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Part of the ACCESS for ELLs® Assessment Battery

WIDA-ACCESS Placement Test W-APT™

Test Administration Manual

Grade Clusters 1–12

Version 2 Release 5, May 2010

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Copyright © 2007 Board of Regents of the University of Wisconsin System. All rights reserved.

The W-APT™ is a product of a collaborative effort by the multistate WIDA Consortium.

About this Document This WIDA-ACCESS Placement Test (W-APT™) Test Administration Manual applies to all grade level clusters except for Kindergarten.

Test administrators are required to read this manual in its entirety as training for administration of the W-APT™, and they must be completely comfortable with the Test Administrator’s Script for each grade level they will be testing. In addition, because the W-APT™ aligns with the ACCESS for ELLs® assessment, administrators who are unfamiliar with ACCESS for ELLs® training are strongly advised to seek guidance from the online training course, which prepares educators for ACCESS for ELLs® test administration. Visit www.wida.us for more information about this training.

The WIDA-ACCESS Placement Test (W-APT™) Test Administration Manual was prepared by the Center for Applied Linguistics on behalf of WIDA.

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Table of Contents

Section 1: Introduction to ACCESS for ELLs® and W-APT™ 6

Background on the W-APT™ 6

Purposes of the W-APT™ 7

Overview of the W-APT™ for 2010 7

Section 2: W-APT™ Materials 8

Choosing the Appropriate Grade Level Cluster 9

Test Security 9

Printing and Binding Instructions 10

Section 3: Preparing for the W-APT™ Administration 12

Assembling and Organizing W-APT™ Materials 12

Grade Clusters 1-2, 3-5, 6-8, and 9-12 12

The Testing Environment and Test Document Handling 12

During and After Testing 12

Testing Environment 12

Section 4: W-APT™ General Administration Procedures 13

General Procedures 13

The W-APT™ for Grade Clusters 1-2, 3-5, 6-8, 9-12 14

Section 5: The W-APT™ Speaking Test for Grades 1–12 14

Preparation for Administering the W-APT™ Speaking Tests 15

Administering the Speaking Test 17

Speaking Test Materials 17

Speaking Test General Administration Procedures 17

Structure of the Speaking Test 18

Speaking Test Administration Tips 19

Sample Speaking Test Tasks 19

Section 6: The W-APT™ Listening, Reading, and Writing Tests for Grades 1–12 21

How to Read the Listening, Reading and Writing Scripts 22

Administering the Listening Test 22

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Administering the Reading Test 23

Administering the Writing Test 24

Section 7: Scoring the W-APT™ 24

Scoring the W-APT™ for grade clusters 1-2, 3-5, 6-8, and 9-12 24

Scoring the Speaking Test 24

How to Advance Through and Score the Speaking Test 25

Speaking Test Scoring Criteria 25

Task Level Expectations 28

Possible Scores for Each Task 29

Scoring the Listening Test and the Reading Test 30

Scoring the Writing Test 31

Scoring Guidelines 33

Section 8: Recording and Calculating Scores 34

Understanding and Using Scoring Sheets for Grades 1–12 34

Recording Speaking Scores 35

Recording the Score for the Writing Test 35

Recording Scores for the Listening and Reading Tests 35

Calculating the Composite Proficiency Levels (CPLs) 36

Calculating Grade Level Adjusted Composite Proficiency Levels (CPLs) 37

Section 9: Interpreting Test Results 38

General Interpretation Guidelines 38

Appendix A: Procedures for Group Administration and Scoring 39

Administering the W-APT™ to a Small Group 39

Introduction 39

Setting up the Testing Room for Group Administration 39

Distributing Test Materials 40

Group Administration Guidelines 40

Scoring a Group Administered Test 41

Appendix B: Speaking Rubric and Task Level Expectations 43

Appendix C: Writing Scoring Rubric 44

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Appendix D: Raw Score Conversion Chart for Listening and Reading, Grades 1–12 45

Appendix E: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 1–2 46

Appendix F: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 3–5 48

Appendix G: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 6–8 51

Appendix H: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 9–12 54

Appendix I: Test Accommodations for ELLs with Disabilities 57

Appendix J: Glossary of Terms 61

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Section 1: Introduction to ACCESS for ELLs® and W-APT™

Background on the W-APT™ The WIDA Consortium has created a comprehensive assessment system anchored in the WIDA English Language Proficiency Standards, PreKindergarten through Grade 12 (2004, 2007)1

Derived from the standards-based ACCESS for ELLs®, the WIDA ACCESS Placement Test (W-APT™) is designed to be an initial measure of a new student’s English language proficiency level. In other words, the W-APT™ is designed to be used as one of multiple criteria in determining eligibility for ELL services and program placement.

. Aligned to these standards is the ACCESS for ELLs® test of school-based English language proficiency (ELP). This secure, annual assessment gives educators and parents information about the ELP level of English language learners (ELLs) in Kindergarten through grade 12 in the language domains of Listening, Speaking, Reading, and Writing.

Both ACCESS for ELLs® and W-APT™ assess students’ English language proficiency in all five WIDA ELP Standards, which encompass:

• Social and Instructional Language (SI), which incorporates proficiencies needed to deal with the general language of the classroom and the school

• The language of Language Arts (LA) • The language of Mathematics (MA) • The language of Science (SC) • The language of Social Studies (SS)

At the heart of the WIDA ELP Standards are six English language proficiency levels (see Figure 1) that illustrate the continuum of language development within each language domain—Listening, Speaking, Reading, and Writing. Proficiency level scores for all WIDA assessments are reported based on these six levels.

W-APT™ test forms are designed for English language

1 Most terms in boldface type are defined in the Glossary of Terms in Appendix J.

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The WIDA Levels of English Language Proficiency

ENTERING

BEGINNING

DEVELOPING

EXPANDING

1

2

3

4

5

6

REACHING

BRIDGING

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learners in second semester pre-kindergarten through grade 12 and are broken down into five grade level clusters: • Kindergarten (includes second semester pre-K) • 1–2 • 3–5 • 6–8 • 9–12

For each grade level, there is a test in each of the four language domains: Listening, Speaking, Reading, and Writing. The Listening and Reading sections consist of multiple choice questions. The Writing and Speaking sections contain performance tasks that are scored according to specific rubrics (see Appendices B and C).

Purposes of the W-APT™ The W-APT™ has three main purposes:

• To identify students who may be candidates for English as a Second Language (ESL) and/or bilingual services

• To determine the academic English language proficiency level of students new to a school or to the U.S. school system in order to determine appropriate levels and amounts of instructional services

• To accurately assign students identified as ELLs to one of the 3 tiers of the ACCESS for ELLs® test

W-APT™ test forms align with the WIDA ELP Standards and the WIDA Consortium’s approach to instructing and assessing English language learners in grades K-12. The overall composite W-APT™ score can be used to determine students’ placement in the tier level of a test form of the ACCESS for ELLs® test and/or students’ placement in ELL services. For either purpose the W-APT™ should be considered as only one element in the decision making process. Decisions to exit a student from ELL services should be supported by the student’s annual progress on the ACCESS for ELLs® assessment, and on other evidence as well, such as academic content assessments, teacher recommendations, and other informative documentation.

The W-APT™ cannot be used as a substitute for ACCESS for ELLs®, which is used to satisfy legal requirements for annual assessment and accountability.

Overview of the W-APT™ The W-APT™ is an adaptive test that can gauge students’ proficiency up to and beyond Level 5 of the WIDA ELP Standards. There are five grade level clusters (Kindergarten, 1–2, 3–5, 6–8, and 9–12).

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For all grade level clusters, except Kindergarten2

All scoring of the W-APT™ is completed on site by the test administrator. All sections of the test are scored as the test is administered. After completion of all domains of the test, the test administrator will use the instructions on the scoring sheet to calculate the student’s Literacy Composite Proficiency Level (CPL), Oral CPL, and Overall CPL.

, the test will result in proficiency level scores for each language domain—Listening, Speaking, Reading, and Writing—on the six level WIDA proficiency scale. The test materials also include instructions for calculating a student’s literacy, oral, and overall composite proficiency levels, with Reading and Writing scores weighing more heavily into the overall composite proficiency level than Speaking and Listening scores.

The W-APT™ is designed as an adaptive test to be administered to students individually. However, in the rare instance when circumstances demand that the Listening, Reading, and Writing tests be administered to small groups of students at the same time, procedures for group administration and scoring are included in Appendix A to supplement, not supplant, the instructions in this manual.

Section 2: W-APT™ Materials The W-APT™ materials consist of:

• This Test Administration Manual, which includes both the Speaking (Appendix B) and Writing (Appendix C) Rubrics

• For each grade level cluster:

o A reusable test booklet that contains the graphics for the Speaking test and the Listening, Reading, and Writing test items3

o A consumable Writing test booklet for students

o A consumable scoring sheet

o A reusable Test Administrator’s Script

All W-APT™ materials must be accessed and downloaded from the secure site www.wida.us. District and school assessment staff will be provided with a username and password to access to the site, and authorized individuals may access the site to download electronic files of the tests. These files are made available in PDF formats, which may be printed using the freely available Adobe

2 Information about the Kindergarten W-APT™ can be found in the W-APT™ Test Administration Manual: Kindergarten. 3 The writing test items included in the test booklet are intended for the test administrator’s reference and form a complete inventory of the test items across all the domains.

