Comprehensive English Language Learning …bilingual.dadeschools.net/BEWL/pdfs/CELLA_09_EL.pdfMiami-Dade County Public Schools Division of Bilingual Education and World Languages Comprehensive

Miami-Dade County Public Schools

Division of Bilingual Education

and World Languages

Comprehensive English Language

Learning Assessment

CELLA-ElementarySpring 2009

2

General Information

The Comprehensive English Language LearningAssessment (CELLA) is a four-skill language proficiency assessment for English Language Learners (ELL) students.

Testing window

April 14 – May 15, 2009

Assessments

Listening

Reading

Writing

One-on-One/Speaking

3

Materials Needed for

One-on-One/Speaking

2009 Directions for Administration & Scoring Guides (DFA)

Level A2 – Orange (K through Grade 2) Student Test Book (for all sections)

One-on-One Prompt Book (for speaking section only)

CD for Listening Section

Stopwatch, Acetate, Dry-erase Marker

Level B2 – Blue (Grades 3 through 5) Listening & Speaking (Student Book)

Blue Answer Sheet

Stopwatch, Acetate, Dry-erase Marker

4

Assessors’ Responsibilities

Level A2 for Kindergarten All sections- Listening, Reading, Writing, and

One-on-One.

Approximate time is 60 minutes.

Level A2 for grades 1 and 2One-on-One section.


Level B2 for grades 3 through 5 Speaking section.


5

Test Security

All CELLA testing materials are to be

secured at all times.

Test assessors must be able to account

for all materials assigned to them.

Test assessors will be asked to sign a

security form.

Test assessors will be asked to sign

materials in and out.

6

Before Testing

Review the Scoring Guide for the

One-on-One/Speaking Section in the DFA.

Read the scripts for administering the test.

Verify that the name on the answer

book/sheet belongs to the student

being tested.

Post the “Do Not Disturb” sign.

7

During Testing

Administer the test according to the

directions in the DFA.

Make sure students are on task.

Students may not use scratch paper,

dictionaries, thesauruses, or any electronic

devices.

Students must use #2 pencils.

Report all problems to the test chairperson.

8

After Testing

Collect, count and return all test

materials to the test chairperson at

the end of the day.

Report students that are absent to the

test chairperson.

9

Directions for Administering the Test

Read directions that are in bold type exactly as they are written.

Answer any questions about the directions.

Do NOT give help on specific test questions, and do NOT translate any part of the test other than the directions.

Read the script as clearly as possible and use a normal rate of speech.

10

Directions for Administering the Test

Pronounce underlined words in the script with

added emphasis.

Letters in the script that appear between slashes

/ / are to be pronounced as sounds, not called by

their letter names. For example, put an X on the

letter that makes the /s/ sound, as in “sit”.

Correct yourself in a comprehensible manner if

you make a mistake (e.g., reread item).

Collect and secure the materials when there is

an interruption (e.g. lunch, fire drill).

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CELLA Assessment Level A2 Grades K-2

KIndividually

Administered

Listening15 questions

approx. 15 minutes

CD must be

used Students put an X on

the correct answer

Reading15 questions

approx. 15 minutes

#1-11 students put an X

#12-15 students fill in the

circle

Writing7 questions

approx.15 minutes

Students will write

letters, words, and

sentences

One-on-One(Speaking)

21 questions

approx.15 minutes

1st

15 questions

approx. 15 minutes

CD must be

usedadministered in small

groups

Students put an X on

the correct answer

15 questions

approx. 15 minutes

administered in small groups


#12-15 students fill in the circle

7 questions

approx. 15 minutes


Students will write

letters, words, and

sentences

21 questions

approx. 15 minutes

Individually administered

2nd

15 questions

approx. 15 minutes

CD must be

usedadministered in small

groups

Students put an X on

the correct answer

25 questions

approx. 35 minutes



#12-25 students fill in the circle

16 questions

approx. 30 minutesadministered in

small groups

Students will write

letters, words,

sentences, and edit

sentences

21 questions

approx. 15 minutes

Individually administered

12

CELLA Assessment – Grades 3-12

Level B2

Grades

3-5

Blue

Listening22 questions

approx. 25 minutes

CD must be used

Group Administration

Reading26 questions

approx. 45 minutes

Group

Administration

Writing25 questions

approx. 70 minutes

Group

Administration

Speaking(One-on-One)

21 questions

approx.15 minutes

Individually

Administered

Level C2

Grades

6-8

Purple

22 questions

approx. 25 minutes

CD must be used


26 questions

approx. 45 minutes

Group

Administration

25 questions

approx. 70 minutes

Group

Administration

13 questions

approx. 15 minutes

Individually

Administered

Level D2

Grades

9-12

Green

22 questions

approx. 25 minutes

CD must be used


26 questions

approx. 45 minutes

Group

Administration

25 questions

approx. 70 minutes

Group

Administration

13 questions

approx. 15 minutes

Individually

Administered

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Directions for Recorded Delivery

(Listening) Always use the Listening CD.

