WESTELL TEST ADMINISTRATOR TRAINING. March 5, 2015 Mami Itamochi WVDE Miquela Darnall Measurement Inc

Transcription

1 WESTELL TEST ADMINISTRATOR TRAINING March 5, 2015 Mami Itamochi WVDE Miquela Darnall Measurement Inc

2 Introduction This presentation contains general information for administration of the West Virginia Test of English Language Learning WESTELL (English Language Development Assessment ELDA). The WESTELL is a required statewide assessment of all students with Limited English Proficiency (LEP) in grades K-12. (Policy 2417)

3 OVERVIEW Scheduling & Time Allotments Receiving Materials Security Administration Room Preparation Reading, Writing, Speaking, Listening Accommodations K-2 Assessment Other Comments, Communications

4 Schedule And Time Allotments

5 Schedule and Time Allotments The 2015 administration of the WESTELL will take place March 16 through April 24, 2015 Districts may set their own schedules in conformance with the state testing calendar. Make-ups for absentees are permitted as long as they are in the testing window. WESTELL/ELDA is not a timed assessment. Local flexibility in sequencing of tests is permitted.

6 Schedule and Time Allotments Approximate WESTELL/ ELDA Test Times Cluster Listening Speaking Reading Writing K and Items - Inventory 8 Items - Inventory 14 Items - Inventory 9 Items - Inventory minutes 20 minutes 42 minutes 1 hour minutes 20 minutes 42 minutes 1 hour minutes 20 minutes 44 minutes 1 hour

7 Breaks Schedule and Time Allotments Test Administrator s discretion. A short break between Parts 2 and 3 of the Reading test and between Parts 1 and 2 of the Writing test is recommended. One 10-minute break between Parts 3 and 4 of the Listening assessment is recommended. The Speaking assessment will take less than 30 minutes, so no break is recommended.

8 Receiving Test Materials

9 Receiving Testing Materials School Test Coordinator (STC) Information Check the materials against the school packing list Note any discrepancies in the amount of secure materials you receive on the Security List Inform District Coordinator of any discrepancies District Coordinator must Inform Measurement Inc. of any discrepancies

10 Receiving Testing Materials School Test Administrator Information Apply pre-printed student identification labels to the Student Answer Folders. For students who DID NOT receive a Pre ID Student Label, fill in the Demographic section of each Student Answer Folder. *Recording Speaking Response Tapes will also be included for Districts who are requesting Meas. Inc. to score Speaking. Student Answer Folder ENGLISH LANGUAGE DEVELOPMENT ASSESSMENT SPEAKING SCORING GUIDE Listening Prompt Tape or Disc Spring 2005 Field Test Speaking Prompt Tape or Disc Reading/Writing Test Book Listening/Speaking Test Book Speaking Scoring Guide Test Administration Manual

11 Security Concerns And Procedures

12 Security Concerns and Procedures Maintaining assessment security is one of your most important responsibilities as a test administrator. At all times, district and state procedures for protecting secure assessment materials should be followed. You are responsible for ensuring the security of not only the physical test booklets and answer folders but also the individual assessment questions and materials. Your responsibility for maintaining the security of the assessment questions and materials continues throughout the entire testing window and through the return of testing materials. Under no circumstances should students have access to assessment materials before or after the assessment session.

13 Security Concerns and Procedures All grades 3-5, 6-8, and 9-12 test booklets are individually numbered with secure barcodes. All WESTELL/ELDA materials must be accounted for throughout the assessment. BOTH USED AND UNUSED test materials must be returned to Measurement Incorporated after testing Grade K is ORANGE Grades 1-2 are Red Grades 3-5 are GREEN Grades 6-8 are BLUE Grades 9-12 are PURPLE * School Test Coordinators must ensure that the information on Student Answer Folders is completed in a secure manner.