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Reader™ software. Downloaded files must be printed by the district or school and made available to test administrators.4

Choosing the Appropriate Grade Level Cluster

The W-APT™ for a particular grade level cluster should be administered to children one semester beyond the beginning of the grade level cluster and one semester beyond the end of the grade level cluster (see Figure 2). WIDA has made this recommendation based on the fact that students just entering a new grade level cluster have not yet had a chance to be exposed to the language standards and content topics appropriate for the grades in that cluster.

Figure 2: Appropriate Grade Level Cluster by Grade

• The Kindergarten test is intended for second semester PreKindergarteners,

Kindergarteners, and first semester 1st graders. • The grades 1-2 test is intended for second semester 1st graders through first semester

3rd graders • The grades 3-5 test is intended for second semester 3rd graders through first semester

6th graders. • The grades 6-8 test is intended for second semester 6th graders through first semester

9th graders. • The grades 9-12 test is intended for second semester 9th graders and for students in

grades 10, 11, and 12.

Test Security The W-APT™ is a semi-secure test, and it is important to maintain confidentiality of all testing materials. Place all testing materials in locked storage and do not leave materials unattended before or after testing.

The district assessment coordinator or other designated personnel should conduct a test briefing with school assessment coordinators and test administrators to go over all aspects of the W-APT™, including materials, policies, and procedures. The personnel involved with testing are responsible for ensuring that no specific test information is shared with students prior to or after testing.

It is also particularly important to secure the consumable materials—the writing test booklet and the scoring sheets, since these contain answer keys and prompts.

4 Blank paper for note taking must be provided to the student for the 3–5, 6–8 and 9–12 Listening tests.

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

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

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

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

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Either destroy these materials following the recording of student scores or file the test documents within the student’s secure file folder.

Printing and Binding Instructions The W-APT™ was designed so that double-sided printing and binding is not necessary. Therefore, we recommend that for proper administration of the W-APT™, all materials should be printed single-sided. Some, but not all, of the W-APT™ materials may be printed double-sided to conserve paper. For all the Listening and Reading tests (except Kindergarten) two pages must be displayed side-by-side for each theme folder to assure proper administration. If the pages are unbound, administrators should always check the pagination of unbound pages prior to administering the test to ensure proper sequencing. Please use the chart in Figure 4 on page 11 to determine whether two-sided printing is allowable, and whether binding the booklets is recommended.

If the Main Test Booklets for grades 1–12 are bound, they should be saddle stitched (stapled down the middle) and blank pages must be inserted to ensure that the first page of each theme, or Part, always appears on the left hand side of the open booklet as depicted in Figure 3 below.

Error! Reference source not found. Proper display of theme folder (Part)

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Figure 3: W-APT™ Printing Instructions for the Various Test Documents

Grade Level Document Reusable? Recommendations

for Binding Printing

Instructions

Grades 1–12 Grades 1–12 Student Writing Booklets NO (Print one copy for each student.) DO NOT BIND*

MU

ST B

E SI

NG

LE-S

IDED

Grades 1–12 Grades 1–12 Main Test Booklets YES (Print only one copy.)

Kindergarten Kindergarten Writing Picture Cue Booklet NO (Print one copy for each student.)

Bind on long edge or staple in upper-left corner Kindergarten Kindergarten Reading Picture Cue Booklet YES (Print only one copy.)

Kindergarten Kindergarten Listening and Speaking Picture Cue Booklet YES (Print only one copy.)

Kindergarten Kindergarten Listening and Speaking Score sheet

NO (Print one copy for each student.)

Staple in upper-left corner

Dou

ble-

side

d if

poss

ible

Kindergarten Kindergarten Reading and Writing Score sheet

NO (Print one copy for each student.)

Grades 1–12 Grades 1–12 Score sheets NO (Print one copy for each student.)

Kindergarten Kindergarten Listening and Speaking Script YES (Print only one copy.)

Booklet/saddle-stitch Kindergarten Kindergarten Reading and Writing Script YES (Print only one copy.)

Grades 1–12 Test Administrator’s Scripts YES (Print only one copy.)

ALL Test Administrator's Manual YES (Print only one copy.)

ALL Writing Samples for Scoring Purposes YES (Print only one copy.)

* Please note that for the 1–12 Listening and Reading tests, 2 pages must be displayed side-by-side for each theme folder to be properly administered, consequently these test booklets must not be bound. Administrators should check the pagination of these booklets prior to administering the test to ensure proper sequencing.

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Section 3: Preparing for the W-APT™ Administration

Assembling and Organizing W-APT™ Materials

Grade Clusters 1–2, 3–5, 6–8, and 9–12 Each test administrator must be provided one copy of the following materials:

• Test Administrator’s Script

• Speaking Rubric (Appendix B of this manual)

• Main Test Booklet

• 2-Page Scoring Sheet for each student

• Student Writing Booklet for each student

• Writing Rubric (Appendix C of this manual)

• Lookup tables for determining grade level adjusted composite proficiency levels (Appendices E-H of this manual)

The Testing Environment and Test Document Handling

During and After Testing • The test administrator assures that the student’s name and background

information is written in the appropriate place on the scoring sheet and consumable test forms.

• The test administrator completes recording and scoring of all sections administered.

• Unused tests and tests that are not kept for internal records should be destroyed.

Testing Environment This test is designed to be administered in a variety of testing environments, such as in intake centers, classrooms, and other locations. Students should be tested individually in a one-on-one interview format in a private room or carrel. The following considerations should be addressed:

• Testing should occur in a quiet room. Post a Do Not Disturb: Testing sign on the testing room door on test days.

• It is not necessary to cover any print on the walls or on classroom materials.

• Have a watch on hand, or make sure there is a functioning clock in the testing room. The Test Administrator’s Script contains guidance on pacing the test.

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• Use a rectangular or circular table at which to test the student. Place yourself at a right angle to the student, rather than across from or right next to the student.

• Make sure students can see the test materials on the table. In other words, when testing young and/or small students, provide desks and tables that are appropriately sized for children.

• Provide at least two sharpened pencils: one for you and one for the student to use if and when note taking is allowed during the Listening test. Have extra pencils available, as sharpening pencils during a test session could be a distraction.

Section 4: W-APT™ General Administration Procedures

General Procedures The W-APT™ is individually administered at all grade levels and is fully adaptive. In other words, how a student answers early on in the test will determine how many and which tasks are administered later in the test. Consequently, the administration time varies, and it increases as the student’s English language proficiency increases. A low performing student may complete the test in 20 minutes, while a high performing student may take up to 90 minutes.

For grade clusters 1–2, 3–5, 6–8 and 9–12, the Speaking portion is administered first. In most cases, the student’s Speaking score will not determine anything about administering subsequent portions of the test. If, however, a student struggles with the Speaking portion to the point where a test administrator believes firmly that the student would not be able to attempt any of the Listening, Reading, or Writing tasks, the test administrator may, at his or her discretion, make a determination of service needs solely on the basis of the Speaking test. This should only be the case when deciding that a student does, in fact, need services. In most cases, though, the student will advance to the Listening test following the Speaking test.

For all grade level clusters, the Listening test consists of five theme folders (Parts), or collections of related items, that focus on the language of an academic topic related to the WIDA ELP Standard being assessed. The five theme folders increase in difficulty from Part A to Part E. A student will have the opportunity to answer every task in a given folder before the test administrator makes a determination of whether to advance to the next folder. The scoring sheets provide specific rules for this advancement. If the student answers the majority of items within a theme folder correctly (2 out of 3 in most cases, but 3 out of 4 in some cases), the student will advance to the next Listening theme folder. If not, the test administrator will skip to Part A of the Reading test, where the same rules apply. If, in the Reading test, a student cannot answer the majority of items in any theme folder correctly, the Reading test will be brought to a close and the Writing test will begin.

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As an adaptive test, the student is presented only with questions that the test administrator has a reasonable expectation that the student will be able to understand and respond to, based on the student’s responses to the items in the previous part of that test section. Scoring therefore occurs as the test is being administered. Detailed procedures on how to record scores on the Scoring Sheet are described in Section 7: Scoring the W-APT™.

The W-APT™ for Grade Clusters 1–2, 3–5, 6–8, 9–12 While the W-APT™ is not a timed test per se, testing coordinators should plan appropriate testing sessions for administration according to the following approximate timeframes:

• Speaking ............up to 10 minutes

• Listening ...........up to 20 minutes

• Reading .............up to 20 minutes

• Writing ..............up to 30 minutes (if both Writing tasks are administered). See Administering the Writing Test on Page 24 for more information.

The W-APT™ should be administered in the order presented in the Test Administrator’s Script: first, Speaking; followed by Listening, Reading, and Writing. Detailed instructions for administering each section of the W-APT™ are contained in the Test Administrator’s Script for each grade level cluster. General procedures for administering and scoring each section of the W-APT™ are outlined in the following sections. Kindergarten W-APT™ has significantly different administration procedures. Please consult the Test Administration Manual for the Kindergarten W-APT™ for this information.

Section 5: The W-APT™ Speaking Test for Grades 1–12 The W-APT™ Speaking Test is an oral proficiency test for English language learners in grades 1–12, testing social and academic language used in the school setting. As with ACCESS for ELLs®, the W-APT™ Speaking Test for grades 1–12 is organized into grade level clusters: 1–2, 3–5, 6–8, and 9–12. The Speaking test is individually administered to students and is designed to take up to 10 minutes per student. For students with lower oral proficiency in English, the test will likely not take as long as it will for students who have greater proficiency.

