Welcome to the Scoring Training of Trainers Workshop

Report
California English Language
Development Test
Welcome to the
Scoring Training of
Trainers Workshop
2009–10 Administration
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Workshop Objectives
The purposes of this workshop are to train participants to:
1. Demonstrate an understanding of the scoring process for
the one-on-one portions of the CELDT
2. Demonstrate an understanding of how to organize and
utilize assessment materials appropriately
CELDT Binder
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What’s New
Section 1 - Introduction to CELDT
Section 2 - Test Administration
Section 3 - K-1 Reading and Writing
Section 4 - Speech Functions
Section 5 - Choose and Give Reasons
Section 6 - 4-Picture Narrative
Section 7 - Practice Video Samples
CDE Questions and Answers
Section 8 - Writing – Sentences
Section 9 - Writing – Short Compositions
Local Scoring and Placement
Section 10 - Trainer Resources
What’s New
 K-1 Reading and Writing
 New Federal Race and Ethnicity Data
Collection
 Local Scoring Tool (formerly e-TIP)
Who to Contact?
CELDT Assessors
– Amber Jacobo, 457-3813,
[email protected]
– Bon Vang, 457-3895,
[email protected]
Administering the CELDT Assessment (Look
at Roles and Responsibilities page to determine
appropriate person)
– Cin Rogers, 457-3828,
[email protected]
– Amber Jacobo
California English Language
Development Test
Section 2 –
Test Administration
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
CELDT Domains
CELDT Test Purposes
Initial Identification (II)
 Students with a primary language other than English
on the Home Language Survey who have not been
previously assessed for English proficiency
 Determine if they are English learners
 Year round
Annual Assessment (AA)
 All previously identified English learners who have
not been redesignated
 Assess progress in acquiring English proficiency
 July 1 through October 31
Materials for 2009-10
CELDT Administration – Binder, pg 2-5
Materials for 2009-10
CELDT Administration
Multiple Forms (previously called “versions”):
 Grades K-1:
 Grades 2-12:
Forms 1-5
Forms 1-11
Filling in the CELDT Bio Page
 What’s New
 Box 13 – Most Recent Previous
CELDT Administration
 Box 14 – Most Recent Previous
Scale Scores
 Box 15 – Ethnicity
 Examiners must be trained to fill in
information that is not captured during
Pre-ID.
Demographics Examiners Must
Bubble When Applicable
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Braille (Box B on front)
Demographics Examiners Must
Always Bubble
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Form (Box F on front)
Demographics Examiners Must
Always Bubble
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Date Testing Completed (Box 11 on back)
Demographics Examiners Must
Bubble When Applicable
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Test Variations (Box 22 on back)
Accommodations
Modifications
Alternate Assessment
Administer the Test
 Test administration procedures are provided for
each of the domains.
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Practice questions (if present, use for modeling)
Administration (individual or group)
How to mark the answer (student or examiner)
Repeating a question (when allowed)
When to stop the test (stopping markers)
Prompting (when allowed)
Quick Reference for Scoring
DVD: Administration
California English Language
Development Test
Section 3 –
K-1 Reading and Writing
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Background
 Education Code Section 60810(b)
 Initial item development
 Field test of K-1 reading and
writing test questions
Results Reporting
 Standard setting
- Performance level descriptors
- Cut scores
 Use of results
- Initial Identification and reclassification
- Raw scores only in 2009-10
- Scale scores in 2010-11
Sample K-1 Student Report
California Educator Participation
 Item development
 Content reviews
 Bias and sensitivity reviews
 Field-test administration
 Written field-test survey feedback
 Oral feedback from field-test focus
group DVD: Administration K-1
Reading and Writing
2009-10 K-1 Materials
Two Student Books
 Listening and Speaking
 Reading and Writing
Two Examiner’s Manuals
 K-2 Listening and Speaking
 K-1 Reading and Writing
How are K-1 Reading and
Writing Sections Presented
 20 Reading Items
 20 Writing Items
 One to two items per page
 Item Types:
- Multiple-choice (selected response)
- Correct / Incorrect / No response
- Constructed response
How are K-1 Reading and
Writing Items Administered?
