Transcript Introduction to the W-APT™ WIDA ACCESS Placement Test™ BMEEC April 21, 2011: 2:15-5:00pm Jesse Markow, Director of Communications and Business Development © 2011 Board of.

Introduction to the W-APT™
WIDA ACCESS Placement Test™
BMEEC
April 21, 2011: 2:15-5:00pm
Jesse Markow, Director of Communications and Business Development
© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
WIDA Consortium 4/21/2011
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Alabama
Alaska 2011 – 25th
Delaware
District of Columbia
Georgia
Hawaii
Illinois
Kentucky
Maine
Minnesota
Mississippi
Missouri
New Hampshire
New Jersey
New Mexico
North Carolina
North Dakota
Oklahoma
Pennsylvania
Rhode Island
South Dakota
Vermont
Virginia
Wisconsin
Wyoming
25 WIDA States represent approximately
860,000 English Language Learners (ELLs)
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Language Proficiency and
Content Knowledge
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Academic Language
How many different ways can you read the
following mathematical equation?
3+2=
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Language and Content
Language proficiency involves the
language associated with the content
areas.
Content knowledge reflects the declarative
(what) and procedural knowledge (how)
associated with the content.
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Five ELP Standards Assessed by
ACCESS for ELLs®
Standard 1: ELLs communicate for SOCIAL AND INSTRUCTIONAL purposes
within the school setting.
Standard 2: ELLs communicate information, ideas, and concepts necessary for
academic success in the content area of LANGUAGE ARTS.
Standard 3: ELLs communicate information, ideas, and concepts necessary
for academic success in the content area of MATHEMATICS.
Standard 4: ELLs communicate information, ideas, and concepts necessary
for academic success in the content area of SCIENCE.
Standard 5: ELLs communicate information, ideas, and concepts necessary
for academic success in the content area of SOCIAL STUDIES.
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The Four Language Domains of
ELP Standards & Assessments
Listening
Speaking
Reading
Writing
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Grade-level Clusters
The WIDA ELP Standards and ACCESS
for ELLs are clustered.
PreK−K
Grades 1−2
Grades 3−5
Grades 6−8
Grades 9−12
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Performance
Definitions
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Elements of Performance Criteria
1
ENTERING
2
BEGINNING
3
DEVELOPING
4
EXPANDING
6
5
BRIDGING
Linguistic Complexity: The amount and quality
of speech or writing for a given situation
Vocabulary Usage: The specificity of words or
phrases for a given context
R
E
A
C
H
I
N
G
Language Control: The comprehensibility of
the communication based on the amount and
type of errors
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Performance Indicators (PIs)
within the WIDA ELP Standards
MPI
STRAND
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Model Performance Indicators (MPIs)
• More than 1000 MPIs—examples (models) of
assessable language skills
• Reflect the second language acquisition process
• Describe how students can use the language
• Provide the anchors for curriculum, instruction
and assessment
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Purposes of the W-APT
1. Identify students who may be ELLs;
2. Determine appropriate levels and amounts of
instructional services; and
3. Accurately assign ELLs to one of the 3 tiers for
ACCESS for ELLs testing.
 W-APT never determines progress!!
 ELL identification (initial testing) occurs all year with the
W-APT
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Background of the W-APT
•
Aligned to WIDA ELP Standards
•
5 grade level cluster forms: K, 1–2, 3–5, 6–8, 9–12
•
Discriminates across full range of WIDA ELP Scale
(Levels 1–6)
•
Fully adaptive
•
Individually administered and scored by trained staff
•
W-APT Score Calculator
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Comparing
ACCESS for
ELLs
and
W-APT
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ACCESS for ELLs and W-APT Connection
6
1
ENTERING
2
3
BEGINNING
4
DEVELOPING EXPANDING
ACCESS for ELLs
5
BRIDGING
R
E
A
C
H
I
N
G
Tier A
Tier B
Tier C
* Kindergarten ACCESS – No Tier, Adaptive
W-APT 1–12
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Administering the W-APT
Part 1: W-APT Structure & Materials
Part 2: Speaking & Listening
Part 3: Reading & Writing
Park 4: Kindergarten Administration
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W-APT On-line
www.wida.us
Each LEA District Test Coordinator is assigned one user
name/password for accessing W-APT materials and determines
if/to whom this access should be given.
Free
Downloadable
Secure – accessible via login
Username: ###
Password: ###
Printing and dissemination
Master copy may be ordered from MetriTech for $90.
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Click on “W-APT”
under Assessment Tools
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Click on
“The W-APT test forms and
administration manual”
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District Test Coordinator
Enters
User Name & Password
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Click on
“View/Download W-APT
assessment and manuals”
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Select to download:
• Instructions
• Manual
• Scored Samples, or
• Specific grade level
cluster test
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Reusable?
Recommendations for Binding
Printing Instructions
DO NOT BIND
Grades 1-12 Supplemental NO (Print one copy for
Writing Booklets
each student.)
