Administering the ACCESS for ELLs ® Listening, Reading, and Writing Tests Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department

Administering the ACCESS for ELLs®

Listening, Reading, and Writing Tests

Emily Evans, Center for Applied LinguisticsJanuary 2007New Jersey Department of Education

Developed by the Center for Applied Linguistics

2Administering Group Components

Training ObjectivesTraining Objectives

To understand the organization of the ACCESS for ELLs® test booklet

To understand administration requirements of the Listening, Reading and Writing components of the ACCESS for ELLs®


OutlineOutline

General Information

Test Administration Overview

Listening Test

Reading Test

Writing Test


General InformationGeneral Information

All test sessions must take place within a state’s testing window.

NJ’s testing window is April 16th – June 1st, 2007

Tests are secure and you must follow state test security regulations.

The Test Administration Manual contains guidance on test accommodations for students with disabilities.


Test Administration OverviewTest Administration Overview

Administered in groups of up to 20 students

Centrally scored by MetriTech, not by the Test Administrator

Each grade level cluster and each tier must have separate group sessions

The administrator’s scripts arrive with the test booklets

Scripts are different for each test form

Listening, Reading and Writing


Test Booklet OrganizationTest Booklet Organization

Test booklet order: 1) Listening 2) Reading 3) Writing

Each test will begin with practice items or a model

Tests are 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 3-5 items (test questions)

Each theme folder for Writing contains 1-4 items per theme folder in Tier A for all grade levels and form 1-2B. The theme folders for the rest of the forms contain one item per theme folder.


Test Administration Times

Listening and Reading are administered together in one group session Listening Administration: 20-25 minutes Break in between Listening and Reading sections: 5 minutes Reading Administration: 35-40 minutes Logistics: 15 minutes (approximately)

(including break in between sections) Total: 75 minutes (approximately)

Writing is administered in a separate group session Writing Administration: 60 minutes Logistics: 15 minutes (approximately) Total: 75 minutes (approximately)

15-20 students per group session


Scheduling Guidelines ExampleScheduling Guidelines Example

Assume there are 90 students in the same grade level cluster with 30 students per Tier tested 15 at a time

You can test all students in both Listening/Reading and Writing in a total of 12 sessions over 4 days

This example assumes there is a Single Test Administrator in the school

Listening/Reading Sessions Totals Writing Sessions TotalsSession Schedule Tier A Tier B Tier C Tier A Tier B Tier C

1 Mon 9 am 15 152 Mon 11 am 15 153 Mon 1 pm 15 154 Tue 9 am 15 155 Tue 11 am 15 156 Tue 1 pm 15 157 Wed 9 am 15 158 Wed 11 am 15 159 Wed 1 pm 15 15

10 Thu 9 am 15 1511 Thu 11 am 15 1512 Thu 1 pm 15 15

Number of test takers per time block


How to read the ScriptHow to read the Script

Read all of the text in Bold aloud

example: “Part A: Classroom Objects”

The text which is not bolded serves as a guideline and should not be read aloud

example: “Pause”, “… make sure all students are in the right place.”


How to read the Script (con’t)How to read the Script (con’t)

The test item is in Blue and should be read aloud


Listening Test OverviewListening Test Overview

Format: Multiple choice

Time: 20-25 minutes

Scoring: Machine scored (by MetriTech)

Weight: 30% of comprehension score 15% of composite score

6-7 thematic folders with at least one from each standard (Math, Science, Language Arts, Social Studies, Social Instructional)

Test items read aloud only one time


Listening Test Overview (con’t)Listening Test Overview (con’t)

Keep the test going at a steady pace

Follow pause times given in the script

After an item is read, give students up to 25 seconds to mark their answers

Follow the Test Administration Script exactly


Listening Test: IntroductionListening Test: Introduction

The beginning of the listening test starts with a scripted introduction.


Listening Test: Practice ProblemsListening Test: Practice Problems

Occur at the beginning of the test, after the introduction, and are scripted

Must be administered

Help students understand the structure of the test

Practice problems





Script: First the boy and girl play catch, and then they ride their bikes.

Find the set of pictures that shows this in the right order. PAUSE.


Listening Item Example: Science 1-2 AListening Item Example: Science 1-2 A


Listening Example Levels 1 and 2 - ScriptsListening Example Levels 1 and 2 - Scripts

Script: A seed is small. Find the small seed.

Script: One day the seed will grow into something large, round, and heavy. Find what the seed grows into.


Reading Test OverviewReading Test Overview

Format: Multiple choice

Time: 35-40 minutes

Scoring: Machine scored (by MetriTech)

Weight: 70% of comprehension score 35% of composite score

6-7 thematic folders with at least one from each standard



Reading Test Scripting RequirementsReading Test Scripting Requirements

Begins with an Introduction


Reading Practice ProblemsReading Practice Problems

Practice problems follow the introduction and must be administered.


Sample Items Within a Reading TestSample Items Within a Reading Test

Only on forms 1-2A and 1-2B

1-2A occur after every folder and are scripted (the answer is filled in together as a group)

1-2B occur after some folders and are not scripted

Purpose: Extra assistance for the student


Individual and Group Check-insIndividual and Group Check-ins

Intended to help guide students though parts of the test and are 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 the student has completed the section. Invite them to respond to any skipped questions. Halfway through 1-2B, 1-2C, 3-5A, 3-5B, 6-8A, 9-12A At the end of every tier and grade level


Reading Item Example: Math 6-8 BReading Item Example: Math 6-8 B


Reading Item Example: Math 6-8 BReading Item Example: Math 6-8 B


Writing Test OverviewWriting Test Overview

Format: Student constructed responses

Time: Up to 1 hour A break can be given halfway through the test if necessary

Scoring: Rater scored (by MetriTech)

Weight: 35% of composite score

The following standards are covered: Social Instructional (SI), Math (MA), Science (SC) On Tier B and C: Integrated Task (IT) - combines

Language Arts (LA), Social Studies (SS), and Social Instructional (SI)

Writing tasks are modeled to scaffold the student



Writing test organizationWriting test organization

Tier A3 folders covering Social Instructional (SI), Math

(MA), Science (SC) standards. About 15 minutes for each section.

