Jill MorganCTB/McGraw-Hill Trainer

Todays AgendaSecondary LAS Links Placement TestAdministration and scoring of SpeakingAdministration of Listening, Reading, WritingScoring of WritingTabulation of scores*

Materials coveredLAS Links Placement Test grades 6-8 and 9-12LAS Links Placement Test Examiners Guide grades 6-12Student Profile Sheet*

PREPARE TO TEST*

Administer the Placement TestOne-on-oneIn a quiet place

Allow:25 minutes to administer5 minutes to score

*

*General Administration ProceduresMake the student comfortableMake the directions clearNo hints or cluesListen for fluent EnglishTester must be: Fluent in English Trained to scoreMay repeat and model the Practice Item but never the test questions

Placement Test Summary*

Speaking6 Constructed ResponseListening6 Multiple ChoiceReading6 Multiple ChoiceWriting5 Multiple Choice2 Constructed ResponseTotalEstimated18 items20 minutes

SPEAKING*

Speak in WordsWhat is it? What is it used for?Page 2 Placement Test*

Speak in WordsMark Correct, Incorrect, or No Response*Page 3 Placement Test

Speak in Words items 1-4*Page 34 Examiners Guide

Prompt Anticipated ResponseAdditional Correct ResponsesWhat is this?What is it used for? ParachuteTo jump safely from a planeChuteTo come down from the skyWhat are these? In what subject do you study these? Quotation marks

English, writingQuote marks, Quotes

Reading

SPEAKING RUBRIC SCORING*

Speak in SentencesPage 4 Placement Test*

Speak in SentencesPage 4 Placement Test*Tell me what is happening in the picture.

Scoring Speaking 0-3 - in a nutshell

*0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker

Scoring Checklist 0-3Speak in Sentences and Make ConversationPage 5 Placement TestPage 32 Examiners Guide*

Speak in Sentences Sample response Grades 6-8She have the*Score: Samples Responses pages 34 & 38 Examiners Guide

Speak in Sentences

She have theRationale:Relates to the promptDoes not satisfy the taskScore: 1 *

The girl is cut the paper.Speak in Sentences *

The girl is cut the paper.Rationale:Satisfies the taskGrammatical error (cut)Score: 2Speak in Sentences *

She is making paper dolls.Speak in Sentences *

She is making paper dolls.Rationale:Satisfies the taskEase of expressions of a native speakerScore: 3 Speak in Sentences *

*Quiz #1Speak in Sentences ScoringAnswer the 3 questions in the Polling pane.

*Scoring PracticeSpeak in SentencesYour turn to score

Scoring Sample #1Sample response Grades 9-12Please give me clear directions (from Room 3 to Room 4).0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*Listen to the response and mark your score in the Polling pane.

Scoring Sample #1

Room 3 is Hall B.Rationale:Relates to the promptDoes not satisfy the taskScore: 1 *

Scoring Sample #2

0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*Listen to the response and mark your score in the Poll Question pane.

Scoring Sample #2

Go in the Hall B to Room 4 right.Rationale:Satisfies the taskError in usage (the Hall, right)Score: 1 *

Scoring Sample #3

0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*Listen to the response and mark your score in the Poll Question pane.

Scoring Sample #3

Go from Hall B straight to Room 4.Rationale:Satisfies the taskEase of a native speakerScore: 3 *

Scoring Sample #4Sample response Grades 6-8Tell me what is happening in the picture.0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*Listen to the response and mark your score in the Poll Question pane.

Scoring Sample #4

Rationale:Relates to the promptDoes not satisfy the taskScore: 1 *She and he for the fruit.

Scoring Sample #5

Tell me what is happening in the picture.0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*Listen to the response and mark your score in the Poll Question pane.

Scoring Sample #5

Rationale:Satisfies the taskGrammatical error (She pay)Score: 2*She pay the money.

