asmtelpatestspecsg2-3_1213.pdf

8/14/2019 asmtelpatestspecsg2-3_1213.pdf

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GRADE

BAND2-3

OREGON STATEWIDE ASSESSMENT

TESTSPECIFICATIONS

2012-2013

ELPA


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It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no d iscrimination or harassment

on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment.

Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon

Department of Education.

Developed by the Office of Assessment and Information ServicesOregon Department of Education

255 Capitol Street NE

Salem, Oregon 97310-0203

(503) 947-5600

Rob Saxton

Deputy Superintendent of Public InstructionKen Hermens

Language Arts Assessment Specialist

Doug Kosty

Assistant Superintendent

Rachel Aazzerah

Science and Social Sciences Assessment Specialist

Steve SlaterManager, Scoring, Psychometrics and Validity

James LeighMathematics Assessment Specialist

Kathleen Vanderwall

Manager, Test Design and Administration

Bradley J. Lenhardt

Monitoring and Assessment Specialist

Holly Carter

Assessment Operations and Policy Analyst

Sheila Somerville

Electronic Publishing Specialist

Michelle McCoy

ELPA and Assessment Implementation Specialist

Kathy Busby

Project Manager

All or any part of this document may be photocopied for educational purposes without permission from the OregonDepartment of Education and distributed for the cost of reproduction.


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TABLE of CONTENTS

Introduction ......................................................................................................................................................................................................... 1

Background ........................................................................................................................................................................................................ 1

Electronic Administration .............................................................. ....................................................................... ............................................... 2

Item Specifications......................................................................................................................... ...................................................................... . 3

Test Blueprint ......... ...................................................................... ....................................................................... ............................................... 6

Scoring and reporting categories ................................................................ ..................................................................... ..................................... 7

Forms and Functions ..................................................................... ....................................................................... ............................................... 14

Achievement Standards ............................................................... ....................................................................... ............................................... 27

Performance Level Descriptors ................................................................ ..................................................................... ..................................... 28

ELPA Rubrics for Hand-Scored Items .............................................................................................................................. ................................... 31

Testing and Score Reporting Schedule Links .................................................................... ...................................................................... ............. 34


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ELPA Test Specifications

Introduction

The primary purpose of Oregons Test Specifications and

Blueprints is to provide the consistency necessary for thedevelopment and administration of the Oregon Assessment of

Knowledge and Skills (OAKS). OAKS provide critical data for

Oregons accountability system, which meets Peer ReviewRequirements of No Child Left Behind. All students in grades

3 through 8 are required to take the reading and mathematics

assessments. All students in grades 5 and 8 are required to takethe science assessment. In high school, reading, writing,

mathematics, and science are required assessments. OAKS is

also one way for students to demonstrate proficiency in theEssential Skills of reading, writing, and mathematics, whichwill be necessary for earning a high school diploma beginning

with graduating seniors in 2011-2012. In addition, the English

Language Proficiency Assessment (ELPA) is required for non-English speaking students until they acquire enough skills in

English to exit the program. Social Sciences is an optional

assessment.

Test specifications provide guidelines for Oregon teachers on

what content may be tested and on how writers develop items.These specifications lead to test blueprints that outline testdesign and the number of questions tested in each Score

Reporting Category (SRC). The Test Specifications and

Blueprints document is an important resource, not only for itemwriters and reviewers, but also for educators administering

OAKS as well as anyone who is interested in understanding the

content and format of test items.

Background

This document explains the Oregon Department of Educationsstatewide assessment program by providing schools with the

specifications used when the state tests are designed. Testspecifications such as these are used to establish the guidelines

by which test content may be selected and test items written.

They lead to a test blueprint that lays out for the test itemwriters the item format and the number of questions to be

written in each score reporting category.

Oregon educators contribute to the test development and

alignment process by serving on advisory committees calledContent and Assessment Panels. Stakeholders in these

committees are involved in each phase of the development ofthe test specifications to ensure that the specifications

accurately and clearly explain the overall design of the test and

describe the specific content that might appear on the test tomeasure knowledge and skills described in the content

standards.

Oregons ELPA (English Language Proficiency Assessment)

test questions use multiple formats, with each item having

either a single correct answer and three incorrect answers(Selected Response items), a single answer correct or averbal/written answer scored on a rubric (Short Answer,

Extended Response and Elicited Imitation items).

Selected Response items are essentially multiple-choice. There

are two types of Short Answer (SA) items: a student has to

produce a small unit of language, e.g., a word, to get credit forSA-1 items, whereas a student has to produce language at more

ELPA Grades 2 - 3


and Test Blueprints

1 Oregon Department of Education

Office of Assessment and Information Services


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or less the sentence level to get credit for SA-2 items. ExtendedResponse (ER) items require that the student produce language

consisting of several sentences to convey a message. In ElicitedImitation (EI), a student has to repeat verbatim a sentence he or

she has heard.

Short Answer-1 (SA-1) are more common in testing at early

grades, items may have several acceptable responses, which arelisted in a look-up table. Students earn credit for any suitable

response. Word builder items are a type of Short Answer 1.

Short Answer-2(SA-2) and Extended Response(ER) items are

scored on item-specific rubrics. Thus, the criteria for earningfull credit on one item may differ from the criteria on another

item according to the complexity of responses obtained or theunique language features elicited by the item. The actualpsychometric value of responses to different items lies not in

the assigned score but according to the overall ELPA scores ofrespondents who obtained given item scores. A given rubric

score should not be presumed to correspond to a given level of

proficiency absent information about the respondents overallscore.

Unlike stand-alone performance assessment prompts, SA-2 and

ER prompts are short tasks of variable difficulty. They are

scaled for difficulty so that the rated response becomes part ofa set of responses that generates the students overall test score.

