ACCESS for ELLs® Test Administrator Training
Julee Dredske, CESA 5
Title III Coordinator
November 2011
Developed by the Center for Applied Linguistics
© 2008 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
www.wida.us
Introductions
• Who?
• Where?
• How you found yourself here?
• Where are you with ELL background?
Help yourself to refreshments
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How did/do you feel
about being tested?
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Training Objectives
Part 1: Overview of Test & WIDA standards
To understand the relationship between the WIDA standards and
the ACCESS for ELLs®
To understand the background and structure of the four
components of ACCESS for ELLs®
Part 2: Role of DAC
To review roles of staff in administering the ACCESS for ELLs® test
To review guidelines for placing students in tiers
To understand basic test logistics and security
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Training Objectives (cont.)
Part 3: Administering the 1-12 Test
Group Tests: Listening, Reading, Writing (Take Quiz)
Individual Tests: Speaking (Take Quiz)
Part 4: Administering the Kindergarten Test
To review roles of staff in administering the ACCESS for ELLs® test
To review guidelines for placing students in tiers
To understand basic test logistics and security
(Take Quiz)
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Non-Disclosure Agreement
Because ACCESS for ELLs is a secure test, the NonDisclosure Agreement must be signed by anyone who
administers the test, observes test administration, or
handles test materials (e.g., distributes, stores, packages,
ships materials).
Sign, date, and submit the form to your ACCESS for
ELLs Test Facilitator. District Test Facilitators should
keep the signed agreements on file.
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Part 1
To understand the relationship between the
WIDA standards and the ACCESS for ELLs®
To understand the background and structure
of the four components of ACCESS for
ELLs®
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Who’s Who?
WIDA--World-class Instructional Design and Assessment
WIDA is a consortium of 24 states to create and enhance
large scale language and academic assessments for
English language learners (ELLs) in grades K-12 in order
to meet the legislated demands of NCLB.
Metritech—Agency that distributes, processes & scores
ACCESS for ELL™ exams
CAL—Center for Applied Linguistics—working with WIDA
in developing the ACCESS for ELL™ exams.
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What is ACCESS for ELL™?
The WIDA Consortium (working with CAL) has
developed English language proficiency standards and
an English language proficiency test--ACCESS for
ELLs™
Established through a federal grant, the WIDA
Consortium consists of 24+ states--Wisconsin is the lead
state
Required tool for assessing ELLs language proficiency;
done annually
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Overall Organization of Standards
Frameworks for Formative & Summative Assessment (2)
English Language Proficiency Standards (5)
Language Domains (4)
Language Proficiency Levels (5)
Grade Level Clusters (5)
Model Performance Indicators
Model PIs are the lowest level of
expression of the standards
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The Levels of English Language Proficiency
5
BRIDGING
4
3
2
1
EXPANDING
DEVELOPING
BEGINNING
ENTERING
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REACHING
7
Never ELL
11
English Language Domains
Listening
Speaking
Writing
Reading
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Five WIDA ELP Standards
Standard 1- SIL: English language learners communicate for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
Standard 2 – LoLA: English language learners communicate information, ideas,
and concepts necessary for academic success in the content area of
LANGUAGE ARTS.
Standard 3 – LoMA: English language learners communicate information,
ideas, and concepts necessary for academic success in the content area of
MATHEMATICS.
Standard 4 – LoSC: English language learners communicate information,
ideas, and concepts necessary for academic success in the content area of
SCIENCE.
Standard 5 – LoSS: English language learners communicate information, ideas,
and concepts necessary for academic success in the content area of SOCIAL
STUDIES.
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Grade Clusters
Kindergarten
Grades 1-2
Grades 3-5
Grades 6-8
Grades 9-12
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Organization of MPI’s within Standards
MPI
STRAND
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Individual Model Performance
Indicators (MPIs) as Basis of Test Items
Grades 6-8
Standard 1: Social and Instructional
Language
Listening
Example topic: Resources & Supplies
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Level 2: Beginning
Match needed resources or
supplies with type of
activities from pictures and
oral statements (e.g.,
calculators & math books)
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Sequence of MPI’s within a
Theme Folder – Tier A
Grades 6-8
MPI’s for a Tier A Theme Folder
for 6-8
Standard 1: Social and Instructional
Language
Listening
Example topic: Resources & Supplies
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Sequence of MPI’s within a
Theme Folder – Tier B
Grades 6-8
MPI’s for a Tier B Theme Folder
for 6-8
Standard 1: Social and Instructional
Language
Listening
Example topic: Resources & Supplies
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Sequence of MPI’s within a
Theme Folder – Tier C
Grades 6-8
MPI’s for a Tier C Theme Folder
for 6-8
Standard 1: Social and Instructional
Language
Listening
Example topic: Resources & Supplies
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Turn and talk:
ELP Levels?
Domains?
Standards?
Grade Levels?
Tiers?
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Part 2
To understand how to activate and use the
ACCESS for ELLs® Test Administrator
Training course from the WIDA website
(www.wida.us)
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Logging in to Register for Accounts
Use the Username and Password provided to you by your
State Facilitator or District Facilitator to access the Account
Creator
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Get registered in the new course
All users will be required to create new accounts to review
training modules and take quizzes at WIDA’s training
website.
Obtain a login from your district’s DAC (They have a
password to the WIDA website for your district.)
Create an individual login as a test administrator and record
in your binder.
Contact the WIDA Help Desk with any questions: 1-866276-7735 or help@wida.us
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Registering in the new course
To create a new account, simply visit www.wida.us and
click the “Login” button in the top right corner of the
page
After logging in, you may proceed to enter the new
user’s personal information.
The account will be immediately activated once you
have created the account
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Registering in the new course
After registration, the new user will receive an
email containing his/her login information
Note: you may login right away without having
received the email if you created your own account
If you do not see the message, please check your
spam or junk mail folders and/or check with a technical
coordinator to be certain that your system is not
blocking messages from help@wida.us or
widahelp@wcer.wisc.edu.
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Logging in to the Training Course
Use your
username and
password from
the Account
Creator
confirmation
page and/or
the enrollment
email.
