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Administering the WIDA ACCESS Placement Test (W-APT)™ Grades 1-12

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1 Administering the WIDA ACCESS Placement Test (W-APT)™ Grades 1-12
Purpose: Provide training to successfully administer the WIDA ACCESS Placement Test across the four domains of listening, speaking, reading and writing. Participants will receive practice in administering the scripts, scoring the speaking assessment and scoring the writing assessment. Rubrics for speaking and writing will be used to determine student’s proficiency level scores. The training presentation allows for state-level customization to address how different states interpret the W-APT results for the purpose of ELL placement and other service decisions. Familiarity with the W-APT Test Administration Manual is advisable prior to providing training to test administrators. Laura English, Wellesley ELL August 2012 © 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium

2 DO NOT POST THESE MATERIALS TO PUBLIC WEBSITES OR FORUMS.
SECURE & CONFIDENTIAL DO NOT POST THESE MATERIALS TO PUBLIC WEBSITES OR FORUMS. Contains secure and confidential information. Stress the issue of confidentiality of the W-APT. Only designated District Assessment Coordinators or Test Administrators should have access to the downloadable test and must ensure the security of the instrument.

3 Training Objectives To learn how to administer the WIDA ACCESS Placement Test (W-APT) (Speaking, Listening, Reading and Writing components) for Grades 1-12 To learn how to use W-APT results to make ELL placement and/or service decisions The W-APT is entirely adaptive and individually administered at all grade levels. After learning how and under what circumstances each component is to be administered, we will be discussing the details of our state’s policies on how to interpret W-APT results for the purposes of placing students in ELL service. 3

4 Purposes of the W-APT To identify students who may be candidates for English as a second language (ESL) and/or bilingual services To determine the academic English language proficiency level of students new to a school or to the U.S. school system in order to establish appropriate levels and amounts of instructional services To accurately assign students identified as ELLs to one of the 3 tiers for ACCESS for ELLs® testing The W-APT is NOT used for program exit decisions! The W-APT is designed for the purposes stated here. <Elaborate on any local practices.> Note that it is not designed as an exit test and should not be used for this purpose. The items on the W-APT, as well as the standards on which they are based, align with the annual ACCESS for ELLs -- an assessment that can be used as a criterion for exit decisions. (Exit criteria vary state to state.) 4

5 Background Aligned to WIDA ELP Standards
5 grade level cluster forms: K, 1-2, 3-5, 6-8, 9-12 Results in scores from proficiency levels 1-6* Fully adaptive Individually administered Like the ACCESS for ELLs, the W-APT is aligned to the WIDA ELP Standards and is organized into a battery of tests for 5 grade level clusters (K [not addressed in this presentation; see the PPT Administering the Kindergarten W-APT contained on this toolkit], 1-2, 3-5, 6-8, and 9-12). The W-APT measures up to level 6 of the WIDA English Language Proficiency Scale. *Results for Kindergarten W-APT are not reported in proficiency levels. See Administering the Kindergarten W-APT presentation for more information. 5

6 How to Access the W-APT Free and downloadable from www.wida.us
Username: ma Password: patriot2903 To download the W-APT, you need a username and password for the WIDA Website. Usernames and passwords for the W-APT are determined on the state level or are available from the state department of education. <Insert local information here and username/password for your district if available.> Master copies of W-APT can be ordered from MetriTech, Inc. for $90 : 6

7 WIDA Home Page Login with your District-wide W-APT username and password on the WIDA home page 7

8 Scroll to the bottom of this page for a listing of the materials
Welcome Screen Scroll to the bottom of this page for a listing of the materials Note to presenter: in some states the W-APT login will take the user directly to the page on the next slide. In these cases please delete this slide in your presentation. 8

9 Welcome Screen (cont.) View/Download printing instructions, the Grades 1-12 Manual and Scored Student Writing Sample booklet Select appropriate grade level to access testing materials View W-APT administration webinars 9

10 Grade Cluster Specific Page
There are 4 files to download for each cluster of the W-APT (Grades 1-12) Main Test Booklet Test Administrator’s Script Student Writing Booklet Scoring Sheet