Consequently, each item has its own scoring guide describingthe specific performance needed to earn each rating. Scoring

guides may follow a common template, but they contain item-

specific information needed to inform the rating process.Rubrics generally address both functional and grammatical

elements, but do not require specific language unless identified

in the directions. A general prompt, such as, Tell about whatis in the picture, will not necessarily evoke a specific tense or

word ending and will be scored on overall content andgrammatical form. A more specific prompt, such as, Tell

whats happening in the picture, will evoke a specific tense.Rubrics may take into account communicative effectiveness(illocutionary competency), correctness of syntax, and

appropriateness of vocabulary. These three different elementsof eligible content may influence the rubric and the score the

student receives.

The student responses to test items are scored against the

answer key to produce a raw score. The raw score is convertedto a scale score called a Rasch Unit or RIT score. Students

receive a scale score based on the number of questionsanswered correctly compared to the total number of questionson the formtaking into account the difficulty of the

questions. Students are not penalized for guessing.

These test specifications reflect the skill expectations outlined

in the English Language Proficiency Content Standardsadopted by the State Board of Education for implementation

during the 2006-2007 school year.

Electronic Administration

On the ELPA, there is one opportunity to participate per schoolyear. In this adaptive computer-based format, the accuracy of

the student responses to items determines the next items the

student will see.

ELPA Grades 2 - 3


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The 2012-2013 ELPA uses an adaptive algorithm based onitems that are machine scored. Machine-scored items include

all reading, all listening, and most writing items; whereasspeaking items and the writing extended response items are

hand-scored by human raters on a monthly basis. The adaptivealgorithm is based on reading, listening, and those writingitems that are machine-scored. Each student is presented with

a unique set of items. This means that a students raw scorewill vary from student to student, as will the level of difficulty

of each item presented.

Adaptive testing allows for more precision in measurement and

less frustration for students.

A practice test is available online for students to ensure thateach student is familiar with the testing format, various typesof items, and the technological skills needed. Students can take

the practice test multiple times, to help the student be preparedin advance of taking their single operational test opportunity.

Item Specifications

Test items must

be appropriate for students in terms of grade-level difficulty, cognitive complexity, reading level, interests, and experience. be free of age, gender, ethnic, religious, socioeconomic, or disability stereotypes or bias.

provide clear and complete instructions to students.

ensure each domain will have items with a range of difficulty and complexity levels.

ensure each test item will measure only one domain.

Graphics Criteria

Graphics are used in the ELPA to provide both necessary and supplemental information. Some graphics contain information that is

necessary for answering the question, while other graphics illustrate or support the context of the question. Graphic displays, their corresponding items and answer choices will appear together on the same screen.

Shading and color will be minimized. It will be used to make a figures size, shape or dimensions clear, and not solely forartistic effect.

Graphics use for computer scored constructed response items are displayed within a grid space and allow students tomanipulate answer graphics and answer choices (word and sentence scramble items).

ELPA Grades 2 - 3


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Item Style and Format Criteria for Multiple Choice Items

Test items will be in the form of questions or sentences that require completion.

Each item will have four answer choices. Students will be told in the test directions to choose the best answer from among

the choices. Answer choices will be arranged one of three ways beneath the test item: vertically, horizontally, or in two columns (i.e., A

and B in the left column, C and D in the right column).

Neither None of the above nor All of the above will be used as one of the four an answer choices. .

Test items may be worded in the negative (Which of these is NOT ), but this structure will be used rarely and only whenit offers substantial advantages for the item construction.

Items should be free of absolute wording, such as always and never, and have qualifying words (e.g., least, most, except)printed in small caps for emphasis.

Masculine pronouns should NOT be used to refer to both sexes. Plural forms should be used whenever possible to avoidgender-specific pronouns (For example, instead of The student will make changes so that he .., it is best to use The

students will make changes so that they...). An equal balance of male and female names should be used including names representing different ethnic groups.

Test items aligned to forms and functions may contain extraneous information.

Item Style and Format Criteria for Computer Scored Constructed Response (CSCR)

Test items will be in the form of a statement (Choose the word) for at least one word or sentence to be matched to anexisting picture,

Each item will have only one correct answer choice.

Answer choices will be arranged below the question at the bottom of the grid.

There shall be the same amount of words/sentence part to match the answer. Letters and sentence parts do not disappear fromthe left word/sentence part bank when used.

An equal balance of male and female names should be used including names representing different ethnic groups.

Test items aligned to forms and functions may contain extraneous information but only to enhance the studentsunderstanding of the question

ELPA Grades 2 - 3


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The following table shows which item types are used to assess each of the four tested domains:

Item Type

Domain

Reading Writing Speaking Listening

Selected Response X X X

SA-1 X X

SA-2 X X

CSCR X

Extended Response

(ER)

X X

Elicited Imitation

( EI)

X

The following table shows the kind of eligible content that an item

type may potentially assess.

Item

Type

Eligible Content

Syntax Morphology Vocabulary Ideational Manipulative

Selected

Response

X X X X X

SA-1 X X

SA-2 X X X X X

CSCR X X X

Extended

Response

(ER)

X X X X X

Elicited

Imitation

(EI)

X

English Language Proficiency Level

Beginning (Level 1)Students demonstrate minimal comprehension of general meaning; gain

familiarity with the sounds, rhythms and patterns of English. Early stages

show no verbal responses while in later stages one or two word responses

are expected. Students respond in single words and phrases, which may

include subject or a predicate. Many speech errors exist. (bear, brown)

Early Intermediate (Level 2)Students demonstrate increased comprehension of general meaning and

some specific meaning. They use routine expressions independently and

respond using phrases and simple sentences, which include a subject and

predicate. Students show basic errors in speech. (The bear is brown. He is

eating.)

Intermediate (Level 3)Students demonstrate good comprehension of general meaning and

increased comprehension of specific meaning. They respond in complex

sentences with more detail using newly acquired vocabulary to experiment

and form messages. (The brown bear lived with his family in the forest.)

Early Advanced (Level 4)Students demonstrate consistent comprehension of general meaning and

good understanding of implied meaning. They sustain conversation,

respond with detail in compound and complex sentences, actively

participate using extensive vocabulary, use standard grammar with few

random errors. (Can bears live in the forest i f they find food there?)

