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© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us Administering the Kindergarten WIDA-ACCESS.

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Presentation on theme: "© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us Administering the Kindergarten WIDA-ACCESS."— Presentation transcript:

1 © 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Administering the Kindergarten WIDA-ACCESS Placement Test (W-APT) Presenter Affiliation, Date

2 2 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT SECURE & CONFIDENTIAL DO NOT POST THESE MATERIALS TO PUBLIC WEBSITES OR FORUMS. Contains secure and confidential information.

3 3 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Training Objectives To understand the purpose, organization and structure of the Kindergarten W-APT. To learn how to reliably administer and score the Kindergarten W-APT. To learn how Kindergarten W-APT scores are used in to determine ELL placement and services.

4 4 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Purposes of the Kindergarten W-APT To identify the academic English language proficiency level of students who may be candidates for 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 determine appropriate instructional services

5 5 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Which Components should be Administered to each Student? Listening and Speaking (combined into Oral Proficiency component) Assesses oral English proficiency For students in pre-K through mid-Grade 1 Reading and Writing tests Optional; results in diagnostic statements rather than ranking For students in mid-K through Mid-Grade 1 Pre-K1 st sem. K2 nd sem. K1 st sem. Gr. 1 Listening & Speaking Reading & Writing

6 6 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Oral Proficiency Test Scripted Can take up to 15 minutes to administer Scoring is adaptive Student responds to prompt and TA marks score Key and rubric included on scoring sheet Convert raw score into oral proficiency score Raw Score for Listening and Speaking Oral Proficiency Score 0-10Low 11-18Mid 19-28High 29-30Exceptional

7 7 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Diagnostic Reading and Writing Test Optional, not for determining ELL services NOT appropriate for children in Pre-K or entering Kindergarten Intended for children in mid-K or entering 1 st grade Same administration format as Listening and Speaking Convert raw score to skill description for Reading/Writing

8 8 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Diagnostic Reading and Writing Test Writing Raw ScoreSkill(s) Description 0-3No ability 4-7Can copy letters 8-11 Can complete simple words with initial letter 12-14Can write simple words Can write simple phrases Can write simple sentences Reading Raw ScoreSkill(s) Description 0-2No ability 3-5 Can match simple pictures to each other 6-10Can recognize letters 11-12Can recognize words 13 Can read simple phrases Can read simple sentences

9 9 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Materials Kindergarten W-APT Test Administration Manual Listening and Speaking Test (Oral Proficiency) Listening and Speaking Picture Cue Booklet Listening and Speaking Script Listening and Speaking Scoring Sheet Reading and Writing Test (Optional Diagnostic) Reading Picture Cue Booklet Writing Picture Cue Booklet Reading and Writing Script Reading and Writing Scoring Sheet

10 10 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT How to Access the Kindergarten W-APT Free and downloadable from Username: + district number (e.g. ky376) Password: + administrators last name (e.g. bluegrassjohnson) Printing and dissemination – state dependent Hard copies can be ordered from MetriTech, Inc. Cost is $90 per master copy

11 11 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Login with your District- wide W-APT username and password on the WIDA home page WIDA Home Page

12 12 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Welcome Screen Scroll to the bottom of this page for a listing of the materials

13 13 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Select Kindergarten to access: Kindergarten Manual Kindergarten specific testing materials View W-APT Kindergarten administration webinar Welcome Screen (cont.) View the printing instructions and Scored Student Writing Sample booklet

14 14 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT W-APT Printing Instructions

15 15 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Preparing for Test Administration Students must be tested individually in a one-on-one interview format in a quiet, private room or carrel Post a Do Not Disturb: Testing sign on the testing room door on test days Assure that the students name is written on the scoring sheet and consumable test forms Administer test to the student using a rectangular (preferred) or circular table Place yourself at a right angle to the student Make sure students can see the test materials when they lie flat on the table. Provide at least two sharpened pencils

16 16 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Administering the Oral Proficiency Components (Listening and Speaking)

17 17 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Layout Oral Proficiency component is divided into 5 parts (Parts A through E) Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part Brief orientation to the task is included If a child responds incorrectly to the first task in both Listening and Speaking sections, model the correct response, score the item 0, and move on to the next task If a child responds correctly, score the item 1, and move on to the next task

18 18 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Navigating the Oral Proficiency Components: Parts A–C Parts A–C 1.Administer and score all Listening tasks in Part A. 2.Administer and score all Speaking tasks in Part A. 3.Calculate the score 4.Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down 5.Repeat steps 1–3 for Parts B and C as necessary

19 19 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Navigating the Oral Proficiency Components Parts D–E Parts D–E 1.Administer and score the first Listening task in Part D 2.Administer and score the first Speaking task in Part D 3.Continue alternating the Listening and Speaking tasks until Part D is complete 4.Calculate the score 5.Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down 6.Repeat steps 1–3 for Part E as necessary Note: Follow the script for winding down at the end of Part E

