Comprehensive English Language Learning Assessment CELLA-Elementary

Transcription

1 Miami-Dade County Public Schools Division of Bilingual Education and World Languages Comprehensive English Language Learning Assessment CELLA-Elementary Spring 2009

2 General Information The Comprehensive English Language Learning Assessment (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 2

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 3

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 2 One-on-One section. Approximate time is 15 minutes. Level B2 for grades 3 through 5 Speaking section. Approximate time is 15 minutes. 4

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. 5

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. 6

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. 7

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. 8

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. 9

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). 10

11 K Individually Administered CELLA Assessment Level A2 Grades K-2 Listening 15 questions approx. 15 minutes CD must be used Students put an X on the correct answer Reading 15 questions approx. 15 minutes #1-11 students put an X #12-15 students fill in the circle Writing 7 questions approx.15 minutes Students will write letters, words, and sentences One-on-One (Speaking) 21 questions approx.15 minutes 15 questions 15 questions 7 questions 21 questions 1 st approx. 15 minutes CD must be used administered in small groups Students put an X on the correct answer approx. 15 minutes administered in small groups #1-11 students put an X #12-15 students fill in the circle approx. 15 minutes administered in small groups Students will write letters, words, and sentences approx. 15 minutes Individually administered 15 questions 25 questions 16 questions 21 questions 2 nd approx. 15 minutes CD must be used administered in small groups Students put an X on the correct answer approx. 35 minutes administered in small groups #1-11 students put an X #12-25 students fill in the circle approx. 30 minutes administered in small groups Students will write letters, words, sentences, and edit sentences approx. 15 minutes Individually administered 11

12 CELLA Assessment Grades 3-12 Listening Reading Writing Speaking Level B2 Grades 3-5 Blue 22 questions approx. 25 minutes CD must be used Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration (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 Group Administration 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 Group Administration 26 questions approx. 45 minutes Group Administration 25 questions approx. 70 minutes Group Administration 13 questions approx. 15 minutes Individually Administered 12

13 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. 13

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. 14

15 Listening Section (Level A2, Kindergarten) Three (3) Parts Listen and Match questions 1-8 Teacher Talks questions 9-12 Extended Listening Comprehension questions

16 Level A Listening Example See 2009 Directions for Administration & Scoring Guides page 9 and See Student Book A2 page 1 16

17 Demonstrate how students should mark their responses in their test book: 17

18 Level A Listening Example See 2009 Directions for Administration & Scoring Guides page 11 and See Student Book A2 page 5 18

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

20 Level A Reading Example See 2009 Directions for Administration & Scoring Guides page 16 and See Student Book A2 page 11 20

21 Level A Reading Example See 2009 Directions for Administration & Scoring Guides page 17 and See Student Book A2 page 12 21

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. 22

23 Level A Writing Example See 2009 Directions for Administration & Scoring Guides page 24 and See Student Book A2 page 27 23

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. 24

25 Tips for Administering the One-on-One/Speaking Sections (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. 25

26 One-on-One/Speaking Sections 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. 26

27 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. 27

28 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. 29

30 One-on-One/Speaking Sections 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. 30

31 One-on-One/Speaking Scoring Section Example Level A see page 37 in Student Test Book 31

32 CELLA Level A2 Grades K-2 (One-on-One) Question No. Item Type Scoring Scale Listening Vocabulary NR, 0-1 Oral Vocabulary NR, 0-1 Speech Functions Point to object or person Name object NR, Rubric Respond to a question Personal Opinion NR,0-1-2 Rubric Story Retelling Give and support opinion NR, Rubric Retell story Print Concepts NR, 0-1 Reading Aloud For Fluency Point, identify and name letters, words, and parts of the story NR, Rubric Read aloud for 30 seconds 32

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34 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, Rubric Respond to a question 11 Personal Opinion NR, Rubric Provide and support opinion 12 Story Retelling NR, Rubric Retell story 13 Graph Interpretation NR, Rubric 14 Reading Aloud for Fluency Summarize and make comparisons NR, Rubric Read aloud for 40 seconds