Advanced (Level 5)Students comprehend general and implied meaning, including idiomatic and

figurative language. Students initiate and negotiate using appropriate

discourse, varied grammatical structures and vocabulary, use conventions

for formal and informal language. Proficiency in the English language is no

longer a barrier to the acquisition of the content as described by the English

Language Arts standards or other standards. (Would you like me to bring

pictures of the bear that I saw last summer?)

ELPA Grades 2 - 3


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ELPA OPERATIONAL TEST BLUEPRINT FOR 2012-2013

There will also be field test items in all domains.

K-1 2-3 4-5 6-8 9-12

Points Items Points Items Points Items Points Items Points Items

Subject Item Type min max min maxAvailableItems min max min max

AvailableItems min max min max



AvailableItems

Reading Total 10 15 10 15 48 10 15 10 15 41 14 20 14 20 52 14 20 14 20 45 14 20 14 20 50

MultipleChoice orPictureClick 1 10 15 10 15 48 10 15 10 15 41 14 20 14 20 52 14 20 14 20 45 14 20 14 20 50

Listening Total 10 15 10 15 33 10 15 10 15 47 14 20 14 20 41 14 20 14 20 49 14 20 14 20 51

MultipleChoice or

PictureClick 1 10 15 10 15 33 10 15 10 15 47 14 20 14 20 41 14 20 14 20 49 14 20 14 20 51

Writing Total 14 19 14 19 46 23 32 23 32 34 24 26 12 14 50 24 26 12 14 48 24 26 12 14 50

MultipleChoice 1 8 9 8 9 11 15 20 15 20 15 8 10 8 10 12 8 10 8 10 18 8 10 8 10 18

WordBuilder 1 6 10 6 10 40 8 12 8 12 23 0 0 0 0 4 0 0 0 0 0 0 0 0

ExtendedResponse 4 0 0 0 0 0 0 0 0 16 16 4 4 4 16 16 4 4 4 16 16 4 4 4

Speaking Total 14 14 8 8 14 12 12 6 6 16 12 12 3 3 11 12 12 3 3 14 12 12 3 3 14

DescriptiveShortAnswer 4 8 8 2 2 3 4 4 1 1 4 4 4 1 1 1 0 0 0 0 1 0 0 0 0

Extended

Response(4-point) 4 0 0 0 0 4 4 1 1 6 8 8 2 2 2 12 12 3 3 3 12 12 3 3 3

ElicitedImitation 1 6 6 6 6 11 4 4 4 4 12 0 0 0 0 8 0 0 0 0 10 0 0 0 0 11

TotalELPA

TestLength(minitems) 42 49 43 43 43

ELPA Grades 2 - 3


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READING ScoreReportingCategory

ReadingThe reading domain is designed to evaluate a students ability to scan written passages for understanding and to extract detailed

information. The reading test is based on the premise that reading proficiency is the ability to extract information from writtentexts for a particular purpose. The reading test acknowledges the interaction between the proficiency of the reader and the

difficulty of a text. At lower levels of proficiency, readers will be limited to understanding learned words or phrases. Therefore,

the text used at the lower levels represents immediate personal needs, the ability to read signs, timetables, and short notes. Asreading proficiency increases, a wider variety of texts are used.

All the reading passages are written to mimic authentic reading tasks, such as reading signs or journal entries. The readingmaterials range from individual words, phrases, and sentences to longer texts.

ITEM ATTRIBUTES

Oregon Code: 2R-MC-LA6138bbDomain: Reading

Grade: 2-3

Academic Context: Language ArtsAssessment Point: Illocutionary Competence-Ideational

Language Function: SummarizingItem Format: Multiple Choice

Sound Cue: Choose AnswerTutorial: Reading Multiple ChoiceAnswer Key: A

Item Point 1Role: Practice

ELPA Grades 2 - 3


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WRITING ScoreReportingCategory

2WritingThe writing domain tests the students writing ability in the English language in terms of organization, mechanics and grammatical

competence. Students respond to the tasks by clicking on the correct answer, selecting letter(s) from the onscreen keyboard orkeyboarding directly, depending on the tasks. Professional human raters will evaluate any extended written responses according to

a rubric based on the Oregon English Language Proficiency Standards. Multiple Choice items will be electronically scored.

ITEM ATTRIBUTES

Oregon Code: 2W-WB-NA7014Domain: Writing

Grade: 2-3Academic Context: Supplementary

Assessment Point: VocabularyCompetence/Vocabulary

Language Function: Describing people, places,

and thingsItem Format: Word Builder

Sound Cue: Fill in the box

Tutorial: Writing Word BuilderAnswer Key: WB

Item Point 1Response type: Keyboard Alphabetical

Cloze answers: hand,han,hant,hande,heandRole: Practice

ELPA Grades 2 - 3


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LISTENING ScoreReportingCategory

3ListeningThe listening domain evaluates a students competency in understanding the English language in its spoken form. Generally, two

types of comprehension processes are assumed: local and global. Local processes refer to detecting information within a clause,while global processes refer to comprehending information across clauses. Proficient listening requires the use of both these

processes in complementary fashion.

The listening domain consists of a series of passages such as dialogues, monologues, or statements. The length of each dialogue,

monologue, statement or word is set up to 30 seconds. The questions assess a test-takers ability to understand the meaning of the

passage as well as extract detailed information. The passages and questions are performed by native speakers of English and aredelivered at an appropriate speed

ITEM ATTRIBUTES

Audio Script: This spring my class took a fieldtrip to the zoo, we saw lots of animals

but my favorites were the seals. There was a show and the seals did tricks with thezoo trainers.

