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© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us Scoring the Kindergarten Writing Tests: K-ACCESS.

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Presentation on theme: "© 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us Scoring the Kindergarten Writing Tests: K-ACCESS."— Presentation transcript:

1 © 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium Scoring the Kindergarten Writing Tests: K-ACCESS for ELLs ® & K-MODEL ™ Presenter, Affiliation Date

2 Scoring the Kindergarten Writing Tests 2WIDA Consortium / CAL / MetriTech SECURE & CONFIDENTIAL DO NOT POST THESE MATERIALS TO PUBLIC WEBSITES OR FORUMS. Contains secure and confidential information.

3 Scoring the Kindergarten Writing Tests 3WIDA Consortium / CAL / MetriTech TermDefinitionExamples and Transcribed words (in quotes) Partial WordSingle sounds from a word or two sounds from the reported word are represented by letters “bookbag” “butterfly” WordAt least the initial, middle, and final sounds of the reported word are represented by letters “talk” “office” PhraseA word (as defined above) and at least one modifying word, with evidence of word boundaries “bunny pretty” SentenceA phrase (as defined above) including a subject and verb. A sentence may or may not have punctuation, capitalization, or accurate inflection “One day David lost his backpack.” Analyzing Inventive Spelling

4 Scoring the Kindergarten Writing Tests 4WIDA Consortium / CAL / MetriTech Analyzing Inventive Spelling Consider monosyllabic words as consisting of initial, middle, and final sounds. Multisyllabic words may also be represented with initial, middle, and final sounds for each syllable. Initial soundMiddle sound(s)Final sound dog"d""aw" or "a""g" bike"b""ai""k" tree"tr" or "ch""ee"—

5 Scoring the Kindergarten Writing Tests 5WIDA Consortium / CAL / MetriTech Analyzing Inventive Spelling Sounds are represented by letters as in the rules of regular English spelling. English spelling system, however is highly irregular in terms of letter-sound correspondences. So students may: Approximate the sounds: e.g., k for c, ai for i Invert letters, e.g., d for b or vice versa, q for d or vice versa Omit letters; e.g., tak for talk “talk” “office”

6 Scoring the Kindergarten Writing Tests 6WIDA Consortium / CAL / MetriTech Analyzing Inventive Spelling Determine whether the student shows evidence that he or she understands the regularity of relationships between sounds and letters.  Student should not simply be using arbitrary letters or made-up written marks to indicate meaning.

7 Scoring the Kindergarten Writing Tests 7WIDA Consortium / CAL / MetriTech Part B Writing

8 Scoring the Kindergarten Writing Tests 8WIDA Consortium / CAL / MetriTech LOW Score in Part B Starting Point: E1 SampleTranscriptionExplanation Teacher, backpack, doctor This student has written a string of letters that does not correspond to what he or she wrote. This student does not appear to be able to write sounds he/she hears. bookbagThe student only recognizes the first sound of one word. This student may be able to start at Level 3, but to check and to build the student’s confidence, start at level 1.

9 Scoring the Kindergarten Writing Tests 9WIDA Consortium / CAL / MetriTech MID Score in Part B Starting Point: E3 SampleTranscriptionExplanation Alex says to the teacher where you see my backpack? This student appears to have some sound- symbol correspondence, but no word boundaries. In some cases, the student uses one letter to represent a word (example: “seen” = “s”).

10 Scoring the Kindergarten Writing Tests 10WIDA Consortium / CAL / MetriTech HIGH Score in Part B Starting Point: E4/5 SampleTranscriptionExplanation Backpack, teacher, nurse This student can clearly identify beginning, middle and end sounds. One day, David lost his backpack. This student is making attempts at beginning, middle and end sounds. He writes a Z for an S in “lost” and “his”. The second letter in the first word may be an inverted “n”. This student appears to be learning word boundaries as well.

