Presentation on theme: "Administering the ACCESS for ELLs ® Listening, Reading, and Writing Tests Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department."— Presentation transcript:
Administering the ACCESS for ELLs ® Listening, Reading, and Writing Tests Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department of Education Developed by the Center for Applied Linguistics
Administering Group Components 2 Training Objectives To understand the organization of the ACCESS for ELLs® test booklet To understand administration requirements of the Listening, Reading and Writing components of the ACCESS for ELLs®
Administering Group Components 3 Outline General Information Test Administration Overview Listening Test Reading Test Writing Test
Administering Group Components 4 General Information All test sessions must take place within a states testing window. NJs testing window is April 16 th – June 1 st, 2007 Tests are secure and you must follow state test security regulations. The Test Administration Manual contains guidance on test accommodations for students with disabilities.
Administering Group Components 5 Test Administration Overview Administered in groups of up to 20 students Centrally scored by MetriTech, not by the Test Administrator Each grade level cluster and each tier must have separate group sessions The administrators scripts arrive with the test booklets Scripts are different for each test form Listening, Reading and Writing
Administering Group Components 6 Test Booklet Organization Test booklet order: 1) Listening 2) Reading 3) Writing Each test will begin with practice items or a model Tests are organized by theme folders – A series of questions about one topic with graphic and/or text support Each theme folder for Listening and Reading contains 3-5 items (test questions) Each theme folder for Writing contains 1-4 items per theme folder in Tier A for all grade levels and form 1-2B. The theme folders for the rest of the forms contain one item per theme folder.
Administering Group Components 7 Test Administration Times Listening and Reading are administered together in one group session Listening Administration: minutes Break in between Listening and Reading sections: 5 minutes Reading Administration: minutes Logistics: 15 minutes (approximately) (including break in between sections) Total: 75 minutes (approximately) Writing is administered in a separate group session Writing Administration: 60 minutes Logistics: 15 minutes (approximately) Total: 75 minutes (approximately) students per group session
Administering Group Components 8 Scheduling Guidelines Example Assume there are 90 students in the same grade level cluster with 30 students per Tier tested 15 at a time You can test all students in both Listening/Reading and Writing in a total of 12 sessions over 4 days This example assumes there is a Single Test Administrator in the school Number of test takers per time block
Administering Group Components 9 How to read the Script Read all of the text in Bold aloud example: Part A: Classroom Objects The text which is not bolded serves as a guideline and should not be read aloud example: Pause, … make sure all students are in the right place.
Administering Group Components 10 How to read the Script (cont) The test item is in Blue and should be read aloud
Administering Group Components 11 Listening Test Overview Format: Multiple choice Time: minutes Scoring: Machine scored (by MetriTech) Weight: 30% of comprehension score 15% of composite score 6-7 thematic folders with at least one from each standard (Math, Science, Language Arts, Social Studies, Social Instructional) Test items read aloud only one time
Administering Group Components 12 Listening Test Overview (cont) Keep the test going at a steady pace Follow pause times given in the script After an item is read, give students up to 25 seconds to mark their answers Follow the Test Administration Script exactly
Administering Group Components 13 Listening Test: Introduction The beginning of the listening test starts with a scripted introduction.
Administering Group Components 14 Listening Test: Practice Problems Occur at the beginning of the test, after the introduction, and are scripted Must be administered Help students understand the structure of the test Practice problems
Administering Group Components 15 Listening Test: Practice Problems
Administering Group Components 16 Listening Test: Practice Problems Script: First the boy and girl play catch, and then they ride their bikes. Find the set of pictures that shows this in the right order. PAUSE.
Administering Group Components 17 Listening Item Example: Science 1-2 A
Administering Group Components 18 Listening Example Levels 1 and 2 - Scripts Script: A seed is small. Find the small seed. Script: One day the seed will grow into something large, round, and heavy. Find what the seed grows into.
Administering Group Components 19 Reading Test Overview Format: Multiple choice Time: minutes Scoring: Machine scored (by MetriTech) Weight: 70% of comprehension score 35% of composite score 6-7 thematic folders with at least one from each standard Follow the Test Administration Script exactly
Administering Group Components 20 Reading Test Scripting Requirements Begins with an Introduction
Administering Group Components 21 Reading Practice Problems Practice problems follow the introduction and must be administered.
Administering Group Components 22 Sample Items Within a Reading Test Only on forms 1-2A and 1-2B 1-2A occur after every folder and are scripted (the answer is filled in together as a group) 1-2B occur after some folders and are not scripted Purpose: Extra assistance for the student
Administering Group Components 23 Individual and Group Check-ins Intended to help guide students though parts of the test and are indicated with a stop sign Whole-group check-ins – Check in with all of the students at the same time and explain the next part of the test. Occurs after every section in the 1-2A Reading Test. Individual check-ins – Students raise their hand when they arrive at a stop sign and you check to see the student has completed the section. Invite them to respond to any skipped questions. Halfway through 1-2B, 1-2C, 3-5A, 3-5B, 6-8A, 9-12A At the end of every tier and grade level
Administering Group Components 24 Reading Item Example: Math 6-8 B
Administering Group Components 25 Reading Item Example: Math 6-8 B
Administering Group Components 26 Writing Test Overview Format: Student constructed responses Time: Up to 1 hour A break can be given halfway through the test if necessary Scoring: Rater scored (by MetriTech) Weight: 35% of composite score The following standards are covered: Social Instructional (SI), Math (MA), Science (SC) On Tier B and C: Integrated Task (IT) - combines Language Arts (LA), Social Studies (SS), and Social Instructional (SI) Writing tasks are modeled to scaffold the student Follow the Test Administration Script exactly
Administering Group Components 27 Writing test organization Tier A 3 folders covering Social Instructional (SI), Math (MA), Science (SC) standards. About 15 minutes for each section. *Form 1-2A only has SI standards and there are 4 folders. Tier B and C 3 folders (about 10 minutes each) covering SI, MA and SC standards. *Form 1-2B doesnt cover the SC standard. Fourth folder is an IT standard combining LA, SS, and SI standards (student is given about 30 minutes).