The Speaking test is adaptive, which means that the student is presented only with tasks that the test administrator has a reasonable expectation that the student will be able to successfully answer. This determination is based on the student’s response to the previous task(s). The test administrator must therefore rate student responses as they occur.

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Preparation for Administering the W-APT™ Speaking Tests In order to administer and score the W-APT™ Speaking Test, it is crucial to have a thorough understanding of the Performance Definitions for each of the proficiency levels (see Figure 4 on Page 16). Each task on the W-APT™ Speaking Test is targeted to one of the first five proficiency levels and is designed to elicit from students speech that Meets the expectations of that level.

Task level expectations form the basis for the Speaking Rubric for the W-APT™. They summarize the characteristics of student performance that meet the expectations of the target proficiency level for the task being administered. The expectations directly address the three components of the performance definitions of the WIDA ELP Standards—linguistic complexity, vocabulary usage, and language control—and apply them to the tasks found on the W-APT™ Speaking Test.

These expectations must always be kept in mind when scoring a student response to a task targeted at a specific level. The full Speaking Rubric is presented and discussed in Section 7.

NOTE: It is essential that anyone who administers the W-APT™ Speaking Test complete the Speaking test module on the online ACCESS for ELLs® Test Administration Training course. If you have already completed the Speaking certification portion for ACCESS for ELLs® training, you will be familiar with both the questions and procedures on the Speaking test for the W-APT™.

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Figure 4: Performance Definitions for the WIDA K-12 ELP Standards for Assessing Speaking Proficiency

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Administering the Speaking Test

Speaking Test Materials To administer the Speaking test, the test administrator will need one copy of each of the following documents:

• Main Test Booklet – includes picture cues in landscape format

• Test Administrator’s Script

• Speaking Test Scoring Sheet (Page 1 of the W-APT™ Scoring Sheet for grades 1–12) for each student

• A copy of the Speaking Rubric and Summary Chart of Task Level Expectations, for reference (Appendix B)

• At least one sharpened pencil to mark student scores

Speaking Test General Administration Procedures Set up the testing environment as described on page 12. Place the Main Test Booklet (Speaking test picture cue section) between you and the student so that you can both easily see the pictures. You, rather than the student, should turn the pages unless otherwise indicated. The detailed test instructions and item prompts are included in the Test Administrator's Script. Have the script and the Scoring Sheet directly in front of you.

How to Read the Speaking Scripts When administering the W-APT™ Speaking Test, read aloud any text that appears in boldface type in the script. Do not read any directives that are not in boldface type, such as “Point,” or any other instructions intended to guide the administration, such as “If necessary.” Some words may be underlined for emphasis, in which case you should adjust your intonation accordingly.

Pacing While reading from the Test Administrator's Script you should keep the test moving at a steady pace. Speak as slowly and clearly as you would in class or in conversation with the student. When a picture is repeated (cued to the test administrator with a note that says, “Note: Picture is repeated for student”), it is a good idea to tell the student “This is the same picture.” This way, he or she does not have to expend effort studying the picture again.

Repeating and Clarifying The student may ask you to repeat a question. Unlike with the Listening test, repeating a question one time is acceptable. Follow the acceptable rephrasing options as outlined in the script. Keep answers to any questions from students as succinct as possible. For example, if a question asks the student: “What is your favorite activity?” and the student asks, “At home or at school?” you might respond, “Any activity.” Such a reply keeps your answer short, and opens up, rather than limits, the student’s options regarding how to respond.

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Structure of the Speaking Test The Speaking test, like the other sections of the W-APT™ is made up of thematic folders. There are two of these, designated Part A and Part B. These folders are graphically presented, though some of them may also include text. If there is text, you will typically read it in part or whole during administration, as scripted.

Each part includes a set of tasks (3 for part A and 5 for part B) corresponding in difficulty to the proficiency levels on the WIDA rating scale. That is, Task 1 (T1) represents proficiency level 1; T2, proficiency level 2; and so on. (See Figure 5 to see how each folder contains several tasks.) Furthermore, each task will include one or more questions, designated in the Test Administrator's Script as Q1, Q2, etc. Each question is intended to give the student an opportunity to respond at the proficiency level expectations of that task. Each task is based on a particular model performance indicator (PI) from the Speaking standards, and it typically includes several questions.

Figure 5: Navigating the Speaking Test

Because the test is adaptive, you will assign a qualitative rating (such as Meets or Approaches) to student responses as they are given. While the Scoring Rubric and Task Level Expectations should be used as a reference throughout the Speaking test, you must have internalized the expectations at each Proficiency Level prior to giving the test. At the completion of the entire W-APT™, you will follow instructions for determining a quantitative score for each section as well as a composite Proficiency Level. Again, check Section 7: Scoring the W-APT™ in this manual for details.

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Speaking Test Administration Tips • Test administration is standardized, and all test folders are scripted. You should read

each item as scripted. Never use another language when administering the test and never write out scripted parts of the test.

• It is important that you set a positive tone for the student. The warm-up suggests three ways in which you might create a welcoming environment, but you should greet the student as naturally as possible and maintain the flow of dialog in the test.

• You may give some limited positive reinforcement of the student’s responses (“Good,” “OK,” etc.), examples of which can be heard in the sound files in the ACCESS for ELLs® Test Administrator Training Course (online at www.wida.us). These comments, though positive in tone, should not be evaluative. That is, you should not use phrases such as, “You answered that really well.” or “Good answer.” or “That's right.”

• To help the test flow more smoothly, you should practice the Speaking test ahead of time to become familiar with the script.

• Thoroughly study the Scoring Rubric and Summary Chart of Task Level Expectations before administering the test, and enter a score on the scoring sheet after administering each task. During administration, have the rubric handy, but try to refer to it infrequently in order to maintain the pace of the interview.

• If a task has several main questions, only one need be answered appropriately to Meet expectations. “Appropriately” in this context means that the student was able to provide the quantity and quality of language necessary to meet task level expectations in all three criteria of the rubric. It does not mean that the student answered the question correctly in terms of academic content.

• Administer the “If necessary” questions only if there is some uncertainty about the rating up to that point. (See the sample test items in Figures 6, 7, and 8 for examples of types of questions presented within a task.)

• The test is scored entirely by you during the administration, and the score awarded is marked on the Scoring Sheet immediately after each task.

• It is important that students leave the test feeling positive about their experience. Therefore, if a student attempts a task, but is unable to complete it, you may ask him or her a less challenging question related to the task, even though your question is not scripted. For example, if a student cannot explain what makes someone a leader or hero, you may ask him or her a simpler question. In this way, you help the student feel a bit more successful about the test-taking experience. When rehearsing the script for the Speaking test, you should think about how you might phrase such questions. Questions that are unscripted are never scored.

Sample Speaking Test Tasks The sample tasks below show a Speaking folder (Part) in Social and Instructional language for grade cluster 3–5. Figure 7 shows a Level 1 task where the Performance Indicator (PI) is “Respond to WH-questions,” Figure 8 shows a Level 2 task with a PI of

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“Ask and respond to questions,” and Figure 9 shows a Level 3 task with a PI of “Exchange personal information.”

First let’s talk about things people do outside. This is a picture of people in a park. I’m going to ask you some questions about this picture.

Q1: (Point to TREE) What is this?

Q2: (Point to BALL) What is this?

Q3: (Point to DOG) What is this?

Q4: (If necessary) What else do you see in this picture (OR) What other things do you see in this picture?

Now listen carefully. I’ve just asked you some questions about this picture. Now I want you to ask me some questions about it. (OR) Pretend you are the teacher and want to ask me some questions about this picture. For example, you could ask me, “Where are the people?” OK?

Q1: (Point to BOY ON BIKE) What do you want to know about him? (OR) Ask me a question about him.

Q2: (Point to PICNIC TABLE) What do you want to know about this? (OR) Ask me a question about this.

Q3: What other things do you want to know about this picture? (OR) What’s another question you can ask me about (anything in) this picture? (Answer student’s question.)

Figure 6: Sample Speaking Task: SI, 3–5, Level 1; PI: Respond to WH questions

Figure 7: Sample Speaking Task: SI, 3–5, Level 2; PI: Ask and respond to questions

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Section 6: The W-APT™ Listening, Reading, and Writing Tests for Grades 1–12

The Listening and Reading sections of the test consist of five theme folders each. Theme folders always consist of a lead graphic, followed by three or four test items. The theme graphic should always be visible during the administration of the folder.

The proper way to display a theme folder, which may consist of 2–4 portrait pages, is to display the first two pages of the theme folder side by side so the student can see both. In the event that a theme folder contains more than two pages, the script will instruct you to slide the second page under the first, so that the theme graphic is still visible to the student while the third (and fourth if necessary) page of items is being administered. When the theme folder is completed, place all the pages face down on the stack containing the pages of the Speaking test and continue with the next theme folder in the same way.

Since the pages of the test booklet will not be bound, it is critical that you check the pagination of the booklet each time prior to administering it. In the event that you do create reusable booklets, follow the recommendations on page10 regarding the insertion of blank pages to ensure that the main theme graphic always appears on the left hand page of the open booklet.

Now let me tell you something about these students. (Point to CHILDREN PLAYING CATCH) Their names are Alex and Leticia. They like to play catch.

Q1: Do you like to play catch?

Q2: (If “Yes”) What else do you like to do?

Q3: (If “No”) What do you like to do?

Q4: What do you like about __________? (OR) Tell me something about ___________.

Q5: (If necessary) Tell me more.