 One-on-one administration
 Warm-up information included in the
Reading and Writing Examiner’s Manual
 Estimated administration time:
15-30 minutes for each domain
 Complete the administration of one
domain before moving to the next
 Administer reading before writing
 Take breaks when appropriate
How are the K-1 Reading And
Writing Items Presented?
Sample Items Presented in Binder
3-7, 3-15 to end of section
Which ELD Reading
Standards Are Tested?
 Recognize English phonemes corresponding to those
students hear and produce in primary language
 Recognize English phonemes not corresponding to sounds
students already hear and produce
 Recognize and name letters of the alphabet
 Recognize sound/symbol relationships
 Read simple vocabulary, phrases, and sentences
 Use decoding skills to read more complex words
 While reading aloud, point out features such as title, table of
contents, and chapter headings
You can find the standards at:
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
Which ELD Writing
Standards Are Tested?
 Copy the English alphabet legibly
 Copy words posted and commonly used in the classroom
 Write a few words or phrases about an event or character
from a story read aloud
 Use capitalization to begin sentences or for proper nouns
 Use a period or a question mark at the end of a sentence
You can find the standards at:
http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
DVD: Administration Listening
and Reading
California English Language
Development Test
Section 4 – Speech
Functions
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Speech Functions
Administration Procedures
Speech Functions
Prompts K-2
Sample Items in Binder on 4-11
Speech Functions Prompts by
Grade Level – Binder pg 4-9
DVD: Administration Speaking
through Speech Functions
Scoring Rubric
Score Point 0
 Student does not perform the language
function required.
 No response [NR].
 Response is entirely in another language
[AL].
Scoring Rubric
Score Point 1
 Student performs the language function
required.
 Errors in grammar, vocabulary, and/or
pronunciation are significant enough to
interfere with communication.
Scoring Rubric
Score Point 2
 Student performs the language function
required.
 Speech is accurate enough not to
interfere with communication (i.e., minor
grammatical, vocabulary, and/or
pronunciation errors may occur, but they
do not affect communication.)
Speech Functions Scoring
Anchors
Anchor Items listed in Binder, pg 4-7
Scoring Practice Procedure
Speech Functions – Scoring
Practice
 Group Practice
 Rodolfo, Grade 3
 Cecilia, Grade 2
 Isabel, Grade 7
 Table Practice
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Marco, Grade 6
Susan, Grade 9
Sania, Grade K
Karen, Grade 7
Muhammad, Grade 9
Neha, Grade 10
Javier, Grade 2
Rajdeep, Grade 9
Speech Functions – Scoring
Practice
 Final Five
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Allan, Grade K
Rodolfo, Grade 3
Licea, Grade
Prashneet, Grade 5
Alejandro, Grade 7
California English Language
Development Test
Section 5 – Choose and
Give Reasons
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Choose and Give Reasons
Administration Procedures
Choose and Give Reasons
Prompts for 3-12
Sample Items, Binder 5-9
DVD: Administration Speaking
C&GR, 6-41:16
Scoring Rubric
Score Point 0
 Student does not make choice or does
not support choice with a relevant
reason.
 No response [NR].
 Response is entirely in another language
[AL].
Scoring Rubric
Score Point 1
 Student makes choice and supports
choice with at least one relevant reason.
 Errors in grammar, vocabulary, and/or
pronunciation are significant enough to
interfere with communication.
Scoring Rubric
Score Point 2
 Student makes choice and supports it with
at least two relevant reasons.
 Speech is generally accurate (i.e., minor
grammatical, vocabulary, and/or
pronunciation errors may occur, but they
do not affect communication).