11 W-APT Training Resources
Test Administration Manual Scored Student Writing Sample Booklet for use in scoring the Writing component Online ACCESS for ELLs Training course (Speaking Test sample sound files and quiz) W-APT speaking test is same as ACCESS except shorter!! W-APT Webinars Practice administering with a colleague The Test Administration Manual for the W-APT is your main resource for finding information on administering the screener. In addition, you can train to score the writing section of the W-APT using the Scored Writing Samples Guide, available on the WIDA website as well. To more thoroughly train for administering and scoring the Speaking component of W-APT, you are encouraged to take the online ACCESS for ELLs training course through the WIDA Website (www.wida.us). The W-APT speaking test is the same as the ACCESS for ELLs speaking test, except shorter. 11

12 W-APT Structure and Materials
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13 Grades 1-12: Which W-APT Test form to give?
K: For students in 2nd semester Pre-K through 1st semester Gr. 1 1-2: For students in 2nd semester Gr. 1 through 1st semester Gr. 3 3-5: For students in 2nd semester Gr. 3 through 1st semester Gr. 6 6-8: For students in 2nd semester Gr. 6 through 1st semester Gr. 9 9-12: For students in 2nd semester Gr. 9 through 1st semester Gr. 12 The reason for this is that students just entering 6th grade have not yet been exposed to the types of academic language they will encounter during grades 6-8. This is the type of academic language students encounter on the Grades 6-8 W-APT. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 K 1-2 Test 3-5 Test 6-8 Test 9-12 Test 13

14 Administration Times & General Scoring
Administration times vary according to students’ level of proficiency Gr. 1-12 Time to Administer How to Score Speaking up to 15 minutes rubric Listening up to 20 minutes answer key Reading Writing up to 30 minutes Remember that the time it takes to administer the W-APT to each student depends on his or her proficiency level. The tests are fully adaptive; consequently, students with higher English proficiency will progress further in the test, resulting in a longer administration time than for students who are less proficient in English. 14

15 General Administration and Using the Scoring Sheet
Set up: Sit at right angle to student Lay out papers Follow script exactly Administer and score simultaneously Follow guidelines for adaptivity (on scoring sheet) It is important to be thoroughly familiar with the materials and the directives in the script to ensure a smooth administration. 15

16 Test Administration: Speaking Grades 1-12
Note: For a more elaborate Speaking Test training, use the training PowerPoint presentation entitled Scoring the ACCESS for ELLs & W-APT Speaking Tests. 16

17 Speaking Test Overview
2 Parts per form: Social and Instructional & Language (3 tasks) Language of Language Arts/Language of Social Studies (5 tasks) The maximum number of tasks that can be administered is 8. Scored using the WIDA Speaking Rubric 17

18 Rules for Standardizing the Speaking Test
Read each item 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. Master use of the speaking rubric and practice scoring sound samples from the training course at This slide shows easy rules to follow to ensure consistent administration of the W-APT speaking test across testers, across districts, and from state-to-state. 18

19 Speaking Rubric Speaking Rubric can be downloaded from the WIDA Website. Click on the “English Language Proficiency” tab on the left hand navigation toolbar or go to:

20 How to Use the Rubric Look at the proficiency level for the task being administered. Examine the expectations for each task level. Determine whether student’s response meets all of the stated expectations for that task level. Do not score for content accuracy, but for the level of language expected at that task level. The W-APT is designed to measure academic English language proficiency, not content knowledge. Often in the speaking test, a student will produce an answer that would be considered incorrect if this test were designed to elicit content knowledge, rather than language proficiency. The key to scoring the speaking sample is to train yourself not to be distracted by the content accuracy of the response, i.e., whether or not the student’s answer would be considered “right” or “wrong” to an adult. (For example if the child says that Mia is a leader because she is wearing black pants; this may not sound right to an adult, but the essential thing is that the student meets the task level expectations based on the language she uses.) Focus on how the student uses his/her language resources to express himself/herself and ground your rating in the Task Level Expectations contained in the rubric. The test administrator's prior knowledge of the student’s ability and/or experience should not be considered in scoring the speaking test. 20