This story is about a trip to:

Oregon Code: E055038

Domain: Listening

Grade: 2-3, 4-5Academic Context: Language Arts

Assessment Point: Grammatical Competence-

MorphologyLanguage Function: Asking Clarifying

Questions

Item Format: Multiple ChoiceSound Cue: Listen Choose AnswerTutorial: Listening Multiple Choice

Answer Key: A

Item Point 1Role: Practice

ELPA Grades 2 - 3


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SPEAKING ScoreReportingCategory

4SpeakingThe speaking domain evaluates the students competency to understand the English language and to produce the language orally.The speaking tasks are non-interactive (i.e. not an interview or conversation). Test-takers record their responses directly into the

computer using a headset. Responses are graded by professional raters according to a rubric based on the Oregon English

Language Proficiency Standards.

ITEM ATTRIBUTES

Domain: SpeakingGrade: 2-3Academic Context: Art, music, drama, sports,

recess, library, cafeteriaAssessment Point: Illocutionary Competence-

Ideational

Language Function: Describing actionsItem Format: Speaking Short Response

Sound Cue: Listen RespondTutorial: Speaking Short Response

DescribeAnswer Key: SSRItem Point 4

Response type: MicrophoneRole: Practice

ELPA Grades 2 - 3


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COMPREHENSION ScoreReportingCategory

5Comprehension in EnglishThe Comprehension in English score reporting category is an aggregate of the Reading (Score Reporting Category 1) andListening (Score Reporting Category 3) Domains.

ELPA Grades 2 - 3


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ILLOCUTIONARY Score Reporting Categories 6The illocutionary category measures the context of the response. This scale also measures the amount of description, for example ifthe prompt asks for three activities to be described; the student must provide description for all three activities in order to receive full

points. Other examples would measure the degree to which the student provides an elaborated description relevant to the prompt.

Illocutionary responses address what is happening in the prompt. Responses that do not address the prompt or simply describe a

picture score a zero on the illocutionary section of the rubric.

Scores for the speaking short response items range from zero to four, with up to two points for illocution and up to two points forgrammatical. Scores for the extended response items range from zero to six, with up to three points for illocution and up to threepoints for grammatical. Refer to the specific hand scored item rubrics in this document for additional details.

For 2012-13, the Illocutionary Score Reporting category for the 2-3 grade band is scored from the speaking short response and the

speaking extended response items.

ELPA Grades 2 - 3


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GRAMMATICAL Score Reporting Categories 7The grammatical category measures the framework of the English language in a students responses. In this category, the use of

multiple complete sentences, including complex sentences with subordinate and relative clauses are measured.

Grammatical components of items measure, for example:o Types of sentences used: incomplete sentences, simple sentences, compound sentences, and/or complex sentenceso Minor grammatical errors that do not interfere with meaning

Grammatical responses do not have to be error free; however frequent errors will not score the maximum points. Responses that score

a zero in the grammatical category include:o In a language other than Englisho Undecipherableo Isolated words or phrases

Scores for the speaking short response items range from zero to four, with up to two points for illocution and up to two points forgrammatical. Scores for the speaking extended response items range from zero to six, with up to three points for illocution and up tothree points for grammatical. Refer to the specific hand scored item rubrics in this document for additional details.

For 2012-13, the Grammatical Score Reporting category for the 2-3 grade band is scored from the speaking short response and thespeaking extended response items.

ELPA Grades 2 - 3


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FORMS

AND

FUNCTIONS

The English Language Proficiency Standards are written as pathways to the Oregon English Language Arts standards. The ELPStandards are designed to supplement the English Language Arts (ELA) content standards to ensure that students develop proficiency

in both the English language and the concepts and skills contained in the ELA content standards. They are located on the web at:

http://www.ode.state.or.us/teachlearn/standards/elp/files/all.doc

This section contains language functions and forms that native English speakers mostly acquire before entering school or naturally athome. These language functions and forms need to be explicitly taught to English Language Learners (ELLs). They may be taught to

ELLs at all grade levels, and as the need and context arises. Forms and functions serve as the basis for the ELPA assessment.

Formsof a language deal with the internal grammatical structure of words. The relationship between boyand boys, for example, andthe relationship (irregular) between manand menwould be formsof a language.

A language functionrefers to the purpose for which speech or writing is being used.In speech,these include:

expressing needs and likes

expressing and supporting opinions, and

asking informational questions

In academic writing,we use a range of specific functions in order to communicate ideas clearly.

These include:

describing processes

comparing or contrasting things or ideas, and

sequencing events

ELPA Grades 2 - 3


and Test Blueprints


http://www.ode.state.or.us/teachlearn/standards/elp/files/all.dochttp://www.ode.state.or.us/teachlearn/standards/elp/files/all.dochttp://www.ode.state.or.us/teachlearn/standards/elp/files/all.doc


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The contrast between form and function in language can be illustrated through a simple medical analogy. If doctors studied only alimited portion of the human system, such as anatomical form, they would be unable to adequately address their patients needs. To

fully treat their patients, physicians must understand the purposes of the human body and the relationships between organs, cells, andgenes (Pozzi, 2004). Similarly, ELLs need to understand both the form(structure) and the function(purpose) of the English language

in order to reach higher levels of proficiency.

Pozzi, D.C. (2004).Forms and functions in language: Morphology, syntax. Found athttp://www.docstoc.com/docs/21864104/LANGUAGE-FUNCTIONS-and-

FORMS

Ideational or Representational functions:

These language functions are concerned with the notion that language is a means of information exchange. They allow us to express orinterpret meaning based on our experience of reality and to express and exchange information about ideas, knowledge or feelings.