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Training course home
You will be directed to your training course
home page after you login
From here you can navigate to the ACCESS for
ELLs® course or to your quiz grade scores
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Part 3
To review roles of staff in administering
the ACCESS for ELLs® test
To review guidelines for placing students in tiers
To understand basic test logistics and security
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Roles & Responsibilities
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Testing Personnel Structure
WIDA
DPI/OEA
DAC
District Assessment
Coordinator
SAC
School Assessment
Coordinator
TA
Testing
Administrator
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Roles and Responsibilities
District Test Facilitator (or District Assessment Coordinator)
Serves as main contact with MetriTech, Inc. to facilitate ordering,
distributing and returning of test materials.
Prepares scheduling and ordering information regarding the
grades to be tested in each school, number of testing materials
required by each school and the testing schedule of each school
Takes inventory and ensures security of materials
Responsible for training and answering questions on test
administration and security to Test Coordinators & Test
Administrators
Certify or approve test administrators
Arrange for reporting and dissemination of testing results
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Roles and Responsibilities
Test Coordinator (at school-level)
Arrange and schedule test sessions, generally oversee all
aspects of test administration
Takes inventory of boxes upon receipt and return of materials to
the District Test Facilitator
Verifies that there are enough testing materials
If needed, requests additional testing materials from District Test Facilitator
Coordinates and distributes test materials in your school
Make sure that test administration is performed by properly
trained test administrators
Reminds Test Administrators that all test materials are to be kept
secure and confidential
Coordinate distribution of teacher reports and parent/guardian
reports
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Roles and Responsibilities
Test Administrators
Complete online ACCESS for ELLs® Test Administration training
course and certification through WIDA Website (www.wida.us)
Become familiar with procedures in Test Administration
Manual for test accommodations for ELLs with disabilities
Properly account for test booklet security immediately before,
during, and after test administration
Assure that pre-ID labels are attached to test booklets correctly
or that student data is properly bubbled in on test booklet covers
Administer the components of ACCESS for ELLs® for which you
are certified (Kindergarten/Group Components/Speaking)
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TA Certification
Separate certifications in:
Group administration (listening, writing, reading)
Speaking test administration
Kindergarten administration
Certification is based on successful quiz completion
(80%)
Qualifications checked by facilitators
Certification process handled by each state
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Tier Placement
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Importance of Tier Placement
To make the test appropriate to each individual, test
items are presented in 3 tiers for each grade level: A, B,
and C.
The intention is to present items to the student that are neither too
easy nor too difficult and that collectively pinpoint his or her true
ELP proficiency level. Most likely the majority of students will
receive the Tier B form of the test. Tier A is intended for very low
proficiency students and Tier C for students close to reaching full
English language proficiency.
Appropriate tier placement maximizes the accuracy and
validity of the ACCESS for ELLs® test results.
Students placed in a tier that’s too easy for them would
not be exposed to the full range of items to reliably
determine their English language proficiency.
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Tier Placement Guidelines
Use previous test scores, if available
Use teacher judgment, if available
Use W-APT™ or equivalent English language
proficiency test
Use reading/writing levels over oral skills
Keep in mind that 70-80% of students will take Tier B
When in doubt, place the student in the higher tier
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Tier Structure of ACCESS for ELLs®
6
1
ENTERING
2
3
4
BEGINNING DEVELOPING EXPANDING
5
BRIDGING
R
E
A
C
H
I
N
G
Tier A
Tier B
Grades 1-12
Tier C
K – Adaptive
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Profile 1: Fatima
Fatima shows language skills typical of a
student at level 3, Developing, in most
classroom subjects. Despite her
academic interests, she is not yet
approaching grade-level literacy in the
core content areas.
Which tier is most appropriate for Fatima?
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Profile 2: Mohammed
Mohammed is in second grade and in
his first year of instruction in
English. He is comfortable with
basic conversations outside the
classroom, but struggles with even
low-level reading tasks.
Which tier is most appropriate for Mohammed?
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Profile 3: Esther
Esther is approaching grade level literacy
in the core academic content areas.
Her teacher feels she will likely meet
the state’s exit criteria for ELL support
services by the end of the academic
year.
Which tier is most appropriate for Esther?
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Ordering Test Materials
District Test Facilitator is responsible to facilitate
ordering, distributing and returning of test materials to
MetriTech, Inc.
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Wisconsin Dates
Month
Approx. Date
Event
October
1st -3rd week
Window for ordering tests and Pre-ID
November
mid
Ship Test Materials to Districts
November
last week
Districts Receive Test Materials
December
1
Testing Window Opens
January
30
Additional Materials Ordering Deadline
February
Fri. of 2nd week
Testing Window Closes
February
3rd week
Districts Pack Completed Materials
February
3rd week
District Ship Completed Materials to MT
February
End of Month
All Test Materials Received at MT
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Ordering Test Booklets
Test booklets are ordered from MetriTech online at
www.metritech.com/wida.
You will be asked to log on.
Each district will receive their own district specific login
information from MetriTech
Carry out the following step-wise procedure:
Verify the contact information for the District Test Facilitator who
will receive the booklets
Click on the ‘Place/Edit Order’ link
Enter the number of test booklets by grade level and tier for each
of the schools within the district
Submit the order
Note: there is a 10% overage of student test booklets
included; do not order extra
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Web-Page Ordering –
Secure Log In
Enter Username and
Password, then
select “Login”
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Web-Page Ordering
For each school, indicate the number of
booklets for each grade level cluster and
tier.
When your order is completely specified,
click on the UPDATE ORDER button to
submit order.
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Pre-ID Labels for Test Booklets
NEW! Pre-printed ID labels will be generated from ISES
at the state level
If you do not received Pre-ID labels or if Pre-ID labels are
incorrect, the test administrator must bubble-in the front
and back covers of each test booklet with relevant
student data.
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Handling Test Materials and
Maintaining Test Security
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Materials Received by the District
District Packing List
Each school’s Packing List
Your state’s schedule
Pre-ID labels and return instructions
Test Administration Manuals (1 per set of 20 test
booklets)
Test Administration Scripts and Speaking Test Picture
Cue Booklet/Scripts (1 per set of 8 booklets ordered per
grade-level cluster except kindergarten which is 1 per set
of 15 booklets)
10% overage of student test booklets included; do
not order extra
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District Procedures Upon Receipt
of Test Materials
• Verify district
and school
packing lists
(in Box 1)
Step 1
Step 2
• Divide
materials
by school
• Deliver the test
materials to the
School Test
Coordinator.