21 Using the Rubric: Possible Ratings
Exceeds expectations—Goes beyond Task Level Expectations in quantity and/or quality Meets expectations—(expected score) Fulfills Task Level Expectations in quantity and quality ?—Administrator is unclear whether task response Approaches or Meets expectations Approaches expectations—Comes close to Task Level Expectations, but falls short in quantity and/or quality No response—No response; response incomprehensible; response in native language; student unable to understand task directions Not administered—Item was not administered to student A rating of “Meets” corresponds to language described in the scoring rubric for the current task level. If a student does not meet these expectations in any one of the three columns (Linguistic Complexity, Vocabulary Usage, Language Control), but does produce some speech in English, a rating of “Approaches” should be assigned. If you are in doubt, after having asked every question in a given Task, as to whether the student “Meets” or “Approaches” the expectations at the current Task level, or if the student is on the borderline, the ‘?’ rating can be given. The ‘?’ rating is only temporary and must be replaced with the rating given at the completion of the very next task. The ‘?’ rating cannot be used on the last Task in any Part of the Speaking Test. Exceeds does not result in a higher score for the student; it does, however, help the test administrator maintain constant expectations in line with rubric when listening to several strong students. Because there are no tiers in the speaking test, even very high performing students must perform level 1 Tasks. Consequently, one should expect some students to exceed the task level expectations in quantity and/or quality (i.e. to produce level 2 language for a level 1 task, level 3 language for a level 2 task, etc.). In these cases the test administrator should assign a score of Exceeds (if student exceeds task level expectations in at least one of the three columns of the rubric) in order to maintain the focus on Task level expectations and not shift expectations for Meets to match what a more proficient student may have produced. “No response” should be assigned only in cases where the student says nothing at all, replies but not in English, or says simply “I don’t know” to all of the questions in the Task. Note: If a student replies in a language other than English, ask the student, “Can you tell me that/say that in English?” to give the student another opportunity to respond before you would conclude “No response.” 21

22 Adaptivity: Rules for Advancement Part A Part B IN PART A IN PART B
If score on task is ?, Meets, or Exceeds, go to next level task. If score on task is Approaches or No Response, go to Task 1 of Part B. IN PART B If score on task is ?, Meets, or Exceeds, go to next level task. If score on task is Approaches or No Response, go to Listening Test. The speaking test is adaptive and this diagram shows the layout and rules for navigating its adaptivity model. In order to advance to the next Task in either Part, the student must score Meets or Exceeds. If the student merely “Approaches” on Task 1 or 2 in Part A, or if no response is given, skip to Task 1 in Part B. Here the same rules apply: advance through the tasks if the student scores Meets or Exceeds, but if not, bring the speaking test to a close by using the wind-down scripted at the end of the test. Any Task following one marked Approaches (within a Part) should be marked Not Administered. 22

23 Recording Speaking Scores
Mark X for score for each task (T1, T2, etc.) Count number of X on Exceeds and Meets X This slide shows the Speaking Test scoring sheet for the W-APT. Place an “X” in the appropriate box after administering each Task. Note that the column beneath the score of "Meets" is shaded because "Meets" is the expected score for each task. Remember that the question mark rating gives you some flexibility, but not a lot. If you have doubts, after administering ALL questions in a task, as to whether the student meets or merely approaches the task level expectations, you may temporarily assign a rating of ?. Then, proceed to the next task, rate it, and assign the same rating to the Task previously marked ?. The only exception to this rule would be if you assign ? and the next Task clearly merits “no response,” then change the ? on the previous Task to “Approaches.” The ‘?’ rating cannot be used on the last Task in any Part of the Speaking Test. 23

24 Recording Speaking Proficiency Level
Use raw score conversion table on Scoring Sheet to determine Proficiency Level Enter Speaking PL in composite proficiency level Table on Page 2 of Scoring Sheet 24

25 6-8 Speaking, Part A: Social and Instructional Language
This slide shows Task 1 in Part A of the W-APT Speaking Test for grades 6-8. Tasks on the Speaking Test include several questions. You will rate a Task based on the response given to each question in that task. Take all the student’s responses to questions in a task together holistically in order to make a determination about “Meets” or “Approaches.” Some questions in a Task will be marked “(If necessary)”. You do not need to administer these questions if you have already concluded that a student Meets the task level expectations, but you do need to administer them if you are still in doubt. If, in this example, by the time you are finished with Question 4, you have enough evidence to conclude that a student meets the task level expectations at level 1 of the rubric, you may score Task 1 Meets and skip Q5, which is marked “If necessary.” 25

