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California English Language Development Test. Welcome to the Scoring Training of Trainers Workshop 2009–10 Administration. Workshop Objectives. The purposes of this workshop are to train participants to: 

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workshop objectives
Workshop Objectives

The purposes of this workshop are to train participants to: 

  • Demonstrate an understanding of the scoring process for the one-on-one portions of the CELDT
  • Demonstrate an understanding of how to organize and utilize assessment materials appropriately
celdt binder
CELDT Binder
  • What’s New
  • Section 1 - Introduction to CELDT
  • Section 2 - Test Administration
  • Section 3 - K-1 Reading and Writing
  • Section 4 - Speech Functions
  • Section 5 - Choose and Give Reasons
  • Section 6 - 4-Picture Narrative
  • Section 7 - Practice Video Samples
  • CDE Questions and Answers
  • Section 8 - Writing – Sentences
  • Section 9 - Writing – Short Compositions
  • Local Scoring and Placement
  • Section 10 - Trainer Resources
what s new
What’s New
  • K-1 Reading and Writing
  • New Federal Race and Ethnicity Data Collection
  • Local Scoring Tool (formerly e-TIP)
who to contact
Who to Contact?

CELDT Assessors

  • Amber Jacobo, 457-3813, amber.jacobo@fresnounified.org
  • Bon Vang, 457-3895, bon.vang@fresnounified.org

Administering the CELDT Assessment (Look at Roles and Responsibilities page to determine appropriate person)

  • Cin Rogers, 457-3828, cin.rogers@fresnounified.org
  • Amber Jacobo
celdt test purposes
CELDT Test Purposes
  • Initial Identification (II)
  • Students with a primary language other than English on the Home Language Survey who have not been previously assessed for English proficiency
  • Determine if they are English learners
  • Year round
  • Annual Assessment (AA)
  • All previously identified English learners who have not been redesignated
  • Assess progress in acquiring English proficiency
  • July 1 through October 31
materials for 2009 10 celdt administration
Materials for 2009-10CELDT Administration
  • Multiple Forms (previously called “versions”):
    • Grades K-1: Forms 1-5
    • Grades 2-12: Forms 1-11
filling in the celdt bio page
Filling in the CELDT Bio Page
  • What’s New
    • Box 13 – Most Recent Previous CELDT Administration
    • Box 14 – Most Recent Previous Scale Scores
    • Box 15 – Ethnicity
  • Examiners must be trained to fill in information that is not captured during Pre-ID.
demographics examiners must always bubble1
Demographics Examiners Must Always Bubble
  • Date Testing Completed (Box 11 on back)
demographics examiners must bubble when applicable1
Demographics Examiners Must Bubble When Applicable
  • Test Variations (Box 22 on back)
    • Accommodations
    • Modifications
    • Alternate Assessment
administer the test
Administer the Test
  • Test administration procedures are provided for each of the domains.
    • Practice questions (if present, use for modeling)
    • Administration (individual or group)
    • How to mark the answer (student or examiner)
    • Repeating a question (when allowed)
    • When to stop the test (stopping markers)
    • Prompting (when allowed)
slide17

Quick Reference for Scoring

DVD: Administration

background
Background
  • Education Code Section 60810(b)
  • Initial item development
  • Field test of K-1 reading and
  • writing test questions
results reporting
Results Reporting
  • Standard setting
    • Performance level descriptors
    • Cut scores
  • Use of results
    • Initial Identification and reclassification
    • Raw scores only in 2009-10
    • Scale scores in 2010-11
california educator participation
California Educator Participation
  • Item development
  • Content reviews
  • Bias and sensitivity reviews
  • Field-test administration
  • Written field-test survey feedback
  • Oral feedback from field-test focus
  • group