Figure 8: Sample Speaking Task: SI, 3–5, Level 3; PI: Exchange personal information

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How to Read the Listening, Reading and Writing Scripts The W-APT™ scripts for the Listening, Reading and Writing tests follow a different format from that of the Speaking test script. Directives to the Test Administrator and the language of the items themselves are all interspersed on the page in one column, but in different typefaces and styles, as illustrated below.

You should have the scripts available for reference when reviewing this section. Use the following guidelines to navigate these scripts:

• The scripts will refer to page numbers in the Main Test Booklet for the Listening and Reading tests and to the Student Writing Booklet for the Writing test. The Writing test prompts are also available for your reference in the non-consumable Main Test Booklet. Students will also see them in the consumable Student Writing Booklet.

• The script will indicate which pages in the Main Test Booklet to display in front of the student before beginning to read aloud any parts of that theme folder for which scripting is included.

• Read aloud all and only the text that is in boldface type. Item language is bold, but not italicized, and indented; introductory language such as, “Look at the top of the next page,” is both bold and italicized and not indented.

• Some words may be underlined for emphasis, in which case you should adjust your intonation accordingly.

• Pauses are scripted. If note paper is necessary for a Listening item, instructions for distributing and collecting it are grouped with the corresponding pauses.

• At the end of each theme folder, the script will direct you to remove the completed pages and turn to the next theme folder in the Main Test Booklet. There may be an additional instruction indicating to which page of the script you must turn next. (In cases where this is obvious, no such instruction is given.)

Administering the Listening Test When preparing to administer the W-APT™, it is helpful to practice reading the items aloud ahead of time. Follow the Test Administrator’s Script exactly, including following the pause times given in the script. As with all sections of the W-APT™, you

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should keep the test going at a steady pace by reading each item clearly and at a natural rhythm. Students can indicate their answers to you by pointing or by speaking, typically by saying the letter of their preferred response option (A, B, or C for certain items or A, B, C, or D for others). If the student responds by saying, "The first one," or "The last one," etc., request that he or she point or name the letter.

There are scripted Practice items at the beginning of each Listening test so that the student can practice responding by pointing, speaking, or both. If the student hesitates, you may ask “Is it A, B, C (or D)?” The answers to these items are contained in the script itself. Continue to the next question when the student has pointed to his or her response or after 10 seconds have elapsed. Read each item only one time. You should repeat a Listening item only if there is a significant interruption while you are reading it, such as an announcement over the loudspeaker, a fire drill, or a loud noise outside.

For items beyond the Practice theme folder, the correct answers are listed in the “Key” column on Page 2 of the scoring sheet in the Listening column. The administrator will then consult the “Key” column on the scoring sheet and mark whether the student’s answer is correct or not by placing either a 1 or a 0 in the “Score” column. For each part of the Listening test, the test administrator will enter the total number of items the student answered correctly. A student may continue in the Listening section of the test if he or she correctly answers the majority of items in a theme folder (2 out of 3, or 3 out of 4, as indicated on the scoring sheet under “Criterion for Advancement”). If the student does not progress all the way to Part E of Listening, you should then skip to the Reading test. As a transition to the next part of the test, you should say, “Okay, that’s the end of the Listening test; now we are going to start the Reading test,” whether the student has advanced to the highest theme folder or not.

Administering the Reading Test The Reading test is designed to take approximately 10-20 minutes depending on the student’s reading proficiency. Similar to the Listening test, students will indicate their answers to you by pointing to or speaking the letter of their answer choice. There are scripted Practice items at the beginning of each Reading test so that the student can practice responding by pointing, speaking, or both. If the student hesitates, the administrator may ask “Is it A, B, C (or D)?” The answers to these items are contained in the script itself. Continue to the next question when the student has pointed to his or her response or after 10 seconds have elapsed.

Follow the Test Administrator’s Script exactly. Scripting in the Reading test generally only introduces a student to a theme folder. Under no circumstances may you read any passage, question, or response option to a student. The Reading script will direct you to indicate to the students that you will not be reading the questions aloud as for the Listening test, but rather that they should read on their own and look at you when they are ready to point to or say an answer. It is preferable for the student to read silently in order to avoid the natural tendency to offer comment if he or she reads aloud. If the student does read aloud, however, do not insist that he or she read silently, but be careful not to give any overt or subtle evaluative comments. It is permissible only to provide general directions by saying the item number, and then closing each folder by saying, “Okay, let’s go to Part B/C/D/E.”

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One exception to this rule is that in Parts A and B of the 1–2 test, a sample item is included in the theme folder (in addition to an entire practice theme folder at the beginning of the test). In the event of a sample item, the script allows for more guidance to be given aloud than would be permitted in a folder with no sample.

A student may continue in the Reading section of the test if he or she correctly answers the majority of items in a theme folder (2 out of 3, or 3 out of 4, as indicated on the scoring sheet under “Criterion for Advancement”). If the student does not progress all the way to Part E of Reading, you should then skip to the Writing test. As a transition to the next part of the test, the administrator should say, “Okay, that’s the end of the Reading test; now we are going to start the Writing test,” whether the student has advanced to the highest theme folder or not.

Administering the Writing Test The Writing test appears in the Main Test Booklet for the administrator’s reference, but the student will complete the writing task(s) in a consumable Student Writing Booklet. The script includes directions for using the Main Test and Student Writing Booklets. It is important to note the distinctions between the page numbers in the Main Test Booklet versus the student’s consumable booklet.

In each grade level cluster there are two writing tasks; some students will complete Part A only, some will complete Part B only, and some will do both.

Part A contains a low-level Social Instructional writing task targeted to performance indicators at Levels 1-3 on the WIDA ELP scale. Administer this task if, based on the student’s performance in the previous three sections of the test, you feel that he or she would not be capable of a more advanced math writing task (which is targeted to performance indicators at Levels 3-5 on the WIDA ELP proficiency scale).

Part B contains a high-level math writing task. Administer only Part B if, based on the student’s performance in the previous three sections of the test, you feel that the easier task (Part A) would be very easy for the student and would not be informative about his or her English language proficiency level.

In some cases, you may administer Part A, and after having scored it (see Section 7), you will determine that the student “topped out,” or scored the maximum according to the rubric and benchmark samples (see the Writing Test Samples document). In this case, you would then go on to administer the Part B task, and the final Writing score would be the higher of the two scores given. Follow the Test Administrator’s Script exactly. The Writing test is designed to take approximately 15 minutes to complete if only one task is administered and up to 30 minutes if both tasks are administered.

Section 7: Scoring the W-APT™

Scoring the W-APT™ for grade clusters 1-2, 3-5, 6-8, and 9-12

Scoring the Speaking Test The W-APT™ Speaking Rubric and Task Level Expectations appears as

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Figure 9 on page 27 and in Appendix B. What follows is an enhanced explanation of each of the criteria used in the rubric. It is important to remember that in the Speaking test, a student’s answers are not being judged on whether they are “right” or “wrong,” but rather on whether they meet the expectations for the current task level. Some answers that students give may be considered wrong from a content point-of-view, but may nevertheless be expressed with vocabulary, discourse structure, and complex language that meets or even exceeds the Task Level Expectations.

How to Advance Through and Score the Speaking Test Note: As you read through the following paragraphs, make reference as necessary to the Speaking Rubric and Summary Chart of Task Level Expectations on page 27.

Begin the Speaking test, by administering the Part A, Level 1 task (T1). If the student’s response Meets expectations of the T1 task in quantity and quality for ALL three scoring criteria (i.e., Linguistic Complexity, Vocabulary Usage, Language Control), then administer the Level 2 task (T2). If not, discontinue Part A and administer Part B. Use the same logic to advance from T2 to T3, and so on.

You should only continue to the next task in the test if a student scores Meets expectations or Exceeds expectations on the current task. If a student scores Approaches expectations on a task in Part B, you should stop administering the Speaking test. To do so, turn in the Script to the wind-down section and carry out the instructions there.

If you are unsure whether to score a response Approaches or Meets, you may mark the question-mark column (?) and move on to the next task, allowing the student the opportunity to attempt the task at the next higher level. If the student Meets the task level expectations on the next task, assign that task a score of Meets; then go back and assign the previous task with the ? a score of Meets. If the student does not meet the task level expectations on the next task, assign the current task a score of Approaches or No Response, as appropriate, and go back and assign the previous task with the ? a score of Approaches.

The question-mark column (?) is a temporary placeholder and should not be left as the sole box marked on the row for a particular task. If the highest level task (T3 in Part A or T5 in Part B) is administered, a score must be assigned, as there is no higher-level task to use to check performance of the task.

At the minimum, the tasks at Level 1 (T1) in each part will be administered. If a student does not meet expectations on the T1 tasks, mark Not Administered for the remaining task(s). Make sure that the tasks not administered are clearly marked as such, and that there are no tasks for which there is no box marked.

Note: It is not permissible under any circumstances to record or transcribe a student’s response in the Speaking test in order to assign a score at a later time. Each task must be scored immediately using the criteria set forth in the Speaking Rubric.

Speaking Test Scoring Criteria The scoring criteria for Speaking tasks include the following speech characteristics: Linguistic Complexity, Vocabulary Usage, and Language Control.

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Linguistic Complexity Linguistic Complexity refers to two aspects of the oral language produced by the student: its quantity (how much language is produced) and its organization (how the thoughts and ideas are organized). The main question to be answered here is: How much organized language can the student produce in a range of communication modes? In the performance definitions of the WIDA Standards (refer back to Figure 4), Linguistic Complexity ranges from “words, phrases, or chunks of language” at Level 1 to “a variety of sentence lengths of varying linguistic complexity in extended oral discourse” at Level 5.