Tell, Ask, Describe, Explain

Score 0 to 3 same rubricPage 7 Placement TestMake Conversation*

Page 7 Placement TestMake Conversation*

Make ConversationSample response Grades 9-12We have five days.*Pages 35 & 39 Examiners Guide

Make Conversation

We have five days.Score: 1 Rationale:Relates to the promptDoes not satisfy the task*

Make Conversation

Five days, I want the week is being five days so we are learning so much.*

Make Conversation

Five days, I want the week is being five days so we are learning so much.Score: 2 Rationale:Satisfies the promptNot typical of a native speaker*

Make Conversation

Four days, so we could get more done on the weekend.*

Make Conversation

Four days, so we could get more done on the weekend.Score: 3 Rationale:Satisfies the taskEase of expression of a native speaker*

*Quiz #2Make Conversation ScoringAnswer the 3 questions in the Polling pane.

*Scoring PracticeMake ConversationYour turn to score

Scoring Sample #1Sample response Grades 9-12Do you think art museums are interesting or boring? Explain why you think so.0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*Listen to the response and mark your score in the Poll Question pane.

Scoring Sample #1

I think art museums are interesting because they have lots of arts and crafts and exciting things that have been discovered since like one thousand years.Rationale:Satisfies the taskExpressed with the ease of a native speakerScore: 3 *

Scoring Sample #2

Do you think art museums are interesting or boring? Explain why you think so.0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*

Scoring Sample #2

InterestingumbecauseRationale:Because relates to giving an explanationOne English word relates to the prompt but does not satisfy the task.Score: 1 *

Scoring Sample #3

Do you think art museums are interesting or boring? Explain why you think so.0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*

Scoring Sample #3

Interesting. The museum is interesting for see the old things of the cultura.Rationale:Satisfies the taskGrammatical error for seeHome language word is ignoredScore: 2 *

Scoring Sample #4Sample response Grades 6-8Explain why it is important to see a dentist.0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*

Scoring Sample #4

For the teeths to to bethe teeths need to be clean.Rationale:Satisfies the taskGrammatical error the teethsIgnore the self-correctionScore: 2 *

Scoring Sample #5

Explain why it is important to see a dentist..0 = nothing in English or no words related to the prompt1 = words related to the prompt but do not satisfy the task2 = satisfies the task with errors in grammar or vocabulary3 = satisfies the task with ease of a native speaker*

Scoring Sample #5

So they can check out if, if, if its going wrong with something in your body.Rationale:Satisfies the taskNot expressed with the ease of a native speaker (if its going wrong with)Score: 2 *

LISTENING & READING*

Administer the Listening Test Pages 3-6 & 16-20 Examiners GuidePages 8-9 Placement TestAdministered by a fluent English speaker reading from the Examiners GuideStudents mark their own responses*

Administer the Reading Test Pages 7-10 & 21-23 Examiners GuidePages 10-14 Placement TestAdministered by a fluent English speaker reading from the Examiners GuideStudents mark their own responses*

WRITING*

Administer the Writing TestAdministered by a fluent English speaker reading from the manualStudents mark their own answers in Use ConventionsStudents do their own writing in Write About and Write Why

*Page 11 & 24 Examiners Guide

Use ConventionsPage 12 & 25 Examiners GuidePage 15-16 Placement Test*

Write AboutDescription:Write two complete sentences describing the picture.

Page 13 & 26 Examiners GuidePage 17 Placement Test*

Write WhyDescription:Make a choice; write two reasons. Page 13-14 & 26-27 Examiners GuidePage 18 Placement Test*

Writing Rubric 0 3 for grades 2 - 12 *Page 33 Examiners Guide

0 Errors prevent communicationMinimal or no communication

No response, blankRepeated responseCopied wordIncomprehensibleOff topicNo sentence structure (Write About)

*

1 Errors interfereBeginning communication

Rudimentary sentence (Write About)One reasonable answer (Write Why)Only one answer satisfies the taskSerious errors

*

Write About Sample Response Grades 6-8*The min is tiying the towler is in wrkr. It not wrkr, he try to wrkr.