Introduce the section by saying the script below: “You will listen to a recording as you take the Listening section. All instructions and questions are on the recording. I will begin the recording now.”

As the recording plays, make sure that it is loud enough and clear enough for the student to hear.

Follow the printed script and hold up the demonstration copy when noted in the script.

Monitor the student as he/she takes the test.

Make sure the student is on the correct page at the correct time.

The CD will prompt you when the test ends.

14

Listening Section (Level A2, Kindergarten)

Listening section must be delivered individually by using the pre-recorded prompts on the CD provided (see page 8 in the DFA).

During the administration of the listening section to Kindergarten students only, if a student does not answer five questions in a row you may stop the administration and leave the remaining bubbles blank on the student answer sheet.

15

Listening Section (Level A2, Kindergarten)

Three (3) Parts

Listen and Match

questions 1-8

Teacher Talks

questions 9-12

Extended Listening Comprehension

questions 13-15

16

Level A Listening Example

See 2009 Directions for Administration & Scoring Guides page 9

and

See Student Book A2 page 1

Demonstrate how students should

mark their responses in their test book:

17

18

Level A Listening Example


and


19

Reading Section (Level A2, Kindergarten)

You will individually administer the first part of

the Reading section by reading aloud from

the script.

You need to STOP the administration of this

section if a student does not respond to five

(5) consecutive questions.

Kindergarten students will only respond to

questions 1-15.

20

Level A Reading Example


and


21

Level A Reading Example


and


22

Writing Section (Level A2, Kindergarten)

Questions 1-7 are to be individually administered to the kindergarten students.

You need to STOP the administration of this section if a student does not respond to five (5) consecutive questions.

23

Level A Writing Example


and


24

Tips for Administering the

One-on-One/Speaking Sections

Make the student as comfortable as possible.

Create a congenial and positive atmosphere.

Allow the student to demonstrate what he/she

knows and can do in English.

Review the rubrics again to be sure of the criteria

you will use to assess the student.

If a student does not initially understand a prompt,

repeat it varying the speed and intonation.

25

Tips for Administering the


(Continued)

If a student’s response is too brief to accurately assess his/her speaking ability, ask probing questions as appropriate.

Probing questions may be used to:

get the student to start speaking if he or she is having difficulties;

clarify the question itself, if it helps, and

encourage the student to expand or elaborate his/her response.

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Section Types:

Listening Vocabulary (Level A2)

Read each prompt clearly.

Oral Vocabulary (All Levels)

Give full credit if the student correctly identifies the item, regardless of form. (headphones – headset)

Do not give credit for paraphrasing or showing knowledge of the use of an object. (“A thing you use to listen to music.”)

Speech Functions (All Levels)

Make sure that the sample question is not scored.

There may be more than one correct response.

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One-on-One Section Types (Continued)

Personal Opinion (All Levels)

If the student does not provide clear support to his/her

answer, use a probing question.

Story Retelling (All Levels)

Full credit should be given for a reasonable interpretation of

what is shown in the pictures, regardless of retell order.

Print Concepts (Level A2)

One-on-One script has correct responses if needed.

One-on-One Section Types (Continued)

Reading Aloud for Fluency

(Levels A2-B2) Response is timed (30 seconds for Level A2

and 40 seconds for Level B2).

Use clear acetate for this section.

If the student self-corrects within 3 seconds, it is not counted as an error.

If the student makes repeated errors on the

same word, tally the error only once.

If the student struggles with a word for three (3) seconds, you may tell the student

the word and count it as an error.

You could use slash (/) marks or other notations.

28

29

Speaking Section Type

Graph Interpretation (Levels B2-D2)

Measures student’s ability to orally

summarize and interpret a graph.

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Approximate time is15 minutes.

If a student does not respond, a score of NR (No

Response) will be issued. NR is given only when

a student does not provide the spoken (or

pointed) response to a question.

If a student does not respond (NR) to five (5)

questions in a row, skip to the next type of

question.

If you get minimal response, continue with the

assessment of that particular type.

