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WESTELL Speaking Test Administration Grades 3-12.

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Presentation on theme: "WESTELL Speaking Test Administration Grades 3-12."— Presentation transcript:

1 WESTELL Speaking Test Administration Grades 3-12

2 Overview Each Speaking test has 12 questions (3 sets of 4 related questions) Each set of 4 questions references 2 numbered pictures in the students ELDA Listening/Speaking test book The Speaking test takes approximately 25 minutes to administer

3 Score Points & Condition Codes Each student response can earn a score of 0 (no credit), 1 (partial credit), or 2 (full credit) If the students response is blank, incomprehensible, or completely in a language other than English, the response should be scored using a condition code (see next slide) Use EITHER a score point OR a condition code (DO NOT bubble a score point and a code)

4 Condition Codes Code A = Response is inaudible / unclear Code B = Student does not respond at all (blank) Code C = Student provides a refusal or excuse (e.g., I dont want to answer; I dont know) Code D = Response is off-topic / off-task / completely in a language other than English

5 Types of Questions Each test has 3 sets of 4 related questions –CONNECT: Questions 1, 5, 9 –TELL: Questions 2, 6, 10 –EXPAND: Questions 3, 7, 11 –REASON: Questions 4, 8, 12 Each set of 4 questions will reference 2 numbered pictures in the ELDA Listening/Speaking test book

6 Scoring Tips Pay attention to the cues in the question. If the question asks for one or more sentences, responses must be at least that long to receive full credit. Each independent clause is treated as a sentence. Remember that compound sentences count as two sentences. In general, students need to provide more information to receive full credit as they progress from Connect to Tell to Expand to Reason. If part of the response is in English and part is in another language, score the part that is in English and disregard the rest.

7 Connect Questions If a question is multi-part, the student must address all parts for full credit. Unless the question asks for a specific response, a general response is acceptable. Single-word responses can receive no more than partial credit (score of 1). Phrases are eligible for full credit. If the response consists of one word or a phrase directly from the prompt, it can receive no more than partial credit (score of 1). If the student adds his/her own words or forms a sentence, the response may receive full credit, even if it is heavily based on the prompt.

8 CONNECT Sample CONNECT Item Some students like to listen to music in their free time. Others like to read books. Tell me in a sentence what you like to do in your free time. For example, you can talk about watching movies, listening to music, or playing with your sister or brother. Try to speak in a sentence. Tell me what you like to do in your free time. Note: The prompt cues the student Try to speak in a sentence. This is why the student can receive full credit for a phrase.

9 CONNECT Sample CONNECT Student Response Watching Movies. I have free time. Walk my dog.

10 CONNECT Sample CONNECT Item Score 0 Responses I have free time. (The response does not address the prompt.) I do everything. (The response provides no essential, specific information.)

11 CONNECT Sample CONNECT Item Score 1 Responses Watching movies (A phrase based solely on prompt language can not receive a score higher than 1.) Read (A single word from the prompt can not receive a score higher than 1.) Swim (A single original word can not receive a score higher than 1.)

12 CONNECT Sample CONNECT Item Score 2 Responses Walk my dog (This three-word phrase provides enough specific information to receive full credit.) I play with my little sister. (This sentence provides enough specific information to receive full credit.)

13 Tell Questions Unless the question asks for a specific response, a general response is acceptable. If a question is multi-part, the student must address all parts for full credit. Phrases can receive no more than partial credit (score of 1). Single-word responses are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). This also applies to language from the illustrations captions.

14 TELL Sample TELL Item Usually, you hear different kinds of music each day. Choose a kind of music. Tell me one or two sentences about that kind of music. For example, you can talk about hip-hop music or country music. Now pick a kind of music that you hear and tell me one or two sentences about that kind of music. Note: The prompt cues the student Tell me one or two sentences. Think of each independent clause as a sentence; the response will need to provide at least one independent clause to be eligible for full credit.

15 TELL Sample TELL Student Response I like music. Lots of bass. I hear rock music in my dads car. It has a lot of instruments.

16 TELL Sample TELL Item Score 0 Responses I like music. (The response does not address the prompt.) I hear different kinds of music. (The response is heavily based on prompt language and does not describe or extend.)

17 TELL Sample TELL Item Score 1 Responses Classical music sounds good. (The response only partially addresses the prompt due to generality.) Lots of bass (A phrase can not receive a score higher than 1.)