26 6-8 Speaking, Part A: Social and Instructional Language con’t
This slide shows Task 2 of Part A for grades 6-8. This Task is designed to elicit language characteristic of the level 2 task level expectations in the rubric. Notice here that the question “Do you have any questions about these pictures?” is intended as a check-in with the student, as the test administrator has just offered quite a bit of “set-up” text. If, in posing this question, the student uses level 2 language, this can be used as partial evidence toward a score of Meets. If, however, a student struggles to ask a question, the student should not be penalized for this, as it is not part of the skills being assessed. If the student asks a question, do your best to answer it concisely in an appropriate, though simplified way that enables you to move on to the rest of the task without inviting other questions or comments from the student. In other words, your answer should not be so open-ended as to prompt other clarification questions. Task 3 is designed to elicit language characteristic of the task level expectations at level 3 of the rubric even though it is only one question. 26

27 Practice in Scoring Speaking Tests
Study the speaking rubric thoroughly Listen to speaking test samples available on the ACCESS for ELLs Test Administrator Training Course on the WIDA 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 27

28 Test Administration: Listening and Reading Grades 1-12
28

29 Listening and Reading Tests
Multiple choice 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 Unlike the ACCESS for ELLs test, on the W-APT students will point to, rather than fill in, their answers on the Listening and Reading tests. As the test administrator you must record a “1” or a “0” on the scoring sheet, indicating whether the answer the student points to is correct or incorrect, respectively. Once a theme folder in the W-APT is begun, you must finish that theme folder before deciding whether or not to move on to the next theme folder. Do not stop a student in the midst of any theme folder, even if the student has already answered the majority of the items in that folder incorrectly. Simply finish the theme folder, which will provide closure for the student, mark whether each answer is correct or incorrect and then advance to the next domain (Reading if you are finishing the Listening test, or Writing if you are finishing the Reading test). 29

30 How to Read the Scripts Directions are bold and italicized
The item itself is bold Unlike ACCESS for ELLs, the W-APT theme folders are not presented in bound booklets (because they are downloaded by the test administrator from Thus, the test administrator must position the first two pages of a theme folder side-by-side for the student. In the event of a theme folder that is more than 2 pages (it is rare, but will occur in some grade-level clusters), there will be scripted directives for the test administrator to place the first and third pages side-by-side when the time comes, then the first and fourth, etc., so that the theme graphic is always available for a student up to the last item of the folder to which that theme graphic belongs. Both Listening and Reading start with scripted practice items designed to get the student used to hearing or reading the prompts and then pointing to his or her answers before being presented with a scored task. 30

31 Organization of Test Items (L & R)
Proficiency Level Increasing Difficulty of Theme Folders (Parts) 5 Folder E Folder D 4 Folder C Folder B 3 Folder A 2 1 The Listening and Reading tests each consists of five theme folders. A theme folder is a set of test items that target related skills and which are accompanied by a graphic and/or text that serves all items in that folder. The test items (or questions) increase in difficulty from one folder to the next. This diagram shows that the average difficulty of an item increases as you proceed through the test. This design is the basis of the W-APT’s adaptivity: you will continue the test until a student reaches his or her ceiling. In other words, once a student completes a theme folder in which s/he has not met the criterion for advancement (i.e. answered the majority of items in that folder correctly), you would discontinue that section (whether it’s Listening or Reading) and move on to the next section (Reading or Writing, respectively). 31

32 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. Use the “Criterion for Advancement” column to navigate your way through this adaptive test. This column will tell you when to move from Listening to Reading and from Reading to Writing. 32

33 Scoring the Listening and Reading Tests
Add up all the correct answers and put the total in here Use the raw score conversion table to convert the total into a Proficiency Level – or use the W-APT Score Calculator online! Here is a link to the W-APTTM Score Calculator No login is required.

