ELDA 2015
GRADES 3-12
Ninon Ledesma
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FEBRUARY 2-MARCH 11, 2014
SPEAKING IS ADMINISTERED INDIVIDUALLY AND SHOULD BE ADMINISTERED AFTER
LISTENING,
READING AND WRITING.
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WHY IS ELDA IMPORTANT?
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ELDA….
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provides a measure of English language
proficiency of English language learners in
grades K-12.
provides information for teachers and parents
regarding English language learners’ proficiency
in listening to, speaking, reading, writing, and
comprehension of English.
• shows progress in attaining English language
proficiency.
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BULLETIN 111
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• Making progress in learning English will be
demonstrated by a student who moves from
the most recent Prior Year ELDA Composite
Level to, in the current year, at least the next
higher Progress Criterion as described below:
• Beginner-Lower Intermediate-IntermediateAdvanced-FEP
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ANNUAL
MEASURABLE
ACHIEVABLE
OUTCOMES
(AMAOS) COUNT
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AMAOS
• AMAO I the percentage of students who
advance one or more levels on the ELDA.
• AMAO II is the percentage of ELLs who exit
ESL.
• AMAO 111 is the percentage of ELLs who
score basic/satisfactory or above on the most
recent standardized English test
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ELDS: LISTENING, SPEAKING
READING AND WRITING
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TESTING MATERIALS
• For each test administrator:
– Test Administration Manual
Oath of Security must be signed by each test administrator and
proctor and then given to School Test Coordinator.
– Listening Prompt CD (1 for each grade cluster)
– Speaking Prompt CD (1 for each grade cluster)
– Speaking Scoring Guide
• For each student:
– One test booklet containing the Reading and Writing Tests
Student oaths must be signed and left in test booklets.
– One test booklet containing the Listening and Speaking Tests
– One student answer document
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APPROXIMATE TESTING TIMES
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GRADE
3-5
6-8
9-12
LISTENING
35 MINUTES 45 MINUTES
41 MINUTES
READING
45 MINUTES 45 MINUTES
45 MINUTES
WRITNG
ONE HOUR
ONE HOUR
ONE HOUR
SPEAKING
20 MINUTES 20 MINUTES
20 MINUTES
RECOMMENDED BREAKS
• A short break is recommended between
• Parts 2 and 3 of the Reading test
• Parts 1 and 2 of the Writing test
• Parts 3 and 4 of the Listening test
• The Speaking assessment will take 20 minutes, so a
break is not recommended.
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READING ASSESSMENT
• Part 1: Short Passages
• This section tests the student’s ability to understand information in
short reading passages. Students read a passage with a word or words
that are missing and then choose the best word or words to fill in the
blank. There are one or more missing words in 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. For some directions,
the answer choices are samples of students’ work. The student will need
to identify which student followed the directions correctly.
• Part 3: Longer Passages
• This section tests the student’s ability to understand information in
longer reading passages. The student will answer several questions
about each passage.
•
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WRITING ASSESSMENT
• Part 1: Open Ended
• Students write in English in response to prompts. The prompts may
include pictures that the students describe.
• Part 2: Revise and Edit
• Short “student-written” passages are used to give students a
nonthreatening opportunity to demonstrate English proficiency by
improving what appear to be sentences or passages written by their
peers. Students respond to 12 multiple-choice items and choose the
best answer to correct grammar and language usage errors in passages
or to add a topic or concluding sentence.
• Part 3: Graphic Organizers
• Students answer multiple-choice questions about graphic
organizers.
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LISTENING ASSESSMENT
• Prior to administering the Listening assessment it is critical to:
•Read through the scripted administration directions that you are
expected to read to students.
•Make sure that the Listening CD is appropriate for the grade level
being assessed.
•Test both the CD player and the CD to ensure that the
prompting recording will be audible to all students. If the CD
player requires batteries, make sure that they will last the entire
assessment session.
•Place the CD player at a centrally located place in the room.Turn it on
and listen to it from each student’s seat. Are the prompts and timing
signals easily audible? If not, adjust the volume accordingly.
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LISTENING ASSESSMENT CONT.
•
Listen to the first 2 minutes of the prompting recording then rewind or
restart.
•
•
•
•
The room must be free from outside noise from the hallway and
adjoining classrooms.
Students should be seated far enough apart so that they do not
distract one another.
All students and the test administrator must be able to hear what is on
the CD.
Students should not be seated at the same table or have the
opportunity to see one another’s answer folders.