20 20 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Example Script Layout

21 21 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking Picture Cues Part B: Part C: Read the prompt and point to the object(s) indicated in the script In the picture cue booklet, the corresponding script page is listed in the lower right-hand corner in a black box Some pictures are used for multiple parts

22 22 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking: Part A Listening example: Show me the house. Speaking example: What is this? In Listening Part A, the student is asked to point to something in the picture In Speaking Part A, the Test Administrator points to various items, as scripted, to elicit the childs answer

23 23 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking: Part B Listening example: Turn the page. Speaking example: What do you see in this picture? In Listening Part B, the student is asked to manipulate the picture cue booklet In Speaking Part B, the student is asked to describe the picture

24 24 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking: Part C Listening example: Point to the bird. Show me the birds nest. Speaking example: What is the bird doing? In Listening Part C, the student is asked to point to different things in the picture In Speaking Part C, the student is asked to describe something that is going on in the picture

25 25 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking: Part D Listening example: Point to what Maria did first, and what she did next. Speaking example: Tell me what Maria did first and what she did next. In Listening Part D, the student is asked to point to two sequenced actions, based on a short story read aloud In Speaking Part D, the student is asked to retell the two actions in sequence

26 26 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking: Part E Listening example: Which of these pictures shows the end of the story? Speaking example: Now its your turn. Look at the pictures again. Tell me the whole story. In Listening Part E, the student is asked to point to one of two pictures, the one that completes the short story read aloud In Speaking Part E, the student must retell the story

27 27 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Scoring Information Using the Oral Proficiency Scoring Sheet, mark responses as right (with a 1) or wrong (with a 0) Listening Responses Follow the scoring guidance in the key Speaking Responses Must be in English Must be understandable, even though it might require some effort on your part to comprehend Key gives the TA a sample of the quality and quantity of language expected in the correct response. It does not include all possible correct responses Use these guidelines and your best judgment to determine if a response is appropriate or not

28 28 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Listening and Speaking Scoring Sheet 2 1 3

29 29 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT

30 30 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Administering the Reading Component

31 31 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Layout Reading component is divided into 5 parts (Parts A–E) Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part Brief orientation to the task is included If a child responds incorrectly to the first task, model the correct response, score the item 0, and move on to the next task If a child responds correctly, score the item 1, and move on to the next task

32 32 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Navigating the Reading Component: Parts A–E 1.Administer and score all tasks in Part A. 2.Calculate the score 3.Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down 4.Repeat steps 1–3 for Parts B through E as necessary Note: Follow the script for winding down at the end of Part E

33 33 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading Script Reading script is in the same format as the Listening, Speaking, and Writing script Example Script Layout

34 34 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading: Part A Matching Symbols Students are directed to look at the symbol at the top of the page Next the student is asked to point to the picture below that matches Part A example: Point to the picture that is the same.

35 35 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading: Part B Identifying Letters Students are directed to point to various letters that are accompanied by a picture of something that starts with that letter Part B example: Point to the letter B.

36 36 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading: Part C Reading Words Part C example: Find the picture that goes with this word. The Test Administrator will first point to the word Students are asked to find the picture that goes with the word provided

37 37 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading: Part D Reading Phrases Part D example: Read these words and then point to the picture that shows this. Students are asked to read the phrase on the page (that the TA points to) Students are then asked to point to the corresponding picture, as a comprehension check

38 38 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading: Part E Reading Sentences Students are asked to read the sentence on the page (that the TA points to) Students are then asked to point to the picture that corresponds to the sentence Part E example: Here is a sentence. Point to the picture that shows this.

39 39 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Scoring Information When scoring the Reading section, the student must correctly match the prompt to the correct response in order to be scored correct. Part A: students must identify pictures Part B: students must identify letters Part C: students must identify words Part D: students must identify phrases Part E: students must identify sentences

40 40 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading Scoring Sheet Criteria for advancement from part A to Part B, Part B to Part C, and so on…

41 41 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Reading Skills Chart Reading Raw ScoreSkill(s) Description 0-2No demonstrable ability 3-5Can match simple pictures to each other 6-10Can recognize letters 11-12Can recognize words 13Can read simple phrases 14-15Can read simple sentences

42 42 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Administering the Writing Component

43 43 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Layout Writing component is divided into 5 parts (Parts A–E) Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part If a child responds incorrectly to the first task, model the correct response, score the item 0, and move on to the next task If a child responds correctly, score the item 1, and move on to the next task

44 44 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Navigating the Writing Component: Parts A–E 1.Administer and score all tasks in Part A. 2.Calculate the score 3.Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down 4.Repeat steps 1–3 for Parts B through E as necessary Note: Follow the script for winding down at the end of Part E

45 45 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing Script Writing script is in the same format as the Listening/Speaking and Reading scripts Example Script Layout

46 46 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing: Part A, Task 1 The student is asked to write his or her name

47 47 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Scoring Part A, Task 1 Score as CORRECT Letters are all well-formed and easily recognizable. Score as CORRECT The sequencing of last letters is difficult to recognize, but letter shapes are clearly identifiable. Sample 1 Sample 2

48 48 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Scoring Part A, Task 1 Score as INCORRECT Student simply copied My name and did not write her own name. Letter n is not easily recognizable outside of context. Sample 3

49 49 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing: Part A, Task 2–4 Next the student must copy words onto the lines. Task #2 can be used to model the correct response if a child responds incorrectly to the task. Score the item 0, and move on to the next task.

