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

Administering the WIDA ACCESS Placement Test (W-APT)™ Georgia. Robert Kohl Testing Coordinator WIDA Consortium. Developed by the Center for Applied Linguistics. Background. Aligned to WIDA ELP Standards 4 grade level clusters: 1-2, 3-5, 6-8, 9-12

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

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  1. Administering the WIDA ACCESS Placement Test (W-APT)™Georgia Robert Kohl Testing Coordinator WIDA Consortium Developed by the Center for Applied Linguistics

  2. 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

  3. W-APT™ Score Information Test materials include instructions for calculating student’s overall composite score • Reading and Writing weigh 35% each • Listening and Speaking weigh 15% each

  4. 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)

  5. 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

  6. Administration Times and General Scoring • Administration times vary from 45 – 90 minutes

  7. 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

  8. Completing the Scoring Sheet Insert Listening items scores in this column, and Reading item scores in this column.

  9. 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

  10. 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

  11. 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) • (can’t be used on the last task in a section)

  12. How to Use the Rubric • Look at proficiency level for the task being administered. • Examine the expectations for each task level. • Determine whether student’s 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.

  13. 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!!!

  14. 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

  15. 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.

  16. 6-8 Speaking, Part A Social Instructional T1 First let’s 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?

  17. 6-8 Speaking, Part A, continued Social Instructional T2 Now, let’s 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 Roberto’s class and have to do the same assignment. Now tell me what you need to do.

  18. 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

  19. 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 student’s response with key on Scoring Sheet, mark 1 or 0

  20. How to Read the Scripts Directions are bold and italicized. Display both pages of theme folder for student. The item itself is bold.

  21. Organization of Test Items (Listening & Reading)

  22. 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

  23. 3-5 Listening Theme Folder (Part C: Place Value) Theme graphic

  24. 3-5 Listening Theme Folder (Part C: Place Value)

  25. 1-2 Reading Theme Folder (with Sample Item)

  26. 1-2 Reading Theme Folder (without sample)

  27. 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

  28. Grades 9-12 Writing Task, Part ASocial Instructional Language

  29. Grades 9-12 Writing Task, Part BMath Language

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