World-Class Instructional Design and Assessment

1. World-Class Instructional Design and Assessment Alignment of Standards as a Source of Validity for ACCESS for ELLs® Margo Gottlieb, Ph.D. Lead Developer

2. Validity is the superstructure that defines testing.

3. Evidence of validity must be systemic throughout the testing cycle….and alignment between the components of the system is one source of validity.

4. Evidence of Alignment in Test Development 1. Second language acquisition theory and research P D R E O V F E E L S O S P I M A E L N T V A L I D A T I O N 2. WIDA’s English Language Proficiency Standards 3. Test Specifications 4. ACCESS for ELLs®

5. Theoretical Background: A Model of English Language Proficiency Listening Speaking Contexts of Interaction Support Language Complexity Level of Cognitive Engagement Reading Writing (Gottlieb, 2003)

6. English language proficiency standards Academic content standards The English language proficiency standards are aligned to state academic content standards. Social andAcademic Language Concepts Knowledge and Skills

7. The English Language Proficiency standards are defined by a hierarchical structure. Formative and Summative Frameworks f English Language Proficiency Standards Language Domains Grade Level Clusters Levels of Language Proficiency Model Performance Indicators

8. WIDA’s English Language Proficiency Standards Standard 1:English language learnerscommunicateforsocial and instructionalpurposes within the school setting.

10. WIDA’s English Language Proficiency Standards: The Interaction between Language and Content SOCIAL STUDIES

11. The Matrix English Language Proficiency Standard: Grade Level Cluster: Levels of English Language Proficiency A Model Performance Indicator A strand of Model Performance Indicators

12. The Second Language Acquisition Continuum Level 1 Entering Level 2 Beginning Level 3 Developing Level 4 Expanding Level 5 Bridging Level 6 Reaching Vertical alignment occurs between contiguous levels of English language proficiency to form a strand of Model Performance Indicators.

13. Performance Definitions Movement along the continuum is based on an English language learner’s increasing • Vocabulary Usage- The specificity of words and phrases • Linguistic Complexity- The amount and quality of speech or writing • Language Control- Comprehensibility based on the amount and types of errors.

14. A Strand of Model Performance Indicators The language of science Language domain: Speaking or writing Levels of English Language Proficiency Level 1 Level 2 Level 3 Level 4 Level 5

15. Expectations for English Language Learners Relate information about weather from photographs, charts, or graphs (such as, ‘It’s hot.’) Level 1 Level 2 Level 3 Level 4 Level 5

16. Describe weather conditions based on information from photographs, charts, or graphs (such as, ‘I see dark clouds in the sky.’) Level 1 Level 2 Level 3 Level 4 Level 5

17. Compare and contrast weather information from charts, tables, or visually supported text (such as, ‘It is colder today than yesterday.’) Level 1 Level 2 Level 3 Level 4 Level 5

18. Match predictions about weather from graphs, charts, or visually supported text (such as, ‘I think that tomorrow it will’ ….) Level 1 Level 2 Level 3 Level 4 Level 5

19. Make inferences about weather based on modified grade level material (such as, ‘It seems as if it might…’) Level 1 Level 2 Level 3 Level 4 Level 5

20. Assessing Comprehension and Communication in English State to State for English Language Learners ACCESS for ELLs®

21. ACCESS for ELLs® is built on: • A theoretical model of English language proficiency • Social and academic language proficiency across standards • Five levels of language proficiency • Four language domains • Developmentally appropriateness for each grade level cluster • Second language acquisition research and best practice

22. Identifying initial placement of English language learners (ELLs) on the L2 acquisition continuum (W-APT) Monitoring annual progress of ELLs toward meeting English language proficiency standards Marking attainment of ELLs of full English language proficiency Complying with the requirements of No Child Left Behind The purposes of ACCESS for ELLs® …to provide one data source for:

23. Samples of alignment from a string of Model Performance Indicators, representative of a standard, to ACCESS for ELLs® items.

24. Sample Items from a Theme (from the Pilot test) English Language Proficiency Standard: The language of science Language Domain: Listening Grade Level Cluster: 1-2

25. Model Performance Indicator (PI) for Language ProficiencyLevel 1 PI: “identify objects according to chemical or physical properties from pictures and oral statements” SCRIPT: “A seed is small. Find the small seed.”

26. Model Performance Indicator forLanguage Proficiency Level 2 PI: “match objects with their chemical or physical properties from pictures and oral statements” SCRIPT: “One day the seed will grow into something large, round, and heavy. Find what the seed grows into.”

27. Model Performance Indicator forLanguage Proficiency Level 3 PI: “identify and group objects according to chemical or physical properties from oral statements” SCRIPT: “Seeds grow into plants. Find something else that grows.”

28. Validation of the construct of English language proficiency, from theory to standards to specifications to test items…

29. ….is a set of interlocking, interdependent gears within an aligned system. Academic content standards English language proficiency standards ACCESS for ELLs®