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Scoring the ACCESS ® for ELLs Kindergarten Writing Test Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department of Education Developed.

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Presentation on theme: "Scoring the ACCESS ® for ELLs Kindergarten Writing Test Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department of Education Developed."— Presentation transcript:

1 Scoring the ACCESS ® for ELLs Kindergarten Writing Test Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department of Education Developed by The Center for Applied Linguistics

2 Administering and Scoring the Kindergarten Writing Test 2 Training Objectives To understand the structure of the ACCESS ® for ELLs Kindergarten Writing Test To gain an overview of how the ACCESS ® for ELLs Kindergarten Writing Test is administered To prepare to score the ACCESS ® for ELLs Kindergarten Writing Test

3 Administering and Scoring the Kindergarten Writing Test 3 Instructions on how to use quizzes in this presentation After all sets of samples from each part of the ACCESS for ELLs ® Kindergarten Writing Test have been presented, there will be quiz slides with several samples that will have to be scored Decide whether or not the samples are acceptable (Part B of the test) or score the samples (Parts C and D of the test) A key slide follows each quiz slide so you can view the correct scores and rationale

4 Administering and Scoring the Kindergarten Writing Test 4 Background Information The Kindergarten Writing Test is an adaptive test in which the student advances from one task to the next based on the score awarded to his or her response for the current task While administering the Kindergarten Writing Test, it is only necessary to determine whether a student qualifies to advance to the next task Scoring and recording for each task should be completed after the student has finished testing Note: Remember to fully complete the Writing Test Scoring Sheet at the back of the Student Response Booklet after the student finishes the Writing Test

5 Administering and Scoring the Kindergarten Writing Test 5 Inventive Spelling (1 of 3) Inventive spelling, as defined on this slide and the next two slides, is acceptable in all parts of the Kindergarten Writing Test Monosyllabic words consist of initial, middle, and final sounds Multisyllabic words have this pattern duplicated for each syllable of the word Initial soundMiddle sound(s)Final sound dog"d""aw" or "a""g" bike"b""ai""k" tree"tr" or "ch""ee"

6 Administering and Scoring the Kindergarten Writing Test 6 Inventive Spelling (2 of 3) Students may approximate sounds, especially vowels, a letter or combination of letters other than what is generally considered conventional spelling (e.g., k for c, ai for i) Students may invert letters closely approximate to the conventionally used letter (e.g., d for b or vice versa, q for d or vice versa) Students may delete letters (e.g., lac for like. Note: This is especially common with letters of the regularly spelled word that do not have a one to one correspondence to English sounds If a student matches at least two of the three sounds (initial, middle, final) in a monosyllabic word and the writing is generally decipherable within the context of the pictures, the writing may be scored as correct. (e.g., do, dg, or og may all be scored correct for dog)

7 Administering and Scoring the Kindergarten Writing Test 7 Inventive Spelling (3 of 3) If the student writes only one of two or three sounds in a monosyllabic word, score this incorrect (e.g., d, o, or g alone is not correct for dog) Students may say the word out loud while they are writing it down.

8 Administering and Scoring the Kindergarten Writing Test 8 Part A of the Writing Test Part A consists of tracing/copying numbers and letters and writing ones name Tracing/copying is a warm-up task for the student and does not affect the overall scoring of the test

9 Administering and Scoring the Kindergarten Writing Test 9 Scoring Part A The rubric for Part A is as follows: 1 = writes first name; proceed to Part B 0 = does not write first name; discontinue Writing test and proceed to wind-down If a student write his or her name, whether or not it is traced/copied, score the response as 1 and proceed to Part B If students do not write their names, even if they completed tracing/copying, they score 0. Follow the script to discontinue the Writing Test and proceed to the wind-down. On the Writing Test Scoring Sheet, mark a score of 0 for Part A.

