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Administering the ACCESS for ELLs® Speaking Test PowerPoint PPT Presentation

Administering the ACCESS for ELLs® Speaking Test <Enter Presenter Name, Presenter’s Organization> <Enter Date of Presentation> Training Objectives To understand the background and structure of the ACCESS for ELLs® Speaking test To be able to administer the ACCESS for ELLs® Speaking test

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Administering the ACCESS for ELLs® Speaking Test

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Administering the access for ells speaking test l.jpg

Administering the ACCESS for ELLs® Speaking Test

<Enter Presenter Name, Presenter’s Organization>

<Enter Date of Presentation>


Training objectives l.jpg

Training Objectives

  • To understand the background and structure of the ACCESS for ELLs® Speaking test

  • To be able to administer the ACCESS for ELLs® Speaking test

  • To be able to reliably score the Speaking test


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Background on the Speaking Test

  • Addresses the performance indicators from the WIDA standards for Speaking.

  • Assesses the type of speech a student would typically use in school and instructional contexts across each of the WIDA standards.

  • Conducted in a one-on-one, question-answer interview.

  • All questions are standardized and presented from a script.

  • Elicits student speech that is assessed for proficiency using a scoring rubric.


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Format of the Speaking Test

  • Speaking test consists of three scripted sections

    • A warm-up in which the test administrator puts the student at ease

    • The test questions

    • A wind-down in which the test administrator leaves the student with a positive impression of his or her performance on the test.

  • Test questions are grouped into thematic folders (identified as “parts” within the test).

  • Test questions are presented in a structured sequence determined by their intended proficiency level.

  • Test is “adaptive,” that is, questions are presented until the student reaches his or her performance ceiling.


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Pathway Through Speaking Test

Warm-up

Student Response

AssignScore

Test Questions

Loop through questions until student reaches performance ceiling

Wind-down


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Format of a Thematic Folder

  • The speaking test includes three thematic folders, identified as “parts” within the test

    • Part A

      • Tests the SI standard at proficiency levels 1, 2, and 3

    • Part B

      • Tests the LA & SS standards at proficiency levels 1, 2, 3, 4, and 5

    • Part C

      • Tests the MA & SC standards at proficiency levels 1, 2, 3, 4, and 5

  • Kindergarten test includes only Part A and Part B

  • Each thematic folder includes a set of tasks and each task a set of questions.

  • Each task with its accompanying questions is aimed at eliciting speech at one particular proficiency level.


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Part A

Example Speaking Test Thematic Folder

What the student sees—Picture Cue

What the test administrator sees—Script


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Picture Cue booklets are printed two sided and bound in a flip chart format. The picture cue faces the student and the script faces the test administrator. The script also includes a thumbnail graphic of what the student is seeing.

Speaking Picture Cue Booklet

Student

TA

TA

Student

Picture Cue Side

Script Side


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Reading the Test Script

  • In the script, the test administrator reads aloud all text that is bolded.

  • Text that is in the regular font (not bold) includes staging and navigation instructions to the test administrator. These instructions are not read aloud.

  • Instructions introduced by “if” signal conditional questions, which are asked only if warranted by the student’s previous responses.

Sample of Script


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Navigating the Test

Part 1: SI

Part 2: LA/SS

Part 3: MA/SC

T1

T1

T1

T2

T2

T2

T3

T3

T3

If score on task is 2 or higher, go to next task.

If score on task is 2 or higher, go to next task.

If score on task is 2 or higher, go to next task.

T4

T4

T5

T5

If score on task is 0 or 1 go to Level 1 of next part.

If score on task is 0 or 1 go to Task 1 of next part.

If score on task is 0 or 1, stop the test.


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Task Level Expectations

  • Every task and question asked the student is based on a set of expectations for what the response will look like.

  • Areas of speech around which scoring expectations are based

    • Linguistic Complexity

      • Expectations of the quantity and organization of the student’s verbal response

    • Vocabulary Usage

      • Expectations of the student’s use of appropriate vocabulary for grade level and proficiency level

    • Language Control

      • Expectations of the student’s control of English grammar, word choice in context, and the English sound system


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The Scoring Scale

“Meets” is highlighted on the scale to emphasize that a task is designed to elicit speech that will meet expectations of the proficiency level it targets.

Detailed instructions on how to interpret the scoring scale are contained in the ACCESS for ELL(s) District and School Test Administration Manual and in the PowerPoint module titled Framework for ACCESS for ELLs® Testing.


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Scoring Rules

  • A rating of Meets or Exceeds each receives a point value of 1.

    • There are no extra points awarded a score of Exceeds.

    • The Exceeds rating indicates a strong expectation that the student will be able to respond with at least a Meets rating to the following task in the test.

  • A rating of Approaches or No Response each receives a point value of 0.

    • The 0 point value reflects the fact that the student


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The Scoring Sheet

  • The Speaking Test Scoring Sheet is found as the last page of the student test booklet.

  • In some states that have a longer test window for the speaking test than for the other tests, the Speaking Test Scoring Sheet is a separate document.

  • Test administrators must make a mark immediately after the student responds to the last question in a task.

  • The mark represents the student’s performance on the complete task, not individual questions on the task.


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The Scoring Sheet

The scoring sheet should be filled out completely; that is, a score for each of the 13 task items must be marked.

Any task not administered because the student has reached a ceiling level within a part should be marked as Not Administered.

If a “?” is marked for a task and resolved with a Meets or Exceeds by administering the following task, it is not necessary to erase the mark.


For more information please contact the wida hotline 1 866 276 7735 or www wida us helpform l.jpg

For more information, please contact the WIDA Hotline:1-866-276-7735 or www.wida.us/helpform

World Class Instructional Design and Assessment, www.wida.us

Center for Applied Linguistics, www.cal.org

Metritech, Inc., www.metritech.com


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