34 3–5 Listening Theme Folder Part C: Place Value
Theme graphic The Listening and Reading Tests for all grade level clusters begin with an entire Practice theme folder, which allows both the student and TA to practice the pointing and recording instructions given in the script. Here is an example of a theme folder from the grades 3-5 W-APT. In this case the theme graphic contextualizes the items for the student. In some cases, the student is asked to extract information from the theme graphic in order to answer questions. Test item 34

35 3–5 Listening Theme Folder Part C: Place Value
Student Hears Student Sees This slide shows the same theme folder as the previous one, only with the script on the left and the items on the right. 35

36 1–2 Reading Theme Folder (with Sample Item)
In the 1-2 Reading Test, some theme folders have sample items. In these cases, there is more scripting of the theme and the items. Read only what is scripted. The sample item is NOT scored, although the key does appear on the scoring sheet. 36

37 1–2 Reading Theme Folder (without Sample Item)
When a Reading theme folder has no Sample Item, the only scripting allowed is “Do these next items by yourself.” 37

38 Test Administration: Writing Grades 1-12
38

39 Writing Test Up to 30 minutes
Student writes in separate Student Writing Booklet 2 tasks per form: Part A, Social and Instructional Language Part B, Language of Mathematics Administer Part A and/or Part B based on S, L, and R scores Score using the WIDA Writing Rubric Enter score on scoring sheet In each grade level cluster there are two Writing tasks; some students will complete Part A only, some will complete Part B only, and some will complete both. Part A contains a low-level Social and Instructional Writing task (corresponding to Levels 1-3 on the WIDA ELP proficiency scale). Administer this task if you feel, based on the student’s performance in the previous three sections of the test, that s/he would not be capable of a more advanced math Writing task in Part B (corresponding to Levels 3-5 on the WIDA ELP proficiency scale). Part B contains a high-level Math Writing Task. Administer only Part B if you feel, based on the student’s performance in the previous three sections of the test, that the easier task (Part A) would be very easy for the student and would not be informative about his or her Proficiency Level. If the student takes Part A and it is obviously too easy for him/her then you should also administer Part B and give the student the higher of the two scores. 39

40 Writing Rubric This is the rubric used for scoring writing items. Writing Rubric can be downloaded from the WIDA Website. Click on the “English Language Proficiency” tab on the left hand navigation toolbar or go to: *** The descriptions above pertain to the original text the student has produced, as opposed to the copied or adapted text, unless indicated. Do not penalize the mechanical errors such as spelling as long as the comprehension is not impeded. If the three components are spread over more than three consecutive levels, choose the middle level at your discretion. For example, if a student receives a 2 in Linguistic Complexity and a 4 in Vocabulary Usage and Language Control you may assign him/her a score of 3. This situation should be very rare. 40

41 9-12 Writing Task, Part A: Social and Instructional Language
This is an example of a Part A social and instructional writing theme folder. Both tasks in this theme folder (#1 and #2) would be administered and scored. 41

42 9-12 Writing Task, Part B: Language of Math
This is an example of a Part B writing folder. 42

43 Grades 1-2 Writing Samples
43

44 Note to presenter: the scoring rationales are animated to allow participants time to review and score the samples before showing the rationale. Rationale: This student can write legible English words, thus meriting a score of 1. 44

45 Rationale: This student is not only capable of writing legible English words, but he can also write in sentences, (I like to) ride my bike because it fun, thus meriting a score of 2. The second part further shows the student’s ability to write more complex words, such as cub instead of “bear”, and puppy instead of “dog”. The writing is generally comprehensible, although it has syntactic and mechanical errors (e.g. because it fun). 45

46 The writing is comprehensible.
Rationale: The writing displays successful sentences. Although there are no expanded sentences, the fluency of the text and the correct use of the words such as more and now show emerging complexity, characteristic of a score of 3. Most of the words from the word box are used and they are used correctly. The writing is comprehensible. 46

47 Specific language is used (e.g., would, than).
Rationale: A variety of sentence lengths of varying Linguistic Complexity is evident in the writing. There is also emerging cohesion with the explanation of the situation (Mr. Gill has tow apples. I give him 1 more apple.), presentation of the problem (Would my teacher have more…than lste time), and the solution (I think he will.) Emerging cohesion is characteristic of a score of 4. Specific language is used (e.g., would, than). The writing is comprehensible. 47

48 Rationale: The writing presents a variety of sentence lengths of varying Linguistic Complexity in an organized paragraph. The organization and the variety of sentence lengths are characteristic of a score of 5. Although there is no technical language used, the writer displays the ability to use the right words in the right places. The writing is approaching comparability to that of English proficient peers. 48