Vocabulary Usage Vocabulary Usage refers to how well the student used the appropriate vocabulary to express his or her meaning in the oral response. This area addresses both comprehension and use of the technical vocabulary of the content areas. The main question to be answered here is: How much vocabulary and what sort of vocabulary does the student control? In the performance definitions (refer back to Figure 4), it ranges from “general language related to the content areas” at Level 2, through “specific language of the content areas” at Levels 3 and 4, to “the technical language of the content areas” at Level 5.

Language Control Language Control refers to how well the student demonstrates control of language to convey meaning. Language Control encompasses comprehension and use of phonological, syntactic, and semantic structure and rules. This area is where the aspects of grammar (syntax), appropriate use of function words, and phonetic control are weighed. Good Language Control is characterized by accuracy and comprehensibility. Lack of Language Control shows up as errors that generally impede comprehensibility or give the impression of a lack of fluency. The main question to be answered here is: How accurate, comprehensible, and fluent is the student’s language? At Level 2, Language Control appears as “phonological, syntactic, or semantic errors that often impede the meaning of the communication.” As students acquire more English language, Language Control improves so that at Level 4 it appears as “minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication” and at Level 5 as “approaching comparability to that of English proficient peers.”

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Figure 9: Speaking Test Scoring Rubric and Task Level Expectations

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Task Level Expectations

Expectations at Level 1: Entering Tasks on the W-APT™ Speaking Test targeted at Level 1 generally require students to “describe,” “tell,” “restate,” “give examples,” or ask and respond to questions. Tasks elicit performances that are reactive in that students respond directly to questions typically tied into a visual stimulus. There is little requirement for students to give open-ended responses.

Expectations at Level 2: Beginning Tasks on the W-APT™ Speaking Test targeted at Level 2 generally require students to “describe,” “tell,” “restate,” “give examples,” or ask and respond to questions. Tasks at this level are generally display questions (students are asked to provide information that is given in the pictures), though some allow for students to draw on information from personal experience. Tasks require students to give short open-ended responses that are generally longer than one word.

Expectations at Level 3: Developing Tasks on the W-APT™ Speaking Test targeted at Level 3 generally require students to “describe,” “give examples,” “compare/contrast,” or ask wh- questions. Tasks require students to draw information from visual stimuli or personal experience. Tasks at this level are open-ended and generally require several sentences in response; words or phrases are not adequate to perform Level 3 tasks completely.

Expectations at Level 4: Expanding Tasks on the W-APT™ Speaking Test targeted at Level 4 generally require students to “explain,” “discuss,” “predict,” or ask and respond to questions. Tasks generally elicit performances for which the basic information may be provided in a visual stimulus, though the task requires students to move beyond the picture. Tasks at this level generally require the student to provide extended oral responses, although cohesion is not necessarily required.

Expectations at Level 5: Bridging Tasks on the W-APT™ Speaking Test targeted at Level 5 generally require students to “explain,” “analyze,” “justify,” or to create impromptu speeches. Tasks elicit performances that move beyond visual stimuli and are typically tied to grade level material. Tasks at this level require students to provide extended oral responses, most often with noticeable cohesion between their parts.

It is important to note that, although it is possible to score 6 on the W-APT™ Speaking Test, the tasks are written only up to Level 5. This is why Level 6 does not appear on the rubric. A student’s score will be determined by the number of tasks marked Meets or Exceeds when the test is finished, according to the table below:

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Total Number of Boxes Marked “Meets” or

“Exceeds”

Speaking Proficiency

Level

8 6 7 5 6 4 5 3

3-4 2 0-2 1

Possible Scores for Each Task Student performances on Speaking tasks are scored on a common scoring scale. The scoring scale is defined by how well student responses demonstrate meeting the corresponding Task Level Expectations. When applying the Speaking test Scoring Scale, be sure to keep in mind the following Task Level Expectations:

• Not administered—Item was not administered to student

• No response—No response; response incomprehensible; response in native language; student unable to understand task directions

• Approaches expectations—Comes close to Task Level Expectations, but falls short in quantity and/or quality

• ?—Administrator is unclear whether task response Approaches or Meets expectations

• Meets expectations—Fulfills Task Level Expectations in quantity and quality

• Exceeds expectations—Goes beyond Task Level Expectations in quantity and/or quality

No Response A performance merits a score of No Response when

• there is no response

• the response is incomprehensible

• the student has not been able to understand the task

• the response is laden with “I don’t know”

• the performance is not ratable for any other reason (e.g., it was produced in a language other than English)

Approaches expectations A performance meriting a score of Approaches fails to meet the performance expectations of the task level. Although the student provides a response, there is clear evidence that the demands of the task are too challenging for the student's currently available linguistic resources. This challenge may be evidenced by any or all of the following:

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• misunderstanding the task instructions

• excessive hesitancy in giving a response

• groping for vocabulary and structure

• clear vocabulary deficiencies

• silently translating the English questions into the native language

• brief answers when more extended responses are expected

In light of the Task Level Expectations, the overall performance is deficient in quantity (i.e., the type of discourse produced) and/or in quality (i.e., vocabulary usage and/or control of the language). The performance provides evidence that the students could not in all likelihood give a response on the task at the next higher level that would merit a score of Meets expectations (i.e., that would meet its Task Level Expectations).

Meets Expectations A performance meriting a score of Meets expectations satisfies the performance expectations of the task level, but does not go beyond them. It will lack the ease and facility seen in a performance meriting a score of Exceeds expectations. Nevertheless, the performance Meets the expectations of the task in quantity (i.e., the type of discourse produced) and quality, both in terms of vocabulary usage and control of the language, though this might be at a minimal level.

In general, the student is able to give a performance that leaves little doubt that he or she would be able to understand and attempt a response to the task at the next higher level. A score of Meets on the current task signifies that you should administer the task at the next higher level.

Exceeds Expectations A performance meriting a score of Exceeds clearly goes beyond the performance expectations of the task level. It will show evidence of meeting at least some of the Task Level Expectations for tasks at a higher level. For example, a score of Exceeds would be assigned when a student’s response to a Level 1 task Meets at least some of the expectations for a response to a task at Level 2 or above, such as:

• The task has presented little language challenge to the student.

• The student Meets task expectations with ease and facility; the performance provides clear evidence that it Exceeds expectations in quantity (i.e., the type of discourse produced) and/or in quality (i.e., vocabulary usage and/or control of the language).

• The student gives a performance that leaves no doubt about his or her ability to understand and meet the expectations of the task at the next higher level.

Scoring the Listening Test and the Reading Test In the Listening and Reading sections, the items for each part are numbered under the column marked “#.” To the right of this column, the “Key” column lists the answer key for each item. When a student's response matches the key, mark a one (1) in the “Score”

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column next to the corresponding item. If the student answers incorrectly, enter a zero (0) in the “Score” column.

Students are asked to point to the correct answer in the Student Test Booklet, but saying the letter of the correct multiple choice response option is also acceptable.

Scoring the Writing Test Figure 11 and as Appendix C. Use the description of score characteristics and, if helpful, the Glossary of Terms (in Appendix J) to determine the writing score for each Part (A and B) of the Writing section. A set of writing samples useful as models against which to compare and rate a student's performance is available in the document W-APT™ Scored Writing Samples which accompanies this manual.

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Figure 10: W-APT™ Writing Rubric

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Scoring Guidelines The writing score is a holistic score reflecting an overall assessment of the student's performance in regard to evaluation criteria in each of the general areas of Linguistic Complexity, Vocabulary Usage, and Language Control. In the following paragraphs, only the most representative characteristics of each score are discussed; fuller details are provided in the W-APT™ Writing Rubric.

Score 1 (Proficiency Level 1 Performance) NOTE: A score of 1 is the lowest possible rating on the W-APT™ Writing Test and should be assigned even if the writing section is not administered because the student is clearly not able to attempt any writing in English . A score of 1 describes a writing sample that shows minimal or no proficiency. Even if the response includes copied text or is off-topic, any attempt at writing in English merits a score of 1.

Score 2 (Proficiency Level 2 Performance) A score of 2 is assigned if the writing is short (only a few words or phrases), disjointed, and often lacking in accuracy (spelling, punctuation, word order, etc.), so that comprehension is strained. A level 2 performance is often characterized by repetition of words or phrases.

Score 3 (Proficiency Level 3 Performance) A score of 3 shows an attempt at organization of sentences into paragraphs. The student's intent is evident and generally successful. Although the sentences may be more complex, they may be unrelated or not cohesive.

Score 4 (Proficiency Level 4 Performance) Writing samples scored 4 show extended discourse with some evidence of cohesion within and between sentences. This cohesion is evident in the greater clarity and understandability of the message.

Score 5 (Proficiency Level 5 Performance) An original text scored 5 shows cohesion and organization through a variety of sentences related to the main topic or thesis (e.g., a clear thesis statement with support in a paragraph, an introductory paragraph and conclusion in extended text).

Score 6 (Proficiency Level 6 Performance) A score of 6 would indicate that the student's performance is comparable to that of an English proficient peer who would score at the “proficient” (not basic) level in state-wide standardized writing assessments. It shows tight organization, nuanced vocabulary usage completely appropriate to the content area, and is virtually error free.

Note: The descriptions above pertain to the original text the student has produced, as opposed to text which has been copied or adapted, unless indicated otherwise in the task.