14 Security Concerns and Procedures Student-Teacher Ratio During each assessment administration, a test administrator must be in the room at all times. Reading, Writing, and Listening 20 : 1 Speaking (scored live) 1 : 1

15 Security Concerns and Procedures School Test Coordinator Responsibilities Before Testing After Testing Confirm all materials using the school packing list Place header sheet on top of Student Answer Folders Put all student test materials (used and unused) back into the original box that came from the district may consolidate materials into fewer boxes but everything must be returned Put all teacher administrator materials back in the same box All materials must be returned -- double check that you have accounted for and packed everything District Test Coordinator Responsibilities Use the Pre-Addressed Address Label to Return the box to Measurement Inc. immediately

16 Before You Begin: Things to Remember Verify that you have received the correct number of assessment materials from your STC. Gather and organize all necessary materials: student test materials, supply of sharpened # 2 pencils (pens may not be used), the Administration Manual, Speaking Scoring Guide, prompting cassettes, and silent work for students. Arrange for a quiet, comfortable, well-lighted, distraction-free setting in which to assess students. Decide whether to give students breaks between the assessment sessions. Be aware that if assessment groups exceed the numbers specified for each section of the assessment, a proctor must be present in addition to the test administrator.

17 Administration

18 Assessment Room Preparation Arrive at the assessment room early to make sure that it is ready for the assessment session. Assessment materials not in use should be stored securely and away from students. Before the students arrive, do the following (the STC must ensure that the following is carried out in a secure manner): Apply pre-printed Student ID labels to Student Answer Folder (if applicable) For each student that does not have a pre-printed Student ID label, complete all required demographic information on each student s answer folder.

19 Assessment Room Preparation If MI will score the Speaking test for your district, the STCs should follow the procedures below: If you have a pre-id label for the student, apply the label with the barcode beginning SR to the Speaking Response Tape. If you do NOT have a pre-id label for the student, apply a generic label marked Speaking Response Tape Label to the student's Speaking Response Tape. In either case, the last 5 digits of the barcode number on the tape label should match the last 5 digits of the barcode number on the student's answer document label. This information MUST match in order for MI to assign the correct Speaking scores to the student. NOTE: You should also write the student s name on his/her Speaking Response Tape using permanent marker, but you must follow the steps above to ensure accurate scoring.

20 Assessment Room Preparation Grades 3-12 The following testing materials will be used in addition to the ELDA Test Administration Manual: Listening Prompt Cassette or Compact Disc Speaking Prompt Cassette or Compact Disc Speaking Scoring Guide Header Sheet You will be shipped the following materials for each student: One test booklet containing the Reading and Writing Tests One test booklet containing the Listening and Speaking Tests Student Answer folder Pre-printed labels

21 Assessment Room Preparation Check the assessment room for possible assessment question clues prior to each assessment session. Charts, maps, and other materials in the classroom that could assist students with assessment items should be covered or removed prior to the assessment administration. Give each student a work space that is large enough to accommodate an open test booklet. Work spaces should be cleared of all other materials. Students should be separated by a reasonable distance to encourage independent work and to prevent collaboration. Plan to provide two # 2 pencils with erasers for each student and to have extra pencils on hand.

22 Scripted Directions Oral scripts for each of the four assessments are in Appendices A-D of the Test Administration Manual. The scripts include information on preparing for the administration, specific directions for administering each assessment, and oral scripted materials to be read aloud to students. The oral scripts should be reviewed by all test administrators prior to the assessment session. The scripted directions that are in bold print must be read verbatim to students. Appendix A = Reading ELDA Script Appendix B = Writing ELDA Script Appendix C = Listening ELDA Script Appendix D = Speaking ELDA Script

23 WESTELL/ELDA Reading and Writing Assessments Grades 3-12

24 Preparation For Administering the Reading and Writing Assessments Practice for the Administration Prior to administering the Reading and Writing assessments you should: Read through the scripted Reading directions (Appendix A) that you are expected to read to students. Read through the scripted Writing directions (Appendix B) that you are expected to read to students. Assessment Setting Appropriate seating for each student Free from outside noise from the hallway and adjoining classrooms Students seated far enough apart so that they do not distract one another Students should not be seated at the same table or have the opportunity to see one another s answer documents.