31

One-on-One/Speaking Scoring Section Example

Level A see page 37 in Student Test Book

CELLA Level A2 Grades K-2 (One-on-One)

Question No. Item Type Scoring Scale

1-5 Listening Vocabulary NR, 0-1Point to object or person

6-11 Oral Vocabulary NR, 0-1Name object

12-13 Speech Functions NR, 0-1-2 RubricRespond to a question

14 Personal Opinion NR,0-1-2 Rubric Give and support opinion

15 Story Retelling NR,0-1-2-3-4 RubricRetell story

16-20 Print Concepts NR, 0-1Point, identify and name letters,

words, and parts of the story

21 Reading Aloud

For Fluency

NR, 0-1-2-3-4 RubricRead aloud for 30 seconds

32

33

CELLA Level B2 Grades 3-5 (One-on-One)

Question No. Item Type Scoring Scale

1 - 6 Oral Vocabulary NR, 0-1 Name the object or action

7 - 10 Speech Functions NR, 0-1-2 Rubric

Respond to a question

11 Personal Opinion NR, 0-1-2 Rubric

Provide and support opinion

12 Story Retelling NR, 0-1-2-3-4 Rubric

Retell story

13 Graph Interpretation NR, 0-1-2-3-4 Rubric

Summarize and make

comparisons

14 Reading Aloud for

Fluency

NR, 0-1-2-3-4 Rubric

Read aloud for 40 seconds

35

Get ready to learn

about the Rubrics!

36

Scoring One-on-One

Comprehensive English Language

Learning Assessment (CELLA)

37

Rubrics

Rubrics are sets of scoring

guidelines that evaluate a

student’s level of performance

or work.

38

Rubric Prompts

During the testing session:

Read aloud the text in bold print in the One–on-One script.

The One-on-One script should be visible only to the assessor.

Repeat the prompt if the student does not initially understand it. Vary the speed and intonation as appropriate.

Ask probing questions if a student’s response is too brief to accurately represent his/her speaking ability.

39

Probing Questions

Probing questions can be used to:

Get the student speaking.

Clarify the question.

Encourage the student to expand or

elaborate.

Scoring Guide for One-on-One/Speaking

Section (Level A2) Speech Functions

Score Rubric for Speech Functions (page 49)

2The student’s response:

solicits the appropriate information.

is mostly grammatically accurate.

may display mistakes common to native speakers of English.


partially solicits information, but it may not be relevant.

is not grammatically accurate.


is very incomplete.

is not understandable in English.

NRNo Response

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One-on-One Section

Level A2 – Speech Functions

Practice and ScoringQuestion #1

Picture DFA page 44

Script and scoring sample responses 1-10,

page 56

Answer Key for sample responses, page 63

Scoring Guide for One-on-One Section

(Level A2) Personal Opinion

Score Rubric for Personal Opinion (Page 50)

2 The student states the opinion clearly and provides adequate support for the

opinion, often with elaboration.

The listener understands why the student holds the opinion.

The response displays good control of grammar and adequate vocabulary.

1 The student states the opinion but provides minimal support for it.

The connection between the opinion and the support given may not be clear.

The listener may be unclear as to why the student holds the opinion.

The response displays numerous grammatical errors and a basic vocabulary.

0 The student does not provide an opinion or response with only a single word

or short phrase.

The student has difficulty constructing sentences and has very limited

vocabulary.

NRNo Response

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One-on-One Section

Level A2 – Personal Opinion


Pictures, page 46

Script and scoring sample responses 23-31

on page 57


44

Speaking Section

Level B2 – Personal Opinion

Practice and ScoringQuestion # 5

Rubric and script, page 117

Scoring sample responses for tracks/items

39-47 found on page 127


Score Rubric for Story Retelling (DFA page 51)

4

The student’s response:

• is full and satisfactory

• shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it

appropriately)

• shows good control of grammar, though it may include an occasional minor error that does not interfere with

communication

• may display an accent, but any errors of pronunciation or intonation do not interfere with communication

• is produced at an appropriate rate of speed and with sufficient fluency for effective communication

3


• is satisfactory in completing the task

• shows adequate vocabulary resources

• may display some grammatical errors that may interfere with communication

• may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication

2


• does not fully complete the task

• displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word)

• displays numerous grammatical errors that often interfere with communication

• may display errors in pronunciation and/or intonation that often interfere with communication

1


• does not complete the task

• shows limited vocabulary resources

• makes numerous grammatical errors that frequently impede communication

• displays numerous errors in pronunciation, intonation, or stress that interfere with communication