11 Scoring the Kindergarten Writing Tests 11WIDA Consortium / CAL / MetriTech Quiz yourself! SampleTranscriptionExplanation Flower, Boy MID Start: E3 The student does a good job of identifying beginning, middle, and end sounds in the word flower, but the word “boy” is not as clear. It appears that this student has inverted the “b” so that it looks like a “p” (which is fine for our purposes of beginning /b/ sound), but the student writes “ll” for the /oy/ sound. This may be evidence of the interlanguage effect, but since this is a test of English writing, it is not accepted at this level. Where will this student start in Part E?

12 Scoring the Kindergarten Writing Tests 12WIDA Consortium / CAL / MetriTech Quiz yourself! SampleTranscriptionExplanation Boy, girl, talk, clock, doctor HIGH Start: E4/5 At this age, it is normal for a student to confuse the “B” and the “D”. This student also used “Oi” to represent the “oy” sound in boy. In other examples, this student understands beginning, middle and end sounds. Where will this student start in Part E?

13 Scoring the Kindergarten Writing Tests 13WIDA Consortium / CAL / MetriTech Quiz yourself! SampleTranscriptionExplanation teacher MID Start: E3 This student successfully produced the beginning and middle sounds of the word “teacher,” but it is unclear if the student wrote a “u” or a “n” as the final sound. In either case, those sounds are not correct, and this student has not produced enough language to comfortably start him at E4/5. Where will this student start in Part E?

14 Scoring the Kindergarten Writing Tests 14WIDA Consortium / CAL / MetriTech Part E Writing

15 Scoring the Kindergarten Writing Tests 15WIDA Consortium / CAL / MetriTech Leveled Task: Format & Scoring Guidance Consists of three sets of leveled tasks (E1, E2, E3) E1: Tracing tasks E2: Copying tasks E3: Initial and final sounds tasks Score rules for Leveled Tasks: Correct or Incorrect. If the student completes a level successfully, move on to the next level. Note: Inventive spelling guidelines apply

16 Scoring the Kindergarten Writing Tests 16WIDA Consortium / CAL / MetriTech Challenges student to produce a sample of writing associated with a “retelling” of the expository text. Test administrator scaffolds the student’s Writing Experience as appropriate to the student’s level by continually narrowing down the demand of the writing tasks – “Can you write that [the story retell] here?”… “Can you write that word here?”… “Can you write any sounds from that word here?”… “Can you write any letters from that word here?” Writing Experience: Format

17 Scoring the Kindergarten Writing Tests 17WIDA Consortium / CAL / MetriTech E1 – Tracing Task Correct The student has traced on the lines.

18 Scoring the Kindergarten Writing Tests 18WIDA Consortium / CAL / MetriTech E1 – Tracing Task Correct Though this student has not traced on the lines, still mark this as correct. This student is beyond the tracing stage, and can successfully copy a word.

19 Scoring the Kindergarten Writing Tests 19WIDA Consortium / CAL / MetriTech E1 – Tracing Task Incorrect This student was unable to stay on the lines.

20 Scoring the Kindergarten Writing Tests 20WIDA Consortium / CAL / MetriTech E2- Copying Task Correct Student clearly copied the word “rock.”

21 Scoring the Kindergarten Writing Tests 21WIDA Consortium / CAL / MetriTech E2- Copying Task Correct Student inverted the “v” and the “e,” which is normal for children at the PreK-K levels. Still mark as correct.

22 Scoring the Kindergarten Writing Tests 22WIDA Consortium / CAL / MetriTech E2- Copying Task Incorrect This student has written a random strand of letters that do not spell “rock.”

23 Scoring the Kindergarten Writing Tests 23WIDA Consortium / CAL / MetriTech E3- Initial and Final Sounds Task Correct This student has correctly demonstrated both knowledge of the appropriate initial sound as well as correct letter formation.

24 Scoring the Kindergarten Writing Tests 24WIDA Consortium / CAL / MetriTech E3- Initial and Final Sounds Task Correct This student has inverted a “g” which is the correct initial sound in “goose.”

25 Scoring the Kindergarten Writing Tests 25WIDA Consortium / CAL / MetriTech E3- Initial and Final Sounds Task Incorrect The student is asked to produce the /g/ sound for “goose” and the /m/ sound for “mouse.” The student writes a “c” and an “r” or what may be interpreted as an “h.” None of these answers are acceptable.