35 Get ready to learn about the Rubrics! 35

36 Comprehensive English Language Learning Assessment (CELLA) Scoring One-on-One 36

37 Rubrics Rubrics are sets of scoring guidelines that evaluate a student s level of performance or work. 37

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. 38

39 Probing Questions Probing questions can be used to: Get the student speaking. Clarify the question. Encourage the student to expand or elaborate. 39

40 Scoring Guide for One-on-One/Speaking Section (Level A2) Speech Functions Score Rubric for Speech Functions (page 49) NR The student s response: solicits the appropriate information. is mostly grammatically accurate. may display mistakes common to native speakers of English. The student s response: partially solicits information, but it may not be relevant. is not grammatically accurate. The student s response: is very incomplete. is not understandable in English. No Response

41 One-on-One Section Level A2 Speech Functions Practice and Scoring Question #1 Picture DFA page 44 Script and scoring sample responses 1-10, page 56 Answer Key for sample responses, page 63 41

42 Scoring Guide for One-on-One Section (Level A2) Personal Opinion Score Rubric for Personal Opinion (Page 50) NR 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. 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. 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 No Response vocabulary.

43 One-on-One Section Level A2 Personal Opinion Practice and Scoring Question #3 Pictures, page 46 Script and scoring sample responses on page 57 Answer Key for sample responses, page 64 43

44 Speaking Section Level B2 Personal Opinion Practice and Scoring Question # 5 Rubric and script, page 117 Scoring sample responses for tracks/items found on page 127 Answer Key for sample responses, page

45 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 2 The student s response: 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 The student s response: 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 0 NR The student s response: 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 The student s response: shows very limited vocabulary resources does not demonstrate an understanding of English is not comprehensible in English 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 found on page 60 Answer Key for sample responses, pages

47 Speaking Section Level B2 Story Retelling Practice and Scoring Question #6 Rubric, page 118 Pictures and script, page 119 Scoring sample responses for tracks/items found on page 130 Answer Key for sample responses, pages

48 One-on-One Section Reading Aloud for Fluency 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

49 Reading Aloud for Fluency 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

50 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 Read between 21 and 44 words correctly in 30 seconds. May have read haltingly, from word to word, or without meaningfully grouped phrases. May not have indicated punctuation in response. 1 Read between 10 and 20 words correctly in 30 seconds. Frequent long pauses between words. May not have indicated punctuation in response. 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 Scoring Question #5 Rubric, page 53 Script and reading passage, page 54 Scoring sample responses for tracks/items found on page 62 Answer Key for sample responses, page 66 51

52 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 Read between 75 and 89 words correctly in 40 seconds. Usually grouped words in meaningful phrases. Usually heeded punctuation. 2 Read between 61 and 74 words correctly in 40 seconds. May have read haltingly, from word to word, or without meaningfully grouped phrases. may not have indicted punctuation in response. 1 Read between 25 and 60 words correctly in 40 seconds. Included frequent long pauses between words. May not have indicated punctuation in response. 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 Scoring Question #8 Rubric, page 122 Script and reading passage, page 123 Scoring sample responses for tracks/items found on page 135 Answer Key for sample responses, page

54 Score Rubric for Graph Interpretation (DFA page 120) 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 The student s response: 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 NR The student s response: 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 The student s response: 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 The student s response: shows very limited vocabulary resources does not demonstrate an understanding of English is not comprehensible in English No Response

55 Speaking Section Level B2 Graph Interpretation Practice and Scoring Question #7 Rubric, page 120 Graph and script, page 121 Scoring sample responses for tracks/items found on page 133 Answer Key for sample responses, page

56 Contact Information North Regional Center Deland Innocent, Supervisor North Central Regional Center Cary M. Pérez, Supervisor South Central Regional Center Olga C. Carballo, Supervisor South Regional Center Lourdes Menéndez, Supervisor Charter Schools Dr. Yvonne Lim-Petersen, Supervisor