0


• shows very limited vocabulary resources

• does not demonstrate an understanding of English

• is not comprehensible in English

NR No Response

46

One-on-One Section

Level A2 – Story Retelling

Practice and Scoring

Question #4

Rubric, page 51

Pictures and script, page 52

Scoring sample responses for

tracks/items 32-47 found on page 60

Answer Key for sample responses,

pages 64-65

47

Speaking Section

Level B2 – Story Retelling


Rubric, page 118

Pictures and script, page 119

Scoring sample responses for tracks/items 48-62 found on page 130

Answer Key for sample responses,

pages 138-139

One-on-One Section


The following materials are needed:

Stopwatch

Clear acetate

Dry erase marker

Refer to the pages below in the Directions

for Administration Book:

Level A2 - Page 38 Question 21

Level B2 - Page 104 Question 14

48


Use of the Stopwatch

There are three buttons on the stopwatch.

You will use the left and the right buttons only.

Right button starts and stops the time.

Left button clears the time to go back to 0:0000.

The middle (top) button is not used unless the mode

changes and you need to reset to 0:0000. (Continue pressing the middle button until you see 0:0000 on the screen.)

Always hold the stopwatch in the palm of your

non-dominant hand, leaving your dominant hand free for

scoring.

49

Score Rubric for Reading Aloud for Fluency (DFA page 53)

4

• Read at least 60 words correctly in 30 seconds.

• Most often grouped words in meaningful phrases.

• Heeded punctuation.

• Used intonation and expression.

3

• Read between 45 and 59 words correctly in 30 seconds.

• Usually grouped words in meaningful phrases.

• Usually heeded punctuation.

2


• May have read haltingly, from word to word, or without meaningfully grouped phrases.

• May not have indicated punctuation in response.

1


• Frequent long pauses between words.


0

• Read fewer than 10 words correctly in English in 30 seconds.

• Responded in language other than English.

NR No Response

51

One-on-One Section

Level A2 – Reading Aloud for Fluency

Practice ScoringQuestion #5

Rubric, page 53

Script and reading passage, page 54




Score Rubric for Reading Aloud for Fluency ( DFA page 122)

4

• Read at least 90 words correctly in 40 seconds.

• Most often grouped words in meaningful phrases

• Heeded punctuation.

• Used intonation and expression.

3


• Usually grouped words in meaningful phrases.

• Usually heeded punctuation.

2


• May have read haltingly, from word to word, or without meaningfully grouped phrases.

• may not have indicted punctuation in response.

1


• Included frequent long pauses between words.


0

• Read fewer than 25 words correctly in English in 40 seconds.

• Responded in a language other than English.

NR No Response

53

One-on-One Section

Level B2 – Reading Aloud for Fluency

Practice ScoringQuestion #8

Rubric, page 122

Script and reading passage, page 123




Score Rubric for Graph Interpretation (DFA page 120)

4


• is full and satisfactory

• shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it

appropriately)

• shows good control of grammar, though it may include an occasional minor error that does not interfere with

communication

• may display an accent, but any errors of pronunciation or intonation do not interfere with communication

• is produced at an appropriate rate of speed and with sufficient fluency for effective communication

3


• is satisfactory in completing the task

• shows adequate vocabulary resources

• may display some grammatical errors that may interfere with communication

• may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication

2


• does not fully complete the task

• displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word)

• displays numerous grammatical errors that often interfere with communication

• may display errors in pronunciation and/or intonation that often interfere with communication

1


• does not complete the task

• shows limited vocabulary resources

• makes numerous grammatical errors that frequently impede communication

• displays numerous errors in pronunciation, intonation, or stress that interfere with communication

0


• shows very limited vocabulary resources

• does not demonstrate an understanding of English

• is not comprehensible in English

NR No Response

55

Speaking Section

Level B2 – Graph Interpretation


Rubric, page 120

Graph and script, page 121

Scoring sample responses for tracks/items 63-75 found on page 133


Contact Information

North Regional Center

Deland Innocent, Supervisor 305-995-2977

North Central Regional Center

Cary M. Pérez, Supervisor 305-995-1962

South Central Regional Center

Olga C. Carballo, Supervisor 305-995-2476

South Regional Center

Lourdes Menéndez, Supervisor 305-995-2098

Charter Schools

Dr. Yvonne Lim-Petersen, Supervisor 305-995-121056

Documents

Comprehensive English Language Learning …bilingual.dadeschools.net/BEWL/pdfs/CELLA_09_EL.pdfMiami-Dade County Public Schools Division of Bilingual Education and World Languages Comprehensive