10 Administering and Scoring the Kindergarten Writing Test 10 Examples of Student Responses (Score 1 in Part A)

11 Administering and Scoring the Kindergarten Writing Test 11 Part B of the Writing Test Part B is a labeling task The student is presented with graphics and is asked to write what s/he sees The student can write anything as long as it is related to the given graphic For example, for item #4, which shows a boy riding a bicycle, the responses bike, boy, helmet, or exercise would all be considered correct

12 Administering and Scoring the Kindergarten Writing Test 12 Scoring Part B (1 of 2) Note: Inventive spelling is acceptable in Part B. 3 = labels 3 (or 4) objects; proceed to Part C 2 = labels 2 objects; proceed to Part C 1 = labels 1 object; discontinue Writing Test and proceed to wind-down 0 = labels 0 objects; discontinue Writing Test and proceed to wind-down

13 Administering and Scoring the Kindergarten Writing Test 13 Scoring Part B (2 of 2) Give credit for a correct word if the student: Writes a name (e.g., Jorge or John) for the picture of a boy and girl playing catch Writes we or dad for the picture of a man and a dog Draws his/her own picture and labels it (e.g., draws a cat and writes cat) If the student scores 2 or 3, then proceed to Part C of the Writing test If the student scores 1 or 0, follow the script to discontinue the Writing Test and proceed to the wind- down. On the Writing Test Scoring Sheet, mark the scores for Parts A and B.

14 Administering and Scoring the Kindergarten Writing Test 14 Examples of Acceptable Responses for Tree (1 of 2) No.SampleRationale 1 The word tree is accurately spelled. 2 The initial sound of t is spelled as ch phonetically. The middle sound r and the final sound ee (spelled as e) are both present. 3 The middle sound of r is missing, but the word is recognizable with the initial and final sounds. Because it shows two sounds (first and final), it is acceptable. 4 The final sound is spelled as i and is acceptable. The middle sound r is replaced with u, which makes the word close to the word tree when pronounced.

15 Administering and Scoring the Kindergarten Writing Test 15 Examples of Acceptable Responses for Tree (2 of 2) No.SampleRationale 5 The initial sound t is missing, but the middle sound r and the final sound ee (as e) are present. 6 The initial sound t and the middle sound r are present. 7 The initial sound t and the final sound e are present.

16 Administering and Scoring the Kindergarten Writing Test 16 Examples of Unacceptable Responses for Tree (1 of 2) No.SampleRationale 8 Only the final sound of ee (as e) is present. Ch and t together dont clearly represent the initial sound. 9 Only the first sound of t is present and the rest of the word is unrecognizable. 10 Only the first sound of t is present. 11 Only the first sound of t is present and the letter o seems irrelevant. 12 The spelling seems unrelated to the given graphic or it doesnt communicate what the student is trying to write.

17 Administering and Scoring the Kindergarten Writing Test 17 Examples of Unacceptable Responses for Tree (2 of 2) No.SampleRationale 13 The word seems unrelated to the given graphic or it doesnt communicate what the student is trying to write. 14 The word seems unrelated to the given graphic or it doesnt communicate what the student is trying to write. 15 The word seems unrelated to the given graphic or it doesnt communicate what the student is trying to write. 16 The word seems unrelated to the given graphic or it doesnt communicate what the student is trying to write.

18 Administering and Scoring the Kindergarten Writing Test 18 Quiz Yourself: Responses to Graphic one (tree) Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale. No.Sample

19 Administering and Scoring the Kindergarten Writing Test 19 Key to Quiz Yourself: Responses to Graphic one (tree) No.SampleAccept?Rationale 5YesThe initial sound t is missing, but the middle sound r and the final sound ee (as e) are present. 6YesThe initial sound t and the middle sound r are there. 8NoOnly the final sound ee (as i) is there. Ch and t together dont clearly represent the initial sound. 9NoOnly the first sound of t is present and the rest of the word is unrecognizable.

20 Administering and Scoring the Kindergarten Writing Test 20 Examples of Student Responses Examples of responses to graphic 2 (boy, girl, call, play, catch, etc.)

21 Administering and Scoring the Kindergarten Writing Test 21 Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.) No.SampleRationale 17 The first sound b and the middle sound o of boy are present. The final sound y is reasonably represented with e. 18 The first and the middle sounds of boy are present. 19 Same as above. It does not matter if the student uses capital or lower case letters. 20 Although the final sound is wrongly represented, the first and the middle sounds of the work boy are present.

22 Administering and Scoring the Kindergarten Writing Test 22 Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.) No.SampleRationale 21 Although the final sound is wrongly represented for the word boy, the first and the middle sounds are present. 22 It is assumed that p is the inverted b here and that boy is the intended word. 23 The word girl is distinct except for the missing vowel i. 24 The student likely intends the word basketball.

23 Administering and Scoring the Kindergarten Writing Test 23 Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.) No.SampleRationale 25 Even with the addition of bo at the end of the word, the word bal(l) is apparent. bo is likely an attempt for the word boy. 26 The first sound b and the final sound l of the word ball are present. 27 The first sound b and the final sound l of the word ball are present. Alternatively, the student may be attempting play. 28 The first sound p and the middle l of the word play are present.

