Idaho

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Idaho ELL Placement Test Version 3.0 Examiner
Orientation
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ELL Placement Test v3.0Whats New?

• Reading and Writing subtests not administeredat
  the beginning of Fall kindergarten
• Reading subtests for all grades  Two
  comprehension items added to the Fluency
  passage
• Writing subtests for grades 412 Four new
  multiple-choice grammar items on Writing
  Response Sheet P-3, P-4, and P-5

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Contents

• I. Overview What, Why, Who, When
• II. Structure and Format
• III. Administration Guidelines
• Score Interpretation and Use
• Test Distribution

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I. Idaho ELL Placement Test What, Why, Who, When

• A test for newly enrolled English Language
  Learners
• Helps inform placement decisions
• For new students whose home language is not
  English
• Administered within 30 days of registration or
  15days of enrollment
• Not a substitute for the annual IELA

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II. Structure and Format of the Assessment

• Individually administered
• 2535 minutes per student
• Assesses general proficiency in
  Speaking/Listening, Reading, and Writing

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Test Levels Test Forms
Grade Span Form
K1 P-1
23 P-2
45 P-3
68 P-4
912 P-5
Note New students entering in Spring of grade 1
may use Form P-2 New students entering in Spring
of grade 3 may use Form P-3
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Subtests

• Each test is divided into three sections, or
  subtests
• Speaking/Listening
• Reading
• Writing

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Assessment Materials Needed to Test Each Student

• 1 Record Form (consumable)
• 1 Writing Response Sheet (consumable)
• 1 Prompt Book (reusable)
• 2 pencils (1 for Examiner, 1 for student)
• A stopwatch
• An Examiner Manual (reusable)

Assessment material is also available in a flip
chart format
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Record Form contains

• Examiner script
• Individual items
• Scoring instructions/rubrics
• Space to record students score

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Writing Response Sheet contains

• Space for student to record responses
• Some prompts
• Multiple-choice grammar items

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Prompt Book contains

• Illustrations and printed prompts for the
  Speaking/Listening and Reading subtests

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Important to Remember The Record Forms,
Writing Response Sheets, and Prompt Books are
Form (grade level) specific
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Stopwatch used to

• Administer the Fluency task of theReading
  subtest
• Student reads passage out loud
• Examiner calculates correct words per minute

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Optional Flip Chart Format
STUDENT
EXAMINER

• Flip Chart Prompt Book contains both student
  prompts and Examiner script
• Reusable Do not mark Prompt Book
• Mark scores in Record Form only

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III. Test Administration Guidelines
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Test Setting

• Quiet one-to-one environment
• Examiner sits close enough to point to student
  material
• Position student so Examiner can both point and
  mark scores easily

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Before Starting the Test

• Try to put student at ease
• May speak in students nativelanguage
• Explain what is going to happen

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Following the Script

• Follow the script
• Do not rephrase a question
• Do not give additional prompts
• Exceptions
• If student answers in a language other than
  English, Examiner says, Can you say that in
  English? or, Can you tell me in English?
• If a student fails to answer in a
  completesentence when that is indicated,
  Examiner says, Can you say that in a complete
  sentence?

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Once the Test has Started

• English only is the rule
• The students ability to understand directions in
  English is part of the assessment
• No test items may be translated into the
  students native language

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Repeating a Question

• In general, questions are not repeated, however
• You may always repeat a question if therewas a
  distraction
• Some questions are marked for repetitiononce at
  the students request. For these questions, if
  the student appears hesitant, you may say,
  Would you like me to repeatthe question?

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Scoring Responses

• Oral responses are scored during the test
• Written responses are scored after the test

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Marking Scores on the Record Form
Acceptable response guidelines
Maximum points per item
Write itemscore here
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IV. Score Interpretation and Use
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• Proficiency Levels

• Results are reported at three proficiency levels
• Beginning
• Intermediate
• Advanced
• These levels do not (and should not) correspond
• directly to the Spring IELA proficiency levels

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Grade and Time of Year

• In grades K5 different cut scores are reported
  for each season (Fall and Spring) and each grade
• In grades 612 there is only one set of cut
  scores for each season (Fall and Spring) by grade
  span, rather than grade

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Using Test Information for Identification

• Identification
• Students who receive an Overall score below the
  Advanced level most likely need to be placed in a
  language development program
• Examiner should review scores of each subtest
  for students who receive an Overall score at the
  Advanced level

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Using Test Informationfor Placement

• Placement
• A student who scores Advanced overallbut lower
  on one or more subtest most likely will need
  services to increase language proficiency in
  that area

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V. Test Distribution
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• ELL Placement Test Materials

• Available online at ID-Servicepoint.QuestarAI.com
  or use the link on the SDE IELA website
  www.sde.idaho.gov/site/assessment/IELAunder
  Placement Test
• Use district password
• Download and print materials as needed

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ELL Placement Test Materials after
Administration

• Photocopy the students Writing Response Sheet
• Place one copy in the students file
• Give one copy to students teacher(s) to help
  inform instruction

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If you have questions... email the IELA
Coordinator at IELA_at_QuestarAI.com