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Welcome, Bienvenido, chào mừng, & Добро пожаловать Office of Standards and Assessments Office of Language Culture and Equity CTB/McGraw Hill. Colorado English Language Acquisition (CELA) Test 2010 Administration. Questions. Office of Language Culture and Equity . Office of

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colorado english language acquisition cela test 2010 administration
Welcome,

Bienvenido, chào mừng,

&Добро пожаловать

Office of Standards and Assessments

Office of Language Culture and Equity

CTB/McGraw Hill

Colorado English Language Acquisition (CELA) Test2010 Administration
questions
Questions

Office of Language Culture and Equity

Office of

Standards and Assessments

Policies

Procedures

Who must take the test?

How do I identify students? What do I do with the results? Instructional guidance….

What does Language Proficiency mean?

Now that I have the data…. What next ?

How do I administer the test?

What test materials do I need?

What labels do I use?

How long will each session take?

Processes for getting clean valid data.

slide4
Colorado Student Assessment System

Office of Standards and

Assessments

Achievement(Colorado Model

Content Standards)

College Entrance

National and State Trends

EnglishLanguage Acquisition(Colorado ELD Standards)

Colorado Student Assessment Program

Colorado ACT

National Assessment of Educational Progress

Colorado English Language Acquisition Program

CSAP

COACT

NAEP

CELApro

CELAplace

OLC&E

CSAPA

On December 18, 2006 Colorado received FULL Approval from the USDoE for our Standards and Assessment System

core assessment team
Core Assessment Team

Office of

Standards and

Assessments

CTB

McGraw-Hill

District Assessment

Coordinator

Core Assessment Team

ELA, SPED, CBLA, Trainers

Test Examiners

communication protocol
Communication Protocol

Test Examiner

SAC

School Assessment Coordinator

DAC

District Assessment Coordinator

celapro
Standardized Assessment

Las Links & ColoradoSpecific Items

Aligned to Colorado’s ELD Standards

Research Based and Field Tested

Yearly Measure of English Language Development (Student and District)

Required For Limited English Proficient students (NEP &LEP)

CELApro
who takes celapro
Non English Proficient(NEP) students

Limited English Proficient (LEP) students

CSAPA eligible English Language Learners (ELLs)

Facilities, Dually Enrolled, Online, and Home-schooled ELLs

Who Takes CELApro?
ells who take csapa
ALL NEP and LEP students are required to take the CELApro

For CSAPA students an educator who knows the student best should administer the CELApro

CSAPA accommodations are not allowed on the CELApro

ELLs who take CSAPA
standardized assessment
All students will have the same test content, resources, directions, testing conditions, and rating procedures.

One score obtained by one student in a part of Colorado will mean the same as the same score obtained by another student in another part of Colorado.

Standardized Assessment
standard conditions
Do not interact with students in a manner that will impact student responses.

Do not provide feedback.

Do not clarify test items.

Do not spell words for the student.

Do not repeat questions/items.

Do not read any portion of the test other than what is included in the specific directions.

Do not paraphrase, simplify, or add to the script.

Do not translate any part of the test or directions.

Standard Conditions
accommodations
Only ELLs with an Individual Education Plan(IEP) or 504 Plan

NOLinguistic Accommodations

For details regarding accommodations please refer to the revised Colorado Accommodations Manual at:

http://www.cde.state.co.us/cdeassess/documents/csap/manuals/2010/2009-2010%20Colorado%20Accommodations%20Manual%20Final.pdf

Accommodations
special populations
Braille

Version of CELApro

Test Examiner (TE) must be able to read Braille.

Contact:

Tanni Anthony

Exceptional Student Leadership Unit

[email protected]

303 866-6681

Special Populations
transcribing
Torn or Damaged test book

Braille

Large Print

For detailed instructions regarding transcribing please refer to the revised Colorado Procedure Manual at:

http://www.cde.state.co.us/cdeassess/documents/csap/manuals/2010/2010_ProceduresMan_FINAL.pdf

Transcribing
maintaining security
ALLCELApro materials are secure.

Documented chain of custody must be maintained.

No student responses are to be recorded anywhere other than in the student book or answer book.

No cell phones, digital cameras or video cameras are permitted in the testing environment.

Maintaining Security
security student response
SECURITYStudent Response
  • It is NOT allowable to record student responses in any manner (cassette or otherwise).
  • Rating must be done at the time of the student testing.
  • All materials including student responses are SECUREmaterials.
security requirements for test examiners
Require a Confidentiality or Ethical Practices form be signed by Test Examiners.

Remind TEs that the copying of audio files onto computer or any other device is not allowed.

