Test Administration ACCESS for ELLs

Report
Test Administration
ACCESS for ELLs
D11 SAC and TA Training
http://intranet.d11.org/teams/edss/EDSS Document Library/Access for
ELL/2014-15_training
Objectives
SACs will gain an understanding of
– Test Overview
– Test Material Handling and Security
– Online Training Modules
– Scheduling and Coordination
– Recommended Test Accommodations for ELLs with
Disabilities
– Test Administration for Group Testing and Speaking
Test Administration
– ALL NEW SACs must complete the
online training videos.
2
Objectives
Test Administrators will gain an
understanding of
– Test Overview
– Test Material Handling and Security
– Online Training Modules
– Scheduling and Coordination
– Recommended Test Accommodations for ELLs with
Disabilities
– Test Administration for Group Testing and Speaking
Test Administration
3
Test
Overview
Roles and Responsibilities of an
ACCESS for ELLs Test Administrator
• Attend district’s in-person training(s) for ACCESS for
ELLs test administration
• Independently complete the appropriate ACCESS for
ELLs quizzes on the WIDA Website (www.wida.us)
• Handle assessment preparation, materials and
administration in a professional and ethical manner
• Maintain security of materials and student responses
Test
Overview
ACCESS Testing Window
•
All Colorado ACCESS for ELLs tests must be administered
during the state’s testing window.
•
January 12 – February 13
•
All materials are returned to MetriTech on or before
February 19th.
5
Test
Overview
What is ACCESS for ELLs
– ACCESS for ELLs stands for Assessing
Comprehension and Communication in English Stateto-State for English Language Learners
– The ACCESS for ELLs test assesses students’ English
language proficiency in five areas:
• Social and Instructional Language (SIL)
• English Language Arts (LoLA)
• Mathematics (LoMA)
• Science (LoSC)
• Social Studies (LoSS).
– The test forms are divided into five grade-level
clusters: Kindergarten, 1–2, 3–5, 6–8, and 9–12.
6
Test
Overview
What is ACCESS for ELLs
– For each grade-level cluster, there is a test in each of
the four language domains
• Listening
• Reading
• Writing,
• and Speaking
– The Listening test and the Reading test consist of
multiple-choice questions.
– The Writing test and the Speaking test are made up
of performance tasks scored according to specific
rubrics.
– The Listening, Reading, and Writing tests can be
group administered and are centrally scored.
– The Speaking test is an individually administered,
adaptive test that is scored by the test administrator.
7
Test Material
Handling and
Security
SAC Responsibilities
 Ensure that contents are secure and are treated as
secure test materials.
 Place all secure materials in locked storage.
 Do not leave materials unattended before or after
testing.
 Do not duplicate any test materials (with the
exception of this manual).
 Do not share specific test information with students
prior to or after testing.
 Be aware that any breaches of test security or
problems with test administration may result in the
invalidation of student scores.
8
Test Material
Handling and
Security
SAC Responsibilities
 Read the manual.
 Follow all directions carefully to ensure accurate
reporting of data.
 Inventory test materials immediately upon receipt.
 Consolidate and request any additional materials
needed for testing.
 Assign appropriate staff to coordinate test
administration.
9
Test Material
Handling and
Security
SAC Responsibilities
 Ensure that all personnel assigned to testing are
adequately trained in test administration and security
procedures.
 Coordinate the distribution of test materials.
 Coordinate test administration.
 Emphasize to test administrators that students must use
number 2 pencils.
 Provide District Code number and School Code number
to test administrators.
 Be available to answer questions.
 Ensure that test materials are returned immediately after
test administration.
10
Test
Material
Handling
SAC responsibilities
 remind test administrators of the importance of
verifying the accuracy of:
 Student Pre-ID labels (if provided) before placing
them on the test booklets
 Signing out and signing in each secure booklet on
the Security Checklist (white)
 Information on the School Header Sheet (blue)—
MetriTech will report students based on the
school header the test is returned under.
11
Test
Material
Handling
Security
 Ensure that contents are secure and are treated as
secure test materials.
 Place all secure materials in locked storage.
 Do not leave materials unattended before or after
testing.
 Do not duplicate any test materials (with the exception
of this manual).
 Do not share specific test information with students prior
to or after testing.
 Be aware that any breaches of test security or problems
with test administration may result in the invalidation of
student scores.
12
Test
Material
Handling
Security
 Sign the confidentiality agreement now.
 Maintain test security prior to and during testing. All
of the test materials must be kept secure and
confidential.
 The personnel involved with testing are responsible
for ensuring that no test materials are duplicated and
that no specific test information is shared with
students prior to or after testing.