50 50 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Scoring Part A, Task 2–4 Score all tasks as CORRECT Letters are all appropriately formed and recognizable. Letters are in correct order. Sample 1

51 51 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing: Part B, Tasks 5–8 Next you will show the child familiar objects accompanied by the names of those objects The child must select and copy the first letter of each word from the Letter Box.

52 52 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Score tasks 4 and 7 CORRECT Score tasks 5 and 6 as INCORRECT Letter shapes are recognizable (though s in sun is reversed). Initial letter in 5 and 6 are inappropriate. Scoring Part B, Tasks 5–8 Sample 1

53 53 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing: Part C, Tasks 9–12 Next the student is asked to write the names of toys in the room pictured

54 54 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Score all responses in both samples as CORRECT All responses are well- formed and correct. Response 1 in sample 2 uses invented spelling (kit for kite), but this is acceptable. Scoring Part C, Tasks 9–12

55 55 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing: Part D, Tasks 13–15 Next the student is asked to write about each picture.

56 56 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Score practice task as CORRECT With some effort the writing can be seen to represent the phrase help mommy Word boundaries assist in interpreting the writing as containing multiple words Score task 1 as INCORRECT Only with considerable effort can the students response be interpreted to mean Theyre reading. Misspellings or missing words are acceptable, but not if word boundaries are not indicated Scoring Part D, Tasks 13–15 Sample 1

57 57 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing: Part E, Tasks 16–18 Next the student is asked to write a sentence about each picture

58 58 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Score both items as CORRECT Word boundaries and use of punctuation facilitate comprehension. The interpretation of the first task in the sample (My family is playing.) is easily seen. The interpretation of the second task in the sample (It is hot.) is less obvious than in the first task, but still apparent. Missing the word (it) is acceptable. Scoring Part E, Task 16–18 Sample 1

59 59 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Scoring Part E, Task 16–18 The interpretation of the second task in sample 2 (Lees family is looking at a book.) is evident Misspellings (famlie for family) and missing function words (is and a) do not significantly impede meaning Score both items as CORRECT Word boundaries and use of punctuation facilitate comprehension The interpretation of the first task in sample 2 (Lees family is on the farm.) is evident, in spite of misspellings (from for farm) and incorrect preposition (in rather than on) Sample 2

60 60 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT When scoring the writing section, inventive spelling and reversed letters are acceptable Letters and words should be generally recognizable Scribbles do not count Scoring Information

61 61 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Part A and Part B Letter shapes must be recognizable and approximate the expected letter. If the student writes the incorrect letter in the space, it should be scored incorrect. Part C Writing must be a word or approximate a word, not just one letter. Words copied from the sample should be scored incorrect. Part D Writing must be a phrase or sentence of more than one word. Misspellings or missing words are acceptable as long as the response is generally comprehensible. Part E Writing must be a sentence of more than a single word or phrase. Misspellings or missing words are acceptable as long as the response is generally comprehensible. Writing Test Scoring Guidelines

62 62 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing Scoring Sheet

63 63 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Writing Skills Chart Writing Raw Score Skill(s) Description 0-3No ability 4-7Can copy letters 8-11Can complete simple words with initial letter 12-14Can write simple words 15-16Can write simple phrases 17-18Can write simple sentences

64 64 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Summary Scoring When you have finished administering those parts of the test that are appropriate for each student, transfer his or her raw scores to the Summary Scoring Sheet Use the conversion table to fill in the Oral Proficiency Score Locate the students Reading and Writing Skill(s) Descriptions in the appropriate Conversion Table

65 65 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Summary Scoring Sheet Oral Proficiency Score Raw score for Listening and Speaking Raw score for Reading Raw score for Writing Reading Skills Descriptions Writing Skills Descriptions

66 66 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT Interpreting Kindergarten W-APT Scores Qualification and program placement decisions are always subject to state and local policy, guidelines, and resources. If the W-APT is being used as a criterion to determine eligibility for and placement in ELL services, follow the established procedures in your district and state for interpreting the score for these purposes. WIDA advocates using multiple measures of student language proficiency and academic achievement to determine eligibility and placement in ELL services. For additional information see the ACCESS for ELLs ® Interpretive Guide to Score Reports at

67 67 WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT How to Use Kindergarten W-APT Scores in Our State

68 © 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium For more information, please contact the WIDA Help Desk: or World Class Instructional Design and Assessment, Center for Applied Linguistics, MetriTech, Inc., Questions or Comments?


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