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Scoring the ACCESS ® for ELLs Kindergarten Writing Test

Scoring the ACCESS ® for ELLs Kindergarten Writing Test. Emily Evans , Center for Applied Linguistics January 2007 New Jersey Department of Education. Developed by The Center for Applied Linguistics. Training Objectives.

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Scoring the ACCESS ® for ELLs Kindergarten Writing Test

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  1. Scoring the ACCESS® for ELLs Kindergarten Writing Test Emily Evans, Center for Applied LinguisticsJanuary 2007New Jersey Department of Education Developed by The Center for Applied Linguistics

  2. Training Objectives • To understand the structure of the ACCESS® for ELLs Kindergarten Writing Test • To gain an overview of how the ACCESS® for ELLs Kindergarten Writing Test is administered • To prepare to score the ACCESS® for ELLs Kindergarten Writing Test

  3. Instructions on how to use quizzesin this presentation • After all sets of samples from each part of the ACCESS for ELLs® Kindergarten Writing Test have been presented, there will be quiz slides with several samples that will have to be scored • Decide whether or not the samples are acceptable (Part B of the test) or score the samples (Parts C and D of the test) • A “key” slide follows each “quiz” slide so you can view the correct scores and rationale

  4. Background Information • The Kindergarten Writing Test is an adaptive test in which the student advances from one task to the next based on the score awarded to his or her response for the current task • While administering the Kindergarten Writing Test, it is only necessary to determine whether a student qualifies to advance to the next task • Scoring and recording for each task should be completed after the student has finished testing • Note: Remember to fully complete the Writing Test Scoring Sheet at the back of the Student Response Booklet after the student finishes the Writing Test

  5. Inventive Spelling (1 of 3) • Inventive spelling, as defined on this slide and the next two slides, is acceptable in all parts of the Kindergarten Writing Test • Monosyllabic words consist of initial, middle, and final sounds • Multisyllabic words have this pattern duplicated for each syllable of the word

  6. Inventive Spelling (2 of 3) • Students may approximate sounds, especially vowels, a letter or combination of letters other than what is generally considered conventional spelling (e.g., k for c, ai for i) • Students may invert letters closely approximate to the conventionally used letter (e.g., d for b or vice versa, q for d or vice versa) • Students may delete letters (e.g., lac for like. Note: This is especially common with letters of the regularly spelled word that do not have a one to one correspondence to English sounds • If a student matches at least two of the three sounds (initial, middle, final) in a monosyllabic word and the writing is generally decipherablewithin the context of the pictures, the writing may be scored as correct. (e.g., do, dg, or og may all be scored correct for dog)

  7. Inventive Spelling (3 of 3) • If the student writes only one of two or three sounds in a monosyllabic word, score thisincorrect (e.g., d, o, or g alone is not correct for dog) • Students may say the word out loud while they are writing it down.

  8. Part A of the Writing Test • Part A consists of tracing/copying numbers and letters and writing one’s name • Tracing/copying is a warm-up task for the student and does not affect the overall scoring of the test

  9. Scoring Part A The rubric for Part A is as follows: 1 = writes first name; proceed to Part B 0 = does not write first name; discontinue Writing test and proceed to wind-down • If a student write his or her name, whether or not it is traced/copied, score the response as 1 and proceed to Part B • If students do not write their names, even if they completed tracing/copying, they score 0. Follow the script to discontinue the Writing Test and proceed to the wind-down. On the Writing Test Scoring Sheet, mark a score of 0 for Part A.

  10. Examples of Student Responses(Score 1 in Part A)

  11. Part B of the Writing Test • Part B is a labeling task • The student is presented with graphics and is asked to write what s/he sees • The student can write anything as long as it is related to the given graphic • For example, for item #4, which shows a boy riding a bicycle, the responses “bike,” “boy,” “helmet,” or “exercise” would all be considered correct

  12. Scoring Part B (1 of 2) Note: Inventive spelling is acceptable in Part B. 3 = labels 3 (or 4) objects; proceed to Part C 2 = labels 2 objects; proceed to Part C 1 = labels 1 object; discontinue Writing Test and proceed to wind-down 0 = labels 0 objects; discontinue Writing Test and proceed to wind-down

  13. Scoring Part B (2 of 2) • Give credit for a correct word if the student: • Writes a name (e.g., Jorge or John) for the picture of a boy and girl playing catch • Writes we or dad for the picture of a man and a dog • Draws his/her own picture and labels it (e.g., draws a cat and writes cat) • If the student scores 2 or 3, then proceed to Part C of the Writing test • If the student scores 1 or 0, follow the script to discontinue the Writing Test and proceed to the wind-down. On the Writing Test Scoring Sheet, mark the scores for Parts A and B.

  14. Examples of Acceptable Responses for “Tree” (1 of 2)

  15. Examples of Acceptable Responses for “Tree” (2 of 2)

  16. Examples of Unacceptable Responses for “Tree” (1 of 2)

  17. Examples of Unacceptable Responses for “Tree” (2 of 2)

  18. Quiz Yourself: Responses to Graphic one (tree) • Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale.

  19. Key to Quiz Yourself: Responses to Graphic one (tree)

  20. Examples of Student Responses • Examples of responses to graphic 2 (boy, girl, call, play, catch, etc.)

  21. Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)

  22. Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)

  23. Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)

  24. Examples of Unacceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)

  25. Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.) • Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale.

  26. Key to Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.)

  27. Examples of Student Responses • Examples of responses to graphic 3 (man, dad, dog, walk, etc.)

  28. Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)

  29. Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)

  30. Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)

  31. Examples of Unacceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)

  32. Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.) • Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale.

  33. Key to Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.)

  34. Examples of Student Responses • Examples of responses to graphic 4 (bike, bicycle, man, boy, etc.)

  35. Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)

  36. Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)

  37. Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)

  38. Examples of Unacceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)

  39. Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.) • Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale.

  40. Key to Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.)

  41. Scoring Part C (1 of 2) Note: Inventive spelling is acceptable in Part C. 3 = writes 3 names of foods (3 original, or 1 copied + 2 original); proceed to Part D 2 = writes 2 names of foods (2 original, or 1 copied + 1 original); proceed to Part D 1 = writes 1 name of food (original or copied); discontinue Writing Test and proceed to Wind-down. 0 = writes nothing; writes illegibly; discontinue Writing Test and proceed to Wind-down. *** Only the word “ice cream” can be copied because that is the only word written out. If the student writes hotdog or pizza for the graphics presented in the example, these are considered original.

  42. Scoring Part C (2 of 2) • If the student scores 2 or 3, then proceed to Part D of the Writing Test. • If the student scores 1 or 0, follow the script to discontinue the Writing Test and proceed to wind-down. Then, on the Writing Test Scoring Sheet, mark the scores for Parts A, B, and C.

  43. Examples of Student Responses from Part C of the Writing Test (Score 3)

  44. Examples of Student Responses from Part C of the Writing Test (Score 3)

  45. Examples of Student Responses from Part C of the Writing Test (Score 3)

  46. Examples of Student Responses from Part C of the Writing Test (Score 2)

  47. Examples of Student Responses from Part C of the Writing Test (Score 1)

  48. Examples of Student Responses from Part C of the Writing Test (Score 1)

  49. Quiz Yourself: Responses from Part C of the Writing Test • Look at each sample and score it (3,2, 1 or 0). Then click the button to check the rationale.

  50. Key to Quiz Yourself: Responses from Part C of the Writing Test

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