25 Preparation For Administering the Reading and Writing Assessments Assessment Groups You may assess up to 20 students in a classroom. If more than 20 students are present, a proctor must assist in the test administration. Assessment Materials Each student will need the following for the Reading and Writing assessments: 1. One Student Reading/Writing test booklet 2. One Student answer document 3. Two #2 pencils with erasers

26 Preparation For Administering the Reading and Writing Assessments Interruptions in the Administration It is important that the test administration be smooth and free of interruptions. In the event of an interruption, follow the general guidelines below. These guidelines may be superseded by guidelines provided by your school or state testing coordinator. 1. If the interruption is serious and affects all students, stop the assessment at the time of the interruption. 2. After the interruption, restart the administration from the point where you stopped.

27 Format of the Reading Booklets The Reading assessment is divided into three parts. You will be asked to read the scripted directions prior to part one and prior to part three. The format of the Reading booklet is as follows. Part 1: Short Passages This section tests the student s ability to understand information in short reading passages. There are one or more questions about each passage. Part 2: Instructions This section tests the student s ability to understand directions. There is a different set of instructions for each question. The student will need to identify which person followed the directions correctly. Part 3: Longer Passages Preparation For Administering the Reading Assessment This section tests the student s ability to understand information in longer reading passages. The student will answer several questions about each passage.

28 Format of the Writing Booklets The Writing assessment is divided into three parts. You will be asked to read the scripted directions prior to part each part of the assessment. The format of the Writing assessment is as follows. Part 1: Open Ended Preparation For Administering the Writing Assessment Students write responses to prompts. Part 2: Revise and Edit Students choose the best answer to correct grammar and usage errors in passages. Part 3: Graphic Organizers Students answer questions about graphic organizers.

29 Preparation For Administering the Reading and Writing Assessments Directions for Administering the Reading and Writing Tests At the start of the test, pass out the test booklets. Give each student one booklet. Students may NOT open the test booklet until directed to do so. Make sure that each student has two #2 pencils with erasers. Follow the scripts in Appendices A and B of the Test Administration Manual to administer the Reading and Writing tests. When the test has ended, collect each student s test booklet and answer document. Do not dismiss students until you have carefully counted the test booklets.

30 WESTELL/ELDA Listening and Speaking Assessments Grades 3-12

31 Preparation For Administering the Listening and Speaking Assessments Equipment You will need an audiocassette or compact disc player to play the prompt recording. The player must provide adequate clarity and volume so that all students in the administration can hear the Listening and Speaking tasks clearly. Make sure that you test the sound quality of the prompt recording before the administration to identify an appropriate volume setting.

32 Preparation For Administering the Listening and Speaking Assessments Equipment Testing You must test both the audiocassette or compact disc player and the audiocassette or compact disc before administering the Listening and Speaking assessments. Make sure to use the appropriate grade level audiocassette or compact disc. Place the prompt cassette or compact disc player at a centrally located place in the room. Turn it on and listen to it from each student s seat. Adjust the volume if it is not clearly audible. Make sure that the audiocassette is fully rewound. Make sure that the player has fresh batteries, if necessary.

33 Preparation For Administering the Listening and Speaking Assessments Interruptions in the Administration It is important that the test administration be smooth and free of interruptions. In the event of an interruption (such as a fire alarm or cassette/compact disc player malfunction), follow the general guidelines below. These guidelines may be superseded by guidelines provided by your school or state testing coordinator. 1. If the interruption is serious and affects all students, pause the prompt recording at the time of the interruption. 2. After the interruption, restart the administration from the point where you paused the prompting recording.

34 Assessment Groups Preparation For Administering the Listening Assessment You may assess up to 20 students in a classroom. If more than 20 students are present, a proctor must assist in the test administration. Assessment Setting Appropriate seating for each student Free from outside noise from the hallway and adjoining classrooms Students seated far enough apart so that they do not distract one another Students should not be seated at the same table or have the opportunity to see one another s answer documents.