Choose and Give Reasons
Anchor Items
Anchor Items, Binder 5-7
DVD: Administration Speaking
C&GR, 6-41:16
Scoring Practice Procedure
Choose and Give Reasons – Scoring
Practice (K-5)
 Group Practice
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Cecilia, Grade 2
Denise, Grade 6
Louis, Grade K
Moncerrat, Grade 2
 Table Practice
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Lilyanna, Grade K
Susan, Grade 9
Galilea, Grade 4
Gerson, Grade K
Abigail, Grade 1
Alexa, Grade K
Brian, Grade 7
Nestor, Grade 8
Choose and Give Reasons – Scoring
Practice (K-5)
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Final Five
 Vivian, Grade 3
 Neha, Grade 10
 Carmen, Grade 7
 Fabian, Grade K
 Natalie, Grade 11
California English Language
Development Test
Section 6 – 4-Picture
Narrative
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
4-Picture Narrative
Administration Procedures
4-Picture Narrative
Administration Procedures
Sample Items, Binder 6-11 to 6-14
DVD: Administration Speaking
4 Pic Narrative, 6-43:40
Scoring Rubric
Score Point 0
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No response [NR].
Spoken in another language [AL].
Response is unintelligible.
Response consists entirely of “I don’t
know” or “I forget.”
Scoring Rubric
Score Point 1
 Student attempts to tell a story based on the
pictures, but does not construct a coherent
narrative.
 Response displays a very limited range of
vocabulary. The student’s speech is often
halting or impeded.
 Response includes numerous grammatical
errors that interfere with communication.
 Student’s speech is generally difficult to
understand. Pronunciation often interferes
with communication.
Scoring Rubric
Score Point 2
 Story is based on pictures but does not clearly
express some major event.
 Response displays some of the necessary
vocabulary, but the student often cannot find
the right word.
 Response shows control of basic grammatical
structures, but includes numerous errors, some
of which interfere with communication.
 Student’s speech is sometimes difficult to
understand. Pronunciation sometimes
interferes with communication.
Scoring Rubric
Score Point 3
 Story is coherent and includes explanation of major
events, but does not provide much elaboration (e.g.,
explanations of details and context).
 Vocabulary resources are generally adequate to
perform the task. The student sometimes cannot find the
right word.
 Response is generally adequate grammatically. Errors
rarely interfere with communication.
 Student may have an accent and/or make some errors
in pronunciation, but pronunciation is generally
accurate and usually does not interfere with
communication.
Scoring Rubric
Score Point 4
 Story is coherent and effective, including explanation of
major events, with appropriate elaboration (e.g.,
explanations of details and context). Contains more
complex sentence structure.
 Vocabulary resources are well developed. The student
can almost always find the appropriate word. Uses
precise word choice.
 Response displays few grammatical errors and contains
varied grammatical and syntactical structures. Any
errors are minor (e.g., difficulty with articles or
prepositions) and do not interfere with communication.
 Student may have an accent, but both pronunciation
and intonation are generally accurate and do not
interfere with communication.
4-Picture Narrative
Administration Procedures
Anchor Items, Binder 6-7 to 6-8
Scoring Practice Procedure
Four Picture Narrative
Scoring Practice
 Group Practice
 Lilyanna, Grade K
 Vivian, Grade 3
 Cecilia, Grade 2
 Table Practice
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Carlos, Grade 1
Samikshya, Grade 1
Jayline, Grade 4
Prashneet, Grade 5
Adriana, Grade 12
Four Picture Narrative
Scoring Practice
 Final Five
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Cristobal, Grade 12
Angel, Grade 9
Hannah, Grade 3
Ana, Grade 4
Jarold, Grade 4
California English Language
Development Test
Section 7 –
Video Scoring Practice
of Oral Vocabulary
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Oral Vocabulary
 Administered individually like the rest of
the Speaking test
 Cue pictures in the Examiner’s Manual
 Scoring:
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Correct (C)
Incorrect (I)
No Response (NR)
Target responses in Student Book or Answer
Book where examiner records score
Video Samples
Sample Items, Binder 7-7
K-1 Sample
9-12 Sample
DVD: Administration Speaking
Scoring Practice

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