Conveying information Finding

information

Using

information

Arranging

information

Creating information Presenting

informationExpressing needs and likes

Describing people, places and

things

Describing spatial and

temporal relations

Describing actions

Retelling/relating past events

Asking

informationalquestions

Asking Clarifyingquestions

Expressing and

supportingopinions

Explaining

Persuading

Comparing

Contrasting

Sequencing

Literary Analysis

Cause and Effect

Drawing Conclusions

Defining

Evaluating

Making Predictions

Hypothesizing and

Speculating

Generalizing

Interpreting

Summarizing

(From Bachman 1990)

ELPA Grades 2 - 3


and Test Blueprints


http://www.docstoc.com/docs/21864104/LANGUAGE-FUNCTIONS-and-FORMShttp://www.docstoc.com/docs/21864104/LANGUAGE-FUNCTIONS-and-FORMShttp://www.docstoc.com/docs/21864104/LANGUAGE-FUNCTIONS-and-FORMShttp://www.docstoc.com/docs/21864104/LANGUAGE-FUNCTIONS-and-FORMS


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Manipulative functions:

These language functions are concerned with the notion of how to affect the world around us. They can be used to get things done, tocontrol others behavior and used to form, maintain or change interpersonal relationships.

Instrumental Regulatory Interactional

Giving instructions on tasks Requesting others to do something

Inviting others to do something

Suggesting a course of action

Advising others to do something

Warning

Greeting

Introducing

Meeting

Leave taking

(From Bachman 1990)

ELPA Grades 2 - 3


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Heuristic functions:

These language functions involve the use of language to learn about the world. In terms of the language of the classroom, the heuristicfunction involves the learner becoming aware of formal and functional properties of language.

Heuristic

Finding the meaning of words

Finding out how to say something

Using a dictionary to look up a wordUsing a thesaurus

(From Bachman 1990)

Imaginative functions:

These language functions deal with the use of language to create an imaginary world of humorous or esthetic purposes. It also

involves the use of language creatively in order to exploit the potential of language for the enjoyment of speakers and listeners.

Instrumental

Opening a story

Closing a story

Recognizing poetry or verseReciting and enjoying poetry

(From Bachman 1990)

ELPA Grades 2 - 3


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LANGUAGE FUNCTIONS AND EXAMPLES OF FORMS

Language Functions Examples of Language Forms

Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns

Describing people, places, and things Nouns, pronouns, adjectives

Describing spatial and temporal relations Prepositional phrases

Describing actions Present progressive, adverbs

Retelling/relating past events Past tense verbs, perfect aspect (present and past)

Making predictions Verbs: future tense, conditional mode

Asking Informational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Questions with increasing specificity

Expressing and Supporting Opinions Sentence structure, modals (will, can, may, shall)

Comparing Adjectives and conjunctions, comparatives, superlatives, adverbs

Contrasting Comparative adjectives

Summarizing Increasingly complex sentences with increasingly specific vocabulary

Persuading Verb forms

Literary Analysis Sentence structure, specific vocabulary

Cause and Effect Verb forms

Drawing Conclusions Comparative adjectiveDefining Nouns, pronouns, and adjectives

Explaining Verb forms, declarative sentences, complex sentences, adverbs of manner

Generalizing Abstract nouns, verb forms, nominalizations

Evaluating Complex sentences; increasing specificity of nouns, verbs, and adjectives

Interpreting Language of propaganda, complex sentences, nominalizations

Sequencing Adverbs of time, relative clauses, subordinate conjunctions

Hypothesizing and speculating Modals (would, could, might), compound tenses (would have been)

ELPA Grades 2 - 3


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2. Language Function: Descri bing People, Places and ThingsBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Common nouns and adjectives Simple sentences with the

verb to be, using commonnouns and adjectives. The

(my, her) ______ is/are

_______. A (it) has/have

_________.

Elaborated sentences

has/have/had oris/are/were with nouns

and adjectives

Compound sentences with

more specific vocabulary(nouns, adjectives)

Complex sentences with

more specific vocabulary(nouns, adjectives)

Nouns Pronouns and

Adjectives: Studentslearn to understand and

generate oral and written

language with nouns,

pronouns and adjectives.

3. Language Function: Describing LocationBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Demonstrated comprehension of

total physical response

commands, including prepositions

(e.g., on, off, in, out, inside,outside)

Simple sentences with

prepositional phrases

(e.g., next to, beside,

between, in front of, in backof, behind, on the left/right,

in the middle of, above,

below, under)

May include two

prepositional phrases

with more difficult

prepositions (e.g., infront of, behind, next

to)


phrases using prepositions

(e.g., beneath, within)


phrases using prepositions

(e.g., beneath, within)

Prepositional Phrases:

Students learn to

understand and generate

oral and writtenlanguage with

prepositional phrases.

4. Language Function: Describing ActionBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Demonstrate comprehension

(perform or describe actions)

Present progressive Variety of verb tenses

and descriptive adverbs

Adverb clauses telling

how, where, or when

Adverb clauses telling

how, where, or when.

Present Progressive,

Adverbs: Students learn

to understand and


language skills withpresent progressive and

adverbs.

ELPA Grades 2 - 3


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5. Language Function: Retell ing/Relating Past Events(KinderGeneral Understanding)BEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Single words in response to past

tense question

Simple sentences with past

progressive __ (pronoun)___ was/were _____-ing.

Simple sentences with

regular and irregularpast tense verbs

Yesterday/Last

____/On ___day

(pronoun) ____ -ed

(prep. phrase or other

direct object). First

___ and then __ .

Finally

Compound sentences

using past tense andadverb

Present progressive/past

perfect tense withspecialized prepositions

_____ have/has been

____-ing since/for ____.

Past Tense Verbs:

Students learn tounderstand and generate

oral and written

language with past tense

verbs.

6. Language Function: Making Predictions

BEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMSIn response to questions, may

respond by circling, pointing, and

so on, or answer with one or two

words

The _____ is/are going to

______.

The ________ will

________.

Conditional (could, might)

mood in complex

sentences

Conditional (could,

might) mood in complex

sentences

Verbs: Future Tense,

Conditional Mood:

Students learn to

understand and generate

oral and written

language with future

tense verbs and

conditional mood.

7. Language Function: Asking I nformal Questions

BEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMSSimple questions about familiar

or concrete subjects

Present or present

progressive tense questions

with to be

Who, what, where, why

questions with do or

did

Detailed questions with

who, what, when, where,

whyand how

Detailed questions with

expanded verb phrase

Verbs and Verb Phrases

in Questions: Students

learn to understand and


language with verbs and

verb phrases in

questions.

