wkce translation accommodation

1. WKCE Translation Accommodation Best Practices for Test Proctors Hello, my name is Renae Fjeld Accardo from the Office of Educational Accountability. This presentation will discuss the best practices for administering the WKCE Translation Accommodation.Hello, my name is Renae Fjeld Accardo from the Office of Educational Accountability. This presentation will discuss the best practices for administering the WKCE Translation Accommodation.

2. Background The translation process has incorporated multiple steps to ensure the highest quality and reliability possible: Expert Translators Review Panel with Native Spanish speaking educators Proofreading Panel We continue to strive for a high quality accommodation to better help our students. DPI began the translation accommodation process with expert translators in Spanish. From there, Spanish speaking educators met over a three-day workshop to review and edit the translations, as well as check for grammar, punctuation and formatting. Over the past two years the DPI has provided translation accommodation scripts. Based upon educator feedback, this year bilingual word lists, directions read by the test administrator, and released practice items will all be translated in Spanish and Hmong. The translated written scripts, however, will only be translated into Spanish. We continue to strive for a high quality accommodation to better help our students. DPI began the translation accommodation process with expert translators in Spanish. From there, Spanish speaking educators met over a three-day workshop to review and edit the translations, as well as check for grammar, punctuation and formatting. Over the past two years the DPI has provided translation accommodation scripts. Based upon educator feedback, this year bilingual word lists, directions read by the test administrator, and released practice items will all be translated in Spanish and Hmong. The translated written scripts, however, will only be translated into Spanish.

3. Guidelines for Translation Review PURPOSE: To verify accurate translations and address possible linguistic differences GUIDELINES FOR TRANSLATION Recognized and minimized cultural differences Goals: To reduce barriers to the true content being measured Add words to bilingual word list if needed Used direct translation when possible Preserved the reading level Consider grade level appropriate words and grammar The following guidelines were given to both the expert translators as well as the educators involved in the translation process. These guidelines follow the best practices of a translation accommodation as well as test validity.The following guidelines were given to both the expert translators as well as the educators involved in the translation process. These guidelines follow the best practices of a translation accommodation as well as test validity.

4. Guidelines (cont.) Used equivalent words or phrases For example, cupcake or pizza Maintained the essential meaning of test items, directions Made sure the question is measuring the same content Made sure the difficulty of achievement items does not change Careful not to simplify items or make them more difficult Maxwell, 1996:TIMSS, 1999 GUIDELINES FOR TRANSLATION Recognized and minimized cultural differences Goals: To reduce barriers to the true content being measured Add words to bilingual word list if needed Used direct translation when possible Preserved the reading level -Consider grade level appropriate words and grammar Used equivalent words or phrases -For example, cupcake or pizza Maintained the essential meaning of test items, directions -Made sure the question is measuring the same content Made sure the difficulty of achievement items does not change -Careful not to simplify items or make them more difficult GUIDELINES FOR TRANSLATION Recognized and minimized cultural differences Goals: To reduce barriers to the true content being measured Add words to bilingual word list if needed Used direct translation when possible Preserved the reading level -Consider grade level appropriate words and grammar Used equivalent words or phrases -For example, cupcake or pizza Maintained the essential meaning of test items, directions -Made sure the question is measuring the same content Made sure the difficulty of achievement items does not change -Careful not to simplify items or make them more difficult

5. Accommodation vs. Adaptation An accommodation is meant to help students better access the content of the test without changing what the test is measuring. An adaptation changes the content and the construct of the test. (The two versions no longer measure the same thing.) The scripts are an accommodation, which is intended to help students better access the test without changing what the test is measuring. An adaptation changes what the test is measuring. The scripts are an accommodation, which is intended to help students better access the test without changing what the test is measuring. An adaptation changes what the test is measuring.

6. Accommodations The translation accommodation is comprised of: Translation Written Script- All test items and directions in Mathematics, Science, Social Studies, and Writing Directions only for Reading and Language Arts All test items and directions in Mathematics, Science, Social Studies, and Writing have been translated. In reading and language arts, we are only able to translate the directions. This is due to the fact that reading and language arts are part of English Language Arts in our Wisconsin Model Academic Standards. All test items and directions in Mathematics, Science, Social Studies, and Writing have been translated. In reading and language arts, we are only able to translate the directions. This is due to the fact that reading and language arts are part of English Language Arts in our Wisconsin Model Academic Standards.