Write About

*The min is tiying the towler is in wrkr. It not wrkr, he try to wrkr.Score 1Rationale:Serious errors in one or more sentences

2 Basic communicationTwo responses satisfy the task with one or more grammatical errors

Two fluent responses with numerous mechanical errors

*

Write About

*He is tray to fix the tostory.It look the tostor is broke.

Write About

*He is tray to fix the tostory.It look the tostor is broke.Score 2Rationale:Two sentences that both satisfy the taskGrammatical errors (trying, looks like)

3 Fluent communicationEffective communication

Two fluent responses with no grammatical errors

May contain only a few mechanical errors

Write Why does not require complete sentence

*

Write About

*He is trying to fix it.It is a repair shop.

Write About

*He is trying to fix it.It is a repair shop.Score 3Rationale:Two sentences that both satisfy the task.Fluent no grammar errors

Write WhySample Response Grades 6-8*I would be a doctor cause it is not hard. I would be a doctor cause Im not risking life of dicing.Which career would you like to have when you are older? Circle one. (doctor) (firefighter)Why did you choose that career? Write two reasons.

Write Why

*I would be a doctor cause it is not hard. I would be a doctor cause Im not risking life of dicing.Score 1Rationale:Two sentences but only the first satisfies the task.Word choice dicing interferes with communication.

Write Why

*I like help people.I like saving people lives.

Write Why

*I like help people.I like saving people lives.Score 2Rationale:Two sentences and both satisfy the task.Grammar errors (helping, peoples)

Write Why

*So I can help people get better.You get paid more.

Write Why

*So I can help people get better.You get paid more.Score 3Rationale:Two sentences and both satisfy the task.Fluent -- No errors in grammar.

*Quiz #3ScoringAnswer the 3 questions in the Polling pane.

*Scoring PracticeSpeak in SentencesYour turn to score

Write About Scoring Sample #1 Sample Response Grades 6-8*

Write About Scoring Sample #1 Sample Response Grades 6-8*Score 2Rationale:Two fluent responses and both satisfy the task.Numerous mechanical errors not suitable for a 3.

Write About Scoring Sample #2

*

Write About Scoring Sample #2

*Score 3Rationale:Two fluent sentences and both satisfy the task.No errors in grammar.Minor mechanical error - missing apostrophe (ladys)

Write About Scoring Sample #3

*

Write About Scoring Sample #3

*Score 1Rationale:Only one response.Satisfies the task but must have two responses to score 2.

Write About Scoring Sample #4

*

Write About Scoring Sample #4

*Score 1Rationale:Two responses and only the second satisfies the task.First sentence is serious errors in usage.Phonetic spelling (chain a wil) does not interfere with communication.

Write About Scoring Sample #5

*

Write About Scoring Sample #5

*Score 2Rationale:Two responses and both satisfy the task.Error in grammar (missing auxiliary verb).

Write Why Scoring Sample #1Sample Response Grades 9-12*

Write Why Scoring Sample #1 Sample Response Grades 9-12*Score 2Rationale:Two responses and both satisfy the task.Errors in usage (of, sport players).

Write Why Scoring Sample #2

*

Write Why Scoring Sample #2*Score 3Rationale:Two fluent sentences and both satisfy the task.No errors in grammar.

Write Why Scoring Sample #3

*

Write Why Scoring Sample #3*Score 2Rationale:Two responses and both satisfy the task.First sentence correctSecond sentence usage errors (missing it; from).

Write Why Scoring Sample #4*

Write Why Scoring Sample #4

*Score 1Rationale:Two responses but only the second satisfies the task.Usage errors in the first sentence interfere with communication.

Write Why Scoring Sample #5*

Write Why Scoring Sample #5*Score 2Rationale:Two responses and both satisfy the task.Vocabulary usage error (color).