Step 3
Step 4
• Follow
test
security
protocol
• Order
additional
materials if
necessary
Step 5
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General Security Guidelines
Only district and school test coordinators and test
administrators (or other authorized staff) may handle
secure test materials.
Ensure that all appropriate staff sign confidentiality
agreement
Place all secure materials in locked storage.
Do not leave materials unattended before or after
testing.
Do not share any specific test information with students
prior to or after testing.
Do not copy any test booklets or other secure
materials.
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School Procedures Upon Receipt
of Test Materials
Divide test booklets into groups for each scheduled testing
session.
Test booklets may not be distributed prior to testing session
Students must use Number 2 pencils; the scanning equipment
used to score answer documents will not read anything but
Number 2 pencil marks.
Place pre-ID labels containing the student demographic
information in the box on the front cover of the test booklet.
(Labels don’t come until January.)
If pre-ID labels are not available, or if any label contains
incorrect information, discard label and all of the
demographic information for that student must be filled in
by hand; school test coordinator will give District Code
number and School Code number to test administrators.
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Sample Agreement to
Material Confidentiality
School Security Checklist
ACCESS for ELLs® Check List
Spring 2012
District:________________ School:___________________
DIRECTIONS: The School Test Coordinator must make sure that
the test administrator has signed the Agreement to Maintain
Confidentiality before issuing secure test materials. The test
administrator must date and sign this form when secure test
materials are issued. The School Test Coordinator must sign
this form when secure test materials are returned.
NOTE: The School Test Coordinator should keep one copy of all
completed forms and return the original to the District Test
Coordinator with the secure test materials.
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Part 4
Administering the ACCESS for ELLs® (Grades 1-12)
Overview of Group and Individually Administered
Components
Developed by the Center for Applied Linguistics
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General Information
All test administrators must be certified by completing
the online training course prior to administering the
ACCESS for ELLs®.
All test sessions must take place within a state’s testing
window.
Tests are secure and you must follow state test security
regulations.
The Test Administration Manual contains guidance on
test accommodations for students with disabilities.
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Group-Administered Components
Test Administration Overview:
Listening, Reading and Writing
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Test Administration Overview:
Group-Administered Components
Listening, Reading and Writing
Administered in groups of up to 22 students
Centrally scored by MetriTech, not by the Test
Administrator
Each grade level cluster and each tier must have
separate group sessions
The administrator’s scripts arrive with the test booklets
Scripts are different for each test form
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Test Administration Times
Listening and Reading are administered together in one
group session




Listening Administration: 20-25 minutes
Break in between Listening and Reading sections: 5 minutes
Reading Administration: 35-40 minutes
Logistics: 15 minutes (approximately)
(including break in between sections)
Total: 75 minutes (approximately)
Writing is administered in a separate group session
 Writing Administration: 30-60 minutes
 Logistics: 15 minutes (approximately)
Total: 75 minutes (approximately)
Recommendation is not to exceed 22 students in a
group.
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How to read the Script
Read all of the text in Bold aloud
example: “Part A: Classroom Objects”
The text which is not bolded serves as a guideline and should not
be read aloud
example: “Pause”, “… make sure all students are in the right place.”
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How to read the Script
Text in Bold Blue (the test item) and bold Black,
should be read aloud.
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ACCESS Administration Times and Weights
Listening (15%): 20-25
minutes, machine
scored
Reading (35%): 35-40
minutes, machine
scored
Writing (35%): Up to 1
hour, rater scored
Speaking (15%): Up to
15 minutes, test
administrator scored
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Test Times
Speaking,
15
Listening,
25
(Minutes)
Listening
Reading
Writing
Speaking
Writing, 60
Reading, 40
Test Weights
Speaking,
15%
Listening,
15%
(Percent)
Listening
Reading
Writing
Speaking
Writing,
35%
Reading,
35%
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Scheduling Guidelines Example
Assume there are 90 students in the same grade level
cluster with 30 students per Tier tested 15 at a time
You can test all students in both Listening/Reading and
Writing in a total of 12 sessions over 4 days
This example assumes there is a Single Test
Administrator in the school
Number
of test
takers
per time
block
S ession
1
2
3
4
5
6
7
8
9
10
11
12
S chedule
M on 9 am
M on 11 am
M on 1 pm
T ue 9 am
T ue 11 am
T ue 1 pm
W ed 9 am
W ed 11 am
W ed 1 pm
T hu 9 am
T hu 11 am
T hu 1 pm
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Listening/R eading S essions
T ier A
T ier B
T ier C
15
15
T otals
15
W riting S essions
T ier A T ier B T ier C
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
T otals
15
15
15
15
15
62
Julee’s Recommended Testing Kit
Pencils
Erasers
Snacks (raisins, gum)
Kleenex
Watch/Timer
Magazines/Books/Suduko
Paper/Colors/Markers
Speaking Rubric (laminate)
Dividers (Folders)
TESTING: DO NOT DISTURB Sign
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ACCESS for ELLs®
Listening Test
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Listening Test Overview
Format: Multiple choice
Time: 20-25 minutes
Scoring: Machine scored (by MetriTech)
Weight:
30% of comprehension score
15% of composite score
6-7 thematic folders with at least one from each
standard (LoMA, LoSC, LoLA, LoSS, and SIL)
Test items read aloud only one time
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Listening Test Overview
Keep the test going at a steady pace
Follow pause times given in the script
After an item is read, give students up to 25
seconds to mark their answers
Follow the Test Administration Script exactly
Do not repeat items unless there is a
distraction
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Listening Test: Practice Items
Script: First the boy and girl play catch, and then
they ride their bikes.
Find the set of pictures that shows this in the
right order. PAUSE.
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With an elbow partner,
review the listening test
examples provided in
your binder.
.
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Listening Quiz
Can you give the directions to the quiz in another
language?
May you repeat the directions?
Can you read the test in native language?
Can you give praise?
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ACCESS for ELLs®
Reading Test
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Reading Test Overview
Format: Multiple choice
Time: 35-40 minutes
Scoring: Machine scored (by MetriTech)
Weight:
70% of comprehension score
35% of composite score
6-7 thematic folders with at least one from each
standard
Begins with an introduction
Follow the Test Administration Script exactly
Answer choices may NOT be read aloud
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Reading Practice Problems
Practice problems follow the introduction and must
be administered.