35 Preparation For Administering the Listening Assessment Practice for the Administration Prior to administering the Listening assessment you should: Read through the scripted administration directions (Appendix C) that you are expected to read to students. Listen to the first 2 minutes of the prompt recording; then rewind or restart. Assessment Materials Each student will need the following for the Listening assessment: 1. One Student Listening/Speaking test booklet 2. One Student answer document 3. Two #2 pencils with erasers

36 Preparation For Administering the Listening Assessment Format of the Prompt Recordings You will receive one Listening assessment audiocassette or compact disc with each set of administration materials. The narrator will read the entire content of the test booklet. The questions and answer choices are read once. The stimulus material is read once, except for Part 5 (long presentations) only 6-8 and 9-12 have part 5. Students have 10 seconds to respond to each question after the narrator has read the last option. The Listening assessment is divided into 5 parts: 1. Short Phrases 2. Short Dialogues 3. Long Dialogues 4. Short Presentations 5. Long Presentations (grades 6-8 and 9-12 only)

37 Preparation For Administering the Listening Assessment Directions for Administering the Listening Test At the start of the Listening section, pass out the test booklets. Give each student one booklet. Students may NOT open the test booklet until directed to do so. Make sure that each student has two #2 pencils with erasers. Play the Listening prompt cassette or CD, following the instructions in Appendix C of the Test Administration Manual. When the Listening test has ended, collect each student s test booklet and answer document. Do not dismiss students until you have carefully counted the test booklets.

38 Assessment Groups Preparation For Administering the Speaking Assessment Because you will be scoring students oral responses in real time, the Speaking assessment will need to be administered individually. * In order to avoid subjectivity bias, it is recommended that any teacher who provides direct services to a student NOT score that student s Speaking test. (This does not apply to the Listening, Reading, and/or Writing administration). Assessment Setting Appropriate seating for each student Free from outside noise from the hallway and adjoining classrooms

39 Preparation For Administering the Speaking Assessment Practice for the Administration Prior to administering the Speaking assessment you should: Read through the scripted administration directions (Appendix D) that you are expected to read to students. Listen to the first 2 minutes of the prompt recording. During the first two minutes, you will hear the administration practice tasks 1 and 2. Rewind the prompt recording if you are using an audiocassette. Practice using the rubrics and sample responses in the Speaking Scoring Guide.

40 Preparation For Administering the Speaking Assessment Assessment Materials Each student will need the following for the Speaking assessment: One Student Listening/Speaking test booklet One Student Speaking Response Tape (only if your district has opted to have MI score the Speaking test) The Test Administrator will need the following during the test administration: One Student answer document Two #2 pencils with erasers The Speaking Scoring Guide The grades 3-12 Test Administration Manual

41 Format of the Prompt Recording You will receive one Speaking assessment audiocassette or compact disc with each set of administration materials. The narrator will read most of the assessment, but you will read some introductory directions (see Appendix D of the Test Administration Manual). After the practice tasks, there are 3 groups of 4 related tasks. Each group of related tasks has one of each type of item, in this order: Connect, Tell, Expand, Reason. The recording is divided into six sections: 1. Practice Task 1 2. Practice Task 2 3. English-Language Arts Tasks 4. Mathematics, Science, and Technology Tasks 5. Social Studies Tasks 6. Closing Preparation For Administering the Speaking Assessment

42 Preparation For Administering the Speaking Assessment Directions for Administering the Speaking Test At the start of the Speaking test, pass out the test booklets. Each student should receive one test booklet. Students may NOT open the test booklet until directed to do so. Students will respond orally to audio prompts. Test administrators should score the student s responses in real time as they are spoken.* Use the Speaking Scoring Guide to aid in scoring. Record the scores on page 8 of the student s answer document. Collect each student s test booklet and answer document before dismissing students. *Note: If you are recording student responses for MI to score, minimize background noise so that each student can be heard clearly on his or her Speaking Response Tape. Otherwise correct scores may not be assigned.

43 General Procedures During Assessment Administration For each test, give the student the test booklet that will be used and the answer folder. Explain to students that they will be taking a test. Inform them that they need to be quiet and that if they have questions, they should raise their hands. If necessary, the test administrator may repeat the directions or answer questions regarding the directions for all students who have difficulty understanding or following the directions. Test directions should be repeated verbatim whenever possible. If the directions must be simplified, the simplification must adhere to the intent of the directions and should not provide any additional information. Students should be encouraged to complete all exercises and questions and not to leave anything blank.

