WIDAACCESS Placement Test Test Administrator Training

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WIDA-ACCESS Placement Test Test Administrator
Training

• Bob Kohl
• ACCESS for ELLs Testing Coordinator
• WIDA Consortium at WCER

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• WIDA World-Class Instructional Design and
  Assessment
• ACCESS for ELLs Assessing Comprehension and
  Communication in English State to State for
  English Language Learners
• W-APT WIDA ACCESS Placement Test

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Workshop Outline

• The WIDA Standards and the ACCESS for ELLs Test
  Battery
• ACCESS for ELLs Overview
• W-APT Overview
• W-APT Test Administration Speaking
• W-APT Test Administration Listening and Reading
  
• W-APT Test Administration Writing

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The WIDA Standards and the ACCESS for ELLs Test
Battery
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ACCESS for ELLs Test Administration
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The WIDA Consortium States

• Alabama
• Delaware
• District of Columbia
• Georgia
• Illinois
• Kentucky
• Maine
• New Hampshire
• New Jersey
• North Dakota
• Oklahoma
• Pennsylvania
• Rhode Island
• Vermont
• Wisconsin

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Centrality of the ELP Standards
ACCESS for ELLS and W-APT
ClassroomAssessmentFramework
Large-ScaleAssessmentFramework
English Language ProficiencyStandards
PerformanceDefinitions
ModelPerformanceIndicatorsClassroom
ModelPerformanceIndicatorsLarge-Scale
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Overall Organization of Standards
Language Domains (4)
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The WIDA ELP Standards

• Standard 1SI
• English language learners communicate in English
  for social and instructional purposes in the
  school setting.
• Standard 2 LA
• English language learners communicate
  information, ideas and concepts necessary for
  academic success in the content area of Language
  Arts.
• Standard 3MA
• English language learners communicate
  information, ideas and concepts necessary for
  academic success in the content area of Math.
• Standard 4SC
• English language learners communicate
  information, ideas and concepts necessary for
  academic success in the content area of Science.
• Standard 5 SS
• English language learners communicate
  information, ideas and concepts necessary for
  academic success in the content area of Social
  Studies.

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The WIDA English Language Proficiency Scale
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Criteria for Proficiency Level Definitions
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REACHING
5
4
3
2
1
ENTERING
BEGINNING
DEVELOPING
EXPANDING
BRIDGING

• Linguistic Complexity Extent of functional
  language (text or discourse)
• Vocabulary Usage Comprehension and use of the
  technical vocabulary of the content areas
• Language Control Comprehension and use of
  phonological, syntactic, and semantic structure
  rules

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ACCESS for ELLs Overview
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ACCESS for ELLs Overview

• Secure, large-scale test
• Three tiers for each grade level cluster
• Tier A Proficiency Levels 1-3
• Tier B Proficiency Levels 2-4
• Tier C Proficiency Levels 3-5
• One third of test items replaced annually
• Administered once per year to satisfy NCLB
  accountability
• Predictor of childs ability to succeed on state
  content test

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ACCESS Test Alignment with Proficiency Levels
1
2
3
4
5
ENTERING
BEGINNING
DEVELOPING
EXPANDING
BRIDGING
Tier A
Tier B
Tier C
Annual ACCESS for ELLs
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Structure of ACCESS for ELLs

• Grade Leveland Tier

K 1-2 3-5 6-8 9-12
(adaptive) A B C A B C A B C A B C
Listening group admin, machine scored Reading
group admin, machine scored Speaking
individual admin, adaptive, TA scored Writing
group admin, rater scored
Domains
101 (roll-out Spring 2006) 102 (roll-out Spring
2007) 103 (roll-out Spring 2008)
Forms
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ACCESS Testing Roles and Responsibilities
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Facilitator Responsibilities

• Coordinate test administration activities within
  the state or district
• Coordinate with WIDA administrators, MetriTech,
  and the Center for Applied Linguistics
• Schedule the ACCESS testing window and order
  booklets
• Enroll test administrators in the online training
  course and/or provide alternative means of
  training
• Certify test administrators
• Arrange for reporting and dissemination of
  testing results.