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Sample Items Within a Reading Test
Only on forms 1-2A and 1-2B (Grade Level Cluster 1-2,
Tiers A and B)
1-2A occur after every folder and are scripted (the answer
is filled in together as a group)
1-2B occur after some folders and are not scripted
Purpose: Extra assistance for the student
Sample
Reading
Test Item
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Individual and Group Check-ins
Intended to help guide students though parts of the
test and are indicated with a stop sign
Whole-group check-ins – Check in with all of the
students at the same time and explain the next
part of the test. Occurs after every section in the
1-2A Reading Test.
Individual check-ins – Students raise their hand
when they arrive at a stop sign and you check to
see the student has completed the section. Invite
them to respond to any skipped questions.
Halfway through 1-2B, 1-2C, 3-5A, 3-5B, 6-8A, 9-12A
At the end of every tier and grade level
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Reading Item Example: SIL;
Grade Level Cluster 1-2, Tier B
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Reading Item Example: SIL;
Grade Level Cluster 1-2, Tier B
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With an elbow partner,
review the reading test
examples provided in
your binder.
.
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Reading Quiz Questions
Can a student use a highlighter on the test?
Can you administer the test to a student in a separate
room?
Can you give a student more breaks?
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ACCESS for ELLs®
Writing Test
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Writing Test Overview
Format: Student constructed responses
Time: Up to 75 minutes
A break can be given halfway through the test if necessary
Scoring: Rater scored (by MetriTech)
Weight: 35% of composite score
The following standards are covered:
Social Instructional Language (SI), the Language of Math
(MA), the Language of Science (SC)
On Tier B and C: Integrated Task (IT) - combines Language
of Language Arts (LA), Language of Social Studies (SS),
and Social Instructional (SI) Language
Writing tasks are modeled to provide scaffolding
Follow the Test Administration Script exactly
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Individual and Group Check-ins
Whole-group check-ins – used to guide students
through the model in Tier A for all grade levels and
in all Tiers for grades 1-2
Individual check-ins – Students raise their hand
when they arrive at a stop sign which occurs at the
end of every writing question. Check to make sure
that they have completed the writing task.
After 10 minutes, 20 minutes, and 30 minutes,
circulate in the room to monitor students’ progress.
If necessary, you can prompt students who are
lagging behind by saying, “Make sure you save
enough time for the other parts.”
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Writing Item
Example:
Integrated Task
Grade Level
Cluster 6-8, Tier C
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Writing Item Example: Integrated Task
Grade Level Cluster 6-8, Tier C
Responses must be recorded in booklet. If
student writes on a separate piece of paper, you
must transcribe (exactly) back to the booklet.
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Writing
Rubric
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Scoring an IT Writing item
Rater scored by MetriTech using a rubric
The preparing and planning sections are not
scored.
Prepare
and
Planning
sections
NOT
scored by
MetriTech
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Let’s Take Group Test
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ACCESS for ELLs®
Speaking Test
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Background on the Speaking Test
Addresses the performance indicators from the WIDA
standards for Speaking.
Assesses the type of speech a student would typically
use in school and instructional contexts across each of
the WIDA standards.
Conducted in a one-on-one, question-answer interview.
All questions are standardized and read from a script.
Student responses to questions are assessed for
proficiency using a scoring rubric.
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Speaking Test
Individually administered
No tiers – adaptive format
Time: Up to 15 minutes per student
Scoring: Scored by test administrator
Qualitative ratings assigned by TA using Speaking Rubric
Numeric score calculated by MetriTech
Each form contains three parts (A, B and C)
Part A: tasks 1-3 cover SIL at proficiency levels 1-3
Part B: tasks 1-5 cover LoLA and LoSS at proficiency levels 1-5
Part C: tasks 1-5 cover LoMA and LoSC at proficiency levels 1-5
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Format of the Speaking Test
Speaking test consists of three scripted sections
A warm-up in which the test administrator puts the student at
ease
The test questions
A wind-down in which the test administrator leaves the student
with a positive impression of his or her performance on the test.
Test questions are presented in a structured sequence
determined by their intended proficiency level.
Tier B & C students don’t take T1 questions unless T2 is
“approaches” (p. 68)
Test is “adaptive,” that is, questions are presented until
the student reaches his or her performance ceiling.
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Speaking Picture Cue Booklet
Picture Cue booklets are printed two sided and bound in a flip
chart format. The picture cue faces the student and the script
faces the test administrator. The script also includes a
thumbnail graphic of what the student is seeing.
Script Side
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Picture Cue Side
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Navigating the Speaking Test
(Grades 1-12)
Part A
Part C
Part B
T1
T1
T2
T2
END
T1
T2
T3
T3
T3
T4
T4
If score on task is ?,
Meets, or Exceeds,
go to next level task.
If score on
T5
task is ?, Meets,
or Exceeds,
go to next level task.
If score on
task is ?, Meets
or Exceeds, go
to next level task.
If score on task is
Approaches or No
Response, go to
Task 1 of Part B.
If score on task is
Approaches or No
Response, go to Task 1
of Part C.
If score on task is
Approaches or No
Response, stop the
Speaking Test.
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T5
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Task Level Expectations
Every task and question is based on a set of
expectations for what the response will look like.
Areas of speech around which scoring expectations are
based:
Linguistic Complexity: Expectations of the quantity and
organization of the student’s verbal response
Vocabulary Usage: Expectations of the student’s use of
appropriate vocabulary for grade level and proficiency level;
refers to language quality
Language Control: Expectations of the student’s control of
English grammar, word choice in context, and the English
sound system; refers to language quality
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Scoring Criteria as Applied to
Responses
Linguistic Complexity—How Much? (Quantity)
How much language can the student process in a range of different
communication modes; for example, in answering questions, in telling
a narrative, in describing events and processes?
How well organized is the information contained in the response; that
is, does it show the kind of links that a listener would need in order to
process and understand the information in the student’s response?
Vocabulary Usage—How Rich? (Quality)
How much academically related vocabulary and what sort of
vocabulary does the student control?
Does the student control the linguistic means of producing technical
vocabulary, e.g. knowing how to form nouns from verbs?
Language Control—How Well? (Quality)
How automatic, accurate, and fluent is the student’s language in
phonology and syntax?
Is the student’s choice of words appropriate to context?