44 General Procedures During Assessment Administration When the assessment session has begun, check that students are marking and writing their answers in the appropriate places on their answer folders. Test administrators should not interfere with the students concentration as they check students progress. Except on the Speaking section, students are not allowed to talk during the administration of the assessment. Direct students who finish the assessment before the other students to remain silent. Teachers will provide materials for students to work on after they finish the test and close their booklets. Toward the end of the assessment period, but while students still have their test booklets, it is good assessment practice to remind students to complete the entire assessment. It is inappropriate to review a student s test booklet after it is handed in and then give it back to the student with instructions to complete the assessment. This action would constitute a breach of test security.

45 General Procedures During Assessment Administration When all students have completed the assessment, collect the remaining test booklets. Do not allow any student to leave the room until his or her test booklet has been collected. Collect a test booklet from each student individually. Do not allow students to pass around assessment materials. Allow students who have finished the assessment to work quietly at their desks. Have a supply of generic silent work to distribute to these students. Immediately after the assessment, and before dismissing students, carefully count the test booklets to ensure that you have collected all student materials.

46 General Procedures During Assessment Administration A student might receive an incomplete or defective answer folder. Instruct the student to raise his or her hand and then follow the steps below with the student. Take a replacement answer folder from the overage supply if you have one. Print the student s name on the new answer folder. Direct the student to continue with the new answer folder. Staple the student s replacement answer folder to the original. After the assessment, return all of the student s used testing material (defective and replacement) with the other testing materials.

47 Accommodations

48 Procedures for Students with Accommodations Accommodations should always be related to the student s specific disability. Accommodations that change the content of the assessment are NOT allowable. For example, it is inappropriate to define words used in the writing or reading passages, any other stimulus materials, or the assessment questions. Accommodations in the administration procedures for ELDA are allowable provided that they are specified in a student s IEP or 504 plan and provided for the ELDA. A student s assessment results should reflect her or his true ability and should not be influenced by inappropriate accommodations. Any accommodations for an individual must be specified before the student takes the assessment and must be documented in the student s IEP. Contact your District Coordinator for additional state guidelines on accommodations for the ELDA.

49 Procedures for Students with Accommodations If a student with disabilities takes the ELDA, the administration of the assessment should be under standardized assessment conditions. Only those accommodations listed below or specifically identified in the student s IEP or 504 plan may be provided. The following accommodations may be provided to students with disabilities on the ELDA (in addition to any accommodations specified in the student s IEP or 504 plan.): Computerized Assessment: Students may use a computer to type their responses instead of writing in the answer folder. Spell check, glossaries, grammar check, dictionaries and thesauruses are not allowed on the ELDA. Word processed responses should be stapled into the student s original answer folder.

50 Procedures for Students with Accommodations Dictation of Responses: Students who are unable to write due to a disability are allowed to dictate their responses to a transcriber or into an audio recorder for the Reading and Listening ELDA. The student s answers should be transferred onto the student s original answer folder. A scribe may not be used for the Writing ELDA. Extended/Adjusted Time: The ELDA is an untimed assessment. For students whose attention span or behavior interferes with regular testing sessions, test administration may be altered to allow for a number of shorter testing sessions. Testing may also be stopped and continued at a later time if behavior interferes with the testing session. The time of day the test is administered may also be adjusted to be most beneficial to the student. All testing sessions MUST be completed within the allotted testing window. Individual/Small Group Administration: Tests may be administered to a small group or an individual requiring more attention than can be provided in a large group administration.

51 Procedures for Students with Accommodations Modified Test Booklets Braille and Large Print versions of the grades 3-12 Reading and Writing ELDA only are available upon request. If students within your school require modified assessment materials, contact your District Test Coordinator. District Test Coordinators should contact Measurement Incorporated to order these materials.