49 Grades 3-5 Writing Samples
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50 Rationale: The writing merits a score of 3 due to the emerging complexity of the sentences. Phrases such as I have to and the use of If…then…are successful. Attempts have been made to use general and more specific language, such as bad words, copy, fight, trouble, and detention. It is generally comprehensible. 50

51 Rationale: Although there are attempts at producing sentences, they are not successful, thus meriting a score of 1. There is specific vocabulary such as sick and enter, but it is isolated within unsuccessful attempts at producing sentences. Comprehension is impeded throughout the text. The writing is repetitive and generally incomprehensible as a result of many syntactic and semantic errors. 51

52 Rationale: There are simple and expanded sentences that show emerging complexity in the writing (e.g., If she can’t find out which one is the right one, then just compare them. She is probably buying tank number one because she thinks it is the largest.) General and some specific language is used (e.g., measure, compare, in the lead). The writing is generally comprehensible. 52

53 Rationale: As required for 5, the writing has a variety of sentence lengths of varying Linguistic Complexity in an organized paragraph. It has a conclusion sentence (That’s how Martha solved her problem.) Technical language is used (e.g., graph, record, information, formula, determine). The writing is approaching comparability to that of English proficient peers; errors don’t impede comprehensibility. 53

54 Grades 6-8 Writing Samples
54

55 Rationale: The writing has short sentences, characteristic of Level 2.
General language is used (e.g., perfect, simple). The simple text in the writing is generally comprehensible. 55

56 Rationale: As required for 5, the writing displays a well-organized paragraph with introduction (I think that the more accurate approach would be Camila’s way, even if it takes you more time.) There is a variety of sentence lengths of varying Linguistic Complexity. Technical language is used (e.g., accurate, complicated). The Writer shows evident facility with needed vocabulary (e.g., pile, in [on] top of the other’) The writing is approaching comparability to that of English proficient peers. 56

57 Rationale: As required for a PL 6, the writing has a variety of sentence lengths of varying Linguistic Complexity in a single tightly organized paragraph. The writer demonstrates the ability to consistently use just the right word in just the right place (e.g. most likely, flaw, scientific, predict). The writer has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments. 57

58 Grades 9-12 Writing Samples
58

59 Rationale: Most of the text is copied from the model, a feature characteristic of Level 1. Original text is limited to simple words or phrases, such as “whiachi the muvis” (for ‘watch the movies’) and Mexico. The text does not demonstrate the ability to write full sentences, which would be required to merit a score of 2. Syntactic errors in the text impede comprehensibility. 59

60 Rationale: Characteristic of a score of 3. The writing demonstrates emerging complexity used to provide detail, as seen in the first sentence, I’m writing you because my Friend and I will have a party next Monday. However, the writing lacks cohesion and clarity when referring to the need for more money. For that reason, it does not merit a score of 4. The text includes some content-specific vocabulary, such as celebrate and Birthday. The writing would need to include more technical vocabulary in order to merit a score of 4. Errors do not impede comprehensibility. 60

61 Rationale: The writing has a variety of sentence lengths of varying Linguistic Complexity in a tightly organized paragraph, thus meriting a score of 6. The writer demonstrates a consistent use of just the right work in just the right place. The writing has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments, as required for a Score of 6. 61

62 Completing the Scoring Sheet and Interpreting Scores

63 W-APT Score Information
Scoring Sheet includes instructions for calculating student’s oral, literacy, and overall composite proficiency level score: Literacy Reading is weighted at 50% Writing is weighted at 50% Oral Speaking is weighted at 50% Listening is weighted at 50% Overall Literacy is weighted at 70% Oral is weighted at 30% The composite proficiency level score combines the L, R, S, W scores – weighted more heavily on the R&W (35% each) than the oral proficiency score (30% total), as on ACCESS for ELLs, the rationale being that literacy skills better predict academic success than oral language skills. 63