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Speaking Rubric
Review each level
with a partner
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Level 1 Tasks & Expectations
Linguistic
Complexity
Level 1
Vocabulary
Usage
Language
Control
What are expectations of a Level 1 question?
Question
What’s your
name?
Single words, set
phrases, or chunks
of memorized oral
language
Highest frequency
vocabulary from
school setting and
content areas
When using
memorized
language, is
generally
comprehensible;
communication may
be significantly
impeded when
going beyond the
highly familiar
Are expectations met by the response?
Response
Julee Dredske Yes
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Yes
Yes
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Level 2 Tasks & Expectations
Linguistic
Complexity
Level 2
Vocabulary
Usage
Language
Control
What are expectations of a Level 2 question?
Question
Can you tell me a
little about your
family?
Phrases, short oral
sentences
General language
related to the
content area;
groping for
vocabulary when
going beyond the
highly familiar is
evident
When using simple
discourse, is generally
comprehensible and
fluent; communication
may be impeded by
groping for language
structures or by
phonological, syntactic,
or semantic errors when
going beyond phrases
and short, simple
sentences
Are expectations met by the response?
Response
We have a family of
five: Doug, Jessica,
Logan, Brooke.
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Yes
Yes
Yes
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Level 3 Tasks & Expectations
Linguistic
Complexity
Level 3
Vocabulary
Usage
Language
Control
What are expectations of a Level 3 question?
Question
What’s your favorite
subject in school and
what do you like
about it?
Simple and expanded
oral sentences;
responses show
emerging complexity
used to add detail
General and some
specific language
related to the
content area; may
grope for needed
vocabulary at times
When communicating in
sentences, is generally
comprehensible and
fluent; communication
may from time to time be
impeded by groping for
language structures or by
phonological, syntactic,
or semantic errors,
especially when
attempting more complex
oral discourse
Are expectations met by the response?
Response
I really like math the
best. I always liked to
work with number
puzzles and I have
fun trying to figure out
word problems in
math.
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Yes
Yes
Yes
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Level 4 Tasks & Expectations
Linguistic
Complexity
Level 4
Vocabulary
Usage
Language
Control
What are expectations of a Level 4 question?
Question
Dredske is an
unusual name. I
haven’t heard it
before. Can you tell
me something about
it?
A variety of oral
sentence lengths of
varying Linguistic
Complexity; responses
show emerging
cohesion used to
provide detail and
clarity
Specific and some
technical language
related to the
content area;
groping for needed
vocabulary may be
occasionally evident
At all times generally
comprehensible and
fluent, though
phonological, syntactic,
or semantic errors that
don’t impede the overall
meaning of the
communication may
appear at times; such
errors may reflect first
language interference
Are expectations met by the response?
Response
Yes, it’s a German name.
My husband’s
grandparents came from
England around 1800. I’m
not really sure what it
means. My great
grandparents were
immigrants from Poland
and Germany.
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Yes
Yes
Yes
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Level 5 Tasks & Expectations
Linguistic
Complexity
Level 5
Vocabulary
Usage
Language
Control
What are expectations of a Level 5 question?
Question
I’ve heard that English speakers have
trouble pronouncing names. How do
you feel about having a name that
others think is hard?
A variety of
sentence lengths of
varying Linguistic
Complexity in
extended oral
discourse;
responses show
cohesion and
organization used
to support main
ideas
Technical language
related to the
content area; facility
with needed
vocabulary is
evident
Approaching
comparability to that of
English proficient peers
in terms of
comprehensibility and
fluency; errors don’t
impede communication
and may be typical of
those an English
proficient peer might
make
Are expectations met by the response?
Response
We’ll I was a little sensitive about
my name in school, where almost
everyone else had a much easier,
more American sounding name. Or
so I thought at the time. I do
remember a few times when
somebody would giggle about how
they thought it was a real mouthful.
But overall I’m really proud of my
name, even though I have to always
spell my first and last name when
someone asks.
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Yes
Yes
Yes
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Speaking Test Scoring Sheet
The scoring sheet should be
filled out completely; a
score for every task must
be marked.
Any task not administered
because the student has
reached a ceiling level
within a part should be
marked as Not
Administered.
If a “?” is marked for a task
and resolved with a Meets
or Exceeds by
administering the
following task, it is not
necessary to erase the
mark.
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Response Marks
Meets is always the intended target for a
speaking task
Exceeds is used when a response scores
beyond the expectations of the task
Approaches is used when the response
does not meet one or more expectations
of the task
Meets, Exceeds, and Approaches do not
always have clearly distinguished
boundaries
Exceeds
Meets
Approaches
No
Response
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Scoring Rules
A rating of Meets or Exceeds each receives a point
value of 1.
There are no extra points awarded a score of Exceeds.
The Exceeds rating indicates a strong expectation that
the student will be able to respond with at least a Meets
rating to the following task in the test.
A rating of Approaches or No Response each receives
a point value of 0.
The 0 point value reflects the fact that the student could
not meet one or more of the requirements of the scoring
rubric.
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Scoring Rules: Using “?”
If in doubt between scoring Meets or Approaches on a
task, you can mark in the center column below the
question mark “?” on the score sheet and administer the
next task.
If the student Meets the next task level expectations,
assign that task a score of Meets, and go back and assign
the previous task in question a score of Meets.
If the student fails to meet the task level expectations on
the next task, it is most likely that the performance was
also deficient on the previous task. Assign the current task
a score of Approaches or No Response as appropriate,
and go back and assign the previous task in question a
score of Approaches.
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The Scoring Sheet
The Speaking Test Scoring Sheet is the last page of the
student test booklet.
Test administrators must make a mark on the scoring
sheet immediately after the student responds to the last
question in a task.
The mark represents the student’s performance on the
complete task, not individual questions on the task.
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Listen to practice items at
WIDA training site
.
www.wida.us-->Test
Administrator training
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Time for the real test!
.