Grades 1-12 Main Test
Booklets
YES (Print only one
copy.)
Grades 1-12 Scoring
Sheets
NO (Print one copy for
each student.)
Grades 1-12 Scripts
Scored Writing Samples
Booklet
Staple in upper-left corner
YES (Print only one
copy.)
YES (Print only one
copy.)
Booklet/saddle-stitch
Test Administration
Manual
YES (Print only one
copy.)
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Double-sided if possible
Document
MUST BE SINGLESIDED
W-APT Printing Instructions
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Which form to use when for whom
 At semester, Grades 1, 3, 6 and 9 change Grade-Level Cluster test forms
 Kindergarten students:
• 1st semester – administer only two domains, Listening and Speaking
• 2nd semester – administer all four domains (Listening, Speaking, Reading, Writing)
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W-APT Administration Times
and General Scoring Grades 1– 12
Administration times vary from 45 – 90 minutes
Gr. 1–12
Time to Administer
Speaking
up to 15 minutes
Rubric
Listening
up to 20 minutes
Answer Key
Reading
up to 20 minutes
Answer Key
Writing
up to 30 minutes
Rubric
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How to Score
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Administration & Scoring
• Set up
• Sit at right angle to student
• Lay out test materials
• Speaking portion is administered first
• Follow script
• Administer and score simultaneously
• Follow guidelines for adaptivity (on scoring
sheet)
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Grades 1–12 Scoring Sheet
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Kindergarten Scoring Sheet
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Grade 1 – 12 Materials
W-APT Test Administration Manual
For each grade level cluster:
•
Main Test Booklet – includes picture cues in
•
Landscape format
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Test Administrator’s Script
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Speaking Test Scoring Sheet
•
Speaking Rubric
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Summary Chart of Task Level Expectations
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Scoring Speaking
Grades 1 – 12
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Speaking Test Guidelines
• Approximately 15 minutes
• 2 Parts per form:
1. Social Instructional Language (3 tasks)
2. Language of Language Arts/Language of Social
Studies (5 tasks)
• Responses scored: Exceeds, Meets, Approaches
•
Guided by Speaking Rubric
• Administer the test in English only
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Navigating the Speaking Test
Part B
Part A
T1
Listening
Test
T1
T2
T2
IN PART A
T3
Go to next level
Task if score on
current Task is
•?
•Meets OR
•Exceeds;
Go to Task 1 of
Part B if score
on current Task
is
•Approaches OR
•No Response.
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IN PART B
T3
Go to next level
Task if score on
current Task is
•?
•Meets OR
•Exceeds;
Go to
LISTENING
TEST if score on
current Task is
•Approaches OR
•No Response.
T4
T5
Any Task following one
marked Approaches
(within a Part) should be
marked Not Administered.
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Recording Speaking Scores
Mark X for score for each task (T1, T2, etc.)
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Count the “X” on Exceeds and Meets
Mark X for score for each task (T1, T2, etc.)
X
X
X
X
X
X
X
X
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Recording Speaking Proficiency Level
•
Use table on Scoring
Sheet to determine
Proficiency Level
Enter Speaking PL in
Composite Table on
Page 2 of Scoring
Sheet
4
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Enter Speaking PL in Composite Table
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Speaking Rubric
Speaking
Rubric
MUST be used
during any Speaking
assessment!!
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Using the Speaking Rubric
• Look at proficiency level for the task being administered.
• Examine the expectations for each task level.
• Determine whether student’s response meets the stated
expectations for that task level.
• Do not score for content accuracy but for the level of
language expected at that task level.
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Writing Test
•
•
•
•
Up to 30 minutes – 15 minutes for each part
Prompts in Main Test Booklet
Student writes in separate student writing booklet
2 tasks per form:
 Part A, Social Instructional Language – PI levels 1-3
(Low)
 Part B, Math Language – PI levels 3-5 (High)
• Administer Part A AND/OR Part B based on S, L and R scores
• Score using writing rubric
• Enter score on scoring sheet
2
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Writing
Rubric
MUST be on-hand
when scoring
Writing!!
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Calculating Overall
Composite Proficiency Level (CPL)
1. On-line Score Calculator
OR
2. You Do the Math….
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W-APT Score
Calculator
at ww.wida.us
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Or You Do the Math….
4
.6
2
.3
2.3
2
.7
2
.7
2.806
2.3
2.9
1. Find the Weight by Multiplying the PL of each domain by
the appropriate decimal
2. Find the Composite level by adding all four weights
3. If the ELL is in 3rd grade, adjust for that level by
multiplying by 1.22 and adding .08 to the result. This is the
Adjusted Composite Proficiency Level for this ELL
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Kindergarten Administration
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Kindergarten Materials
K-WAPT™ Test Administration Manual
Listening and Speaking Test (Oral Proficiency)
1. Listening and Speaking Picture Cue Booklet
2. Listening and Speaking Script
3. Listening and Speaking Scoring Sheet
Reading and Writing Test (Optional Diagnostic)
1.