64 Scoring Sheet Page 1

65 Scoring Sheet Page 2

66 Scoring Sheet Page 3

67 Calculating the scores
1) After completing all domains of the test, the test administrator will use the raw score conversion tables on the scoring sheets to convert the raw scores into Proficiency Levels (PL) 2) Proceed to follow the formula on the scoring sheet to calculate the composite proficiency levels (CPL) The CPL records an overall, weighted score for all the language domains. In the CPL table record the PL for each section of the test under the corresponding box marked PL. Next, compute the weighted score (designated “Wgt”) for each test section (Speaking, Listening, Reading, and Writing). Do this by multiplying the PL by the decimal value indicated in the box to the right and enter the product under the appropriate box marked “Wgt.” For example, for the Speaking section, multiply the PL by .15 (indicated on the Scoring Sheet). Complete the weighted score computation for all sections. 3) Determine the Adjusted Composite Proficiency Level (adjusted for grade level) from page 3 of the score sheets

68 Adjusted CPLs Find the Adjusted CPLs by using the lookup tables specific to each grade level cluster provided on page 3 of the score sheet and/or the appendices of the Test Administration Manual. The calculation methods and instructions for using the lookup tables are included on page 3 of the score sheet and/or the appendices of the Test Administration Manual. Note: the adjusted CPLs in the lookup tables are truncated to one decimal place. Have score sheets available to reference.

69 W-APT Score Calculator
Choose The student’s grade (If necessary) Choose the grade cluster test form administered* Prompts you to enter the raw scores (except for Writing which is assigned a Proficiency Level) Calculator based off of student’s current grade except for situations when the student is administered the test in their first semester and they are given the previous grade level form of the test according to the guidelines outlined in the Test Administration Manual and on slide 15. For example, if a first semester 9th grader takes the grades 6-8 test, select grade 8 in the score calculator. *This is necessary in instances where the student is in the first semester of 3, 6, and 9 grades as they would be talking the test form from the grade level cluster below. Note: The W-APT Score Calculator does not require a login. Includes score sheet diagram for reference

70 W-APT Score Information
Raw scores - indicates the actual number of items or tasks to which the student responded correctly out of the total number of items or tasks Proficiency level – describes a student’s performance in terms of the six WIDA English language proficiency levels Composite proficiency levels (CPLs) - records a literacy, oral, and overall, weighted score for all the language domains Grade-Specific Composite Proficiency Level Scores – is the CPL scores adjusted to the test taker's grade in recognition of the fact that the test is more difficult for test-takers in the early grades. Based on this reasoning, test-takers in the highest grade of the cluster do not receive any adjustment in their scores.

71 Using W-APT Results to make placement/service decisions
Placement and/or service decisions are determined by your State Department of Education <List your state’s placement policy.> To get clarification regarding your state’s policy please contact your State Educational Agency (SEA) or the WIDA Consortium. SEA contact information can be found on your state’s page via the WIDA Consortium website (www.wida.us). To contact the WIDA Help Desk call or 71 71

72 Using W-APT Results to select a Tier for ACCESS for ELLs
Please remember that the Tier A test form is capped at level 4 for Listening and Reading domains and the Tier B test form is capped at level 5 for Listening and Reading domains. For example, if a student’s Listening and Reading scores on the W-APT are close to 4.0, you may want to select Tier B to be sure that the test can appropriately capture the student’s proficiency level. Use the student’s W-APT scores to determine which tier is the best fit for ACCESS for ELLs testing. 72 72

73 Tier Structure of ACCESS for ELLs
The three overlapping tiers of the ACCESS for ELLs test are designed to create tests whose items are neither too easy nor too difficult for a student and that pinpoint his or her true ELP level. The majority of students will receive the Tier B form of the test. Tier A is intended for very low proficiency students and Tier C for students close to reaching full English language proficiency. Tier A is for students who have arrived in the U. S. or entered school in the U. S. within this academic school year without previous instruction in English; currently receive literacy instruction only in their native language; or have recently tested at the lowest level of English language proficiency. Tier B students typically have social language proficiency and some, but not extensive, academic language proficiency in English; or have acquired some literacy in English, though have not yet reached grade-level literacy. Tier C students are approaching grade level literacy and academic language proficiency in the core content areas; or will likely meet the state's exit criteria for support services by the end of the academic year. If in doubt, place the student in the higher tier to allow them to exhibit their maximum linguistic potential on the test. Please remember, the Kindergarten ACCESS for ELLs test is not divided into tiers, but is completely adaptive. Its administration is showcased in a separate training video available at 73

74 Questions or Comments? For more information, please contact the WIDA Help Desk: or World Class Instructional Design and Assessment, Center for Applied Linguistics, MetriTech, Inc., © 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium


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