DVD: Administration K-1 Reading and Writing

2009 10 k 1 materials
2009-10 K-1 Materials
  • Two Student Books
    • Listening and Speaking
    • Reading and Writing
  • Two Examiner’s Manuals
    • K-2 Listening and Speaking
    • K-1 Reading and Writing
how are k 1 reading and writing sections presented
How are K-1 Reading and Writing Sections Presented
  • 20 Reading Items
  • 20 Writing Items
  • One to two items per page
  • Item Types:
        • - Multiple-choice (selected response)
        • - Correct / Incorrect / No response
        • - Constructed response
how are k 1 reading and writing items administered
How are K-1 Reading and Writing Items Administered?
  • One-on-one administration
  • Warm-up information included in the
  • Reading and Writing Examiner’s Manual
  • Estimated administration time: 15-30 minutes for each domain
  • Complete the administration of one
  • domain before moving to the next
  • Administer reading before writing
  • Take breaks when appropriate
how are the k 1 reading and writing items presented
How are the K-1 Reading And Writing Items Presented?

Sample Items Presented in Binder

3-7, 3-15 to end of section

which eld reading standards are tested
Which ELD ReadingStandards Are Tested?
  • Recognize English phonemes corresponding to those students hear and produce in primary language
  • Recognize English phonemes not corresponding to sounds students already hear and produce
  • Recognize and name letters of the alphabet
  • Recognize sound/symbol relationships
  • Read simple vocabulary, phrases, and sentences
  • Use decoding skills to read more complex words
  • While reading aloud, point out features such as title, table of contents, and chapter headings
  • You can find the standards at:
  • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
which eld writing standards are tested
Which ELD WritingStandards Are Tested?
  • Copy the English alphabet legibly
  • Copy words posted and commonly used in the classroom
  • Write a few words or phrases about an event or character from a story read aloud
  • Use capitalization to begin sentences or for proper nouns
  • Use a period or a question mark at the end of a sentence
  • You can find the standards at:
  • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

DVD: Administration Listening and Reading

speech functions prompts k 2
Speech FunctionsPrompts K-2

Sample Items in Binder on 4-11

speech functions prompts by grade level binder pg 4 9
Speech Functions Prompts by Grade Level – Binder pg 4-9

DVD: Administration Speaking through Speech Functions

scoring rubric score point 0
Scoring RubricScore Point 0
  • Student does not perform the language function required.
  • No response [NR].
  • Response is entirely in another language [AL].
scoring rubric score point 1
Scoring RubricScore Point 1
  • Student performs the language function required.
  • Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.
scoring rubric score point 2
Scoring RubricScore Point 2
  • Student performs the language function required.
  • Speech is accurate enough not to interfere with communication (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication.)
speech functions scoring anchors
Speech Functions Scoring Anchors

Anchor Items listed in Binder, pg 4-7

slide38

Speech Functions – Scoring Practice

  • Group Practice
    • Rodolfo, Grade 3
    • Cecilia, Grade 2
    • Isabel, Grade 7
  • Table Practice
    • Marco, Grade 6
    • Susan, Grade 9
    • Sania, Grade K
    • Karen, Grade 7
    • Muhammad, Grade 9
    • Neha, Grade 10
    • Javier, Grade 2
    • Rajdeep, Grade 9
slide39

Speech Functions – Scoring Practice

  • Final Five
    • Allan, Grade K
    • Rodolfo, Grade 3
    • Licea, Grade
    • Prashneet, Grade 5
    • Alejandro, Grade 7
choose and give reasons prompts for 3 12
Choose and Give Reasons Prompts for 3-12

Sample Items, Binder 5-9

DVD: Administration Speaking C&GR, 6-41:16

scoring rubric score point 01
Scoring RubricScore Point 0
  • Student does not make choice or does not support choice with a relevant reason.
  • No response [NR].
  • Response is entirely in another language [AL].
scoring rubric score point 11
Scoring RubricScore Point 1
  • Student makes choice and supports choice with at least one relevant reason.
  • Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.
scoring rubric score point 21
Scoring RubricScore Point 2
  • Student makes choice and supports it with at least two relevant reasons.
  • Speech is generally accurate (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication).
choose and give reasons anchor items
Choose and Give Reasons Anchor Items

