ACCESS for ELLs® Interpreting the Results Developed by the WIDA Consortium.

ACCESS for ELLs®Interpreting the Results

Developed by the WIDA Consortium

2Interpreting ACCESS for ELLs® Scores

OverviewOverview

Description of ACCESS for ELL® Scores-2007

Changes to Reporting for the 2007 Administration

Use of Grade Level Cut Scores

Score Reports: Description and Uses

Q&A


ACCESS for ELLs® OverviewACCESS for ELLs® Overview

Secure, large-scale test

Anchored in WIDA’s ELP Standards

Assesses academic language

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

One third of test items replaced annually

Administered once per year as required by No Child Left Behind

Indicator of student’s ability to perform on state content test


Tier Structure of ACCESS for ELLs®Tier Structure of ACCESS for ELLs®

ENTERING BEGINNING DEVELOPINGEXPANDING BRIDGING

1 2 3 4 5

Tier A

Tier B

Tier C


Structure of ACCESS for ELLs®Structure of ACCESS for ELLs®

Grade Levels

and Tiers

K

1-2

3-5

6-8

9-12

Adaptive (no tiers)

A B C

A B C

A B C

A B C

101 (roll-out Winter 2006)



Listening — group administered, machine scored

Reading — group administered, machine scored

Speaking — individual administered, TA scored

Writing — group administered, rater scored

Domains

Series


ACCESS for ELLs®: Types of ScoresACCESS for ELLs®: Types of Scores

ACCESS for ELLs® Scores

Raw Scale ELP Levels


ACCESS for ELLs® ScoresACCESS for ELLs® Scores

ACCESS for ELLs® Scores

Listening

Speaking

Reading

Writing

Composite Scores

Oral

Literacy

Comprehension

Overall


Composite ScoresComposite Scores

Oral Score

Literacy Score

Comprehension Score

Overall Composite

Score

Listening (50%)

Reading (50%)

Listening (30%)

Listening (15%)

Speaking (50%)

Writing (50%)

Reading (70%)

Reading (35%)

Speaking (15%)

Writing (35%)

=

=

=

=

+

+

+

+

Important Changes to Reporting for 2007 Administration


Scoring CapsScoring Caps

Kindergarten form of ACCESS for ELLs® maximum overall English language proficiency level that a student taking the can receive is 3.7

Tier A or Tier B scores for the language domains of Listening and Reading (and the Comprehension composite) are capped. Students cannot receive an ELP level above 4.0 for Tier A and above 5.0 for Tier B.


Teacher Report FormatTeacher Report Format

Writing raw scores are presented by standard next to the maximum number of points for the given standard(s) and scoring category reported


Proficiency Grade Level Cut ScoresProficiency Grade Level Cut Scores

Scale scores have not changed

Cut scores have been adjusted to show progress by grade level rather than by cluster level for each language domain

Changes in proficiency level cut scores from year to year now account for both maturational and language proficiency growth of English language learners


Composite Scores interpreted using Grade Vs Cluster Cut ScoresComposite Scores interpreted using Grade Vs Cluster Cut Scores

Prof Level Score of Average Overall Composite Scale Score by Grade

1.0

2.0

3.0

4.0

5.0

6.0

1 2 3 4 5 6 7 8 9 101112

Grade

Pro

fien

cy

Le

vel

S

co

re

Cluster Cuts

Grade Level


Use of Grade Level Cut ScoresUse of Grade Level Cut Scores

Provides a more precise measurement of ELLs’ annual progress in English language proficiency

Eases the creation of a trajectory of estimated student growth, in any one or combination of language domains, from year to year

Facilitates articulation from grade to grade, and teacher to teacher, of the status of ELLs

Helps in the calculation of Annual Measurable Achievement Objectives (AMAOs). States with at least three consecutive years of data have trend data.

ACCESS for ELLs® Reports- 2007


Considerations on the use of ACCESS for ELLs® ReportsConsiderations on the use of ACCESS for ELLs® Reports

1. Target certain reports to specific stakeholders

2. Offer Professional Development on how to understand and use the information on the reports

3. Consider summarizing or consolidating the suggestions for using the information from each score report according to target audience

4. Look at different configurations of data in the reports for individual and group placement or to develop a plan for organizing services for English Language Learners for the coming school year

5. Archive copies of the interpretive guide along with copies of the score reports so that new personnel for the 2007-08 academic year can become acclimated with data from ACCESS for ELLs®


Score Reports AvailableScore Reports Available

Score Report Audience or Stakeholder Types of Information

1. Parent/ Guardian

Students Parents/ Guardians Teachers School Teams

Proficiency levels for each language domain Overall Score ComprehensionAvailable in multiple languages on the WIDA website

2. Teacher Teachers Administrators School Teams

Individual student’s scale scores and language proficiency levels for each language domain, and four composites Raw scores for Comprehension Tasks, Speaking, and Writing Tasks by English language proficiency standard

3. Student Roster

Teachers Program Coordinators/

Directors Administrators

Scale scores and language proficiency levels for each language domain and four composites by school, grade, student, Tier, and grade level cluster

4. School Frequency

Program Coordinators/ Directors

Administrators

Number of students and percent of total tested at each proficiency level for each language domain and four composites within a school