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Section 8: Recording and Calculating Scores

Understanding and Using Scoring Sheets for Grades 1–12 Page 1 of the Scoring Sheet for each grade level cluster in the grade range 1–12 is marked [Grade Cluster] W-APT™ Scoring Sheet for Speaking. (See the reduced size image in

Figure 11 for the 1–2 grade level cluster.) Student information, Speaking scores, and Writing scores are recorded on this side of the Scoring Sheet. At the top of this page, record the requested student information on the designated lines (date, district, test administrator’s name, student name and ID, age, grade, home language, and date of birth).

Figure 11: W-APT™ Scoring Sheet (Page 1)

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Recording Speaking Scores Under the Speaking Tasks table on the front side of the Scoring Sheet, the first column indicates the tasks (T1, T2, and T3 for Part A and T1, T2, T3, T4, and T5 for Part B) that the student will be presented with in the Speaking test. The next six columns show the possible scores that may be marked for each task: Exceeds, Meets, ?, Approaches, No Response, and Not Administered. The score for each task that is administered should be marked with an “X” in the corresponding column to the right of the task number. General scoring guidelines for the Speaking Task are listed in the table at the bottom left. Detailed guidelines for determining the score for each task appear in Appendix B, and are described in Section 7: Scoring the W-APT™. Note that it is necessary to score and record while the test is being administered.

Count the number of tasks marked either Meets or Exceeds and consult the table named Raw Score Conversion Table in the lower right hand corner of the Scoring Sheet. Note the proficiency level (PL) associated with the total and enter that number in the shaded box labeled “Speaking PL: Determine from table above.” Then enter the PL on the Speaking PL line under “Oral” in the Composite Proficiency Levels (CPLs) table near the bottom of Page 2.

Recording the Score for the Writing Test The Writing test score is recorded at the bottom of Page 1 of the grades 1–12 scoring sheets (see Figure 12). Once you have determined the appropriate proficiency level (PL) for the Writing test by evaluating the student’s sample against the criteria in the Writing Rubric, enter that score in the shaded box under the “Writing PL Score” label in the Writing score table. Then transfer that score to the line labeled Writing PL under “Literacy” in the Composite Proficiency Levels (CPLs) table on the bottom of Page 2.

Figure 12: Writing Section of the Scoring Sheet

Recording Scores for the Listening and Reading Tests Page 2 of the grades 1–12 scoring sheets is illustrated in Figure 13. After all components of the W-APT™ have been administered, separately add the numbers of correctly answered items for the Listening and Reading tests and enter those totals in the boxes to the right of the boxes that say “Total for Listening” and “Total for Reading.” Then use the “Raw Score Conversion Table” on the Score Sheet (or in Appendix D) to determine the appropriate Proficiency Level (PL) for the student's Listening and Reading performances, based on the total correct for those sections. Record the PL in the shaded box to the right of the boxes that say “Listening PL: Determine from table” and “Reading PL: Determine from table.” Then enter the PLs on the appropriate lines in the Literacy and Oral sections of the Composite Proficiency Levels (CPLs) table near the bottom of Page 2 of the scoring sheet.

Remember, 1 is the lowest possible PL, even for a section that was not administered.

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Figure 13: Listening and Reading Scoring Sheet5

Calculating the Composite Proficiency Levels (CPLs) Literacy CPL

5 Figure 13 shows all the correct responses as A. In the actual scoring sheets the Key values will be correctly indicated.

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In the Composite Proficiency Levels (CPLs) table (see Figure 14), record the Reading and Writing PLs from pages 1 and 2 on the corresponding lines. Next, compute the weighted score for each test section by multiplying the PL by .5 (indicated on the scoring sheet). Enter the product in the box to the right. Once you have computed the weighted scores for both the Reading and Writing sections, add the two scores together and enter the sum in the box labeled “Literacy CPL.”

Oral CPL Record the Speaking and Listening PLs from pages 1 and 2 on the corresponding lines. Next, compute the weighted score for each test section by multiplying the PL by .5 (indicated on the scoring sheet). Enter the product in the box to the right. Once you have computed the weighted scores for both the Speaking and Listening sections, add the two scores together and enter the sum in the box labeled “Oral CPL.” Overall CPL The overall composite proficiency level records a weighted score for all the language domains. This number is calculated from the Literacy and Oral CPL scores by multiplying each CPL by a designated weight and then summing the weighted scores. The decimal values used to calculate the overall CPL score represent the same weights used in ACCESS for ELLs® testing. They emphasize literacy skills over oral skills, based on the assumption that literacy skills are better predictors of how well students will perform academically.

First, record the Literacy and Oral CPLs previously determined in the table on the corresponding lines in the “Overall” section. Next, compute the weighted scores for each by multiplying the CPL by the decimal value indicated next to the line. Enter the product in the box to the right. Once you have computed the weighted literacy CPL and oral CPL scores, add the two scores together and enter the sum in the box labeled “Overall CPL.”

This composite score indicates the overall Composite Proficiency Level assessed by the W-APT™. It can be used as one criterion in determining students’ placement in ELL services and/or students’ placement in the tier level of a test form of the ACCESS for ELLs® test. For either purpose, the W-APT™ should be considered as only one piece of evidence in the decision making process. Teacher judgment, other assessments, and other factors, such as the student’s age and amount and quality of previous schooling, should also be factored into the decision.

Figure 14: Composite Score Table from Scoring Sheet

Calculating Grade Level Adjusted Composite Proficiency Levels (CPLs) Performance on the W-APT™ suggests future performance on ACCESS for ELLs®. However, because W-APT™ is much shorter than ACCESS for ELLs® and is administered under conditions that are not as standardized as they are for ACCESS for

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ELLs®, the accuracy of W-APT™ scores cannot be considered as reliable as ACCESS for ELLs® scores. Nevertheless, to maintain parallelism between the scoring procedures for the two tests, we have provided a method for adjusting the W-APT™ composite proficiency levels to the test taker's grade, rather than grade level cluster. We refer to these as grade-specific scores.

The formulas for calculating the W-APT™ grade-specific scores reflect a mathematically determined pattern of relationship between scores for test-takers at different grades within a particular grade-level cluster. These formulas are based on the scoring patterns established for students taking the ACCESS for ELLs® test. The formulas express how scores for test takers in the lower grades of a grade-level cluster should be adjusted up in recognition of the fact that the test is more difficult for test-takers in the early grades. Based on this reasoning, test-takers in the highest grade of the cluster do not receive any adjustment in their scores. Please note that scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

You will find the Adjusted CPLs by using a set of lookup tables specific to each grade level cluster provided in Appendices E-H. For convenience, the calculation methods and instructions for using the lookup tables are included in each Appendix. Note that the adjusted CPLs in the lookup tables are truncated to one decimal place.

Figure 15: Grade Level Adjusted CPL Table from Scoring Sheet

Note: Students in their first semester of grades 1, 3, 6, and 9, who take the test for the grade cluster below (K, 1-2, 3-5, and 6-8, respectively), should receive the CPL appropriate for the highest grade of the cluster for the test taken. For example, a new sixth grade student is administered the grade level cluster test for 3–5 in September. Although she is in sixth grade, her CPL should reflect the highest grade in the cluster test she took, which is 5th grade, so there is no adjustment to whatever score she receives.

Section 9: Interpreting Test Results

General Interpretation Guidelines The proficiency level designations that result from the W-APT™ are directly related to the WIDA ELP Standards. To better understand a student’s results on the W-APT™, refer to the model performance indicators for the student’s proficiency level(s) and for the particular domain in the standards document available at www.wida.us.

If the W-APT™ is being used as a criterion to determine eligibility for and placement in ELL services, follow the established procedures in your district and state for interpreting the score for these purposes. WIDA does not prescribe criteria for matching particular ELL services to particular scores on the test. This is a matter of interpretation of state policy guidelines.

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The W-APT™ may also be used to determine the appropriate tier level assignment for the student on the ACCESS for ELLs® test. This is determined by the Adjusted Overall Proficiency Level as recorded in the Composite Score on the W-APT™.

For further information see the ACCESS for ELLs® Interpretive Guide for Score Reports posted at www.wida.us.

Appendix A: Procedures for Group Administration and Scoring

Administering the W-APT™ to a Small Group

Introduction The W-APT™ is designed to be individually administered at all grade levels. In the rare cases when group administration is necessary, it is important to keep groups small (ten children or fewer). Only the Listening, Reading, and Writing tests for grades 1–12 can be administered in a group format. The Kindergarten test and the Speaking test for grades 1−12 must be individually administered. Grade clusters cannot be combined and, if possible, students should be grouped by ability level for smoother pacing. All parts of each test must be given so that every student can demonstrate his or her full abilities. However, you must use special procedures when scoring. Follow the guidelines below exactly for group administration and scoring of the Listening, Reading, and Writing tests.

While the W-APT™ is not a timed test, per se, there are approximate administration times useful for scheduling purposes:

Listening 20 minutes (all sections must be administered)

Reading 20 minutes (all sections must be administered)

Writing 30 minutes (if both Writing tasks are administered). See Administering the Writing Test on Page 24 for more information.

Setting up the Testing Room for Group Administration Preparing the testing room in advance will facilitate a smooth test administration. It will also help to ensure independent work on the part of the test takers. It is recommended that you:

• Test in a classroom that can comfortably accommodate the number of students being tested. Each student’s desk must be large enough to display two pages side-by-side during the Listening and Reading tests.

