World-Class Instructional Design and Assessment

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World-Class Instructional Design and Assessment
Alignment of Standards as a Source of Validity
for ACCESS for ELLs

• Margo Gottlieb, Ph.D.
• Lead Developer

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Validity is the superstructure that defines
testing.
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Evidence of validity must be systemic throughout
the testing cycle.and alignment between the
components of the system is one source of
validity.
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Evidence of Alignment in Test Development
1. Second language acquisition theory and research
P D R E O V F E E L S O S P I
M A E L N T
V A L I D A T I O N
2. WIDAs English Language Proficiency Standards
3. Test Specifications
4. ACCESS for ELLs
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Theoretical Background A Model of English
Language Proficiency

Listening
Speaking
Contexts of Interaction
Language Complexity
Support
Level of Cognitive Engagement
Reading
Writing
(Gottlieb, 2003)
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The English language proficiency standards are
aligned to state academic content standards.

• English language proficiency standards

• Academic content standards

Social and
Academic Language
Concepts
Knowledge and Skills
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The English Language Proficiency standards are
defined by a hierarchical structure.
Formative and Summative Frameworks
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English Language Proficiency Standards
Language Domains
Grade Level Clusters
Levels of Language Proficiency
Model Performance Indicators
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WIDAs English Language Proficiency Standards

• Standard 1 English language learners
  communicate for social and instructional purposes
  within the school setting.

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Standard 2 English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics. Standard 4 English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.
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WIDAs English Language Proficiency Standards
The Interaction between Language and Content
The language of LISTENING SPEAKING READING WRITING
LANGUAGE ARTS
MATH
SCIENCE

SOCIAL STUDIES
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The Matrix
English Language Proficiency Standard
Grade Level Cluster
Level 1 Level 2 Level 3 Level 4 Level 5
Listening
Speaking
Reading
Writing
Levels of English Language
Proficiency
A Model Performance Indicator
A strand of Model Performance Indicators
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The Second Language Acquisition Continuum
Level 1 Entering
Level 2 Beginning
Level 3 Developing
Level 4 Expanding
Level 5 Bridging
Level 6 Reaching
Vertical alignment occurs between contiguous
levels of English language proficiency to form a
strand of Model Performance Indicators.
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Movement along the continuum is based on an
English language learners increasing
Performance Definitions

• Vocabulary Usage- The specificity of words and
  phrases
• Linguistic Complexity- The amount and quality of
  speech or writing
• Language Control- Comprehensibility based on the
  amount and types of errors.

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A Strand of Model Performance Indicators
The language of science Language domain Speaking
or writing
Levels of English Language Proficiency

• Level 1

Level 2
Level 3
Level 4
Level 5
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Expectations for English Language Learners
Level 1
Level 2
Level 3
Level 4
Level 5

• Relate information about weather from
  photographs, charts, or graphs (such as, Its
  hot.)

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Level 1
Level 2
Level 3
Level 4
Level 5

• Describe weather conditions based on
  information from photographs, charts, or graphs
  (such as, I see dark clouds in the sky.)

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Level 1
Level 2
Level 3
Level 4
Level 5

• Compare and contrast weather information from
  charts, tables, or visually supported text (such
  as, It is colder today than yesterday.)

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Level 1
Level 2
Level 3
Level 4
Level 5

• Match predictions about weather from graphs,
  charts, or visually supported text (such as, I
  think that tomorrow it will .)

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Level 1
Level 2
Level 3
Level 4
Level 5

• Make inferences about weather based on
  modified grade level material (such as, It seems
  as if it might)

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Assessing Comprehension and Communication in
English State to State for English Language
Learners

• ACCESS for ELLs

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ACCESS for ELLs is built on

• A theoretical model of English language
  proficiency
• Social and academic language proficiency across
  standards
• Five levels of language proficiency
• Four language domains
• Developmentally appropriateness for each grade
  level cluster
• Second language acquisition research and best
  practice

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The purposes of ACCESS for ELLs to provide one
data source for

• Identifying initial placement of English language
  learners (ELLs) on the L2 acquisition continuum
• (W-APT)
• Monitoring annual progress of ELLs toward meeting
  English language proficiency standards
• Marking attainment of ELLs of full English
  language proficiency
• Complying with the requirements of No Child Left
  Behind

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Samples of alignment from a string of Model
Performance Indicators, representative of a
standard, to ACCESS for ELLs items.
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Sample Items from a Theme (from the Pilot test)
English Language Proficiency Standard The
language of science Language Domain
Listening Grade Level Cluster 1-2
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Model Performance Indicator (PI) for
Language Proficiency Level 1

• PI identify objects according to chemical or
  physical properties from pictures and oral
  statements
• SCRIPT A seed is small. Find the small seed.

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Model Performance Indicator forLanguage
Proficiency Level 2

• PI match objects with their chemical or
  physical properties from pictures and oral
  statements
• SCRIPT One day the seed will grow into
  something large, round, and heavy. Find what the
  seed grows into.

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Model Performance Indicator forLanguage
Proficiency Level 3

• PI identify and group objects according to
  chemical or physical properties from oral
  statements
• SCRIPT Seeds grow into plants. Find something
  else that grows.

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Validation of the construct of English language
proficiency, from theory to standards to
specifications to test items
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.is a set of interlocking, interdependent gears
within an aligned system.
Academic content standards
English language proficiency standards
ACCESS for ELLs