 WIDA recommends that test administrators have an
opportunity prior to testing students to familiarize
themselves with one set of test materials for the
grade-level cluster(s) of the test that they will be
administering.
13
 All student tests should have a Pre-ID label applied
to the test booklet or the demographic information
filled in on the front and back of the test booklet.
Test
Material
Handling
You will receive
 Tests, Scripts, Speaking Flip Charts, CDs,
Kindergarten Manuals (if needed) and Kindergarten
Kits (if needed)
 Pre-ID labels
 School Bag of paperwork
14
Test
Material
Handling
Pre-ID Labels
 Test Administrators must verify Pre-ID information
prior to applying the labels to the test booklet.
 If the labels are correct, place the label in the box on
the front cover of the test booklet in the designated
area.
 If the labels are incorrect, discard the labels.
 If the label has been placed on the book in error,
mark through the bar code.
15
Test
Material
Handling
Pre-ID Labels
16
Test
Material
Handling
Demographic information
 The front and back of the test booklet must be
completed with a number 2 pencil.
 It is critically important that student demographic
data fields are entered and reviewed carefully.
 Follow instructions in the TA Manual
17
Test
Material
Handling
Read the letter…
 Read over the letter that explains the materials
procedures
SACs
And
 Call 520-2080 if you have any questions
 Remember all new SACs must complete the online
training.
18
Test
Material
Handling
Read the letter…
 Completely fill out the security checklist
 Only check out materials to teachers that have been
approved
SACs
 If a staff member thinks they should be on the
approved list, but they are not, have them call 5202080
 Check Q for your current list of EL students
 If you can’t get into Q desktop, we can print a list for
you.
19
Test Administration Training
TA Training
 Test administration training and certification is crucial
for successful administration of ACCESS for ELLs.
 Online and face-to-face training is required in
Colorado every year.
 To receive the online certification from WIDA, test
administrators must create a personal training
account and take the WIDA training course.
20
Test Administration Training
TA Training
 The Assessment Department will schedule a face-toface training in coordination with the Multilingual
Facilitator every year.
 You must complete the online training and pass each
relevant course with an 80% or better BEFORE you
can TA the ACCESS for ELLs test.
21
Getting to the Online training
TA Training
Generic username: colorado
password: bluespruce
Update new district, school, name change etc.
22
TA Training
Forgotten Password?
• www.wida.us
23
24
Test Quizzes
Test
Administration
 The online training takes approximately two to four
hours, depending on which areas you must
complete.
 The online training may be completed in one sitting,
or in as many sessions as necessary, ideally within
one to two weeks of when you will be administering
the test.
 You can train separately on one, two, or three
different areas of ACCESS for ELLs test
administration. These areas are:
 The group-administered test: Listening, Reading,
and Writing.
 The Speaking test.
 The Kindergarten test.
25
Test
Administration
Test Accommodations
 Available to students that have a disability
documented through an IEP or 504. (pg. 43 in
Manual)
 Reference the Colorado ACCESS for ELLs
Accommodations chart
 Use the WIDA Guidelines for Accommodating
ACCESS for ELLs Language Learners with Disabilities
document
 Visit the website (also in the packet)
http://www.cde.state.co.us/sites/default/files/ACCES
S%20for%20ELLs%20Accommodations%20October1
4_0.pdf
26
Scheduling
and
Coordination
Test Scheduling
 Your SAC will work with you to plan the master
schedule.
• Speaking: Administered
Individually, untimed plan
on 15-20 minutes per
student
• Listening: Group
Administered, timed
(length of the CD 25-45
minutes)
• Reading: Group
Administered, timed 45
minutes
• Writing: Group
Administered, timed 65
minutes
27
Scheduling
and
Coordination
Test Scheduling
 Please note that for the group administered
sessions you should allot about 15 minutes
in addition to the times listed below to
convene students and distribute/collect test
materials.
 See the TA manual for exact times
 The sections of the test may be
administered in any order.
 A single section should NOT be broken into
several administrations
28
Scheduling
and
Coordination
Test Scheduling
 No more than 22
students in a group
section
 See the TA manual
for exact times
 The sections of the
test may be
administered in any
order.
 A single section
should NOT be
broken into several
administrations
29
 Schedule only one Tier
 Schedule only one
grade-level cluster
 younger students and
students with very
limited English
proficiency may be
tested in smaller
groups.
 If possible, test the
same students together
Scheduling
and
Coordination
Individual Administration Test Sessions
 Plan for at least 15 minutes for Speaking test
administration for Grades 1-12
 Plan for up to an hour for Kindergarten administrations
 For each test administrator, allow several minutes
between students so that they can reset the materials,
return the student to his or her classroom as necessary,
and pick up the next student.