24 Administering and Scoring the Kindergarten Writing Test 24 Examples of Unacceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.) No.SampleRationale 29 It is not clear what the student was trying to write. 30 It is not clear what the student was trying to write. 31 It is not clear what the student was trying to write. Although b is perhaps intended for boy, other parts of the word are not apparent. 32 It is not clear what the student was trying to write or the word is not relevant to the graphic.

25 Administering and Scoring the Kindergarten Writing Test 25 Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.) Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale. No.Sample

26 Administering and Scoring the Kindergarten Writing Test 26 Key to Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.) No.SampleAccept?Rationale 22YesIt is assumed that p is the inverted b here and that boy is the intended word. 23YesThe word girl is distinct except for the missing vowel i. 30NoIt is not clear what the student was trying to write. 31NoIt is not clear what the student was trying to write. Although b is perhaps intended for boy, other parts of the word are not apparent.

27 Administering and Scoring the Kindergarten Writing Test 27 Examples of Student Responses Examples of responses to graphic 3 (man, dad, dog, walk, etc.)

28 Administering and Scoring the Kindergarten Writing Test 28 Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.) No.SampleRationale 33 The word dog is accurately spelled. 34 The word dog is clear. It does not matter if the student uses capital letters or lower case letters. 35 The first and the final sounds of dog are present.

29 Administering and Scoring the Kindergarten Writing Test 29 Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.) No.SampleRationale 36 The first and the middle sounds of dog are present. 37 Although the initial letter G is wrong, the middle and the final sounds of dog are represented correctly. 38 It appears that the final letter g of dog is inverted. 39 Even though there is an irrelevant addition at the end of the word (dc), the first and the middle sounds of dog are evident.

30 Administering and Scoring the Kindergarten Writing Test 30 Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.) No.SampleRationale 40 The last letter seems to be an attempted g that does not descend. The initial letter of dog is correct. The middle letter may be an inverted w. 41 The student may be attempting two words here: dad and dog. Credit is given in spite of the uncertainty. 42 The first and the middle sounds of dad are represented. 43 The student is likely attempting the word walking: ua for initial w, c for k, and ig for ing.

31 Administering and Scoring the Kindergarten Writing Test 31 Examples of Unacceptable Responses to Graphic 3 (man, dad, dog, walk, etc.) No.SampleRationale 44 The student seems to have attempted to write bird, but the word is irrelevant to the graphic. 45 It is not clear what the student was trying to write. 46 It is not clear what the student was trying to write.

32 Administering and Scoring the Kindergarten Writing Test 32 Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.) Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale. No.Sample

33 Administering and Scoring the Kindergarten Writing Test 33 Key to Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.) No.SampleAccept?Rationale 40YesThe last letter seems to be an attempted g that does not descend. The initial letter of dog is correct. The middle letter may be an inverted w. 41YesThe student may be attempting two words here: dad and dog. Credit is given in spite of the uncertainty. 45NoIt is not clear what the student was trying to write. 43YesThe student is likely attempting the word walking: ua for initial w, c for k, and ig for ing.

34 Administering and Scoring the Kindergarten Writing Test 34 Examples of Student Responses Examples of responses to graphic 4 (bike, bicycle, man, boy, etc.)

35 Administering and Scoring the Kindergarten Writing Test 35 Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.) No.SampleRationale 47 The initial sound b, the middle sound ai, and the final sound c (k) of bike are present. 48 The initial sound and the final sounds of bike are present, and the middle sound is represented with a. 49 The initial sound b and part of the middle sound sek bicycle are present. 50 d is an inverted b here. The initial sound b, the middle sound aesco and the final sound l of bicycle are all present.

36 Administering and Scoring the Kindergarten Writing Test 36 Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.) No.SampleRationale 51 The initial sound B, part of the middle sound sc, and the final sound l of bicycle are present. 52 The initial and the final sounds of bike are present. 53 The initial and the middle sounds of bike are present. 54 K is inverted here. The initial and the final sounds of bike are present. The middle sound ai is also represented, though not correctly spelled (ao).

37 Administering and Scoring the Kindergarten Writing Test 37 Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.) No.SampleRationale 55 The initial and the final sounds of bike are correct, though c is used for k. 56 The initial and the middle sounds of bike are correctly represented. 57 The initial sound b is likely inverted p and the middle sound o of boy is present.