TABULATION & SCORING*

Tabulation of scoresPage 43 & 45 Examiners GuideAnswer Keys in Examiners Guide Pages 42 & 44*

Tabulation of scores

Tabulation of scores

Tabulation of scores

Tabulation of scores

WERE ALMOST DONE*

What we covered todaySecondary LAS Links Placement Test

Speaking with 0-3 rubricListening, Reading, Writing multiple choiceWriting with rubric 0-3Tabulation of scores*

CTB Support for IndianaCall: CTB/Indiana Help Desk(800) 282-1132

Email:ctb_ilepa_helpdesk@ctb.com*

One last thing

Thank you for your time today and your commitment to the studentsBefore you log off, please complete the evaluation questions in the Polling pane.

*

**Establish a rapport with the child and make him or her feel comfortable before beginning the actual testEnsure student understands the directionsProvide directions in the childs home language if available and necessary (note: be sure test items including practice items are administered in English)Do not inadvertently give hints or clues that reveal the answerAn item is wrong when the child does not make a response that is appropriate for a fluent English speaker of the same age

Remember the purpose of the test is to determine where the student needs help. Artificially inflating the students score means the student may not get the help needed

****One example of a Speak in Sentences item. There are several types: picture to describe, bookcase for location, and this map for directions.*One example of a Speak in Sentences item. There are several types: picture to describe, bookcase for location, and this map for directions.*Use this for participant response to describe scores.

Pull out your rubric sheet with the O-3 Scoring Checklist and the O-3 Rubric from the ManualFind the Scoring Checklist on page 5 of the Placement Test bookletFind the Rubric on Page 47 of the Examiners Guide.Take a moment to read over these descriptors.*Use this for participant response to describe scores.*Animated slide (score and rationale show up with mouse click)

Tell me what is happening in the picture.She is cutting paper./ She is making an art project

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Handout. Based on time work in groups or pairs to read through responses, scores and rationales, then score on next page.*Handout. Based on time work in groups or pairs to read through responses, scores and rationales, then score on next page.*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Second section scored with same rubric/checklist.*Second section scored with same rubric/checklist.*Not animated. Review quickly since practice with Speak in Sentences has provided good understanding already.

Speaking Item 6.*Not animated. Review quickly since practice with Speak in Sentences has provided good understanding already.*Not animated. Review quickly since practice with Speak in Sentences has provided good understanding already.*Not animated. Review quickly since practice with Speak in Sentences has provided good understanding already.*Not animated. Review quickly since practice with Speak in Sentences has provided good understanding already.*Not animated. Review quickly since practice with Speak in Sentences has provided good understanding already.*Handout. Based on time work in groups or pairs to read through responses, scores and rationales, then score on next page.*Handout. Based on time work in groups or pairs to read through responses, scores and rationales, then score on next page.*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

*Animated slide (score and rationale show up with mouse click)

Here is a student response. What do you see that fits the descriptors?

***

**This section also scored 0 to 3. Writing is a different rubric from Speaking.*As with Speaking, two sections of Writing are scored with the same rubric.*Here is the entire 0 to 3 rubric. Find handout and make notes.Review key phrases in preparation for looking at Write Why.**How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

**How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

**How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*How do you score this? (click to see score) Here is an example of a score 1. Ask participants: Why is it scored one?

Rationale: Only one response written that satisfies the task with minor spelling errors

*Handout. Based on time work in groups or pairs to read through responses, scores and rationales, then score on next page.*Handout. Based on time work in groups or pairs to read through responses, scores and rationales, then score on next page.*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) Here is an example of a score 3.

Ask participants: Why is it scored one?Rationale: Two responses in sentences that satisfy the task with grammatical errors (missing article, verb tense error, incorrect pronoun).*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

*How do you score this? (click to see score) How do you score this? (click to see score) Example of Score 1.

Ask participants: Why is it scored one?

Rationale: Only one response written that could be said to satisfy the task: hamburger with cheese

***