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Kindergarten Test Design and
Administration
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Kindergarten Test Design
The test is thematically integrated within two stories:
A narrative story
An expository story
All domains are tested within each story
Averages 45 minutes per student for all components
Aligned to PreK-K Standards
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Narrative vs. Expository
Narrative:
Expository:
• Appropriate graphics
• Main characters are
animals
• Description
• Rhyme, Rhythm
• Reminiscent of
quality children’s
literature
• 3rd person
• Fictional
• Time sequence
• Non-fiction
• Involves "doing“ or
“how to”
• Realistic or
believable actions
with people as main
characters
• Story sequence
between steps,
logical organization
• Relate to events in
student’s life
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Sample Theme Folder
Cards
Theme
Graphic
Student Response Booklet
Items
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Test Structure
The test administrator (TA) reads the Narrative story,
then administers:
A. Listening & Speaking Tests (together)
B. Writing Experience
C. Reading Test
The TA will then go to an Expository story, centered
around an Activity Board and using cards for the
items.
D. Listening & Speaking Tests (together)
E. Writing Experience (Leveled Writing Tasks, based on
Writing Experience score from Part B)
F. Reading Test (based on Reading score from Part C)
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Kindergarten Test: Structure
Narrative
Listening and Speaking
Move through the
Levels of each part
until student reaches
his/her ceiling
Writing
Reading
Expository
Listening and Speaking
Writing
Reading
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Part E (Writing)
and Part F
(Reading)
Starting points are
determined by
performance on
prior Writing and
Reading tasks.
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Features of the Kindergarten Test
All components are individually administered so that
students will start sections at appropriate levels and
stop when the students reach their ceiling
All components are scored by the Test Administrator
(TA) during test administration, including a
‘transcription’ of Writing
Students write their Writing test responses directly in
the Student Response Booklet
Administration averages 45 minutes total per student
for all components
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Unique Features of Test
Manipulatives
Cards
Student Activity
Board
Thematic
Test questions center around two themes.
All four domains are tested in each theme
Writing Experience
Interactive writing, where the student has an opportunity to
produce whatever he/she is able
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Testing Materials (1 of 2)
The Kindergarten Student Story Booklet
contains:
The pictures and storyline for the Narrative
section of the test. It resembles authentic
children’s literature.
Orientation pictures and graphic organizers
related to designated sections of the test.
Kindergarten Student Response Booklet
contains:
Student Response Record (completed by
teacher) for Parts A – F
Student Response Record (completed by
student) for Parts B & E
Teacher Transcription of Student Writing
for Parts B & E
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Student Story
Booklet
Student
Response
Booklet
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Testing Materials (2 of 2)
Kindergarten Test Administrator
Script contains:
Script for all parts of the test
Kindergarten Student Activity Board
Test Administrator
Script
Kindergarten Cards & Card
Container
Cards and Card
Container
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Student Activity
Board
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General Test Administration Procedures
Follow the script exactly. Read aloud everything in black
bold and blue bold print.
Student responses must be recorded and scored
immediately after each level is complete (e.g. after A3).
You must administer and score all items in any one level
of a Part of the test before making a determination about
whether to continue or to stop that Part and move on to
the next one.
While the test is designed to take an average of 45
minutes per student, kindergarteners may need a couple
of breaks during the test administration.
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Symbols in the Script
Card
used for
modeling
Card face down
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Keep cards in hand
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Preparing for Test Administration
Familiarize yourself with the Test Administrator Script for
each portion of the Kindergarten Test prior to
administering the test. It is recommended to practice
administration to an adult before you administer to a
student.
You will need 2 sharpened pencils: one for you and one
for the student.
See page 8
Testing should occur in a quiet room.
Use a rectangular (preferable) or circular table at which
to test the student.
Place yourself at a right angle to the student, rather than
across from or next to the student. The student should be
to the right-hand side of the TA.
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Accommodations
 In general, accommodations for students with
disabilities are allowable, as outlined in the IEP
 Accommodations must not invalidate the test
construct (e.g., TA reads items on the Reading test to
the student)
 See Accommodations section of the main ACCESS
for ELLs® Test Administration Manual for a list of
allowable accommodations
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Parts A ― C:
Narrative Administration
Information
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Let’s watch the K test being
administered
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Part A: Listening & Speaking
Format: Part A consists of a Narrative story, and the
Listening and Speaking items. Both domains are
administered together by level. The Listening items for
one level are administered, then the Speaking items for that
same level are administered.
Directions: Read the entire narrative story first, then go
back to the beginning of Part A (level A1) to administer
Listening and Speaking. Move through the levels, A1 to A5,
based on student’s responses.
Scoring: After the student answers all items in a level,
complete the score sheet in the Student Response Booklet.
Follow the Test Administration Script exactly, including
pauses.
Keep the test going at a steady pace.
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Listening Items
Listening items prompt the student to point to something
in a picture, or point to and/or move a card.
Do NOT read a Listening item more than one time.
Scoring: Listening items in each level are scored as
discrete items; they are marked correct or incorrect.
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Speaking Items
Speaking items prompt the student to talk about the
pictures and the story.
Scoring: There is guidance as to what to look for in a
student response, found in a box called “Expect.” Follow
these guidelines to determine if the student meets or
does not meet the task-level expectations.
NOTE: these are based on the WIDA Speaking Rubric;
you should refer to the rubric if you have questions.
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Task Level Expectations
Every task is based on a set of expectations for what the
response should look like. The TA rates each task
holistically, considering the response to all questions in
the task.
Scoring expectations are based on:
Linguistic Complexity
Expectations of the quantity and organization of the student’s verbal response
Vocabulary Usage
Expectations of the student’s use of appropriate vocabulary for grade level and
proficiency level
Language Control
Expectations of the student’s control of English grammar, word choice in context, and
the English sound system; refers to language quality
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The Scoring Scale
Speaking Test Scoring Scale
Meets
Approaches
Meets all task level expectations in quantity and quality
Approaches task level expectations, but falls short in quantity
and/or quality
“Meets” is highlighted on the scale to emphasize that Meets is
the expected score. Tasks are designed to elicit speech that will
meet all expectations of the proficiency level it targets.
Detailed instructions on how to interpret the scoring scale are contained in the ACCESS
for ELLs® District and School Test Administration Manual and in the PowerPoint module
titled Administering the ACCESS for ELLs® Speaking Test
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Scoring Rules
Due to the adaptive nature of the test, the TA must
make a rating immediately after the student responds to
the last question in a level.
If unsure whether to score a response Meets or Approaches, the ?
(question mark) box can be marked.
Then administer the next task.
If the response to the next task scores Meets, go back and rate the
previous task (the one with ? marked) Meets.