7. Accommodations (cont.) Bilingual Word List- Commonly used vocabulary that may be unfamiliar to the student Difficult to translate words Content specific (Science, Social Studies, Mathematics) A bilingual word list is also provided as an accommodation to both Spanish and Hmong ELLs. Students can use the content specific word lists, which include commonly used vocabulary and difficult to translate words. A bilingual word list is also provided as an accommodation to both Spanish and Hmong ELLs. Students can use the content specific word lists, which include commonly used vocabulary and difficult to translate words.

8. Use of Accommodations Students may use all or parts of the translation accommodation Students must mark their final answers in the English version of the WKCE in order to be scored. Students may write their response to Mathematics Constructed Response (CR) items in the script in Spanish . A qualified translator may serve as a scribe and may translate these responses into English. Please see the Guidelines for Qualified Translators at: http:dpi.wi.gov/oea/doc/translator_guidelines.doc Students may use all or parts of the translation accommodation Students must mark their final answers in the English version of the WKCE in order to be scored. Students may write their response to Mathematics Constructed Response (CR) items in the script in Spanish . A qualified translator may serve as a scribe and may translate these responses into English. Please see the Guidelines for Qualified Translators at: Students may use all or parts of the translation accommodation Students must mark their final answers in the English version of the WKCE in order to be scored. Students may write their response to Mathematics Constructed Response (CR) items in the script in Spanish . A qualified translator may serve as a scribe and may translate these responses into English. Please see the Guidelines for Qualified Translators at:

9. Use of Accommodations Scripts are designed to be used as a side-by-side accommodation The scripts are intended to be printed and can be used in different ways based upon district decisions. For example: Side-by-side with the WKCE by a student independently To be read by a proctor as a student completes the test in English To be read by a proctor if a student has questions Scripts are designed to be used as a side-by-side accommodation The scripts are intended to be printed and can be used in different ways based upon district decisions. For example: Independently student uses the side-by-side with the WKCE To be read by a proctor as a student completes the test in English To be read by a proctor if a student has questions Scripts are designed to be used as a side-by-side accommodation The scripts are intended to be printed and can be used in different ways based upon district decisions. For example: Independently student uses the side-by-side with the WKCE To be read by a proctor as a student completes the test in English To be read by a proctor if a student has questions

10. Use of Accommodations Scripts will look similar to the English version and follow the same page numbering system for each form. Note: In some instances, an item may not fit on the same page as the English copy. This item will be continued on the next page and will retain the same page number as the original. Graphics are not included in the scripts unless necessary due to language. Students will have to look back to the English copy of the WKCE in most cases. Scripts will look similar to the English version and follow the same page numbering system for each form. Note: In some instances, an item may not fit on the same page as the English copy. This item will be continued on the next page and will retain the same page number as the original. Graphics are not included in the scripts unless necessary due to language. Students will have to look back to the English copy of the WKCE in most caScripts will look similar to the English version and follow the same page numbering system for each form. Note: In some instances, an item may not fit on the same page as the English copy. This item will be continued on the next page and will retain the same page number as the original. Graphics are not included in the scripts unless necessary due to language. Students will have to look back to the English copy of the WKCE in most ca

11. Population Intended for English Language Learners (ELLs) who are fluent in Spanish Ideally, students would have native language support in their daily instruction These students are usually ELP levels 1 or 2 There may be other students who find parts of this accommodation helpful Intended for English Language Learners (ELLs) who are fluent in Spanish Ideally, students would have native language support in their daily instruction These students are usually ELP levels 1 or 2 There may be other students who find parts of this accommodation helpful Intended for English Language Learners (ELLs) who are fluent in Spanish Ideally, students would have native language support in their daily instruction These students are usually ELP levels 1 or 2 There may be other students who find parts of this accommodation helpful

