Administering the WIDA ACCESS Placement Test (W-APT)

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Administering the WIDA ACCESS Placement Test
(W-APT)Georgia

• Robert Kohl
• Testing Coordinator
• WIDA Consortium

Developed by the Center for Applied Linguistics
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Background

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

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W-APT Score Information

• Test materials include instructions for
  calculating students overall composite score
• Reading and Writing weigh 35 each
• Listening and Speaking weigh 15 each

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W-APT Training Resources

• Test Administration Manual includes benchmark and
  training samples for use in scoring the Writing
  component
• Online course (Speaking Test content and quiz)

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1-12 Which W-APT 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

Grade 1 Grade 1 Grade 2 Grade 3 Grade 3 Grade 4 Grade 5 Grade 6 Grade 6 Grade 7 Grade 8 Grade 9 Grade 9 Grade 10 Grade 11 Grade 12
K 1-2 Test 1-2 Test 1-2 Test 3-5 Test 3-5 Test 3-5 Test 3-5 Test 6-8 Test 6-8 Test 6-8 Test 6-8 Test 9-12 Test 9-12 Test 9-12 Test 9-12 Test
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Administration Times and General Scoring

• Administration times vary from 45 90 minutes

Gr. 1-12 Time to Administer How to Score
Speaking up to 15 minutes rubric
Listening up to 20 minutes answer key
Reading up to 20 minutes answer key
Writing up to 30 minutes rubric
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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
Insert Listening items scores in this column, and
Reading item scores in this column.
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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 or if the student asks for a
  question to be repeated)
• 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
• ? (changes to meets or approaches)
• (cant be used on the last task in a section)

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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.)
• NOTE This is different from the ACCESS where you
  need to bubble in the answers to be scored
  electronically!!!

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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 B
Part A
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 Speaking, Part 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
  WIDA/Desire2Learn website
• 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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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 to him/herself 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 (Listening Reading)
Proficiency Level Increasing Difficulty of Theme Folders Increasing Difficulty of Theme Folders Increasing Difficulty of Theme Folders Increasing Difficulty of Theme Folders Increasing Difficulty of Theme Folders
5 Part E
5 Part D Part E
5 Part C Part D Part E
5 Part B Part C Part D Part E
4 Part A Part B Part C Part D Part E
3 Part A Part B Part C Part D Part E
3 Part A Part B Part C Part D
3 Part A Part B Part C
2 Part A Part B
2 Part A
Standard (example) Social/ Instructional Language Arts Mathematics Science Social Studies
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Adaptivity of Listening and Reading Tests

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

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3-5 Listening Theme Folder (Part C Place Value)
Theme graphic
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3-5 Listening Theme Folder (Part C Place Value)
Student hears Student sees
Number 8. Take a moment now to read the answer choices. Now listen to Number 8. A decimal point looks like a period. Meng's teacher tells the students that if there is a zero or no numbers to the left of the decimal point, the number is less than one. Which number is less than one?
Number 9. Take a moment now to read the answer choices. Now listen to Number 9. Meng's teacher says that the more numbers there are to the left of the decimal point, the bigger the number is. Which number is the greatest?
Look at the top of the next page. Number 10. Take a moment now to read the answer choices. Listen carefully. This is long. You may take notes. Now listen to Number 10. Meng has learned how to change place value. If a number is multiplied by 10, she moves the decimal to the right one place. Meng's teacher writes the number "3.25" on the board. If the number is multiplied by 10, the answer is 32.5. If 4.32 is multiplied by ten, what is the answer?
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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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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