2.
3.
4.
Reading Picture Cue Booklet
Writing Picture Cue Booklet
Reading and Writing Script
Reading and Writing Scoring Sheet
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Oral Proficiency Test
(Listening and Speaking combined)
Scripted
Can take up to 15 minutes to administer
Adaptivity criterion on scoring sheet
Student points to response, TA marks score
Key and rubric included on scoring sheet
Convert raw score into oral proficiency score
Raw Score for Listening and
Speaking
Oral Proficiency Score
0-10
Low
11-18
Mid
19-28
High
29-30
Exceptional
Scores are intended only for general groupings.
The K-WAPT is not reported in WIDA’s 6 ELP Levels
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Kindergarten
General Scoring Information
• When scoring the Listening items, follow the key
provided on the scoring sheet and mark responses as
right (with a 1 or a check mark) or wrong (with a 0)
• When scoring Speaking, in order to be counted as
correct, a response
• must be in English;
• must be understandable, even though it might require
some effort on your part to comprehend; and
• must contain real English words
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Kindergarten W-APT™
Administration: Reading
The Reading is a diagnostic component.
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Diagnostic Reading
NOT appropriate for children in pre-K or entering
Kindergarten
Intended for children in mid-K or entering 1st grade
Same administration format as Listening and Speaking
Convert raw score to skill description
Reading Raw
Score
Skill(s) Description
0-2
No ability
3-5
Can match simple pictures
to each other
6-10
Can recognize letters
11-12
Can recognize words
13
Can read simple phrases
14-15
Can read simple
sentences
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Kindergarten W-APT
Administration: Writing
The Writing is a diagnostic component.
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Diagnostic Writing Test
NOT appropriate for children in pre-K or entering Kindergarten
• Intended for children in mid-K or entering 1st grade
• Same administration format as Listening and Speaking
• Convert raw score to skill description
Writing Raw
Score
Skill(s) Description
0–3
No ability
4–7
Can copy letters
8–11
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Can complete simple
words with initial letter
12–14
Can write simple words
15–16
Can write simple phrases
17–18
Can write simple
sentences
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Writing Scoring Sheet
Writing Raw Score
Skill(s) Description
0–3
No ability
4–7
Can copy letters
8–11
Can complete simple words with initial letter
12–14
Can write simple words
15–16
Can write simple phrases
17–18
Can write simple sentences
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Summary Scoring Sheet
Raw score for Listening and
Speaking
When you have finished
administering those parts
of the test that are
appropriate for each
student, transfer his or her
raw scores to the
Summary Scoring Sheet
Use the conversion tables
to fill in the Oral
Proficiency Score
Locate the student’s
Reading and Writing
Skill(s) Descriptions
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Raw score
for Reading
Raw score
for Writing
Reading Skills
Descriptions
Writing Skills
Descriptions
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Programmatic Implications of
W-APT Screener
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Interpreting W-APT Screener
Using W-APT™ criterion to determine eligibility for
placement in ESL services…
• Be sure to follow the established procedures in
your district and state for interpreting the score for
these purposes. (Identification and exit criteria
differs from state-to-state across the WIDA
Consortium.)
• WIDA does not prescribe criteria for matching
particular ESL services to particular scores on the
test. This is a matter of interpretation of state or
local policy guidelines.
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High-level Scores
Programmatic Implications
Overall Composite Levels 5–6 may indicate a need
for Monitoring or Targeted Support.
Some things to consider:
Is it appropriate to exit the student from ESL services?
Does this student have the language skills necessary to
access the content in the mainstream classroom without
additional language support services? What additional
evidence is needed to make a determination?
Is the student’s English proficiency weak in a particular
language domain (e.g., Writing)?
Is the student’s English proficiency weak in a particular
standard area (e.g., the language of Social Studies)?
If so, consider additional content language support.
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Mid-level Scores
Programmatic Implications
Overall Composite Levels 3–4 may indicate a need
for 1–3 more years of ELL support services.
Some things to consider:
A balanced, long-term approach that focuses on gradelevel academic standards and English proficiency
standards and utilizes strategies that increase
comprehension and communication in English (e.g.,
sheltered instruction)
Enhancement of both oral language and literacy
development
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Beginner-level Scores
Programmatic Implications
Overall Composite Levels 1–2 may need 5–6
more years of ELL support services.
Some things to consider:
Provide brief targeted English - social and instructional
Enroll ELLs in “newcomer” programs (if available)
Use content-based strategies (e.g., sheltered instruction)
Scaffold within programs and school
Graphic support
Peer support
Supplemental and modified materials
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Questions or Comments?
For more information, please contact
the WIDA Hotline:
1-866-276-7735 or [email protected]
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com
© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us