Anchor Items, Binder 5-7

DVD: Administration Speaking C&GR, 6-41:16

choose and give reasons scoring practice k 5
Choose and Give Reasons – Scoring Practice (K-5)
  • Group Practice
    • Cecilia, Grade 2
    • Denise, Grade 6
    • Louis, Grade K
    • Moncerrat, Grade 2
  • Table Practice
    • Lilyanna, Grade K
    • Susan, Grade 9
    • Galilea, Grade 4
    • Gerson, Grade K
    • Abigail, Grade 1
    • Alexa, Grade K
    • Brian, Grade 7
    • Nestor, Grade 8
choose and give reasons scoring practice k 51
Choose and Give Reasons – Scoring Practice (K-5)
  • Final Five
    • Vivian, Grade 3
    • Neha, Grade 10
    • Carmen, Grade 7
    • Fabian, Grade K
    • Natalie, Grade 11
4 picture narrative administration procedures1
4-Picture Narrative Administration Procedures

Sample Items, Binder 6-11 to 6-14

DVD: Administration Speaking 4 Pic Narrative, 6-43:40

scoring rubric score point 02
Scoring RubricScore Point 0
  • No response [NR].
  • Spoken in another language [AL].
  • Response is unintelligible.
  • Response consists entirely of “I don’t know” or “I forget.”
scoring rubric score point 12
Scoring RubricScore Point 1
  • Student attempts to tell a story based on the pictures, but does not construct a coherent narrative.
  • Response displays a very limited range of vocabulary. The student’s speech is often halting or impeded.
  • Response includes numerous grammatical errors that interfere with communication.
  • Student’s speech is generally difficult to understand. Pronunciation often interferes with communication.
scoring rubric score point 22
Scoring RubricScore Point 2
  • Story is based on pictures but does not clearly express some major event.
  • Response displays some of the necessary vocabulary, but the student often cannot find the right word.
  • Response shows control of basic grammatical structures, but includes numerous errors, some of which interfere with communication.
  • Student’s speech is sometimes difficult to understand. Pronunciation sometimes interferes with communication.
scoring rubric score point 3
Scoring RubricScore Point 3
  • Story is coherent and includes explanation of major events, but does not provide much elaboration (e.g., explanations of details and context).
  • Vocabulary resources are generally adequate to perform the task. The student sometimes cannot find the right word.
  • Response is generally adequate grammatically. Errors rarely interfere with communication.
  • Student may have an accent and/or make some errors in pronunciation, but pronunciation is generally accurate and usually does not interfere with communication.
scoring rubric score point 4
Scoring RubricScore Point 4
  • Story is coherent and effective, including explanation of major events, with appropriate elaboration (e.g., explanations of details and context). Contains more complex sentence structure.
  • Vocabulary resources are well developed. The student can almost always find the appropriate word. Uses precise word choice.
  • Response displays few grammatical errors and contains varied grammatical and syntactical structures. Any errors are minor (e.g., difficulty with articles or prepositions) and do not interfere with communication.
  • Student may have an accent, but both pronunciation and intonation are generally accurate and do not interfere with communication.
4 picture narrative administration procedures2
4-Picture Narrative Administration Procedures

Anchor Items, Binder 6-7 to 6-8

four picture narrative scoring practice
Four Picture Narrative Scoring Practice
  • Group Practice
    • Lilyanna, Grade K
    • Vivian, Grade 3
    • Cecilia, Grade 2
  • Table Practice
    • Carlos, Grade 1
    • Samikshya, Grade 1
    • Jayline, Grade 4
    • Prashneet, Grade 5
    • Adriana, Grade 12
four picture narrative scoring practice1
Four Picture Narrative Scoring Practice
  • Final Five
    • Cristobal, Grade 12
    • Angel, Grade 9
    • Hannah, Grade 3
    • Ana, Grade 4
    • Jarold, Grade 4
oral vocabulary
Oral Vocabulary
  • Administered individually like the rest of the Speaking test
  • Cue pictures in the Examiner’s Manual
  • Scoring:
    • Correct (C)
    • Incorrect (I)
    • No Response (NR)
    • Target responses in Student Book or Answer Book where examiner records score
slide64

Video Samples

Sample Items, Binder 7-7

K-1 Sample

9-12 Sample

DVD: Administration Speaking Scoring Practice