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Coordinator Responsibilities

• Direct assignment of students to tiers for ACCESS
• Receive, secure, distribute, and return test
  materials
• Arrange and schedule test sessions and generally
  oversee all aspects of test administration
• Assure that test administration is performed by
  properly trained test administrators

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Test Administrator Responsibilities

• Assure accuracy of student demographic
  information on test labels
• Administer the W-APT and make services decisions
  accordingly
• Administer parts of the ACCESS for ELLs test for
  which he/she is certified
• Group test (Listening, Reading, Writing)
• Speaking test
• Kindergarten test
• Secure test materials

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Facilitating ACCESS Test Administrator Training
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Training Resources (for ACCESS for ELLs)

• Face-to-face workshops for facilitators
• Online course
• Setup and managed through CAL
• Support to state/district facilitators by CAL
• Support to test administration by local
  facilitators
• Quizzes and discussion boards
• Training CD
• Includes same content as online course
• No quizzes or discussion boards
• Duplication distribution at state option
• Core documentation
• District and School Test Administration Manual

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ACCESS for ELLs Certification

• Separate certifications in
• Group test administration (Listening, Reading,
  Writing)
• Speaking test administration
• Kindergarten administration
• Certification is based on successful quiz
  completion (80)
• Qualifications checked by facilitators through
  Grade menu
• Certification process handled locally

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Online Test Administration Course Preliminaries

• https//uwosh.courses.wisconsin.edu/
• Separate version of the course for each state
• D2L Logon ID and password sent automatically at
  enrollment
• Test Facilitators WIDA Instructors
• Test Administrators Students

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Registering for the Online Course

• CAL registers Test Facilitators
• Test Facilitators register Test Administrators
  (TAs)
• Individually
• Group (batch) registration (gt15 TAs)

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Features of the ACCESS Training Course

• Refer back many times if necessary
• Access sample items
• Access speaking samples and scoring rationale to
  calibrate for rating speaking
• Download and print ACCESS Test Administration
  Manual
• Discussion Board (online only)
• Quizzes required for certification (online only)

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Facilitator Functions in D2L

• Enroll TAs as Students
• Respond to TA questions on the Sounding Board
• Preview quizzes (cannot take them for a grade)
• If a grade is necessary, Facilitator should
  register (under a second Username) as a D2L
  Student
• Monitor and download grades for all TAs in state

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Course Content
Preliminary Materials
Test Management Coordination

• Test Administration
• Group Component
• Speaking
• Kindergarten

Quizzes Evaluation
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Where to go for WIDA resources

• www.wida.us
• (State provides passwords to districts)
• To read current FAQ sheet on general information
  on WIDA and ACCESS for ELLs
• To access and download the WIDA standards
• To download the W-APT
• www.uwosh.edu/d2l (CAL provides passwords to
  Test Facilitators)
• To train for ACCESS test administration
• To post questions comments to bulletin boards
• To email questions to state facilitators or CAL
• To read current FAQ sheet on test administration
  issues

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W-APT Overview
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Purposes of the W-APT

• To identify students who may be candidates for
  English as a second language (ESL) and/or
  bilingual services
• To determine the academic English language
  proficiency level of students new to a school or
  to the U.S. school system in order to determine
  appropriate levels and amounts of instructional
  services and
• To accurately assign students identified as ELLs
  to one of the 3 tiers for ACCESS for ELLs.

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Background

• Aligned to WIDA ELP Standards
• Discriminates across full range of WIDA ELP Scale
  (Levels 1-6)
• 5 grade level clusters K, 1-2, 3-5, 6-8, 9-12
• No tiers
• Fully adaptive
• Individually administered

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W-APT Score Information

• Test materials include instructions for
  calculating childs overall composite score
• For K-W-APT
• Oral proficiency score (L S)
• Diagnostic information (R W)

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How to access the W-APT

• www.wida.us
• Free
• Downloadable
• Semi-secure
• Username wi district number (e.g. wi376)
• Password forward DACs last name (e.g.
  forwardjohnson)
• Printing and dissemination state dependant

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W-APT Printing Instructions
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W-APT Training Resources

• Test Administration Manual
• CD (in development)
• Training Power Point
• Speaking benchmark and training samples
• Writing benchmark and training samples
• Coaching Guide

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W-APT Structure and Materials
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Which W-APT test forms to give?