Security Requirements for Test Examiners
celapro training materials
PowerPoint Presentation

3pt Rubric

4pt Rubric

Acronym List

Confidentiality Form (Audio & DVD)

Video Scoring Practice Sheet

Movie clips on Navigator

CELApro Training Materials
celapro domains and subtests
CELAproDomains and Subtests

Speaking

Listening

Reading

Writing

  • Subtests
  • Speak in Words
  • Speak in Sentences
  • Make Conversation
  • Tell a Story
  • Subtests
  • Listen for Information
  • Listen in the Classroom
  • Listen and Comprehend
  • Subtests
  • Analyze Words
  • Read Words
  • Read for Understanding

CELA Proficiency Test

  • Subtests
  • Use Conventions
  • Write About
  • Write Why
  • Write in Detail
listening overview
Mode

Procedure

Materials

Group or Individual

Additional proctors as needed(one proctor per 20 students)

Examiner’s Guide

Listening Audio CD

Student Book (K-5)

Answer Book (6-12)

#2 pencil with eraser

Do not disturb sign

Audio CD player

Listening Overview

Examiners read directions from Guide and play the required audio CD with items.

DO NOT repeat practice items, listening passages or test questions.

Bubble in Student Book (K-5)Answer Book (6-12)

listen for information
Example:

*

Number 1. When you come into the classroom, get your book off the shelf and take your seat. What were you told to do?

Put your book on the shelf next to your seat.

Stand by your seat when you enter the room.

Get your book from the shelf and take a seat.

Mark your answer.

Listen for Information
  • Students listen to instructions, varying in length from one to three sentences
  • Students choose which of three answer choices best restates the instructions
listen in classroom
Example:

*

“John Goes to the Office”

Ms. Black is speaking to her students.

“Who wants to go to the office?” she asks.

Everybody raises their hands.

“I need one person to take this book to the office,” she explains.

All her students continue to raise their hands.

Ms. Black says, “John, do you know how to get there?”

“Yes, I know! You go downstairs and turn right. Can I take it?” says John.

“Yes, thank you,” says Ms. Black

Number 3. Where is the office?

Down the hall

Down the stairs

Down the road

Mark your answer.

*

Listen in Classroom
  • Students hear two short exchanges typical of classroom discussions.
  • Students respond to three questions, with three answer choices, about what they heard.
listen and comprehend
Listen and Comprehend
  • Students listen to a longer passage on CD.
  • On CD questions are orally given to students about main ideas, details, inferences and idioms.
  • Students respond to four questions about what they heard, each with three answer choices.
marking answers listening
Marking Answers Listening

Students/Test Examiners mark their responses:

A, B, or C,

in the

Student Book (K, 1, 2) (3-5)

or

Student Answer Book (6-8) (9-12).

reading overview
Mode

Procedure

Read directions and samples from Examiner’s Guide

Bubble inStudent Book (K-5)

Answer Book (6-12)

Materials

Group or Individual

Additional proctors as needed.(One proctor per 20 students)

Examiner’s Guide

Student Book (K-5)

Answer Book (6-12)

#2 pencil with eraser

Do not disturb sign

Reading Overview
analyze words
Examples:

Which shows the word player divided correctly into root word and suffix?

play / er

pla / yer

pl /ayer

If distribute means to pass out items, then

redistribute means to

Not pass out items

Pass out items again

Pass out items quickly

Analyze Words
  • Students respond to items such as:
      • identifying rhyming words,
      • applying letter-sound relationships, and
      • applying knowledge of morphemes & syntax to word meaning

K,1 examples:

_____________________

Find the letter that you hear at the beginning of the word sun.

_______________________

Mark the word with the same vowel sound as man.

- pot - nap - tip

read words
Examples:

Some animals are larger than three horses. They are __________!

smaller

numerous

enormous

John must have a library card in order to check out a _____.

report

book

newspaper

Read Words
  • Students choose synonyms or antonyms and/or choose words that complete a sentence.
  • Grades K and 1 students select words to match pictures or to match words.

K, 1 Examples:

_____________________

Find the word sun.

_______________________

Find the word that means about the same thing as light.

read for understanding
6-12 example:

Finding information on the internet

The internet is a good place to find information for schoolwork and to play games. To find information, use a computer and type in the words that describe what you are looking for or ask your teacher for help. Enter the words you are looking for in the space at the top of the page and hit the enter key. The computer shows you a list of information. Print this out or write it down on a piece of paper.

What is the main idea of this article?

To explain how to get information from the internet

To explain what internet games are about

To show that everybody enjoys using the computer

To tell you about a school project

Read for Understanding
  • Students respond to questions about a passage.
  • Questions address three tasks: reading comprehension, identifying literary features and applying learning strategies to interpretation.
marking answers reading
Marking Answers -Reading-

Students mark their responses:

A, B, or C,

in the

Student Book (K-2) (3-5) or

Student Answer Book (6-8) (9-12).

writing overview
Mode

Procedure

Materials

Examiner reads directions and samples from Guide.

Students listen and respond in Test Book(K-5)Answer Book(6-12)

Examiner’s Guide

Test Book (K-5)

Answer Book (6-12)

(# 2 pencil with eraser)

Do not disturb sign

Writing Overview

Group or Individual Administration

Test Examiner may have additional proctors as needed. (one proctor per 20 students)

use conventions
Examples:

Lisa _______ her favorite game.

playing

plays

play

My sisters enjoy the amusement park, so I will take ____.

