© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ...

© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

Administering the Kindergarten WIDA-ACCESS Placement Test (W-APT™)

PresenterAffiliation, Date

2WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT

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Training Objectives

To understand the purpose, organization and structure of the Kindergarten W-APT.

To learn how to reliably administer and score the Kindergarten W-APT.

To learn how Kindergarten W-APT scores are used in <insert state/district> to determine ELL placement and services.


Purposes of the Kindergarten W-APT

To identify the academic English language proficiency level of students who may be candidates for ESL and/or bilingual services.

To determine the academic English language proficiency level of students new to a school or to the U.S. school system in order to determine appropriate instructional services


Which Components should be Administered to each Student?

Listening and Speaking (combined into Oral Proficiency component)

Assesses oral English proficiency

For students in pre-K through mid-Grade 1

Reading and Writing testsOptional; results in diagnostic statements rather than ranking

For students in mid-K through Mid-Grade 1

Pre-K 1st sem. K 2nd sem. K 1st sem. Gr. 1

Listening & Speaking

Reading & Writing


Oral Proficiency Test

Scripted

Can take up to 15 minutes to administer

Scoring is adaptive

Student responds to prompt and 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


Diagnostic Reading and Writing Test

Optional, not for determining ELL services

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 for Reading/Writing


Diagnostic Reading and Writing Test

WritingRaw Score Skill(s) Description

0-3 No ability

4-7 Can copy letters

8-11Can complete simple

words with initial letter

12-14 Can write simple words

15-16Can write simple

phrases

17-18Can write simple

sentences

ReadingRaw Score Skill(s) Description

0-2 No ability

3-5Can match simple

pictures to each other

6-10 Can recognize letters

11-12 Can recognize words

13Can read simple

phrases

14-15Can read simple

sentences


Materials

Kindergarten W-APT™ Test Administration Manual

Listening and Speaking Test (Oral Proficiency)

Listening and Speaking Picture Cue Booklet

Listening and Speaking Script

Listening and Speaking Scoring Sheet

Reading and Writing Test (Optional Diagnostic)

Reading Picture Cue Booklet

Writing Picture Cue Booklet

Reading and Writing Script

Reading and Writing Scoring Sheet


How to Access the Kindergarten W-APT

Free and downloadable from www.wida.us Username: <two-letter state title> + district number (e.g. ky376)

Password: <state specific word> + administrators last name (e.g. bluegrassjohnson)

Printing and dissemination – state dependent

Hard copies can be ordered from MetriTech, Inc.Cost is $90 per master copy

http://www.wida.us/


Login with your District-wide W-APT username

and password on

the WIDA home page

WIDA Home Page


Welcome Screen

Scroll to the bottom of this page for a

listing of the materials


Select ‘Kindergarten’ to access: Kindergarten ManualKindergarten specific testing materials

View W-APT Kindergarten administration webinar

Welcome Screen (cont.)

View the printing instructions and Scored Student Writing Sample booklet


W-APT Printing Instructions


Preparing for Test Administration

Students must be tested individually in a one-on-one interview format in a quiet, private room or carrel

Post a Do Not Disturb: Testing sign on the testing room door on test days

Assure that the student’s name is written on the scoring sheet and consumable test forms

Administer test to the student using a rectangular (preferred) or circular table

Place yourself at a right angle to the student

Make sure students can see the test materials when they lie flat on the table.

Provide at least two sharpened pencils


Administering the Oral Proficiency Components

(Listening and Speaking)


Layout

Oral Proficiency component is divided into 5 parts (Parts A through E)

Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part

Brief orientation to the task is included

If a child responds incorrectly to the first task in both Listening and Speaking sections, model the correct response, score the item 0, and move on to the next task

If a child responds correctly, score the item 1, and move on to the next task


Navigating the Oral Proficiency Components: Parts A–CParts A–C

1. Administer and score all Listening tasks in Part A.

2. Administer and score all Speaking tasks in Part A.

3. Calculate the score

4. Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down

5. Repeat steps 1–3 for Parts B and C as necessary


Navigating the Oral Proficiency Components Parts D–E

Parts D–E

1. Administer and score the first Listening task in Part D

2. Administer and score the first Speaking task in Part D

3. Continue alternating the Listening and Speaking tasks until Part D is complete



6. Repeat steps 1–3 for Part E as necessary

Note: Follow the script for winding down at the end of Part E


Example Script Layout


Listening and Speaking Picture Cues

Part B: 10-12

Part C: 13-18

Read the prompt and point to the object(s) indicated in the script

In the picture cue booklet, the corresponding script page is listed in the lower right-hand corner in a black box

Some pictures are used for multiple parts


Listening and Speaking: Part A

Listening example: “Show me the house.”