ELPA Grades 2 - 3


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12. Language Function: SummarizingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Simple sentences with key

nouns, adjectives, and verbs

Compound sentences

with and/but

Conjunctions that

summarize (to conclude,

indeed, in summary, in

short)

Conjunctions that

summarize (indeed,

therefore, consequently)

Increasingly Complex

Sentences with

Increasingly Specific

Vocabulary

13. Language Function: PersuadingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Imperative verb forms Complex sentences with

future and conditional


varied verb forms and tag

questions, idiomatic

expressions or embedded

clauses

Verb Forms

14. Language Function: Li terary AnalysisBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Single words for character and

setting

Simple sentences

(subject/verb/adjective)

(subject/verb/object)

Compound sentences

with and, because,

before, after

Descriptive language in

more complex sentences

Specific descriptive

language in complex

sentences

Sentence Structure and

Specific Vocabulary

15. Language Function: Cause and Ef fect Relati onshipBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Answer cause and effect

question with a simple

response

Descriptive sentences

with past tense verbs


past tense verbs

Conditional: If ___

had/hadnt _____. _____

would/wouldnt have_____.

Verb Forms

ELPA Grades 2 - 3


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16. Language Function: Draw ConclusionsBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Comparative adjectives

with past tense verbs in

simple sentences


with conjunctions such as

although, because, that


with idiomatic phrases

and passive voice

Comparative Adjectives

17. Language Function: DefiningBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Patterned responses:A table is

furniture/ A boy is a person.

Simple terms, aspects of

concrete and familiar

objects, regular nouns

singular and plural, personal

pronouns, present tense,

simple sentences

Connected text

including irregular

nouns, personal,

possessive pronouns

and adjectives with

some irregular past

tense verbs

Concrete and abstract

topics using irregular

nouns, singular and plural,

personal and possessive

pronouns and adjectives

Clear, well-structured,

detailed language on

complex subjects,

showing controlled use of

nouns, pronouns,

adjectives

Nouns, Abstract Nouns,

Pronouns, Adjectives:

Students learn to define

concrete and abstract

objects/concepts with

correct nouns, pronouns,

and adjectives

18. Language Function: ExplainingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Main points in familiar idea

or problem with some

precision using simple

indicative verb forms in

simple declarative sentences

(Large oaks grew in the

park/ The length of the room

is 40 feet.)

Explain simple,

straightforward

information of

immediate relevance,

using regular verbs and

adverbs of manner in

declarative sentences

and compound

sentences (Mariaplanted the petunia

seeds carefully.)

Get across important

points using declarative,

compound and complex

sentences, regular and

irregular verb forms

Complex:As I came home,

I stopped at the store.

Compound:The children

who came in early hadrefreshments, but those

who came late had none.

Get across which point

he/she feels is most

important using regular

and irregular verb forms,

adverbs of manner and

compound-complex

sentences.

Adverbs of manner:The

children who sang loudlygot a cookie, but those

who didnt sing had none.

Verb Forms- Indicative

verb (makes a statement

of fact),Declarative

Sentences, Complex

Sentences, Adverbs of

Manner:

Students learn to develop

and use explanations

using appropriate verbforms, declarative and

complex sentences and

adverbs of manner.

ELPA Grades 2 - 3


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19. Language Function: GeneralizingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Imperative mode:

expresses command

(Take me home. Stay

there.)

Collective nouns name,

as a unit, the members

of a group (herd, class,

jury, congregation).

Indicative mode: makes a

statement of fact (The

temperature is low.)

Abstract nouns: name

things or ideas that people

cannot touch or handle

(beauty, honesty, comfort,

love).

Subjunctive mode:

expressing a condition

contrary to fact or

expressing a doubt (If

only he were here.)

Nouns Common,

Collective and Abstract

Nouns; Verb Forms:

Students learn to develop

and use generalizations

using abstract nouns,

verb forms and

nominalizations.

20. Language Function: EvaluatingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Adjectives that point out

particular objects (that wagon,

those toys, each person, everygirl)

Number adjectives: (two men, ten

ships, the third time, the ninth

boy)

Adjectives used to limit:

(few horses, much snow,

little rain)

Evaluate simple direct

exchange of limited

information on familiarand routine matters

using simple verbs and

adjectives.

Correlative

conjunctions are used

in pairs: both and; not

only but also

(Neither the teacher

nor the students could

solve the problem.)

Qualify opinions and

statements precisely in

relation to degrees ofcertainty/uncertainty,

belief/doubt, likelihood,

etc.

Convey finer, precise

shades of meaning by

using, with reasonableaccuracy, a wide range of

qualifying devices, such

as adverbs that express

degree (This class is too

hard.);clauses expressing

limitations (This is a

school van, but it is only

used for sports.); and

complex sentences

Complex Sentences;

Increasing Specificity of

Nouns, Verbs, andAdjectives; Correlative

Conjunctions:

Students learn to

understand and use

complex sentences using

very specific nouns,

verbs and adjectives.

ELPA Grades 2 - 3


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21. Language Function: InterpretingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Interpret a single phrase at a time,

picking up familiar names, words,

and basic phrases (DOnofrio

chocolates are the best.)

Interpret short, simple texts

containing the highest

frequency vocabulary

Interpret short, simple

texts on familiar

matters of a concrete

type, which consist of

high frequency

everyday or school-

related language

Interpret a wide range of

long and complex texts,

appreciating subtle

distinctions of style and

implicit as well as explicit

meaning

Interpret critically

virtually all forms of the

written language

including abstract,

structurally complex, or

highly colloquial non-

literary writings

Language of

Propaganda, Complex

Sentences:

Students learn to identify

and interpret the

language of propaganda

and use complex

sentences.

22. Language Function: SequencingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Subject

(The girl who was sick went

home.)Natural sequencing

(I hit him and he fell over.)

