking
Tests(Part 3)
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K-12 Part 3 - Comprehension and Language
Production

• 10 items (K-2) 9 items (3-12)
• Answer/ask questions in English
• Score is rubric based (0-5)
• Scores recorded in the test booklet

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Speaking Rubric page 16 in manual
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Rubric Score Point 0

• Answers and Questions
• no response --OR--

• unintelligible response --OR--

• repeats prompt --OR--

• responds entirely in language other than English

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Rubric Score Point 1

• Answers
• intelligible word(s) or phrase(s) with no
  discernible relation to the prompt
  
• --OR--

• I dont know.

• Questions
• question answered instead of constructed
  --OR--
  

• I dont know.

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Rubric Score Point 2

• Answers
• intelligible word(s) or phrase(s) with an implied
  relation to the prompt --OR--
  

• full, generally understandable response with no
  relation to the prompt --AND--
  
• response may be difficult to understand because
  of vagueness or awkwardness --OR--

• a number of grammatical errors may be present
  in longer responses a major error in
  shorter responses

• Questions
• understandable but inappropriate question in
  relation to the prompt

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Rubric Score Point 3

• Answers
• generally understandable response with limited or
  implied relation to the prompt --OR--

• a short answer/ one word answer that is
  adequate to the task AND
  
• response may imply a subject and a helping verb
  --OR--

• a number of grammatical errors may be present
  in longer responses a major error in
  shorter responses

• Questions
• appropriate but awkward question

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Rubric Score Point 4

• Answers
• generally understandable response clearly related
  to the prompt AND
  
• response may imply a subject --OR--

• very few grammatical errors in relation to the
  amount of language produced

• Questions
• correctly constructed question with no more
  than one error
  

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Rubric Score Point 5

• Answers
• completely understandable response clearly
  related to the prompt AND
  
• response must include enough language to
  demonstrate elaboration and flow of speech AND
  
• response includes complete sentence(s) AND
• almost no grammatical errors in relation to the
  amount of language produced

• Questions
• correctly constructed question with no errors

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Three Follow-Up Questions

• When students are answering questions, you may
  elicit more language from the student by asking
  up to three follow-up questions
  
• Can you tell me more about that?
• Can you explain that to me?
• Can you say that in a complete sentence?
• You may also ask Can you repeat that?
• These follow-up questions are NOT appropriate for
  the section where students are construction
  questions.
  

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What do you like to do in the summer? Page
55 in manual
42
Tell me about some things that you like to do
outside.
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Tell me about what you had for breakfast this
morning.
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What do you do to help your family at home?
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Look around the room. Name something and tell me
what it is used for.
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Tell me about what you like to do during recess.
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Please ask me what I do after work.
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Please ask me where my favorite place to shop is.
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Please ask me what I do during summer vacation.
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Quick Guide to Answers RubricScore Point of 0

• Not intelligible
• or
• Native language response or student repeats
  prompt
  
• English skills are absent as far as production

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Quick Guide to Answers RubricScore Point of 1

• Intelligible English word or phrase with no
  relation to the prompt
  
• or
• I dont know.
• Beginning attempt at English but not
  prompt-related

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Quick Guide to Answers RubricScore Point of 2

• Intelligible English word(s) or phrase(s) with
  implied relation to the prompt
  
• or
• Full response with no relation to the prompt
• This response needs a lot of work.
• Attempting English but response is too hard to
  understand or full response is not
  
• prompt-related.

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Quick Guide to Answers RubricScore Point of 3

• Limited or implied relation to the prompt
• or
• Short or one-word answer adequate to task
• May imply a subject and a helping verb
• May contain a number of grammatical errors
• This response still needs work.
• Shows significant English progress but is either
  too short or contains too many errors.

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Quick Guide to Answers RubricScore Point of 4

• Understandable response clearly related to the
  prompt
  
• May imply a subject and a helping verb
• Only contains 1 error or 2 similar errors
• Response needs minimal work.
• Shows that the student is almost there in
  English-speaking ability.

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Quick Guide to Answers RubricScore Point of 5

• Produces completely understandable response
  clearly related to the prompt that includes
  enough language to demonstrate English-speaking
  ability
• Includes complete sentence(s) with enough
  language production, it may include only 1 very
  minor error
  
• Shows that the student can speak on a level
  with a person who speaks English well.

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Similar Responses at Various Score Points

• What do you like to do when you are with a
  friend?

1 House (no discernible relation to prompt)
2 House play (awkward phrase with implied
relation to prompt) 3 We play house (short answ
er adequate to task) 4 Play house and take turn
s being the baby (implied subject)
5 We play house and take turns being the baby
(complete sentence)
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Similar Responses at Various Score Points

• What will you do after school today?

1 Cat (no discernible relation to prompt)
2 My cat food or play (awkward phrase with
implied relation to prompt)
3 Feed my cat (short answer adequate to task)
4 Feed my cat and then play with my friends
(implied subject) 5 Ill feed my cat and then p
lay with my friends (complete sentence)
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Similar Responses at Various Score Points

• Tell me about one of your favorite toys.

1 Max (no discernible relation to prompt)
2 My puppy Max has toys (full response with no
discernible relation to the prompt)
3 My puppy Max likes to play with it a lot
(full response with limited relation to
the prompt) 4 I have a ball that my puppy Max l
ikes to play with it (add unnecessary
pronoun at the end) 5 I have a ball that my pup
py Max likes to play with (complete sentence)
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Similar Responses at Various Score Points

• Tell me what you like to do during recess.

1 Water (no discernible relation to prompt)
2 Drink fountain water (awkward phrase with
implied relation to the prompt)
3 Get a drink (short answer, adequate to the
task) 4 Get a drink from the fountain (implied
subject) 5 I like to get a drink from the water
fountain (complete sentence)
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Similar Responses at Various Score Points

• Tell me what the weather is like outside.

1 Fast (no discernible relation to prompt)
2 Wind fast (intelligible phrase with implied
relation to the prompt) 3 Winds blowing (short
answer, adequate to the task)
4 The wind is blowing fast outside and windy
(and windy is unnecessary)
5 The wind is blowing fast outside (complete
sentence)
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Determining Total Score

• Sum item scores across all three parts (items not
  attempted are scored 0).
  
• Enter sum in Total Raw Score space on the cover
  of the test booklet.
  
• Convert Total Raw Score to Scale Score.
• Enter result in Total Scale Score space on the
  cover of the test booklet.

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Raw Score to Scale Score
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Proficiency Cut Scores
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Oral Proficiency

• Level I (not proficient) Students have
  difficulty with basic social and academic
  vocabulary and are not yet able to fully
  comprehend and respond to basic social queries.
• Level II (proficient) Students show mastery of
  grade-appropriate basic social and academic
  vocabulary and are able to comprehend social
  queries and produce clear, meaningful responses.

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Grammatical Errors

• verb tense I went home tomorrow.
• subject-verb agreement They runs fast.
• pronoun usage The boy she play ball.
• article usage I have big red book.
• prepositional phrasing I walk in the
  sidewalk.