Speaking example: “What is this?”

In Listening Part A, the student is asked to point to something in the picture

In Speaking Part A, the Test Administrator points to various items, as scripted, to elicit the child’s answer


Listening and Speaking: Part B

Listening example: “Turn the page.”

Speaking example: “What do you see in this picture?”

In Listening Part B, the student is asked to manipulate the picture cue booklet

In Speaking Part B, the student is asked to describe the picture


Listening and Speaking: Part C

Listening example: “Point to the bird. Show me the bird’s nest.”

Speaking example: “What is the bird doing?”

In Listening Part C, the student is asked to point to different things in the picture

In Speaking Part C, the student is asked to describe something that is going on in the picture


Listening and Speaking: Part D

Listening example: “Point to what Maria did first, and what she did next.”

Speaking example: “Tell me what Maria did first and what she did next.”

In Listening Part D, the student is asked to point to two sequenced actions, based on a short story read aloud

In Speaking Part D, the student is asked to retell the two actions in sequence


Listening and Speaking: Part E

Listening example: “Which of these pictures shows the end of the story?”

Speaking example: “Now it’s your turn. Look at the pictures again. Tell me the whole story.”

In Listening Part E, the student is asked to point to one of two pictures, the one that completes the short story read aloud

In Speaking Part E, the student must retell the story


Scoring Information

Using the Oral Proficiency Scoring Sheet, mark responses as right (with a 1) or wrong (with a 0)

Listening ResponsesFollow the scoring guidance in the key

Speaking ResponsesMust be in English

Must be understandable, even though it might require some effort on your part to comprehend

Key gives the TA a sample of the quality and quantity of language expected in the correct response. It does not include all possible correct responses

Use these guidelines and your best judgment to determine if a response is appropriate or not


Listening and Speaking Scoring Sheet

21

3


Administering the Reading Component


Layout

Reading component is divided into 5 parts (Parts A–E)


Brief orientation to the task is included

If a child responds incorrectly to the first task, model the correct response, score the item 0, and move on to the next task



Navigating the Reading Component: Parts A–E

1. Administer and score all tasks in Part A.



4. Repeat steps 1–3 for Parts B through E as necessary



Reading Script

Reading script is in the same format as the Listening, Speaking, and Writing script



Reading: Part AMatching Symbols

Students are directed to look at the symbol at the top of the page

Next the student is asked to point to the picture below that matches

Part A example: “Point to the picture that is the same.”


Reading: Part BIdentifying Letters

Students are directed to point to various letters that are accompanied by a picture of something that starts with that letter

Part B example: “Point to the letter B.”


Reading: Part CReading Words

Part C example: “Find the picture that goes with this word.”

The Test Administrator will first point to the word

Students are asked to find the picture that goes with the word provided


Reading: Part DReading Phrases

Part D example: “Read these words and then point to the picture that shows this.”

Students are asked to read the phrase on the page (that the TA points to)

Students are then asked to point to the corresponding picture, as a comprehension check


Reading: Part EReading Sentences

Students are asked to read the sentence on the page (that the TA points to)

Students are then asked to point to the picture that corresponds to the sentence

Part E example: “Here is a sentence. Point to the picture that shows this.”


Scoring Information

When scoring the Reading section, the student must correctly match the prompt to the correct response in order to be scored correct.

Part A: students must identify pictures

Part B: students must identify letters

Part C: students must identify words

Part D: students must identify phrases

Part E: students must identify sentences


Reading Scoring Sheet

Criteria for advancement from part A to Part B, Part B to Part C, and so on…


Reading Skills Chart

Reading Raw Score Skill(s) Description

0-2 No demonstrable 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


Administering the Writing Component


Layout

Writing component is divided into 5 parts (Parts A–E)


If a child responds incorrectly to the first task, model the correct response, score the item 0, and move on to the next task



Navigating the Writing Component: Parts A–E

1. Administer and score all tasks in Part A.



4. Repeat steps 1–3 for Parts B through E as necessary



Writing Script

Writing script is in the same format as the Listening/Speaking and Reading scripts



Writing: Part A, Task 1

The student is asked to write his or her name


Scoring Part A, Task 1

Score as CORRECT

Letters are all well-formed and easily recognizable.

Score as CORRECTThe sequencing of last letters is difficult to recognize, but letter shapes are clearly identifiable.

Sample 1

Sample 2


Scoring Part A, Task 1

Score as INCORRECTStudent simply copied “My name” and did not write her own name.