12. Considerations Before making decisions regarding the use of accommodations, consider students’: Background Language Proficiency Level of Literacy Access to instruction in native language Rivera, ETS Bulletin Spring 2008 Before making decisions regarding the use of accommodations, consider students’: Background Language Proficiency Level of Literacy Access to instruction in native language Before making decisions regarding the use of accommodations, consider students’: Background Language Proficiency Level of Literacy Access to instruction in native language

13. Examples Eduardo- Background- Recently arrived, 4th grade Language Proficiency- LEP level 1 Level of Literacy- Reads at grade level in Spanish Access to Instruction- Bilingual instruction Recommendation: Use side-by-side script, write Math CR items in script and have a translator transcribe into the English WKCE, administered in a small group setting, extra time allowed, and proctor to support. Use bilingual word list as a reference. Eduardo- Background- Recently arrived, 4th grade Language Proficiency- LEP level 1 Level of Literacy- Reads at grade level in Spanish Access to Instruction- Bilingual instruction Recommendation: -Use side-by-side script, -write Math CR items in script and -have a translator transcribe into the English WKCE, -administered in a small group setting, -extra time allowed, and proctor to support. -Use bilingual word list as a referenceEduardo- Background- Recently arrived, 4th grade Language Proficiency- LEP level 1 Level of Literacy- Reads at grade level in Spanish Access to Instruction- Bilingual instruction Recommendation: -Use side-by-side script, -write Math CR items in script and -have a translator transcribe into the English WKCE, -administered in a small group setting, -extra time allowed, and proctor to support. -Use bilingual word list as a reference

14. Examples Perla- Background - In US for 3 years, 5th Grade Language Proficiency – LEP level 3 Level of Literacy – Literate in Spanish, reads1-2 grades below level in English Access to Instruction – Just transitioned into an all English classroom from a bilingual class Recommendation: Offer side-by-side script as a reference (or let teacher know when she has a questions), use bilingual word list as needed Perla- Background - In US for 3 years, 5th Grade Language Proficiency – LEP level 3 Level of Literacy – Literate in Spanish, reads1-2 grades below level in English Access to Instruction – Just transitioned into an all English classroom from a bilingual class Recommendation: -Offer side-by-side script as a reference (or let teacher know when she has a questions), -use bilingual word list as needed Perla- Background - In US for 3 years, 5th Grade Language Proficiency – LEP level 3 Level of Literacy – Literate in Spanish, reads1-2 grades below level in English Access to Instruction – Just transitioned into an all English classroom from a bilingual class Recommendation: -Offer side-by-side script as a reference (or let teacher know when she has a questions), -use bilingual word list as needed

15. Released Item Example Although we were not able to make the scripts look exactly the same as the English version, we have tried very hard to ensure that the page numbering system remains the same to better help students and proctors. Although we were not able to make the scripts look exactly the same as the English version, we have tried very hard to ensure that the page numbering system remains the same to better help students and proctors.

16. Released Items Students can practice using the released sample items found at: http://dpi.wi.gov/oea/publications.html These items may be used to help familiarize your students with the accommodation process Students using this accommodation should, before the test window, practice using the scripts and glossary. Remember, students will need to record their answers in the English version. However the districts choose to administer the test to the student, the student should be familiar with the process. Practice items are available for this purpose. Students using this accommodation should, before the test window, practice using the scripts and glossary. Remember, students will need to record their answers in the English version. However the districts choose to administer the test to the student, the student should be familiar with the process. Practice items are available for this purpose.

17. Test Security The accommodation scripts are secured materials. The same security precautions taken for the WKCE should also be taken for the translation accommodation. The accommodation scripts are secured materials. The same security precautions taken for the WKCE should also be taken for the translation accommodation.

18. Test Security The OEA has developed two media site training modules which are available at http://dpi.wi.gov/oea/webcasts.html. DAC Version - a district overview of test security and the procedures involved. Proctor version - can be utilized by DACs or SACs to improve the overall understanding of test security procedures and to emphasize the importance of test security with Proctors and School Staff. (approximately 10 minutes in length) There are two mediasite trainings to help familiarize yourselves with test security. The first presentation is intended for DACs. This presentation focuses on the responsibilities of the district. The second version is intended for proctors and school staff. There are two mediasite trainings to help familiarize yourselves with test security. The first presentation is intended for DACs. This presentation focuses on the responsibilities of the district. The second version is intended for proctors and school staff.