• Arrange the desks in rows, facing forward, where you, the Test Administrator, can see all students and circulate between desks. It is important that all students can see and hear you clearly.

• Obtain enough sharpened pencils for students being tested. Have extra pencils available, as sharpening pencils during a test session could be a distraction.

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• Make or obtain from your Coordinator a Do Not Disturb: Testing sign to be placed on the outside of the testing room door on test days.

• Plan to have a table on which to lay out test materials.

• Check the pagination of unbound pages prior to administering the test to ensure proper sequencing.

• It is not necessary to cover any print on the walls or on classroom materials.

• Have reading materials or other appropriate activities for students who finish early.

• Have a watch on hand, or make sure there is a functioning clock in the testing room.

Distributing Test Materials • Do not pass out test materials until all students are seated.

• Make sure all students have at least one sharpened pencil.

• Make sure that the student’s name and background information is written in the appropriate place on the scoring sheets and consumable test forms, including the student answer sheets.

Group Administration Guidelines The W-APT™ should be administered in the order presented in the Test Administrator’s Script. It is helpful to administer the Speaking test individually to a student before placing him or her in a group-administered format for Listening, Reading, and Writing. The Speaking administration will help determine whether a group-administered format is appropriate for a student. Low-performing students may move more quickly and easily through an individualized administration.

In a group administered format, the time students spend on the Reading and Writing tests will vary since they work at their own pace. Although each task is not individually timed, students should be monitored and encouraged to keep pace. Review pages 22-23 for information on how to read through the test administrator script. Listening and Reading practice items should be read to the entire group. Make sure that all students understand the practice item directions and correct responses. During the test, scan and circulate the room regularly to monitor students’ progress. Use your discretion regarding the need for and timing of breaks. Younger students in particular might need a break, or may need to be taken as a group to the restroom. If you and the students leave the room for a break, collect all test materials, and lock them in the room. Students who finish early may read materials or draw on paper you have provided.

Group Administration of Listening Test The Listening test is designed to take approximately 20 minutes. All parts of the Listening test must be administered. Each student will have a test booklet that goes along with the Listening test items and an answer sheet on which they will indicate their answers instead of pointing or speaking.

Before beginning any part of a theme folder, read aloud the page numbers of the student test booklet that students should place face up on their desk. Make sure that all students

41

have turned to the correct pages as you read through each item. Follow the Test Administrator’s Script including the pause times. Continue to the next question when the students have responded or after 10 seconds have elapsed. Do not pause longer than 10 seconds. Read each item only one time. You should repeat a Listening item only if there is a significant interruption while you are reading it — such as an announcement over the loudspeaker, a fire drill, or a loud noise outside. In no case should the item be read more than twice.

Group Administration of the Reading Test The Reading test is designed to take approximately 20 minutes. All parts of the Reading test must be administered. Students will mark their answers on the student answer sheet as with the Listening test items. There are scripted practice items at the beginning of the Reading test that students should answer in their booklet or answer sheet. During the practice make sure that all students understand the instructions and the correct answer. The Reading script will direct you to indicate to the students that they should look at you when they are ready to answer. Do not read this direction for a group administered format. Instead instruct students to move through the test on their own. Under no circumstances may you read any passage, question, or response option to the students. If students finish early, provide them with activities to do quietly at their desks. Only begin the Writing test after all students have finished the Reading test.

Group Administration of the Writing Test The Writing test is designed to take approximately 15 minutes to complete if only one task is administered and up to 30 minutes if both tasks are administered. Both Part A and Part B should be administered to all students except in cases where the administrator knows that Part A is too easy for all students in the group or Part B is too hard for all students in the group. Part A contains a low-level Social Instructional writing task targeted to performance indicators at Levels 1-3 on the WIDA ELP scale. Part B contains a more advanced math writing task (targeted to performance indicators at Levels 3–5 on the WIDA ELP proficiency scale). The student will complete the writing task(s) in the consumable Student Writing Booklet. Make sure all students complete the practice items. Instruct students to read the practice items silently. The test administrator should then read the answers to the practice items aloud rather than asking students to respond.

Scoring a Group Administered Test Group administered tests must be scored after students have completed the test. The tests must be scored strictly according to the criteria for advancement on the Scoring sheet. Even though students have answered all parts of the W-APT™ on their individual answer sheets, you should not necessarily score all parts. First transfer each student’s answers from his or her answer sheet onto the score sheet for that student, which is the same document where that student’s Speaking test scores will be recorded.

Do not include in any student’s score those answers from parts of the test that were not “mastered,” (i.e. the parts in which the student did not meet the criterion for advancement). Unscored items may be used to better understand a student’s abilities or instructional needs but should not be included in the W-APT™ score. Use the guidelines below for scoring a group administered test.

42

Scoring the Listening and Reading Tests Students earn one point for each correct answer up to the part of the test in which the student does not fulfill the criterion for advancement. Answers beyond the highest folder in which the student met this criterion should be marked as zero on the student’s score sheet in the appropriate column. If a student answers the majority of items within a Listening or Reading part correctly (2 out of 3 in most cases, but 3 out of 4 in some cases), continue scoring the next theme folder within that part. If not, skip to the first part of the next test. For example, if less than 2 responses are correct on Listening Part A, skip to Reading Part A and continue scoring. In this case, Listening Parts B through E would not be scored. If a student cannot answer the majority of items in a Reading theme folder correctly, stop scoring the Reading test and move on to the Writing test. Remember to always follow the criteria for advancement indicated on the scoring sheet (see sample Scoring Sheet in Figure 13, page 36.)

Scoring the Writing Test If students have taken both Part A and Part B of the Writing test, score only the part that is most indicative of their ability level (Part A targets performance indicators at levels 1–3; and Part B contains performance indicators at levels 3–5). The Writing Rubric appears on page 32 as Figure 11 and as Appendix C. Use the description of score characteristics and, if helpful, the Glossary of Terms (in Appendix J) to determine the writing score for each Part (A and B) of the Writing section. A set of writing samples useful as models against which to compare and rate a student's performance is available in the document W-APT™ Scored Writing Samples which accompanies this manual.

43

Appendix B: Speaking Rubric and Task Level Expectations

44

Appendix C: Writing Rubric

45

Appendix D: Raw Score Conversion Chart for Listening and Reading, Grades 1–12 For each grade level cluster, the conversion from the raw score to the corresponding WIDA English Language Proficiency Level is listed below. Find the raw score at the end of either the Listening or Reading column on Page 2 of the Scoring Sheet and then find the Proficiency Level below to which each raw score corresponds. Transfer the Proficiency Level to the small chart on the bottom of the scoring sheet to compute the Composite Proficiency Levels (incorporating the Speaking and Writing scores, as well). Relevant tables can also be found on each of the Scoring Sheets.

LISTENING, GRADES 1 – 2 LISTENING, GRADES 3 – 5 LISTENING, GRADES 6 – 8 LISTENING, GRADES 9 – 12

RAW SCORE

Proficiency Level

RAW SCORE

Proficiency Level

RAW SCORE

Proficiency Level

RAW SCORE

Proficiency Level

0 - 7 1 0 - 3 1 0 - 7 1 0 - 7 1

8 - 9 2 4 - 7 2 8 - 9 2 8 - 9 2

10 - 11 3 8 - 9 3 10 - 12 3 10 - 11 3 12 4 10 - 11 4 13 - 14 4 12 4

13 - 14 5 12 5 15 5 13 5

15 - 16 6 13 - 16 6 16 - 17 6 14 - 15 6

READING, GRADES 1 – 2 READING, GRADES 3 – 5 READING, GRADES 6 – 8 READING, GRADES 9 – 12

RAW SCORE

Proficiency Level

RAW SCORE

Proficiency Level

RAW SCORE

Proficiency Level

RAW SCORE

Proficiency Level

0 - 8 1 0 - 5 1 0 - 5 1 0 - 8 1 9 - 10 2 6 - 9 2 6 - 8 2 9 - 10 2

11 - 12 3 10 - 12 3 9 - 10 3 11 3 13 4 13 4 11 4 12 4 14 5 14 - 15 5 12 5 13 5

15 6 16 - 17 6 13 - 15 6 14 - 15 6

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Appendix E: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 1–2

Step 1: Calculate the W-APT™ Literacy, Oral, and Overall Composite Proficiency Levels (CPLs)

• Follow the guidelines set out on the scoring sheets to calculate the CPLs (Literacy, Oral, and Overall).

• Truncate each calculated value to a single decimal point.

Example 1: 3.58 is truncated to 3.5 Example 2: 2.64 is truncated to 2.6

• If the test-taker is in grade 2 or is in the first semester of grade 3 and is taking the 1–2 test, the Adjusted CPL is the same as the Calculated CPL (no adjustment is needed)

• If the test-taker is in grade 1, continue to Step 2.

Step 2: Determine the W-APT™ Adjusted Literacy, Oral, and Overall Composite Proficiency Levels

• Use the Grade Level Adjusted CPL lookup tables for grades 1–2 (see following pages). • Find the appropriate adjustment table (Literacy, Oral, or Overall). • Locate the test-taker’s Calculated CPLs in the table. • Find the column for the student’s grade level. • The number where the row and column intersect is the W-APT™ grade level adjusted

composite proficiency level • Write the adjusted Literacy, Oral, and Overall CPLs in the appropriate boxes on page 2 of

the student’s scoring sheet.