Direct object

(The story that I read was

long.)Indirect object

(The man to who[m] I gave

the present was absent.)

Prepositional object

(I found the book that

John was talkingabout.)

Possessive

(I know the woman whose

father is visiting.)Subordinate conjunctions-

used to join two

grammatical parts of equal

rank (Although he worked

hard, he did not finish his

homework.)

Object of comparison

(The person whom Susan

is taller than is Mary.)

Adverbs of time,

Relative clauses,

Subordinateconjunctions:

Students learn

sequencing using

adverbs of time, relative

clauses and subordinate

conjunctions.

23. Language Function: Hypothesizing and Speculat ingBEGINNING EARLY INTERMEDIATE INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS

Auxiliary verbs that

indicate futurity:willandshall

Auxiliary verb indicating

desire or intent: would

Auxiliary verbs include

modal verbs, which mayexpress possibility: may,

might, can, could.

Modals (would, could,

might), Compoundtenses (would have

been):

Students learn to

hypothesize and

speculate using modals

and compound tenses.

ELPA Grades 2 - 3


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ACHIEVEMENT STANDARDS

Achievement Standards (Cut Scores) for the English Language Proficiency

Standards Adopted March 13, 2008

Grade

Level

Early

Intermediate

Intermediate Early

Advanced

Advanced

(Proficient)

K 482 492 498 507

1 492 507 514 523

2 495 508 514 523

3 501 514 521 529

4 497 508 514 521

5 497 508 516 523

6 497 506 515 522

7 497 507 517 5248 499 508 518 526

9 491 501 515 526

10 493 501 516 527

11 494 501 515 528

12 498 504 516 530

ELPA Grades 2 - 3


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PERFORMANCE LEVEL DESCRIPTORS

Performance level descriptors describe what students know and can do based on their performance on the ELPA. These may be used

by educators to target instruction and inform parents and students of the expectations for students to be considered proficient at aparticular grade level.

The Performance Level Descriptors are based on a sampling of a larger set of testable content outlined in the forms and functions.Results for individual students are only one indicator of student language ability as measured at the time of testing. These statements

give a general description of what most students know and can do within a particular band of performance and are presented in theorder of the way they are reported rather than by importance or test emphasis.

Students who score at or within a particular level of performance possess the bulk of the abilities described at that level and generally

have mastered the skills described in the preceding performance levels.

Performance Level Descriptors for ELPA are the results of the work of Oregon educators, CTB McGraw Hill and state officials toestablish the minimum scores required for each proficiency level.

ELPA Grades 2 - 3


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Grade 2-3 Reading Writing Speaking Listening

Pre-productionLevelStudents at the Pre-product ionlevelhave minimal English languageproficiency. On the ELPA, they

demonstrateminimal Englishlanguage proficiency.comprehendpicturereferenced and highlycontextualized words or verysimple phrases

repeat and mimicEnglishlanguage but do notdemonstrate comprehensionof the words.may use gesturestocommunicate meaning.

demonstrateminimal Englishlanguage proficiency.

BeginnerStudents at the Beginning levelare ableto read and demonstrate comprehensionof basic information with very limitedfluency. They are able to speak and writeusing basic language with very limitedaccuracy and fluency. On the ELPA, they

decode and accurately

identifyletter-soundcorrespondence with a verylimited degree ofcomprehension and usecontext clues to increaseunderstanding.

usea very limited range of

simple language and basiclanguage conventions withvery limited accuracy acrossthe subject areas.organizewritten informationusing memorized vocabularyand simple phrases thatinclude multiple grammaticaland syntactical errors

orally expressbasic

personal information andinteract with others on a verylimited basis and withmultiple grammatical andsyntactical errors.use a very limited range ofsimple language and basiclanguage conventions withvery limited accuracy acrossthe subject areas.

listen to, demonstrate

comprehension of, andrespondto basic grade-levelinformation in highly context-embedded school-based socialsituations.

Early IntermediateStudents at the Early Intermediate levelare able to read and demonstratecomprehension of simple or highlycontextualized grade-level information withlimited fluency. They are able to speak andwrite using simple language with limitedaccuracy and fluency. On the ELPA, they

usecontext clues to increasetheir comprehension andincorporate a very limitedrange of academic vocabulary.readbelow grade-level andhighly contextualized grade-level text by analyzing andrecognizing words with alimited degree of fluency anddemonstrate a literalunderstanding of text withreduced language complexity.

usea limited range of simplelanguage and writingconventions with limitedaccuracy in grammar andsyntax to express ideasacross the subject areas in alimited number of modes andorganizewritten informationin sentences using simplelanguage.

orally expressideas andinteractwith others on alimited basis and withfrequent grammatical andsyntactical errors.usecontext clues toincrease theircomprehension andincorporate a very limitedrange of academicvocabulary.

listen to and demonstratecomprehension of simpleinformation across a limitedvariety of social situations andsubject areas in schoolbasedsituations.

IntermediateStudents at the Intermediate level areable to read and demonstratecomprehension of key grade-levelinformation with some fluency. They areable to speak and write using somecomplex language with some accuracyand fluency. On the ELPA, they

readgrade-level text withlimited comprehension of keyinformation on a variety oftopics and locate informationusing complex language,contextual clues, and simpleinferences to perform a task.

usea range of simplelanguage and writingconventions with increasingaccuracy in grammar andsyntax to express ideasacross the subject areas in alimited number of modes, andorganize written informationin clear sentences.

orally expressideas andinteractwith others byemulating others or usingprescribed samples,although they do so withsome grammatical andsyntactical errors.

listen to and demonstratecomprehension of someinformation across a range ofsocial situations and subjectareas in schoolbasedsituations incorporating someacademic vocabulary.