5. District Frequency

Program Coordinators/ Directors

Administrators Boards of Education

Number of students and percent of total tested at each proficiency level for each language domain and four composites by proficiency levels for grades within a district


Parent ReportParent Report

Student’s parent or guardian gets the report

Provided in English and 18 additional languages (visit www.wida.us)

A letter to accompany the report in parents’ primary language is suggested

Other stakeholders – student, teachers, school teams

http://www.wida.us/


Demographic Information About

the Student

Description of the ELP Levels

Student’s ELP Level by Domain

Comprehension Score

Overall Score


Teacher ReportTeacher Report

Teachers and other stakeholders, such as administrators, have access to this report

The Overall Score summarizes student’s global language proficiency and allows examination of strengths and weakness by domain

Individual report components offer a starting point for informing the areas of curriculum, instruction and assessment of ELL’s. Suggestions for the differentiation across levels of language proficiency can be found in the strands of the model performance indicators

Rubrics in Interpretative Guide –Writing and Speaking –scaffold across levels of language proficiency and may be used in classroom instruction and assessment throughout the year


Demographic Information About

the Student

Description of the ELP Levels

Student’s ELP Level by Domain

Student’s Composite

Scores

Student’s Scale Score by Domain

Student’s Scale

Composite Scores

Student’s Comprehension

by Standard

Student’s Speaking Performance by

Standard

Student’s Writing

Performance by Standard


Communication of Data from the ReportCommunication of Data from the Report

No single score or language proficiency level should be used as the sole criteria for making decisions regarding a student’s English language proficiency.

Sharing student information from score reports is encouraged for all educators who work with English language learners.

Data in the reports need to be contextualized to be meaningful; include both historical and demographic information on the students when presenting the results.

When disseminating information on the students’ productive language, refer to criteria in the speaking and writing rubrics.

CAN DO Descriptors may help further explain student expectations at each level of English language proficiency.


Each language domain has its own scale; one cannot compare scale scores across Listening, Speaking, Reading, and Writing. Proficiency Levels (as scale score interpretations) may be used to make comparisons between independent or combinations of language domains.

Scale scores for Oral Language, Literacy, Comprehension, and the Overall Score are weighted. Reading and Writing (Literacy) are emphasized over Listening and Speaking (Oral Language) to reflect the stress of these domains stressed in instruction and assessment.

Comprehension Tasks, Speaking Tasks, and Writing Tasks is based on a small number of tasks and the results should not be generalized. Model performance indicators associated with the ELP standards of the specific grade level cluster as well as additional student work samples may be helpful in targeting instruction and classroom assessment.

A student’s progress or growth in English language proficiency can only be determined when two consecutive years of data are available. Three years of data can help project a trend.


Student Roster ReportStudent Roster Report

Audience includes Teachers, Program Coordinators, and Administrators

District administrators may examine scores from each language domain within a Tier and grade level cluster to detect any patterns. To what extent are there differences in student performance between the language domains and are these differences attributed to second language development or delivery of instructional services?

Development of school and district improvement plans for ELL’s

A starting point for grouping students for support services according to their Overall Score or by their profiles according to language domains (ex: homogeneous groupings for reading in elementary schools).


Student Roster ReportStudent Roster Report

Scale Score and ELP Level by

Domain

Scale Score and ELP Level by Composite:

Oral Language, Literacy,

Comprehension and Overall

Cluster

Tier


School Frequency ReportSchool Frequency Report

Indicates number of students and percent of total tested for language domains (including range of scaled scores). Comprehension, Oral Language, and Literacy by proficiency levels for grade levels within a school

Results should not be generalized and needs to be contextualized in order to provide meaningful information on curricular, instructional or assessment decisions

School Frequency Reports for two consecutive years provide cross-sectional data

In communicating results of this report, use both the numbers and their corresponding percents. If numbers are low, the percent may appear distorted if shown in isolation

Use the information contained in the report to gain a sense of the school-wide effort in educating English language learners


Highest & Lowest Scores

Total Tested

Number of Students Tested who scored at each ELP level by Domain and Composite

% of Total Students Tested who scored at each ELP level by Domain and Composite


District Frequency ReportDistrict Frequency Report

Audience includes Program Coordinators, Boards of Education, and Administrators

Indicates number of students and percent of total tested for language domains (including the range of scale scores), Comprehension, Oral Language, and Literacy by proficiency levels for grade levels within a district.

Data can be graphically displayed in various forms Information will be useful in planning, designing, or restructuring program services.

Based on an individual state’s criteria for “attainment” of English language proficiency and its definition of cohort groups this report may serve as a district’s estimate of the number and/or percent of students who have met that criterion for Annual Measurable Achievement Objectives (AMAO’s).


Highest & Lowest Scores

Total Tested

Number of Students Tested who scored at each ELP level by Domain and Composite

% of Total Students Tested who scored at each ELP level by Domain and Composite

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

Questions

or

Comments?

ACCESS for ELLs® Interpreting the Results Developed by the WIDA Consortium.

Documents

Transcript of ACCESS for ELLs® Interpreting the Results Developed by the WIDA Consortium.