Letter “n” is not easily recognizable outside of context.

Sample 3


Writing: Part A, Task 2–4

Next the student must copy words onto the lines.

Task #2 can be used to model the correct response if a child responds incorrectly to the task. Score the item 0, and move on to the next task.


Scoring Part A, Task 2–4

Score all tasks as CORRECT

Letters are all appropriately formed and recognizable.

Letters are in correct order.

Sample 1


Writing: Part B, Tasks 5–8

Next you will show the child familiar objects accompanied by the names of those objects

The child must select and copy the first letter of each word from the Letter Box.


Score tasks 4 and 7 CORRECT

Score tasks 5 and 6 as INCORRECT

Letter shapes are recognizable (though “s” in “sun” is reversed).

Initial letter in 5 and 6 are inappropriate.

Scoring Part B, Tasks 5–8

Sample 1


Writing: Part C, Tasks 9–12

Next the student is asked to write the names of toys in the room pictured


Score all responses in both samples as CORRECT

All responses are well-formed and correct.

Response 1 in sample 2 uses invented spelling (“kit” for “kite”), but this is acceptable.

Scoring Part C, Tasks 9–12


Writing: Part D, Tasks 13–15

Next the student is asked to write about each picture.


Score practice task as CORRECT

With some effort the writing can be seen to represent the phrase “help mommy”

Word boundaries assist in interpreting the writing as containing multiple words

Score task 1 as INCORRECT

Only with considerable effort can the student’s response be interpreted to mean “They’re reading.”

Misspellings or missing words are acceptable, but not if word boundaries are not indicated

Scoring Part D, Tasks 13–15

Sample 1


Writing: Part E, Tasks 16–18

Next the student is asked to write a sentence about each picture


Score both items as CORRECT

Word boundaries and use of punctuation facilitate comprehension.

The interpretation of the first task in the sample (“My family is playing.”) is easily seen.

The interpretation of the second task in the sample (“It is hot.”) is less obvious than in the first task, but still apparent. Missing the word (“it”) is acceptable.

Scoring Part E, Task 16–18

Sample 1


Scoring Part E, Task 16–18

The interpretation of the second task in sample 2 (“Lee’s family is looking at a book.”) is evident

Misspellings (“famlie” for “family”) and missing function words (“is” and “a”) do not significantly impede meaning

Score both items as CORRECTWord boundaries and use of punctuation facilitate comprehension

The interpretation of the first task in sample 2 (“Lee’s family is on the farm.”) is evident, in spite of misspellings (“from” for “farm”) and incorrect preposition (“in” rather than “on”)

Sample 2


When scoring the writing section, inventive spelling and reversed letters are acceptable

Letters and words should be generally recognizable

Scribbles do not count

Scoring Information


Part A and Part BLetter shapes must be recognizable and approximate the expected letter. If the student writes the incorrect letter in the space, it should be scored incorrect.

Part CWriting must be a word or approximate a word, not just one letter. Words copied from the sample should be scored incorrect.

Part DWriting must be a phrase or sentence of more than one word. Misspellings or missing words are acceptable as long as the response is generally comprehensible.

Part EWriting must be a sentence of more than a single word or phrase. Misspellings or missing words are acceptable as long as the response is generally comprehensible.

Writing Test Scoring Guidelines


Writing Scoring Sheet


Writing Skills Chart

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


Summary Scoring

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 table to fill in the Oral Proficiency Score

Locate the student’s Reading and Writing Skill(s) Descriptions in the appropriate Conversion Table


Summary Scoring Sheet

Oral Proficiency Score

Raw score for Listening and

Speaking

Raw score for

ReadingRaw score for Writing

Reading Skills Descriptions

Writing Skills Descriptions


Interpreting Kindergarten W-APT Scores

Qualification and program placement decisions are always subject to state and local policy, guidelines, and resources.

If the W-APT is being used as a criterion to determine eligibility for and placement in ELL services, follow the established procedures in your district and state for interpreting the score for these purposes.

WIDA advocates using multiple measures of student language proficiency and academic achievement to determine eligibility and placement in ELL services.

For additional information see the ACCESS for ELLs® Interpretive Guide to Score Reports at www.wida.us.

http://www.wida.us/


How to Use Kindergarten W-APT Scores in Our State

<Insert state policy here.>

<Insert a visual flowchart/diagram where applicable to explain placement decision processes in your state.>

© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us

For more information, please contact the WIDA Help Desk:

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

Questions or Comments?

mailto:[email protected]

© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ...

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Transcript of © 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium ...