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California English Language Development Test. Welcome to the Scoring Training of Trainers Workshop 2009–10 Administration. Workshop Objectives. The purposes of this workshop are to train participants to:
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California English Language Development Test Welcome to theScoring Training of Trainers Workshop2009–10 Administration
Workshop Objectives The purposes of this workshop are to train participants to: • Demonstrate an understanding of the scoring process for the one-on-one portions of the CELDT • Demonstrate an understanding of how to organize and utilize assessment materials appropriately
CELDT Binder • What’s New • Section 1 - Introduction to CELDT • Section 2 - Test Administration • Section 3 - K-1 Reading and Writing • Section 4 - Speech Functions • Section 5 - Choose and Give Reasons • Section 6 - 4-Picture Narrative • Section 7 - Practice Video Samples • CDE Questions and Answers • Section 8 - Writing – Sentences • Section 9 - Writing – Short Compositions • Local Scoring and Placement • Section 10 - Trainer Resources
What’s New • K-1 Reading and Writing • New Federal Race and Ethnicity Data Collection • Local Scoring Tool (formerly e-TIP)
Who to Contact? CELDT Assessors • Amber Jacobo, 457-3813, amber.jacobo@fresnounified.org • Bon Vang, 457-3895, bon.vang@fresnounified.org Administering the CELDT Assessment (Look at Roles and Responsibilities page to determine appropriate person) • Cin Rogers, 457-3828, cin.rogers@fresnounified.org • Amber Jacobo
California English Language Development Test Section 2 – Test Administration
CELDT Test Purposes • Initial Identification (II) • Students with a primary language other than English on the Home Language Survey who have not been previously assessed for English proficiency • Determine if they are English learners • Year round • Annual Assessment (AA) • All previously identified English learners who have not been redesignated • Assess progress in acquiring English proficiency • July 1 through October 31
Materials for 2009-10CELDT Administration • Multiple Forms (previously called “versions”): • Grades K-1: Forms 1-5 • Grades 2-12: Forms 1-11
Filling in the CELDT Bio Page • What’s New • Box 13 – Most Recent Previous CELDT Administration • Box 14 – Most Recent Previous Scale Scores • Box 15 – Ethnicity • Examiners must be trained to fill in information that is not captured during Pre-ID.
Demographics Examiners Must Bubble When Applicable • Braille (Box B on front)
Demographics Examiners Must Always Bubble • Form (Box F on front)
Demographics Examiners Must Always Bubble • Date Testing Completed (Box 11 on back)
Demographics Examiners Must Bubble When Applicable • Test Variations (Box 22 on back) • Accommodations • Modifications • Alternate Assessment
Administer the Test • Test administration procedures are provided for each of the domains. • Practice questions (if present, use for modeling) • Administration (individual or group) • How to mark the answer (student or examiner) • Repeating a question (when allowed) • When to stop the test (stopping markers) • Prompting (when allowed)
Quick Reference for Scoring DVD: Administration
California English Language Development Test Section 3 – K-1 Reading and Writing
Background • Education Code Section 60810(b) • Initial item development • Field test of K-1 reading and • writing test questions
Results Reporting • Standard setting • Performance level descriptors • Cut scores • Use of results • Initial Identification and reclassification • Raw scores only in 2009-10 • Scale scores in 2010-11
California Educator Participation • Item development • Content reviews • Bias and sensitivity reviews • Field-test administration • Written field-test survey feedback • Oral feedback from field-test focus • group DVD: Administration K-1 Reading and Writing
2009-10 K-1 Materials • Two Student Books • Listening and Speaking • Reading and Writing • Two Examiner’s Manuals • K-2 Listening and Speaking • K-1 Reading and Writing
How are K-1 Reading and Writing Sections Presented • 20 Reading Items • 20 Writing Items • One to two items per page • Item Types: • - Multiple-choice (selected response) • - Correct / Incorrect / No response • - Constructed response
How are K-1 Reading and Writing Items Administered? • One-on-one administration • Warm-up information included in the • Reading and Writing Examiner’s Manual • Estimated administration time: 15-30 minutes for each domain • Complete the administration of one • domain before moving to the next • Administer reading before writing • Take breaks when appropriate
How are the K-1 Reading And Writing Items Presented? Sample Items Presented in Binder 3-7, 3-15 to end of section
Which ELD ReadingStandards Are Tested? • Recognize English phonemes corresponding to those students hear and produce in primary language • Recognize English phonemes not corresponding to sounds students already hear and produce • Recognize and name letters of the alphabet • Recognize sound/symbol relationships • Read simple vocabulary, phrases, and sentences • Use decoding skills to read more complex words • While reading aloud, point out features such as title, table of contents, and chapter headings • You can find the standards at: • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf
Which ELD WritingStandards Are Tested? • Copy the English alphabet legibly • Copy words posted and commonly used in the classroom • Write a few words or phrases about an event or character from a story read aloud • Use capitalization to begin sentences or for proper nouns • Use a period or a question mark at the end of a sentence • You can find the standards at: • http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf DVD: Administration Listening and Reading
California English Language Development Test Section 4 – Speech Functions
Speech FunctionsPrompts K-2 Sample Items in Binder on 4-11
Speech Functions Prompts by Grade Level – Binder pg 4-9 DVD: Administration Speaking through Speech Functions
Scoring RubricScore Point 0 • Student does not perform the language function required. • No response [NR]. • Response is entirely in another language [AL].
Scoring RubricScore Point 1 • Student performs the language function required. • Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.
Scoring RubricScore Point 2 • Student performs the language function required. • Speech is accurate enough not to interfere with communication (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication.)
Speech Functions Scoring Anchors Anchor Items listed in Binder, pg 4-7
Speech Functions – Scoring Practice • Group Practice • Rodolfo, Grade 3 • Cecilia, Grade 2 • Isabel, Grade 7 • Table Practice • Marco, Grade 6 • Susan, Grade 9 • Sania, Grade K • Karen, Grade 7 • Muhammad, Grade 9 • Neha, Grade 10 • Javier, Grade 2 • Rajdeep, Grade 9
Speech Functions – Scoring Practice • Final Five • Allan, Grade K • Rodolfo, Grade 3 • Licea, Grade • Prashneet, Grade 5 • Alejandro, Grade 7
California English Language Development Test Section 5 – Choose and Give Reasons
Choose and Give Reasons Prompts for 3-12 Sample Items, Binder 5-9 DVD: Administration Speaking C&GR, 6-41:16
Scoring RubricScore Point 0 • Student does not make choice or does not support choice with a relevant reason. • No response [NR]. • Response is entirely in another language [AL].
Scoring RubricScore Point 1 • Student makes choice and supports choice with at least one relevant reason. • Errors in grammar, vocabulary, and/or pronunciation are significant enough to interfere with communication.
Scoring RubricScore Point 2 • Student makes choice and supports it with at least two relevant reasons. • Speech is generally accurate (i.e., minor grammatical, vocabulary, and/or pronunciation errors may occur, but they do not affect communication).
Choose and Give Reasons Anchor Items Anchor Items, Binder 5-7 DVD: Administration Speaking C&GR, 6-41:16
Choose and Give Reasons – Scoring Practice (K-5) • Group Practice • Cecilia, Grade 2 • Denise, Grade 6 • Louis, Grade K • Moncerrat, Grade 2 • Table Practice • Lilyanna, Grade K • Susan, Grade 9 • Galilea, Grade 4 • Gerson, Grade K • Abigail, Grade 1 • Alexa, Grade K • Brian, Grade 7 • Nestor, Grade 8
Choose and Give Reasons – Scoring Practice (K-5) • Final Five • Vivian, Grade 3 • Neha, Grade 10 • Carmen, Grade 7 • Fabian, Grade K • Natalie, Grade 11
California English Language Development Test Section 6 – 4-Picture Narrative