38 Administering and Scoring the Kindergarten Writing Test 38 Examples of Unacceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.) No.SampleRationale 58 It is not clear what the student was trying to write. 59 It is not clear what the student was trying to write.

39 Administering and Scoring the Kindergarten Writing Test 39 Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.) Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale. No.Sample

40 Administering and Scoring the Kindergarten Writing Test 40 Key to Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.) No.SampleAccept?Rationale 55YesThe initial and the final sounds of bike are correct, though c is used for k. 56YesThe initial and the middle sounds of bike are correctly represented. 58NoIt is not clear what the student was trying to write. 59NoIt is not clear what the student was trying to write.

41 Administering and Scoring the Kindergarten Writing Test 41 Scoring Part C (1 of 2) Note: Inventive spelling is acceptable in Part C. 3 = writes 3 names of foods (3 original, or 1 copied + 2 original); proceed to Part D 2 = writes 2 names of foods (2 original, or 1 copied + 1 original); proceed to Part D 1 = writes 1 name of food (original or copied); discontinue Writing Test and proceed to Wind-down. 0 = writes nothing; writes illegibly; discontinue Writing Test and proceed to Wind-down. *** Only the word ice cream can be copied because that is the only word written out. If the student writes hotdog or pizza for the graphics presented in the example, these are considered original.

42 Administering and Scoring the Kindergarten Writing Test 42 Scoring Part C (2 of 2) If the student scores 2 or 3, then proceed to Part D of the Writing Test. If the student scores 1 or 0, follow the script to discontinue the Writing Test and proceed to wind-down. Then, on the Writing Test Scoring Sheet, mark the scores for Parts A, B, and C.

43 Administering and Scoring the Kindergarten Writing Test 43 Examples of Student Responses from Part C of the Writing Test (Score 3) No.SampleRationale 1 Three food names, 1 copied and 2 original, are present: pizza, ice cream, and apple. 2 Three original food names are present: frots (fruit), mattbals (meatballs), pazz (pizza). If the student read these words out loud while writing, you can award points more confidently.

44 Administering and Scoring the Kindergarten Writing Test 44 Examples of Student Responses from Part C of the Writing Test (Score 3) No.SampleRationale 3Three original food names are present: bananas, Katdoc (hotdog), cart (carrot). 4Three food names, 1 copied and 2 original, are present: ice cream, salmi (salami?), and aopl (apple). 5 Three original food names are present: apl (apple), sandq (sandwich), sup (soup).

45 Administering and Scoring the Kindergarten Writing Test 45 Examples of Student Responses from Part C of the Writing Test (Score 3) No.SampleRationale 6 Three original food names are present: bicn (bacon), Apol (apple), cendi (candy). 7 Three food names, 1 copied and 2 original, are present: ice cream, apla (apple), and santh (sandwich).

46 Administering and Scoring the Kindergarten Writing Test 46 Examples of Student Responses from Part C of the Writing Test (Score 2) No.SampleRationale 8 Two original food names are present: apl (apple) and cucis (cookies). 9 Two food names, 1 copied and 1 original, are present: ice crean and Hdgs (hotdogs).

47 Administering and Scoring the Kindergarten Writing Test 47 Examples of Student Responses from Part C of the Writing Test (Score 1) No.SampleRationale 10One food name is present, Biso (biscuit). 11One food name is present, Fsh (fish). 12One food name is present, hDG (hotdog).

48 Administering and Scoring the Kindergarten Writing Test 48 Examples of Student Responses from Part C of the Writing Test (Score 1) No.SampleRationale 13One food name is present, Bnn (banana). 14One food name is present, Ps (peas).

49 Administering and Scoring the Kindergarten Writing Test 49 Quiz Yourself: Responses from Part C of the Writing Test Look at each sample and score it (3,2, 1 or 0). Then click the button to check the rationale. No.Sample

50 Administering and Scoring the Kindergarten Writing Test 50 Key to Quiz Yourself: Responses from Part C of the Writing Test No.SampleScoreRationale 23Three original food names are present: frots (fruit), mattbals (meatballs), pazz (pizza). If the student read these words out loud while writing, you can award points more confidently. 82Two original food names are present: apl (apple) and cucis (cookies). 141One food name is present, Ps (peas).