• K-WAPT
• Assesses oral English proficiency (L S)
• For students in pre- K through mid Gr. 1
• Optional diagnostic component (RW)
• For students in mid K 1st sem. Gr. 1 only

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K-WAPT Components

• Listening and Speaking
• Assesses oral English proficiency
• Intended for pre-K through mid-year grade
• Reading and Writing
• Additional Diagnostic component
• Should be used as additional criteria for
  determining eligibility.

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Which W-APT test forms to give?

• 1-2
• For students in 2nd sem. Gr. 1 through 1st sem.
  Gr. 3
• 3-5
• For students in 2nd sem. Gr. 3 through 1st sem.
  Gr. 6
• 6-8
• For students in 2nd sem. Gr. 6 through 1st sem.
  Gr. 9
• 9-12
• For students in 2nd sem. Gr. 9 through 1st sem.
  Gr. 12

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Materials (for K and grades 1-12)
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Administration Times and General Scoring

• K-WAPT up to 30 minutes
• 1-2, 3-5, 6-8, 9-12 45 90 minutes

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Comparing the Old and New W-APT
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General Administration and Using the Scoring Sheet

• Set up
• Sit at right angle to student
• Lay out papers
• Follow script
• Administer and score simultaneously
• Follow guidelines for adaptivity (on scoring
  sheet)
• Show example of adaptivity on scoring sheet

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Completing the Scoring Sheet (for grades 1-12)
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W-APT Administration Speaking (Grades 1-12)
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Speaking Test

• Up to 15 minutes
• Adaptive format
• 2 Parts per form
• Social Instructional (3 tasks)
• Language Arts/Social Studies (5 tasks)
• Scored using rubric

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Rules for Standardizing the Speaking Test

• Each item can be read only once (barring
  interruptions)
• Administer the test in English only
• Never write out parts of the test that are
  scripted as spoken items
• Calibrate scoring skills/master use of the rubric
• See rubric handout

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Using the Rubric Possible Ratings

• Meets Task Level Expectations
• Exceeds Task Level Expectations
• Approaches Task Level Expectations
• No Response
• Not Administered
• ?

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How to Use the Rubric

• Look at proficiency level for the task being
  administered.
• Examine the expectations for each task level.
• Determine whether students response meets the
  stated expectations for that task level.
• Do not score for content accuracy, but for the
  level of language expected at that task level.

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Recording Speaking Scores

• Mark X for score for each task (T1, T2, etc.)

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Recording Speaking Proficiency Level

• Use table on Scoring Sheet to determine
  Proficiency Level
• Enter Speaking PL in Composite Table on Page 2 of
  Scoring Sheet

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Adaptivity Rules for Advancement
Part A
Part B
ListeningTest
T1
T1
T2
T2
T3
T3

• IN PART A
• Go to next level Task if score on current Task is
  
• ?
• Meets OR
• Exceeds
• Go to Task 1 of Part B if score on current Task
  is
• Approaches OR
• No Response.

• IN PART B
• Go to next level Task if score on current Task is
  
• ?
• Meets OR
• Exceeds
• Go to LISTENING TEST if score on current Task is
• Approaches OR
• No Response.

T4
T5
Any Task following one marked Approaches (within
a Part) should be marked Not Administered.
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6-8 SpeakingPart A Social Instructional

• T1
• First lets talk about school assignments.
• This is a picture of Roberto. He is making a
  poster. The poster is for a book report. Now I
  am going to ask you some questions about this
  picture.
• Q1 (POINT TO THE STUDENT) Who is this?
• Q2 (POINT TO THE SCISSORS) What are these?
• Q3 (POINT TO THE RULER) What is this?
• Q4 (POINT TO THE ENTIRE PICTURE) What is Roberto
  doing?
• Q5 (If necessary) What other things do you see
  in the picture? (OR) What else do you see in this
  picture?

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6-8 Speaking Part A, continued Social
Instructional

• T2
• Now, lets look at the next set of pictures.
  These pictures show how Roberto completes the
  poster for his book report assignment.
• First, he draws a picture from the book he has
  read and adds it to the poster.
• Then he writes a paragraph about the book and
  adds it to the poster.
• Finally, he checks the poster to see if anything
  needs to be changed before he presents his book
  report to the class.
• Do you have any questions about these pictures?
  (PAUSE.)
• Now I am going to ask you some questions about
  them.
• Q1 (POINT TO PICTURE 1) What is Roberto doing
  here?
• Q2 (POINT TO PICTURE 2) What is he doing here?
• Q3 (POINT TO PICTURE 3) What is he doing here?
• T3
• Now I want you to pretend that you are in
  Robertos class and have to do the same
  assignment.
• Now tell me what you need to do.

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Practice in Scoring Speaking Tests

• Study the speaking scoring rubric thoroughly
• Listen to speaking test samples available on the
  Test Administrator Training CD
• Score the samples on a practice Scoring Sheet
• Read the rationales for the samples and compare
  with your score
• Refine your scoring to conform with the samples

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Test Administration Listening and Reading
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Listening and Reading Tests

• Multiple choice
• Adaptivity up to 20 minutes for each
• Scripted
• Do not read theme, question or response choices
  unless scripted
• For Reading
• Student reads silently and points to answer
• Compare students response with key on Scoring
  Sheet, mark 1 or 0

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How to Read the Scripts
Directions are bold and italicized.
Display both pages of theme folder for student.
The item itself is bold.
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Organization of Test Items (L R)
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Adaptivity of Listening and Reading Tests

• After completing a Part, tally total correct
• Follow criterion for advancement to decide next
  step

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3-5 Listening Theme Folder (Part C Place Value)
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3-5 Listening Theme Folder (Part C Place Value)
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1-2 Reading Theme Folder (with Sample Item)
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1-2 Reading Theme Folder (without sample)
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Test Administration Writing
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Writing Test

• Up to 30 minutes
• Prompts in Main Test Booklet
• Student writes in separate student writing
  booklet
• 2 tasks per form
• Tier A, Social Instructional Language
• Tier C, Math Language
• Administer Tier A AND/OR Tier C based on S, L,
  and R scores
• Score using rubric
• Enter score on scoring sheet

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Grades 9-12 Writing Task, Part ASocial
Instructional Language
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Grades 9-12 Writing Task, Part BMath Language
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Kindergarten W-APT (K-W-APT)
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K-W-APT Components

• Listening and Speaking
• Assesses oral English proficiency
• Intended for pre-K through mid-year Grade 1
• Reading and Writing
• Optional diagnostic component
• Intended for mid-year K through early Grade 1

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K-W-APT Materials

• Test Administration Manual

• Listening and Speaking Test (Oral Proficiency)
• Listening and Speaking Picture Cue Booklet
• Listening and Speaking Script
• Listening and Speaking Scoring Sheet

• Reading and Writing Test (Optional Diagnostic)
• Reading Picture Cue Booklet
• Writing Picture Cue Booklet
• Reading and Writing Script
• Reading and Writing Scoring Sheet

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K W-APT Oral Proficiency (LS)

• Scripted
• Adaptivity criterion on scoring sheet
• Student points to response, TA marks score
• Key and rubric included on scoring sheet
• Convert raw score into oral proficiency score
  (chart also in manual)

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Diagnostic Reading and Writing Test

• Optional, not for determining ELL services
• NOT appropriate for children in pre-K or entering
  Kindergarten
• Intended for children in mid-K or entering 1st
  grade
• Same administration format as Listening and
  Speaking
• Concert raw score to skill description

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