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Grade 2-3 Reading Writing Speaking Listening

Early AdvancedStudents at the Ear ly Advancedlevel areable to read and demonstrate

comprehension of most grade-levelinformation with fluency. They areconsistently able to speak and write usingcomplex language with accuracy andfluency. On the ELPA, they

read grade-level text,demonstrating comprehensionof most information in a varietyof topics, and locate

information and infer meaningmost of the time, while alsointerpreting the meaning, andevaluating the purpose of text.

usecomplex language andwriting conventions withapproximate grade-levelaccuracy, to express ideas

across the subject areas inseveral modes.organizewritten informationin clear sentences makingsome connections andtransitions with supportingdetails consistent with theirgrade level.

orally expressideas andinteractsuccessfully in mostacademic and school-basedsocial settings.

communicateorally withfew grammatical andsyntactical inaccuracieswhich do not interfere withcohesive and rhetoricalfunctions.

listen to and demonstratecomprehension of most grade-level information across thesubject areas and in school-

based social settings, whilelearning a broad range ofgeneral academic vocabulary.

AdvancedStudents at the Advanced (Proficient)level are able to consistently read anddemonstrate comprehension of anextensive range of complex and abstractgrade-level information. They are able tospeak and write using an extensive rangeof complex language with a level ofaccuracy and fluency that resemblesnative English speakers. On the ELPA,they

read and comprehendgradelevel text on a variety oftopics and are able to locate

information, comprehendgeneral and inferred meaning,including idiomatic andfigurative language, andevaluate purpose of textcontaining complex language.

effectively andappropriately respondinwritten form in a variety of

settings with a high level ofgrammatical and syntacticalaccuracy.consistently usecomplexlanguage and writingconventions accurately toexpress ideas across thesubject areas in an extensivevariety of modes.organize written informationin clear sentences makingeffective connections and

transitions with supportingdetails appropriate toaudience and purpose that isconsistent with their gradelevel.

orally expressandrespond to ideas effectivelyin an extensive variety of

settings for specificpurposes in a cohesivemanner with a high level ofgrammatical and syntacticalaccuracy resembling nativespeaker abilities.

listen to and consistentlydemonstratecomprehensionof a range of key concepts and

vocabulary across the subjectareas and in school-basedsocial settings across anextensive variety of topics.

ELPA Grades 2 - 3


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ELPA RUBRICS FOR HAND-SCORED ITEMS

BackgroundGeneralized ELPA scoring rubrics for the extended writing and speaking portions of ELPA are provided for teacher use.Teachers may use these rubrics as instructional tools for their ELL students development ofspeaking and writing.Students may benefit from knowing how the writing and speaking portions of ELPA are scored.

These rubrics explain how student responses are scored. Each student response is scored on both grammatical andillocutionary scales.

ELPA Speaking Short-Response Generic Rubric

Grammatical (Forms) Illocutionary (Functions)

2

At least one complete sentence with correct use of verbtense as indicated in the stem; may use adverb(s). Errorsdo not interfere with meaning.

2

Clearly and completely describes the action(s)represented in the picture.

1

At least one complete sentence using a tense that is

grammatically correct, but not the tense indicated in thestem; no adverbs.

Errors may interfere with meaning.

1

Describes action(s) represented in the picture, but the

description of the action is incomplete

OR

Describes the picture.

0

Non-English, isolated words or phrases, non-responsive,unintelligible, or repeats the prompt.

0

Isolated words or phrases, unrelated to the prompt.

ELPA Grades 2 - 3


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ELPA Speaking Extended-Response Generic Rubric


3

The response uses complete complex sentences(subordinate & relative clauses) and errors are rareand difficult to detect.

3

The response addresses all features associated withthe prompt.

2

The response uses complete simple sentences or atleast one compound sentence (coordinatingconjunctions: and, but, or so, etc.) AND/OR there areoccasional errors in grammar or usage.

2

The response addresses most features associated withthe prompt

OR

The response addresses all features but uses limiteddetail.

1

The response uses complete simple sentencesAND/OR errors in grammar or grammar usage arefrequent.

1

The response addresses one feature associated withthe prompt.

0

The response uses non-English words or phrases,isolated words or phrases, is non-responsive,unintelligible, or repeats the prompt.

0

The response fails to respond to any information thatcould be considered responsive to the prompt.

ELPA Grades 2 - 3


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ELPA Writing Extended-Response Generic Rubric


3

The response includes multiple complete sentenceswith at least one complex (subordinate and relativeclauses) sentence.

Minor errors in grammar and usage are rare and do notinterfere with the meaning.

3

The response includes elaborated details of all featuresrelated to the prompt.

2

The response includes complete simple sentencesAND/OR at least one compound sentence(s).

Verb tense may be inconsistent. Errors in grammar andusage are occasional and may interfere with meaning

2

The response addresses most features related to theprompt

OR

The response addresses all features with limited detail.

1

The response includes complete simple sentence(s).

Verb tense is inconsistent. Errors in grammar and usagemay be frequent and may interfere with meaning.

1

The response addresses one feature related to theprompt.

0

The response includes isolated words or phrases; isundecipherable; is a non-English response; includesirrelevant vocabulary; or there is no response.

0

The response does not address the prompt.

ELPA Grades 2 - 3


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TESTING AND SCORE REPORTING SCHEDULES

ELPA Testing Schedule Link:

Test Administration Manual 2012-13, Scroll to Appendix A for the 2012-13 Oregon Statewide Testing Schedulehttp://www.ode.state.or.us/go/tam

ELPA Data Delivery Schedule:

Test Administration Manual 2012-13, Scroll to Appendix H for the 2012-13 Data Delivery Schedulehttp://www.ode.state.or.us/go/tam

ELPA Grades 2 - 3

ELPA Test Specifications 34 Oregon Department of Education
http://www.ode.state.or.us/go/tamhttp://www.ode.state.or.us/go/tamhttp://www.ode.state.or.us/go/tamhttp://www.ode.state.or.us/go/tamhttp://www.ode.state.or.us/go/tamhttp://www.ode.state.or.us/go/tam

asmtelpatestspecsg2-3_1213.pdf

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