*Form 1-2A only has SI standards and there are 4 folders.

Tier B and C3 folders (about 10 minutes each) covering SI, MA

and SC standards. *Form 1-2B doesn’t cover the SC standard.

Fourth folder is an IT standard combining LA, SS, and SI standards (student is given about 30 minutes).


Individual and Group Check-insIndividual and Group Check-ins

Whole-group check-ins – used to guide students through the model in Tier A for all grade levels and in all Tiers for grades 1-2

Individual check-ins – Students raise their hand when they arrive at a stop sign which occurs at the end of every writing question. Check to make sure that they have completed the writing task.

After 10 minutes, 20 minutes, and 30 minutes, circulate in the room to monitor students’ progress.

If necessary, you can prompt students who are lagging behind by saying, “Make sure you save enough time for the other parts.”


Writing Item Example: IT 6-8 CWriting Item Example: IT 6-8 C


Writing RubricWriting Rubric

Level Writing Performance Description

6Reaching

A variety of sentence lengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization

Consistent use of just the right word in just the right place; precise vocabulary usage in general, specific, or technical language

Has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments

5Bridging

A variety of sentence lengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization

Usage of technical language related to the content area; evident facility with needed vocabulary

Approaching comparability to that of English proficient peers; errors don’t impede comprehensibility

4Expanding

A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity

Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident

Generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference


Writing Rubric (con’t)Writing Rubric (con’t)

Level Writing Performance Description

3Developing

Simple and expanded sentences that show emerging complexity used to provide detail

Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident

Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text

2Beginning

Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced

Usage of general language related to the content area; lack of vocabulary may be evident

Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors

1Entering

Single words, set phrases, or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language

Usage of highest frequency vocabulary from school setting and content areas Generally comprehensible when text is copied or adapted from model or

source text; comprehensibility may be significantly impeded in original text


Scoring an IT Writing itemScoring an IT Writing item

Rater scored by MetriTech using a rubric

The preparing and planning sections are not scored.

Planning sections not scored by MetriTech


Example of Modeled Writing ItemExample of Modeled Writing Item

Math 6-8Tier A

Look at the sentence in the black box. Point to it in your test booklet. Scan the room and make sure all students are in the right place.

It says, "For a math assignment, Andrei needs to find the area of a triangle.” Look at the diagram. The triangle is labeled with the Base and the Height. The formula for the area of a triangle is given as Area equals Base times Height times one half.

Point to picture of triangle and formula in the book as you read it.Look at the next black box. It says “Andrei answered two questions about the math assignment.”What do the first question and answer say? Allow time for student response, or say:It says, “What is the name of the shape in the picture? Triangle.” What do the second question and answer say? Allow time for student response, or say:It says, “What do you need to do to find the area of the shape? I need to multiply the base times the height times one half.”


Example of Modeled Writing Item (con’t)Example of Modeled Writing Item (con’t)

Math 6-8Tier A

Look at the last black box. It says, “The pictures show the steps to follow to find the area. Andrei explained each step in writing.” What did Andrei write for step 1?Allow time for student response, or say: First, I have to measure the length of the base. The base is six inches long.We can’t read everything Andrei wrote for step 2, only the beginning. What do you think he wrote for step 2?

Allow time for student response, or say:Maybe he wrote something like, “Then I have to measure the height of the triangle. The height is four inches.”Step 3 shows us the formula again, and the math Andrei did to find the area of the triangle. On the lines we see the beginning of his answer. How did he begin?Allow time for student response, or say:He began, “Now I have to use the formula to find the area of the triangle. I multiplied…”

Go to the top of the next page. It says, “Now it’s your turn to write!” Point to this in your test booklet. Scan the room and make sure all students are in the right place.


Example of Writing Item TaskExample of Writing Item Task

Now look at the directions in the black box. They say, “Now you have to find the area of the rectangle.”

Find number 1 and look at the directions. You need to answer the questions in the box. You can use Andrei’s writing as a model for your own. You can begin in a moment, but first find number 2. The pictures show you how to find the area of a rectangle. On the lines you need to write at least 1 sentence to explain each step in the process. Again, remember that you can use Andrei’s writing as a model for your own.

Before you begin, are there any questions?

Answer any questions.

Now you can begin writing on this page. You can have up to 15 minutes to do this part. Remember to stop when you get to the stop sign.

Monitor the students’ work. When students have finished, remind them to check their work.

If a student finishes early and wants to go back to complete Part A or Part B, he or she may do so.

This part is over when all the students have finished or 15 minutes have passed, whichever comes first.

(If 15 minutes have passed and some students are still working, say: If you are not finished, take a few more seconds to finish up this part. Pause 15 seconds.)


When the Test Administration is CompleteWhen the Test Administration is Complete

Collect test materials This happens after the Listening/Reading sections AND

the Writing section Follow test security policies

For more information, please contact the WIDA Hotline:1-866-276-7735 or www.wida.us/helpform

World Class Instructional Design and Assessment, www.wida.us

Center for Applied Linguistics, www.cal.org

Metritech, Inc., www.metritech.com

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Administering the ACCESS for ELLs ® Listening, Reading, and Writing Tests Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department