 You should have separate rosters for Speaking test
administrations (Grades 1-12) and Kindergarten
Speaking test administrations.
30
Scheduling
and
Coordination
The testing room
 Arrange the desks in rows, facing forward, where you,
the test administrator, can see all students and circulate
between desks. It is important that all students can see
and hear you clearly.
 Obtain enough sharpened pencils for students being
tested.
 Make or obtain from your SAC a Do Not Disturb:
Testing sign to be placed on the outside of the testing
room door during test sessions.
31
Scheduling
and
Coordination
The testing room
 Plan to have a table on which to lay out test materials.
 Have on hand reading materials for students who finish
early.
 Have a watch on hand, or make sure there is a
functioning clock in the testing room. The Test
Administrator’s Script contains guidance on pacing the
test.
 Note that it is not necessary to cover any print on the
walls or on classroom materials.
32
The Group test
Test
Administration
 Test forms are available in three overlapping tiers for
each grade level cluster
 Tier A: proficiency levels 1-3
 Tier B: proficiency levels 2-4
 Tier C: proficiency levels 3-5
 Test administrator scripts are different for each test
form (scripts are secure)
 Centrally scored by MetriTech, Inc. not by the Test
Administrator
33
The Group test
Test
Administration
 Test booklet sequence:
 Listening
 Reading
 Writing
 Each test will begin with
practice or sample items
 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 3-4 items
(test questions)
 Writing test includes 3
tasks, except Grades
1-2 Tier A has 4 tasks
34
The Group test
Test
Administration
Listening Administration: 20-40 minutes
(varies by grade & tier)
Reading Administration: 45 minutes
Writing: Depending on Tier
 30 minutes
 45 minutes
 60 minutes
Extended time is available for students that
have an IEP or 504; extended time is time and
a half.
35
The listening test
Test
Administration
 The ACCESS for ELLs Listening Test is media-delivered.
Listening Test items are delivered via CD or streamed
from the MetriTech website
(https://www.metritech.com/WIDA/Listening/login.aspx).
 Rationale:
 Increase standardization of administration
 Ease the workload of test administrators
 Thoroughly read through the manual beginning at
page 51 for detailed instructions
 Contact MetriTech Customer Service at (800)747-4868
or [email protected] for a user name and password
for access to the streaming audio files
https://www.metritech.com/WIDA/Listening/login.aspx
 Follow the script exactly. No improvising.
36
The listening test
Test
Administration
 Test items are only played once unless there is an
emergency event or extremely unusual circumstance.
 Pausing between tracks is not necessary, as a 25
second (plus 5) response time is included in the track
for each test item
 Answer choices may not be read out loud.
And
37
The listening test
Test
Administration
 Two practice items are included to familiarize students
with the structure of the test.
 Practice items will require reading aloud and
playing/pausing the audio files at certain points as
indicated in the Test Administration Script.
 Practice items are not scored.
 Playing and pausing is only for practice items.
38
The listening test
Test
Administration
39
The Reading Test
Test
Administration
 follow the Test Administrator’s Script exactly
 The Reading Test is designed to take no more than 35
to 45 minutes
 Format: Multiple choice, group administered
 6-7 thematic folders: each folder is centered on one
standard (Language of: Math, Science, Language Arts,
Social Studies, Social Instructional)
 Item prompts and answer choices may NOT be read
aloud
 Keep the test going at a steady pace
 Circulate through the testing room and monitor student
work
40
Individual and Group Checkins
Test
Administration
 Intended to help guide students through parts of the
test
 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 if students have
completed the section.
 Occurs halfway through 1-2B, 1-2C, 3-5A, 3-5B, 68A, 9-12A and at the end of every reading test
41
Sample practice items
Test
Administration
 Practice items follow the introduction and must be
administered.
 Only on forms for Grade Level Cluster 1-2, Tiers A and
B
 1-2A samples occur at the beginning of every folder and
are scripted (the answer is filled in together as a group)
 1-2B samples occur at the beginning of some folders
and are not scripted
 Marked with a letter ‘S’
42
Sample practice items
Test
Administration
43
The Writing Test
Test
Administration
 Format: Student constructed response, group
administered
 Encourages ELLs to demonstrate their general
communicative ability in writing in English.
 Time: Up to 65 minutes if needed
 3 Parts (except Grades 1-2 Tier A has 4 Parts)
 The following standards are covered:
 Grades 1-2 Tier A: SIL
 Grades 3-12 Tier A: SIL, LoLA, LoMA/LoSC
 Grades 1-12 Tiers B & C: SIL, LoMA/LoSC, IT
(LoLA/LoSS/SIL)
44
The Writing Test
Test
Administration
 Although each part is not individually timed, timing
guidelines are provided, and students should be
monitored and encouraged to keep pace. TAs may end
the test when all students are finished.