51 Administering and Scoring the Kindergarten Writing Test 51 Part D of the Writing Test In Part D, the student is asked to write on the topic Sentences about me The writing samples in the next few slides serve as benchmarks for scoring Part D according to the task level expectations for each score The scoring rationale is provided below each sample

52 Administering and Scoring the Kindergarten Writing Test 52 Scoring Part D Note: Inventive spelling is acceptable in Part D. 3 = writes at least 1 clear, comprehensible sentence with at least 4 words in each sentence 2 = writes at least 1 sentence with at least 3 words in each sentence 1 = writes comprehensible words or phrases, not in full sentences 0 = writes nothing; writes illegibly

53 Administering and Scoring the Kindergarten Writing Test 53 Examples of Student Responses from Part D of the Writing Test (Score 3) No.SampleRationale 1There are 2 clear and comprehensible sentences with more than 4 words in each. 2There is 1 clear and comprehensible sentence with 4 words in it. 3 There are 2 clear and comprehensible sentences with more than 4 words in each.

54 Administering and Scoring the Kindergarten Writing Test 54 Examples of Student Responses from Part D of the Writing Test (Score 3) No.SampleRationale 4 There is 1 clear, comprehensible sentence with 4 words in it: Alad tu pley (I like to play). There is another clear, comprehensible sentence, Alad Scul (I like school), but it has only 3 words in it. 5There is 1 clear and comprehensible sentence with 4 words in it: I like to ruit (I like to write). Return to current Quiz

55 Administering and Scoring the Kindergarten Writing Test 55 Examples of Student Responses from Part D of the Writing Test (Score 3) No.SampleRationale 6There are 2 clear and comprehensible sentences with 4 or more words in them each: I love my Fed (Friend); My sistrr she la to pl ewes frris (My sister, she likes to play with friends). 7There is 1 clear and comprehensible sentence with more than 4 words in it: I lac tu rid basco (I like to ride bicycle).

56 Administering and Scoring the Kindergarten Writing Test 56 Examples of Student Responses from Part D of the Writing Test (Score 2) No.SampleRationale 8There is 1 sentence with 3 words in it: I lg smr (I like summer). 9There is 1 sentence with 3 words in it: I mu boe (Im a boy). Return to current Quiz

57 Administering and Scoring the Kindergarten Writing Test 57 No.SampleRationale 10There is 1 sentence with 5 words in it: Alc tu plañ mñ frnds (I like to play [with] my friends.) This student uses ñ for y in play and my. 11 There is 1 sentence with 4 words in it: Ae lac tu plae (I like to play). Note that even though we found 4 words in the sentence, there are other words in the sentence that are not clear, so this cannot be scored 3. The sentence is not in a clear sentence format; tuplaewwae is written without word breaks. Examples of Student Responses from Part D of the Writing Test (Score 2)

58 Administering and Scoring the Kindergarten Writing Test 58 Examples of Student Responses from Part D of the Writing Test (Score 1) No.SampleRationale 12There are no successful sentences, but there are recognizable phrases (e.g., riek biek (ride bike), play toy). 13There are no successful sentences, but there is a recognizable phrase (e.g., I look). 14There are no successful sentences, but there is a recognizable word pley (play).

59 Administering and Scoring the Kindergarten Writing Test 59 Examples of Student Responses from Part D of the Writing Test (Score 1) No.SampleRationale 15There are no successful sentences, but there are recognizable phrases; e.g., Alach (I like). 16There are no successful sentences, but there are recognizable phrases; e.g., Alac (I like).

60 Administering and Scoring the Kindergarten Writing Test 60 Examples of Student Responses from Part D of the Writing Test (Score 1) No.SampleRationale 17It is not clear what the student was attempting to write.

61 Administering and Scoring the Kindergarten Writing Test 61 Quiz Yourself: Responses from Part D of the Writing Test Look at each sample and score it (3,2, 1 or 0). Then click the button to check the rationale. No.Sample 4 8

62 Administering and Scoring the Kindergarten Writing Test 62 Key to Quiz yourself: Responses from Part D of the Writing Test No.SampleScoreRationale 43There is 1 clear, comprehensible sentence with 4 words in it: Alad tu pley (I like to play). There is another clear, comprehensible sentence, Alad Scul (I like school), but it has only 3 words in it. 82There is 1 sentence with 3 words in it: I lg smr (I like summer).

63 For more information, please contact the WIDA Hotline: or World Class Instructional Design and Assessment, Center for Applied Linguistics, Metritech, Inc., Questions or Comments?


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