19. Test Security Please take the following precautions to maintain test security: Have everyone handling these materials sign a confidentiality agreement form if they haven’t already done so Number every copy (whether paper, CD, etc.), and sign the numbered copies in and out After testing is complete, destroy all copies. Keep on file a confirmation of destruction form Violations of test security may result in invalidation of test results and possible disciplinary action by the district. Please take the following precautions to maintain test security: Have everyone handling these materials sign a confidentiality agreement form if they haven’t already done so Number every copy (whether paper, CD, etc.), and sign the numbered copies in and out After testing is complete, destroy all copies. Keep on file a confirmation of destruction form Violations of test security may result in invalidation of test results and possible disciplinary action by the district. Please take the following precautions to maintain test security: Have everyone handling these materials sign a confidentiality agreement form if they haven’t already done so Number every copy (whether paper, CD, etc.), and sign the numbered copies in and out After testing is complete, destroy all copies. Keep on file a confirmation of destruction form Violations of test security may result in invalidation of test results and possible disciplinary action by the district.

20. Test Security Confidentiality Forms and Confirmation of Destruction Forms can be found at: http://dpi.wi.gov/oea/dacforms.html Confidentiality Forms and Confirmation of Destruction Forms can be found at: http://dpi.wi.gov/oea/dacforms.htmConfidentiality Forms and Confirmation of Destruction Forms can be found at: http://dpi.wi.gov/oea/dacforms.htm

21. Distribution of Accommodation Translated materials will be sent to your district assessment coordinator (DAC) via a secure link through the DPI File Transfer Server. DACs will be notified by email when the files are available to download. Districts will be responsible for duplicating and distributing necessary materials to each school. For example, DACs may choose to burn CDs, produce hard copies, etc in order to distribute materials to schools. Test Security protocol should be observed by all who work with the materials. Translated materials will be sent to your district assessment coordinator (DAC) via a secure link through the DPI File Transfer Server. DACs will be notified by email when the files are available to download Districts will be responsible for duplicating and distributing necessary materials to each school. For example, DACs may choose to burn CDs, produce hard copies, etc in order to distribute materials to schools. Test Security protocol should be observed by all who work with the materialsTranslated materials will be sent to your district assessment coordinator (DAC) via a secure link through the DPI File Transfer Server. DACs will be notified by email when the files are available to download Districts will be responsible for duplicating and distributing necessary materials to each school. For example, DACs may choose to burn CDs, produce hard copies, etc in order to distribute materials to schools. Test Security protocol should be observed by all who work with the materials

22. Organization of CDs CDs will be formatted with PDF files organized by language Glossary and all test forms are included Confirmation of Destruction Form also included For example, the CD will have a folder for both Hmong and Spanish. Each language will be further broken down into grade and then form. Districts will be able to click on the appropriate form needed for their student and then print the entire accommodation if needed. For example, the CD will have a folder for both Hmong and Spanish. Each language will be further broken down into grade and then form. Districts will be able to click on the appropriate form needed for their student and then print the entire accommodation if needed.

23. More Information Please contact the Office of Educational Accountability with questions and concerns: Renae Fjeld Accardo renae.fjeldaccardo@dpi.wi.gov 608-267-5153 Kristen Kehoe kristen.kehoe@dpi.wi.gov 608-267-3164 For more information please contact the Office of Educational Accountability with your questions : Renae Fjeld Accardo renae.fjeldaccardo@dpi.wi.gov 608-267-5153 Kristen Kehoe kristen.kehoe@dpi.wi.gov 608-267-3164 For more information please contact the Office of Educational Accountability with your questions : Renae Fjeld Accardo renae.fjeldaccardo@dpi.wi.gov 608-267-5153 Kristen Kehoe kristen.kehoe@dpi.wi.gov 608-267-3164