 Follow the Test Administrator’s Script exactly.
 Read over the Writing section of the manual
completely.
45
The Writing Test
Test
Administration
 Whole-group and individual check-ins are indicated by
stop-sign symbols in the test booklets.
 For tasks that contain a sample, the time it takes to
explain the sample writing is included in the overall
time allocated for the Writing Test.
 Monitor students periodically, encouraging them to
keep pace.
 Responses are scored for the student’s general
communicative ability in writing in English.
 Students should address each task completely;
however, the number of sentences or paragraphs
written is not a scoring criterion.
46
The Writing Test
Test
Administration
 Keep the test going at a steady pace
 Circulate through the testing room and monitor student
work to keep pace
 Follow the Test Administration Script exactly
 Task items (unless scripted) may NOT be read aloud
 Students should be encouraged to keep pace so they
can do their best on the longest task at the end.
 If necessary, you can prompt students who are lagging
behind by saying, “Make sure you save enough time for
the other parts.”
47
Test
Administration
The Speaking Test
 Speaking test contains
 A warm-up to help put the student at ease
 The test questions
 A wind-down intended to leave the student
with a positive impression of his or her
performance on the test
 Test questions are grouped into thematic
folders (identified as “Parts” within the test).
 The targeted proficiency level of each task
increases throughout each Part.
 administered individually to students in an
interview format
48
Test
Administration
The Speaking Test
 Test in a quiet room free of distractions
 Test administration is standardized, and all
test parts are scripted.
 Maintain the flow of the test.
 Flip the pages of the test booklet yourself
unless otherwise indicated.
49
Test
Administration
The Speaking Test
 You may give the student non-judgmental,
positive reinforcement
 repeating a question one time is acceptable.
 evaluate and score student responses
immediately after the student gives a
response.
 Become familiar with task-level expectations,
the rubric, and scoring criteria
50
Logistics of Administering the
Speaking Test
 The speaking test includes
three thematic folders,
identified as “Parts” within the
test.
 Part A: tasks 1-3 cover SIL
at proficiency levels 1-3
 Part B: tasks 1-5 cover
LoLA and LoSS at
proficiency levels 1-5
 Part C: tasks 1-5 cover
LoMA and LoSC at
proficiency levels 1-5
 Each task is aimed at eliciting
speech at one particular
English Language Proficiency
(ELP) level within the WIDA
Speaking Rubric
 Task 1 aims for speech at
ELP Level 1
 Task 2 aims for speech at
ELP Level 2, and so on
51
Logistics of Administering the
Speaking Test
 Remember ALL students start in Part A
 Tier A students start on Part A Task 1 (T1)
 Tier B and Tier C students start on Part A Task 2 (T2)
Tier A Start
Tier B and C Start
52
Test
Administration
The Speaking Test
 Three parts
 Part A: Social and Instructional Language
 Part B: Language of Language Arts and
Language of Social Studies
 Part C: Language of Mathematics and
Language of Science
 Exceeds is used when a response scores
beyond the expectations of the task
 Meets is always the intended target for a
speaking task
 Approaches is used when the response does
53
not meet one or more expectations of the
task
Test
Administration
The Speaking Test
 If in doubt between scoring Meets or Approaches on a
task, you can check the question mark “?” column on
the score sheet and administer the next task.
 If the student Meets the next task level
expectations, assign that task a score of Meets, and
go back and assign the previous task in question a
score of Meets.
 If the student fails to meet the task level
expectations on the next task, it is most likely that
the performance was also deficient on the previous
task. Assign the current task a score of Approaches
or No Response as appropriate, and go back and
assign the previous task in question a score of
Approaches.
 The question mark CANNOT be used on the last task
(T3 in Part A or T5 in Parts B and C)
54
Additional Training Resources
55
Resources providing detailed administration
guidelines and information:
 Online ACCESS Test Administrator Training
Course – Speaking Module (from the WIDA
website)
 View the T2 Start procedure Tutorial
 District and School TAM (downloadable from the
WIDA website)
 PowerPoint: Administering the Speaking Test T-2
Start Procedure in the ACCESS Tool Kit
 Supporting files in the Speaking Test
Administration folder in this Tool Kit
Additional Training Resources
56
Resources providing detailed administration
guidelines and information:
 Online ACCESS Test Administrator Training
Course – Speaking Module (from the WIDA
website)
 View the T2 Start procedure Tutorial
 District and School TAM (downloadable from the
WIDA website)
 PowerPoint: Administering the Speaking Test T-2
Start Procedure in the ACCESS Tool Kit
 Supporting files in the Speaking Test
Administration folder in this Tool Kit

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