If the response to that next task scores Approaches, go back and
rate the previous task Approaches. It is necessary to erase the mark
in the ? box, but ultimately a rating must be assigned to that task.
The rating represents the student’s performance on the
complete task, not on individual questions within the
task.
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Speaking Rubric
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Part A Script
Listening Script:
Indicates the Part
and Level: This is
Part A, Level 1
Graphic
student sees
in the Student
Story Booklet.
Orientation to
the upcoming
task
Unscored
sample
question.
A1 Listening
Items
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Part A Script
Speaking Script:
A1 Speaking
Items
What to look for in
student response
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Part A: Recording Answers
1) Fill in the
number correct
for each level.
2) Fill in Meets,
Approaches, or
?.
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Determine if
you are to
move on in
Part A, or go
to Part B.
Not Administeredfill in for Levels that
are beyond the
student’s stopping
point.
134
Part B: Writing Experience
Format: There are two tasks in this Part of the Writing
Test, assessing five levels. First, the student writes
his/her name as a screening task. If done successfully,
the student proceeds to the Writing Experience, which
involves a retelling of the narrative text.
The script prompts the student to talk about something
from the story, then write it.
If the student is struggling, there are prompts to scaffold
the student to write words and sounds.
The ACCESS for ELLs® Test Administration Manual for
Kindergarten contains Part B writing samples and scoring
guidance.
Page 24
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Part B: Writing Script
Script sample
Orientation
Item
What’s
next?
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Test Navigation
There is a “Moving On” section of the script, which
indicates what you are to do next after scoring a Part.
You are always moving ahead in the test, either to the
next level in the same Part, or to the next Part of the test
if the child does not meet expectations. Only after Part F
do you end the test.
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Part B: Student Response Booklet
Left page
(Teacher’s page)
Right page
(Student’s Page)
Write what the
student says
he/she wrote
in the box.
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Adaptive Scoring in Writing
The student writes in the Student Response Booklet
After the student writes, the TA transcribes what the
student says he/she wrote
Score the writing as “High,” “Mid,” or “Low”
immediately and check off the box at the bottom of
Part B in the Student Response Booklet
Score the writing using the Rubric after the student
completes the entire test.
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High, Mid, Low
“Expect” box for Writing
Criteria in the Student Response Booklet to
determine Starting point in Part E (Writing).
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K Writing Rubric (1 of 3)
Writing Rubric of the WIDA™ Consortium
Grades Pre K-K
Level
Linguistic Complexity
•Text presents one clear example of a
successful attempt at producing related,
connected English phrases and sentences
6
Evidence:
Complete
“Story”
•At least two clear sentences are present
•“Words” are clearly recognizable and
•A logical sequence or relationship between contain beginning, middle and ending
phrases and sentences is present
sounds (in longer words)
•Each phrase or sentence contains at least
two “words”
•Text contains at least one clear example
of a successful attempt at producing at
least two related or connected English
phrases or sentences
5
Evidence:
“Story”
Vocabulary Usage
•“Words” go beyond memorized, highfrequency vocabulary, though some sight
words and easily decodable words may be
present and written accurately
Language Control
•Invented spelling and/or lack of mechanics
may impede full comprehensibility of the
text
•Inventive spelling closely approximates
standard spelling
•Evidence of capitalization and punctuation
may be present
•No clear observable influence of native
language is present
•“Words” go beyond memorized, highfrequency vocabulary
•Invented spelling and/or lack of mechanics
may impede comprehensibility of the text
•Evidence of word boundaries is present
•At least one clear sentence is present
•“Words” are generally recognizable and
contain attempts at beginning, middle and
ending sounds (in longer words)
•A logical or sequential word order within
phrases or sentences is present
•All key “words” in the related or connected
phrases or sentences are attempted
•Observable influence of native language
may be present
•Each phrase or sentence contains at least
two “words”
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K Writing Rubric (2 of 3)
Level
4
Linguistic Complexity
Vocabulary Usage
•Text contains at least one clear
example of a successful attempt at
producing an English phrase or short
sentence
•At least one “word” in the phrase or
short sentence goes beyond
“memorized” text (e.g., ‘I like…,’ ‘I
play…’)
•The phrase or short sentence
contains at least three “words”
•“Words” are generally recognizable
and contain attempts at beginning,
middle and ending sounds (in longer
words)
Evidence:
“Phrase or
sentence”
Language Control
•Invented spelling and lack of clear
word boundaries may impede
comprehensibility of the text
•Attempts at word boundaries may be
present
•Observable influence of native
language may be present
•Letter sounds within words may be
out of order
•Text contains at least two clear,
independently produced examples of
successful attempts at producing
English words
3
Evidence:
“Words”
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•All key “words” in the phrase or short
sentence are attempted
•At least one “word” goes beyond
memorized, high frequency words
(e.g., ‘cat’ ‘dog’)
•Invented spelling and lack of clear
word boundaries may impede
comprehensibility of the words
• “Words” may be recognizable contain •Observable influence of native
attempts at beginning, middle and
language may be present
ending sounds (in longer words)
•Letter sounds within words may be
out of order
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K Writing Rubric (3 of 3)
Level
Linguistics Complexity
•Text contains at least two clear,
independently produced examples of
successful attempts at producing English
sound/letter correspondence
2
Evidence:
Sound/ letter
correspondence
1
Evidence:
Letter copying
0
Vocabulary Usage
•Evidence of knowledge of sound/letter
correspondence may be provided by
attempts at any of the following:
Language Control
•Poor letter formation and/or lack of any
type of boundaries within text may impede
recognition of attempts of producing
sound/letter correspondences
-beginning and ending word sounds
-beginning and middle word sounds
•Observable influence of native language
-middle and ending word sounds
may be present
-beginning word sounds only
-a single sound representing a word
•Examples of letters may be in list form,
written vertically or horizontally
•Evidence of “memorized” writing in English
(e.g., proper names, ‘mom,’ ‘dad’) may be
present
•Text contains clear evidence of successful •Evidence of ability to write letters may be
attempts at writing at least two letters, of
provided by any of the following:
which one may display knowledge of
-writing own name
sound/ letter correspondence
-copied letter(s)
-random letter(s)
-traced letter(s)
-scribble writing
•Poor letter formation quality may impede
recognition of letters
•Text contains no more than one clear,
independently written letter
•No language control is evident due to lack
of text
•Symbols or pictures, perhaps copied from
graphics, may be present
Evidence: Letter •No response
and/or picture
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Writing Scoring Practice
For practice scoring items on the Writing Test, please
refer to the Scoring the ACCESS for ELLs
Kindergarten Writing Test
Let’s practice . . .