26 Scoring the Kindergarten Writing Tests 26WIDA Consortium / CAL / MetriTech Part E4/5 Writing Samples Scored with the Kindergarten Writing Rubric

27 Scoring the Kindergarten Writing Tests 27WIDA Consortium / CAL / MetriTech Rubric score: 0 SampleTranscriptionExplanation girlThis student has drawn a picture. bookbagThe student only produced one letter.

28 Scoring the Kindergarten Writing Tests 28WIDA Consortium / CAL / MetriTech Rubric score: 1 SampleTranscriptionExplanation Teacher, backpack, doctor This student has written a string of letters that does not correspond to what he or she wrote.

29 Scoring the Kindergarten Writing Tests 29WIDA Consortium / CAL / MetriTech Rubric score: 2 SampleTranscriptionExplanation Boy Teacher This child produced two clear examples of letters that are beginning sounds. nurse This child was able to produce two sounds in one word.

30 Scoring the Kindergarten Writing Tests 30WIDA Consortium / CAL / MetriTech Rubric score: 3 SampleTranscriptionExplanation Backpack, teacher, nurse This student was able to write beginning, middle, and ending sounds in three words. Teacher, doctor This student has very good sound-symbol correspondence, and recognizes beginning, middle and ending sounds.

31 Scoring the Kindergarten Writing Tests 31WIDA Consortium / CAL / MetriTech Rubric score: 4 SampleTranscriptionExplanation When he lost his backpack This is a clear phrase with each word having all sounds represented. One day, David lost his backpack. This student is making attempts at beginning, middle and end sounds in each word of the sentence. He writes a Z for an S in “lost” and “his”. The second letter in the first word may be an inverted “n”. This student appears to be learning word boundaries as well.

32 Scoring the Kindergarten Writing Tests 32WIDA Consortium / CAL / MetriTech Rubric score: 5 SampleTranscriptionExplanation David can’t find his backpack. He tells his teacher and his teacher is busy. His teacher tells David to go to the nurse. This sample has 3 complete sentences, but there is some evidence of interlanguage effect: “vaquepaq” for “backpack” and “gees” for “his”

33 Scoring the Kindergarten Writing Tests 33WIDA Consortium / CAL / MetriTech Rubric score: 6 SampleTranscriptionExplanation David told the playground teacher have he seen David’s Backpack and he told David that he haven’t seen David’s backpack so David went back to the classroom. Though this is a run on sentence, it could be broken down into 3 complete sentences. This resembles the writing of a Kindergarten aged native English speaker.

34 Scoring the Kindergarten Writing Tests 34WIDA Consortium / CAL / MetriTech Practice! With a partner, rate the writing samples in the packet Make sure you are able to defend your decision!

35 Scoring the Kindergarten Writing Tests 35WIDA Consortium / CAL / MetriTech Sample 1 “Backpack, teacher”

36 Scoring the Kindergarten Writing Tests 36WIDA Consortium / CAL / MetriTech Sample 2 “David losing his backpack.”

37 Scoring the Kindergarten Writing Tests 37WIDA Consortium / CAL / MetriTech Sample 3 “David lost his backpack so he told the teacher but she didn’t saw it so she told to look in the nurse but she didn’t saw it.”

38 Scoring the Kindergarten Writing Tests 38WIDA Consortium / CAL / MetriTech Sample 4 “A rabbit likes to eat carrots and he jumps. He goes in the tunnel. He shy of persons and he runs fast.”

39 Scoring the Kindergarten Writing Tests 39WIDA Consortium / CAL / MetriTech Sample 5 “Amy saw a bus. Amy saw a spider”

40 Scoring the Kindergarten Writing Tests 40WIDA Consortium / CAL / MetriTech Sample 6 “I like the wolf because it almost looks like a cat. I like to catch a rabbit so he can be my pet.”

41 © 2013 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium For more information, please contact the WIDA Client Services Center: or World Class Instructional Design and Assessment, Center for Applied Linguistics, MetriTech, Inc., Questions or Comments?


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