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SPEAKING ASSESSMENT
• Individual Test Administration
•
Because you will be scoring students’ oral responses in real time, the
Speaking assessment will need to be administered individually.
• Equipment
CD player to play the prompting recording.
Make sure that you test the sound quality of the prompting recording
before the administration to identify an appropriate volume setting.
• Materials
Student test booklet (contains supportive graphics for students)
Student answer document (for test administrator to record score)
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SCORING THE SPEAKING ASSESSMENT
• Four Item Types
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–
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Connect
Tell
Expand
Reason
• Speaking Scoring Guide
•
•
•
•
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Testing Tips
Grouped by grade cluster
Item specific scoring rubrics
Includes sample responses at each score (0, 1, 2) for each
item
ANSWER DOCUMENT TEST PREPARATION
•Assessment materials not in use must be stored in the predetermined,
locked secure area designated by the School Test Coordinator.
•Before testing,
•Verify you have received a pre-identified answer document (grades 3-12)
for each student.
•If there is not a pre-identified answer document or inventory for a
student you need to assess, notify the school test coordinator
that you need a non pre-identified answer document or inventory.
Check with Karen, Carolyn or Penny to make sure the student is not
M1 or M2.
•Complete required demographic information on each student’s
answer document.
•Code TA number.
•Return all materials to a designated secure location until the
assessment begins.
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UNIQUE FIELDS FOR ELDA ANSWER
DOCUMENTS
–K First or Native Language (See cover of Blue Folder)
–R
Born in U.S.? (See cover of Blue Folder)
–S
Date of Entry into U.S. (See cover of Blue Folder)
–T Time student enrolled in a school in the U.S. (See cover
of Blue Folder)
–U Type of specialized language program (Designated and
Push In -Sheltered English Instruction, Pull Out-Pull Out, ESL
Classes-Content Based ESL) .
You may code more than one program
–V Time student enrolled in specialized program coded
(See cover of Blue Folder)
–W Non participation Codes (see hand out)
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ACCOMMODATIONS
•
Accommodations in administering ELDA are
allowable provided that they are specified in a
student’s IEP or 504 plan and used on a regular basis
in classroom instruction and assessment.
•
A student’s assessment results should reflect her or
his true ability and should not be influenced by
inappropriate accommodations.
•
ESL accommodations are NOT used for ELDA.
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ACCOMMODATIONS CONT.
• Extended/Adjusted Time: The ELDA Reading and Writing assessments
are untimed. 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 benefit the
student. All testing sessions MUST be completed within the allotted testing
window. The Listening and Speaking assessments may be altered to allow for
shorter testing sessions, but the tapes may NOT be repeated.
• Assistive Technology: Students may use a computer to type their
responses instead of writing in the answer document. Spell check, glossaries,
grammar check, dictionaries, and thesauruses are not allowed on the ELDA.
Responses created on a word processor must be transferred to the
scorable answer document.
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HOW ARE TEST RESULTS USED?
• Consistent measurement of English language
development across our state and the other
participating states
• Individual student reports of performance in each
domain and a composite score to help determine
strengths and needs of our students.
• District/state level reports to help us see how we
are doing with our ELL students.
• Federal reporting (AMAOs)
– Progress in English acquisition
– Attainment of full English proficiency
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FINAL REMINDERS
•Before you begin:
 Verify that you have received the correct number of assessment materials from your
School Test Coordinator. Overage materials are sent to each district and school.
Gather and organize all necessary materials:
 Test Administration Manual
 A supply of sharpened # 2 pencils (pens may not be used)
 Inventories (kindergarten, grades 1 and 2)
 Student test booklets and answer documents (grades 3-12)
 Speaking Scoring Guide (grades 3-12)
 Listening and Speaking CDs (grades 3-12),
 Compact Disc player
 Silent work for students who finish Reading or Writing early
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ELDA RESOURCES
• ELDA Assessment Guide
• Accessed on eDIRECT (httpp://la.drcedirect.com)
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Overview of assessment format
Sample items with scoring rubrics
Support materials for K-2 Inventories
Complete listing of ELDA proficiency level descriptors for
each domain/grade cluster
• Parent Guide
– English,Vietnamese, Spanish
• Posted at www.louisianaschools.net
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QUESTIONS? ASK US!
•
•
•
•
karina.castillo@jppss.k12.la.us
349-6967 (office) 349-7829 (cell0
penny.mcintosh@jppss.k12.la.us
303-6655 (office) 909-0963
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