18 TELL Sample TELL Item Score 2 Responses Rap music sounds loud and fast. (This response provides the essential information in the form of a sentence.) I hear rock music in my dads car. It has a lot of instruments. (The response provides the essential information in the form of 2 sentences.)

19 Expand Questions If a question is multi-part, the student must address all parts for full credit. Responses that provide lists only (in place of description) can receive no more than partial credit (score of 1). A response that adds any detail or description to a list is eligible for full credit. A single simple sentence can receive no more than partial credit (score of 1). A compound sentence counts as 2 sentences. Phrases and single-word responses are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0). This also applies to language from the illustrations captions.

20 EXPAND Sample EXPAND Item Different students like different kinds of music. Say at least two sentences about the kind of music you like best, and why you like to listen to it. For example, you can talk about what you do or how you feel when you listen to that kind of music. Remember to tell me at least two sentences about your favorite kind of music, and why you like to listen to it. Note: The prompt cues the student Say at least two sentences. Think of each independent clause as a sentence; the response will need to provide at least two independent clauses to be eligible for full credit.

21 EXPAND Sample EXPAND Student Response I like different kinds of music. My favorite kind of music is rap and hip-hop. I like country music. I always sing along.

22 EXPAND Sample EXPAND Item Score 0 Responses The music sound the good. (The information provided in this response is unclear.) I like different kinds of music. (The response is heavily based on prompt language and is so general that it remains undeveloped.)

23 EXPAND Sample EXPAND Item Score 1 Responses My favorite kind of music is rap and hip-hop. (The response provides specific but only partially developed information in one independent clause.) I like to dance. (The response provides specific but only partially developed information in one independent clause. It can be inferred that the student likes to dance while listening to her favorite music.)

24 EXPAND Sample EXPAND Item Score 2 Responses I like to listen to the Jonas Brothers because it makes me happy. Me and my friends dance to it. (The response provides the essential information in multiple independent clauses.) I like country music. I always sing along. (The response provides the essential information in two sentences.)

25 Reason Questions Students must follow the cues in the prompt. If the prompt asks for 2 reasons, the student must provide 2 reasons for full credit. A position statement with no support is not eligible for credit (score of 0). A single simple sentence can receive no more than partial credit (score of 1). A compound sentence counts as 2 sentences. Phrases and single-word responses are not eligible for credit (score of 0). Responses consisting only of language from the prompt, in the same order/placement as the prompt, are not eligible for credit (score of 0).

26 REASON Sample REASON Item Some students think its a good idea to listen to music while they do their homework. Other students think its not a good idea. Tell me two reasons or more why you think listening to music while you do your homework is a good idea or not a good idea. For example, you might talk about whether music helps you do your homework or if it distracts you from your homework. Remember to tell me if you think listening to music while you do your homework is a good idea or not a good idea. Then give me at least two reasons why you think that. Note: The prompt cues the student Give me at least two reasons. Unlike other types of questions, Reason questions generally require a certain number of reasons for full credit rather than a certain number of independent clauses.

27 REASON Sample REASON Student Response Yes it is a good idea to listen to music while you do your homework. No, they shouldnt because its too loud. Music is too loud for homework. I wont study enough for the test.

28 REASON Sample REASON Item Score 0 Responses Yes it is a good idea to listen to music while you do your homework. (The response provides a position but offers no support for its importance.) I like to listen to music while I do my work. (The response provides a position but offers no support for its importance.)

29 REASON Sample REASON Item Score 1 Responses It helps me pay attention. (The response provides an implicit position but only partially supports its importance with one reason.) No, they shouldnt because its too loud. (The response provides a position but only partially supports its importance with one reason.)

30 REASON Sample REASON Item Score 2 Responses Music is too loud for homework. I wont study enough for the test. (The response provides an implicit position and fully supports its importance with two reasons.) I think its a good idea because it helps me study. Watching TV distracts me from my homework, but music doesnt. (The response provides a position and fully supports its importance with two reasons.)

31 REASON Sample REASON Item Score 2 Responses Continued Its not a good idea because I pay attention to the music too much, but on the other side I cant hear another noise. (The response provides a position and supports its importance with two reasons. Students may offer support for both positions as long as the support is clear and specific and at least the minimum number of reasons are provided.)

32 Need Help? Mami Itamochi or Debbie Ray ( or or ELDA Helpline


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