Use Conventions
  • Grammar
  • Capitalization
  • Punctuation
  • Sentence structure
bubbling answers use conventions
Bubbling Answers-Use Conventions -

Students mark their responses:

A, B, or C,

in the

Student Book (K,1, 2) (3-5)

or Answer Book (6-8) (9-12)

write about
-Write About -
  • Students write about a picture and are asked to use correct capital letters, periods, commas, and question marks
  • Kindergarten and Grade 1 write one sentence
  • Grade 2-12 write two complete sentences
write why
Example:

If you could go on vacation, where would you go? Circle one.

Disneyland Grandparent’s house

- Write Why -
  • Students make a choice between two alternatives and write reasons to explain their choice.
    • Grades K, 1 write one reason, one sentence
    • Grade 2-12 write two reasons, two sentences
write in detail
Example:

Write some sentences to explain how to make a snowman. Be sure to include all the steps in the correct order. Use details and check your work.

- Write in Detail -
  • Students write longer responses responding to a written prompt.
    • Asked to organize their ideas
    • Asked to write sentences
    • Grade 2 has a sequence of four pictures prompt.
    • Grades K and 1 do not take this section.
speaking overview
Mode:

Procedure:

Materials:

Individual Administration

Student and TE in a quiet place.

Examiner’s Guide

Cue Picture Book

(K-5)

Student Book (6-12)

(#2 pencil with eraser)

Do not disturb sign

Speaking Overview

TE reads and administers test from - Student Book (K-5)- Student Answer Book (6-12)

TE points to pictures in - Cue Picture Book (K-5) OR - Student Book (6-12)

TE rates student responses during testing and bubbles

- Student Book (K-5)- Student Answer Book(6-12)

security student response48
SECURITYStudent Response
  • It is NOT allowable to record student responses in any manner (cassette or otherwise).
  • Rating must be done at the time of the student testing.
  • All materials including student responses are SECURE materials.
requirements of test examiner te for celapro speaking test
Speaking section is individually administered by TEs that model clear pronunciation of English phonemes which impact student responses.

Follow the script exactly. Do not repeat any test items.

Must be trained annually and demonstrate ability to accurately rate student responses.

Rate and mark student responses as the student is speaking.

Requirements of Test Examiner(TE) for CELApro Speaking test
speak in words test design content
Words are simple to complex.

Academic vocabulary is assessed.

Students label objects and answer questions related to those objects using nouns, verbs, adjectives or adverbs.

Any action verbs need to be in the form of an action…reading, looking, walking etc.

Speak in WordsTest Design - Content

Test Examiner points to objects cue pictures and asks questions :

What is this? What is it used for?

Students respond with single words or short phrases.

speak in words
1 and 2

3 and 4

Speak in Words –

Examiner marks each response:

(C)Correct,(I)Incorrect, or (NR)No Response

Practice A and B

silla

write

umbrella

Para sentarse

To keep you dry.

letters?

bubbling responses speak in words
Bubbling Responses- Speak in Words -

pencil

C = Correct

writing

I = Incorrect

eye

NR = No Response

seeing

speak in sentences test design content
Prompt has been designed to elicit a response in sentence form.

Examiners need to determine if the student is able to create a complete sentence.

Speak in SentencesTest Design - Content

Examiner points to each cue picture and directs the student to respond to prompts such as:

“Tell me what is happening in the picture.”

Do NOT re-prompt or re-phrase the test item.

speak in sentences
1- Speak in Sentences -

Example:

Una niña

0

SAY* :Tell me what is happening in this picture.

Girl

1

The girl is writing.

3

Girl writing

2

Writing

1

make conversation test design content
Examiners must consider:

Does response need to be in question form?

Make Conversation Test Design - Content
  • Items ask for students to restate the idea in the prompt.
  • Four types of items:
  • Tell, Ask, Describe, Explain

Students respond to the TE’s prompts such as:

Describe how you return something to the store.

make conversation
1Make Conversation –

Example:

Teacher the book library

1

SAY*:

Now let’s begin. Tell your teacher that you would like to go to the library to check out a book.

Teacher may you like me to go to the library to check out a book

2

Teacher, can I go to the library to check out a book?

3

tell a story test design content
Examiners are listening for student’s response:

Can the student produce a story with some organization of ideas?

Tell a StoryTest Design - Content

Students produce multiple sentences explaining what is happening in a series of four pictures. The examiner starts the story.

tell a story example
Tell a Story –Example

The mailman gave .. to her.. like...

1

The mailman left sh.. ..a.. this girl a birthday present. She went out … She got the present.

2

The mailman delivered a box at this girl’s house. The girl opened the door and looked at the box. She got the package. Then she took it inside and opened it. She fount a really nice dress in it.

4

Then there was a mailman. He delivered a box, and then she can’t take it the box. She unwrapped it and she find out there was a dress in it.

3

slide67
TE

Test Examiner

SAC

School Assessment Coordinator

DAC

District Assessment Coordinator

OSA

Office of Standards and Assessment

communication materials
CELApro Assessment Materials and Shipping

CTB/McGraw-Hill Help Desk

800-994-8557

[email protected]

Assessment Administration Questions

Office of Standards and Assessment

(303) 866-6929

[email protected]

Policy Questions

Office of Language Culture and Equity

(303) 866-6963

[email protected]

Communication/Materials
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