Administering Group Components 28 Individual and Group Check-ins Whole-group check-ins – used to guide students through the model in Tier A for all grade levels and in all Tiers for grades 1-2 Individual check-ins – Students raise their hand when they arrive at a stop sign which occurs at the end of every writing question. Check to make sure that they have completed the writing task. After 10 minutes, 20 minutes, and 30 minutes, circulate in the room to monitor students progress. If necessary, you can prompt students who are lagging behind by saying, Make sure you save enough time for the other parts.
Administering Group Components 29 Writing Item Example: IT 6-8 C
Administering Group Components 30 Writing Rubric LevelWriting Performance Description 6 Reaching A variety of sentence lengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization Consistent use of just the right word in just the right place; precise vocabulary usage in general, specific, or technical language Has reached comparability to that of English proficient peers functioning at the proficient level in state-wide assessments 5 Bridging A variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization Usage of technical language related to the content area; evident facility with needed vocabulary Approaching comparability to that of English proficient peers; errors dont impede comprehensibility 4 Expanding A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident Generally comprehensible at all times, errors dont impede the overall meaning; such errors may reflect first language interference
Administering Group Components 31 Writing Rubric (cont) LevelWriting Performance Description 3 Developing Simple and expanded sentences that show emerging complexity used to provide detail Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text 2 Beginning Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced Usage of general language related to the content area; lack of vocabulary may be evident Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors 1 Entering Single words, set phrases, or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language Usage of highest frequency vocabulary from school setting and content areas Generally comprehensible when text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text
Administering Group Components 32 Scoring an IT Writing item Rater scored by MetriTech using a rubric The preparing and planning sections are not scored. Planning sections not scored by MetriTech
Administering Group Components 33 Example of Modeled Writing Item Math 6-8Tier A Look at the sentence in the black box. Point to it in your test booklet. Scan the room and make sure all students are in the right place. It says, "For a math assignment, Andrei needs to find the area of a triangle. Look at the diagram. The triangle is labeled with the Base and the Height. The formula for the area of a triangle is given as Area equals Base times Height times one half. Point to picture of triangle and formula in the book as you read it. Look at the next black box. It says Andrei answered two questions about the math assignment. What do the first question and answer say? Allow time for student response, or say: It says, What is the name of the shape in the picture? Triangle. What do the second question and answer say? Allow time for student response, or say: It says, What do you need to do to find the area of the shape? I need to multiply the base times the height times one half.
Administering Group Components 34 Example of Modeled Writing Item (cont) Math 6-8Tier A Look at the last black box. It says, The pictures show the steps to follow to find the area. Andrei explained each step in writing. What did Andrei write for step 1? Allow time for student response, or say: First, I have to measure the length of the base. The base is six inches long. We cant read everything Andrei wrote for step 2, only the beginning. What do you think he wrote for step 2? Allow time for student response, or say: Maybe he wrote something like, Then I have to measure the height of the triangle. The height is four inches. Step 3 shows us the formula again, and the math Andrei did to find the area of the triangle. On the lines we see the beginning of his answer. How did he begin? Allow time for student response, or say: He began, Now I have to use the formula to find the area of the triangle. I multiplied… Go to the top of the next page. It says, Now its your turn to write! Point to this in your test booklet. Scan the room and make sure all students are in the right place.
Administering Group Components 35 Example of Writing Item Task Now look at the directions in the black box. They say, Now you have to find the area of the rectangle. Find number 1 and look at the directions. You need to answer the questions in the box. You can use Andreis writing as a model for your own. You can begin in a moment, but first find number 2. The pictures show you how to find the area of a rectangle. On the lines you need to write at least 1 sentence to explain each step in the process. Again, remember that you can use Andreis writing as a model for your own. Before you begin, are there any questions? Answer any questions. Now you can begin writing on this page. You can have up to 15 minutes to do this part. Remember to stop when you get to the stop sign. Monitor the students work. When students have finished, remind them to check their work. If a student finishes early and wants to go back to complete Part A or Part B, he or she may do so. This part is over when all the students have finished or 15 minutes have passed, whichever comes first. (If 15 minutes have passed and some students are still working, say: If you are not finished, take a few more seconds to finish up this part. Pause 15 seconds.)
Administering Group Components 36 When the Test Administration is Complete Collect test materials This happens after the Listening/Reading sections AND the Writing section Follow test security policies
For more information, please contact the WIDA Hotline: or World Class Instructional Design and Assessment, Center for Applied Linguistics, Metritech, Inc., Questions or Comments?