52 K and 1-2 Administration

53 Administration: Grades K and content areas, inventory-based Test should be administered by classroom teacher, ESL teacher, or other qualified person(s) familiar with the student s abilities. Multiple individuals may collaborate on the student s assessment. Test Administrators observe students for a minimum of 2 weeks K and 1-2 Test Administration Manuals define the skills to be assessed and how to evaluate student performance K and 1-2 Teacher Support Materials provide examples of prompts to which students may respond Test Administrators should feel free to use their own resource materials to evaluate student performance

54 Purpose and Nature of WESTELL K-2 Determine Level of Language Acquisition Separate Inventories for K and 1-2 Observation of Student Behaviors Typical Behavior Over Time Focus on Four Aspects of Language

55 Contents Reading (14 Entries) Listening (7 Entries) Writing (9 Entries) Speaking (8 Entries)

56 Score Points No Evidence of Mastery (0) Minimal Evidence; With Much Support (1) Moderate Evidence; With/Without Support (2) Clear Evidence; Independence (3)

57 Performance Levels Pre-Functional (1) Beginner (2) Intermediate (3) Advanced (4) Fully English Proficient (5) Not To Be Confused With Score Points

58 Language Acquisition in Young Children Silent Period Telegraphic Speech Formulaic Speech Productive Phase Home Language

59 What You Will Need ELDA 1-2 Answer ELDA K-2 Documents ELDA K-2 Test Teacher Grades 1-2 Administration Support Spring 2013 Manual Materials Spring 2007Spring 2007 Test Administration Manuals, Teacher Support Materials, and Answer Documents for grades K and 1-2

60 Administration Tips Define Terms Review Both Inventories Review Teacher Support Materials

61 Sample Listening Inventory Row 1 L01 Score Point 0 Does not meet Score Point Follow simple 1-4-step directions in sequence to complete a task with and without visual support. Score Point 1 Score Point 2 Score Point 3 Student follows simple 1-step directions given in English with or without visual support (pictures, gestures, modeling). Student follows 2-step directions given in English with or without visual support. Student follows at least 3-step directions given in English with or without visual support *The score for each row is bubbled on the answer document.

62 Sample Listening Inventory Row 2 L07 Score Point 0 Does not meet Score Point Demonstrate comprehension of spoken language through drawing conclusions, making generalizations, making predictions, etc. Score Point 1 Score Point 2 Score Point 3 After listening to a simple direction presented in English, a student demonstrates comprehension through making predictions, generalizations, and drawing conclusions After listening to a simple short story or conversation presented in English, a student demonstrates comprehension through making predictions, generalizations, and drawing conclusions. After listening to a complex long story or conversation presented in English, a student demonstrates comprehension through making predictions, generalizations, and drawing conclusions. Example: - sorting pictures into groups indicating generalization - drawing pictures to indicate a prediction or draw a conclusion *Please bubble the score on the answer document, it is totaled when the answer document is scanned at MI

63 Define Terms Short, Medium, Long Level of Teacher Support Grade Appropriate Note Similarities Note Differences Plan Ahead

64 Review Teacher Support Score Point 1, 2, & 3 Materials Sample Cat Bat Hat Suggestions, Not Prescriptions Feel Free to Use Your Own Materials

65 Final Comments Everyday, Naturalistic Settings Multiple Methods and Measures Verbal and non-verbal procedures Occur across diverse aspects of curriculum Involve a range of activities Assessments Involve Multiple People Age Appropriate

66 Comments Communications

67 Training- Test Administrator Test Administrators Manual is available on-line and must be reviewed prior to administration K and 1-2 Documents posted on WV website Kindergarten Administration Manual (including Inventory) Kindergarten Support Materials Administration Manual (including Inventory) Support Materials Speaking - Districts that choose the OPTION of Self-scoring Speaking must provide appropriate training on Speaking Scoring Rubrics Security- Training materials and Code of Ethics/Security Agreement is available on-line and must be reviewed & signed prior to administration

68 Communication Documents on WVConnections website Letters to the parents glishwestellparentstomami pdf anishwestellparentstomami pdf inesewestellparentstomami pdf Student Excuse Letter udentexcuseletter.pdf Local Communication Venues ESL newsletter Parent Involvement Committees Principal meetings

69 Need Help? ELDA Helpline Mami Itamochi