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Where to start?
Teacher,
backpack,
doctor
This student has written a string of letters
that does not correspond to what he or she
says was written. This student does not
appear to be able to write sounds he/she
hears.
LOW
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Bookbag
The student only recognizes the first
sound of one word. This student may be
able to start at Level 3, but to check and
to build the student’s confidence, start at
Level 1.
LOW-Level 1
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Nurse
Though this student has written the
beginning and ending sound for the word
“nurse,” this was the only word the
student produced. We can assume that the
student will perform well at E3, but may
not at E4, so to decrease the student’s
frustration, we begin at E3.
MID
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One day, David lost his backpack.
This student is making attempts at
beginning, middle, and end sounds. He
writes a Z for an S in “lost” and “his.”
The second letter in the first word may be
an inverted “n.” This student appears to
be learning word boundaries as well.
HIGH—Level 4/5
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Part C: Reading
Format: There are five levels of tasks on the Reading
Test. Tasks include matching cards, categorizing
pictures, and pointing to a picture. Some of the initial
tasks assess pre-literacy skills.
Scoring: Reading items are each scored “correct” or
“incorrect.”
Based on how many tasks the student correctly
completed, score the student’s performance as
“High,” “Mid,” or “Low” and record in Part F in the
Student Response Booklet. This will determine the
starting point in the next Part of the Reading test.
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Part C: Reading Script
Symbol to
keep cards
in hand
Unscored
Model of
task
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What the
student sees in
Student Story
Booklet
Pictures
on the
cards
C2 Items
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Part C: Recording Answers
Fill in the circles for
the items the student
gets correct.
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Determine if you are
to move on to the
next Level within
Part C, or go to Part
D.
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Parts D — F
Expository Administration
Directions
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Part D: Expository Listening and
Speaking
Tests Listening & Speaking like Part A
Based on the Activity Board, rather than a narrative story
Follow the script exactly
Open and close panels as directed
Begin at level 1, and administer Part D until student
reaches his/her ceiling
Scoring rules for Part D are the same as for Part A
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Activity Board
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Kindergarten
Test Navigation
Starting point based on
Narrative Reading Score
Part E: Writing
Five Leveled writing tasks
Entrance point based on student’s performance on Part B.
If “High” start directly with E4/5
If “Mid” start with E3
If “Low” start with E1
If you do not administer an item because it is before
where you are instructed to start, fill in the “Skipped”
box.
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Part E: Script
Unscored
Models
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Part E: Student Response Booklet
Right Page
Left Page
Teacher
model for
beginning
sound
Teacher
model for
end sound
Student
writes in
the box
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Part F: Reading
There are 5 levels of Reading tasks in Part F.
Entrance point based on student’s performance on Part C.
If “High” start directly with F4 (reading short phrases)
If “Mid” start with F3 (reading words)
If “Low” start with F1 (pre-literacy task)
Scoring Part F is the same as scoring Part C, with the
exception of the “Skipped” column.
Both F1 and C1 require you to MOVE ON, regardless of the
number of correct answers.
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Part F: Script
Some cards will go face up and some face down.
Gray shading means cards are face down.
* means this is the card for the model.
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Multiple Exit Points
Be sure you end the test with something the student can do so
that students leave with a positive feeling about the experience.
Guidance on “winding down” is contained in the TA manual and
video.
In Listening Parts: If the student clearly does not understand
the listening task, you may repeat the model. If the student still
doesn’t understand, continue modeling with the other items, but
score them as incorrect.
In Speaking Parts: If the student says “I don’t know” you may
assist them, but mark the answer “Approaches.”
In Writing Parts: Aim to have the student write at least a sound,
a letter, or a picture.
In Reading Parts: Student may identify a sound or a picture
he/she recognizes.
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What are some challenges of
administering a test like this to
Kindergarten age students?
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Challenge:
Behavior of Kindergarteners
Behavior Expectations of Kindergarteners
Kindergarten students are easily distracted
Extra effort should be made to insure the testing area is quiet and
away from student traffic.
Although TAs should be ready to redirect students to the task, the
scripts will include suggested recasts and advice for extra
prompting.
Kindergarten students need more stretch
breaks: this should be at the discretion of
the TA when he/she senses fatigue or
distraction.
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Challenge:
Literacy of Young Learners
Literacy
• All Kindergarteners are developing literacy
skills; the test will therefore include some
pre-literacy and pre-writing tasks.
• Additionally, at this developmental level,
writing and reading skills are very
intertwined, yet NCLB requires testing
these as discrete skills.
• The existing WIDA Writing Rubric has
been modified for the Kindergarten level to
reflect rules for “inventive spelling” and
task level expectations.
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Challenge:
Maximizing student performance
Take time before test administration to establish rapport
with the student.
Experience with young students is recommended for
TAs for the Kindergarten test.
Make extra effort to put the student at ease:
Small talk on the way to the testing area
Say, “We’re going to play some games/read a book”
Establish age/birthday
Talk about what they were doing in class, what they
had for lunch, who is in their family, their favorite
food, etc.
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Challenge:
Training Test Administrators
Given the flexibility of the scoring and the quantity of
materials used in the test, extensive training must be
made available to prospective and seasoned test
administrators.
As an additional training tool, WIDA has produced a
Kindergarten Test Administration Training Video. This
DVD walks viewers through a complete Test
Administration, and has additional features focusing on
scoring and adaptivity.
The full ACCESS for ELLs® Test
Administration Training continues to be
offered online and must be completed
by all test administrators.
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Parent/Guardian Report
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Teacher Report (Part 1)
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Teacher Report (Part 2)
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Student Roster Report
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Test Administrator Certification
Quiz Grade Reports
Keep in Binder for Reference
Need Assistance?
If you need assistance administering the ACCESS for ELL®,
please contact:
Julee Dredske
dredskej@cesa5.org
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Questions or Comments?
For more information, please contact
the WIDA Help Desk:
1-866-276-7735 or help@wida.us
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
Metritech, Inc., www.metritech.com