47

Grade Level Adjustments for Grades 1–2 Literacy, Oral, and Overall CPLs Note: CPLs for Grade 2 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Literacy CPLs Adjusted Overall CPLs

If calculated Literacy CPL is:

Then Adjusted Literacy CPL for

Grade 1 is:

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 1 is:

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 1 is: 1.0 1.0 1.0 1.0 3.6 4.1 1.5 1.8 1.1 1.3 3.7 4.2 2.0 2.4 1.2 1.4 3.8 4.3 2.5 2.9 1.3 1.5 3.9 4.4 3.0 3.5 1.4 1.6 4.0 4.5 3.5 4.1 1.5 1.7 4.1 4.7 4.0 4.7 1.6 1.8 4.2 4.8 4.5 5.3 1.7 1.9 4.3 4.9 5.0 5.8 1.8 2.1 4.4 5.0 5.5 6.0 1.9 2.2 4.5 5.1 6.0 6.0 2.0 2.3 4.6 5.2

2.1 2.4 4.7 5.3 Adjusted Oral CPLs 2.2 2.5 4.8 5.5

If calculated

Oral CPL is:

Then Adjusted Oral CPL

for Grade 1 is:

2.3 2.6 4.9 5.6 2.4 2.7 5.0 5.7 2.5 2.8 5.1 5.8 2.6 3.0 5.2 5.9 2.7 3.1 5.3 6.0

1.0 1.0 2.8 3.2 5.4 6.0 1.5 1.6 2.9 3.3 5.5 6.0 2.0 2.2 3.0 3.4 5.6 6.0 2.5 2.7 3.1 3.5 5.7 6.0 3.0 3.3 3.2 3.6 5.8 6.0 3.5 3.8 3.3 3.7 5.9 6.0 4.0 4.4 3.4 3.9 6.0 6.0 4.5 5.0 3.5 4.0 5.0 5.5 5.5 6.0 6.0 6.0

Calculation Methods: • Grade 1 Adjusted Literacy CPL = Calculated Literacy CPL x 1.16 + 0.08 • Grade 1 Adjusted Oral CPL = Calculated Oral CPL x 1.12 - 0.04 • Grade 1 Adjusted Overall CPL = Calculated Overall CPL x 1.13 + 0.07

48

Appendix F: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 3–5

Step 1: Calculate the W-APT™ Literacy, Oral, and Overall Composite Proficiency Levels (CPLs)

• Follow the guidelines set out on the scoring sheets to calculate the CPLs (Literacy, Oral, and Overall).

• Truncate the calculated value to a single decimal point.

Example 1: 3.58 is truncated to 3.5 Example 2: 2.64 is truncated to 2.6

• If the test-taker is in grade 5 or is in the first semester of grade 6 and is taking the 3–5 test, the Adjusted CPL is the same as the Calculated CPL (no adjustment is needed).

• If the test-taker is in grades 3 or 4, continue to Step 2.

Step 2: Determine the W-APT™ Adjusted Literacy, Oral, and Overall Composite Proficiency Levels

• Use the Grade Level Adjusted CPL lookup tables for grades 3–5 (see following pages). • Find the appropriate adjustment table (Literacy, Oral, or Overall). • Locate the test-taker’s Calculated CPL in the table. • Find the column for the student’s grade level. • The number where the row and column intersect is the W-APT™ grade level adjusted

composite proficiency level • Write the adjusted Literacy, Oral, and Overall CPLs in the appropriate boxes on page 2 of

the student’s scoring sheet.

49

Grade Level Adjustments for Grades 3–5 Literacy and Oral CPLs Note: CPLs for Grade 5 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Literacy CPLs

If calculated Literacy CPL is:

Then Adjusted Literacy CPL for

Grade 3 is:

Then Adjusted Literacy CPL for

Grade 4 is: 1.0 1.0 1.0 1.5 2.0 1.7 2.0 2.6 2.3 2.5 3.2 2.8 3.0 3.8 3.4 3.5 4.4 4.0 4.0 5.0 4.5 4.5 5.6 5.1 5.0 6.0 5.7 5.5 6.0 6.0 6.0 6.0 6.0

Adjusted Oral CPLs

If calculated

Oral CPL is:

Then Adjusted Oral CPL

for Grade 3 is:

Then Adjusted Oral CPL

for Grade 4 is:

1.0 1.0 1.0 1.5 1.7 1.6 2.0 2.3 2.1 2.5 2.9 2.7 3.0 3.5 3.2 3.5 4.0 3.7 4.0 4.6 4.3 4.5 5.2 4.8 5.0 5.8 5.4 5.5 6.0 5.9 6.0 6.0 6.0

Calculation Methods: • Grade 3 Adjusted Literacy CPL = Calculated Literacy CPL x 1.20 + 0.26 • Grade 4 Adjusted Literacy CPL = Calculated Literacy CPL x 1.13 + 0.07 • Grade 3 Adjusted Oral CPL = Calculated Oral CPL x 1.18 - 0.04 • Grade 4 Adjusted Oral CPL = Calculated Oral CPL x 1.08 + 0.00

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Grade Level Adjustments for Grades 3–5 Overall CPLs Note: CPLs for Grade 5 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Overall CPLs

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 3 is:

Then Adjusted Overall CPL for

Grade 4 is:

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 3 is:

Then Adjusted Overall CPL for

Grade 4 is: 1.0 1.0 1.0 3.6 4.4 4.0 1.1 1.4 1.2 3.7 4.5 4.1 1.2 1.5 1.3 3.8 4.7 4.2 1.3 1.6 1.4 3.9 4.8 4.3 1.4 1.7 1.6 4.0 4.9 4.4 1.5 1.9 1.7 4.1 5.0 4.5 1.6 2.0 1.8 4.2 5.2 4.6 1.7 2.1 1.9 4.3 5.3 4.7 1.8 2.2 2.0 4.4 5.4 4.9 1.9 2.3 2.1 4.5 5.5 5.0 2.0 2.5 2.2 4.6 5.6 5.1 2.1 2.6 2.3 4.7 5.8 5.2 2.2 2.7 2.4 4.8 5.9 5.3 2.3 2.8 2.5 4.9 6.0 5.4 2.4 3.0 2.7 5.0 6.0 5.5 2.5 3.1 2.8 5.1 6.0 5.6 2.6 3.2 2.9 5.2 6.0 5.7 2.7 3.3 3.0 5.3 6.0 5.8 2.8 3.4 3.1 5.4 6.0 6.0 2.9 3.6 3.2 5.5 6.0 6.0 3.0 3.7 3.3 5.6 6.0 6.0 3.1 3.8 3.4 5.7 6.0 6.0 3.2 3.9 3.5 5.8 6.0 6.0 3.3 4.1 3.6 5.9 6.0 6.0 3.4 4.2 3.8 6.0 6.0 6.0 3.5 4.3 3.9

Calculation Methods: • Grade 3 Adjusted Overall CPL = Calculated Overall CPL x 1.22 + 0.08 • Grade 4 Adjusted Overall CPL = Calculated Overall CPL x 1.10 + 0.06

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Appendix G: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 6–8

Step 1: Calculate the W-APT™ Literacy, Oral, and Overall Composite Proficiency Levels (CPLs)

• Follow the guidelines set out on the scoring sheets to calculate the CPLs (Literacy, Oral, and Overall).

• Truncate the calculated value to a single decimal point.

Example 1: 3.58 is truncated to 3.5 Example 2: 2.64 is truncated to 2.6

• If the test-taker is in grade 8 or is in the first semester of grade 9 and is taking the 6–8 test, the Adjusted CPL is the same as the Calculated CPL (no adjustment is needed).

• If the test-taker is in grades 6 or 7, continue to Step 2.

Step 2: Determine the W-APT™ Adjusted Literacy, Oral, and Overall Composite Proficiency Levels

• Use the Grade Level Adjusted CPL lookup tables for grades 3–5 (see following pages). • Find the appropriate adjustment table (Literacy, Oral, or Overall). • Locate the test-taker’s Calculated CPL in the table. • Find the column for the student’s grade level. • The number where the row and column intersect is the W-APT™ grade level adjusted

composite proficiency level • Write the adjusted Literacy, Oral, and Overall CPLs in the appropriate boxes on page 2 of

the student’s scoring sheet.

52

Grade Level Adjustments for Grades 6–8 Literacy and Oral CPLs Note: CPLs for Grade 8 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Literacy CPLs

If calculated Literacy CPL is:

Then Adjusted Literacy CPL for

Grade 6 is:

Then Adjusted Literacy CPL for

Grade 7 is: 1.0 1.0 1.0 1.5 1.9 1.7 2.0 2.5 2.2 2.5 3.1 2.8 3.0 3.7 3.3 3.5 4.2 3.9 4.0 4.8 4.4 4.5 5.4 4.9 5.0 6.0 5.5 5.5 6.0 6.0 6.0 6.0 6.0

Adjusted Oral CPLs

If calculated

Oral CPL is:

Then Adjusted Oral CPL

for Grade 6 is:

Then Adjusted Oral CPL

for Grade 7 is:

1.0 1.0 1.0 1.5 1.7 1.6 2.0 2.2 2.1 2.5 2.8 2.6 3.0 3.4 3.2 3.5 3.9 3.7 4.0 4.5 4.2 4.5 5.0 4.7 5.0 5.6 5.3 5.5 6.0 5.8 6.0 6.0 6.0

Calculation Methods: • Grade 6 Adjusted Literacy CPL = Calculated Literacy CPL x 1.17 + 0.19 • Grade 7 Adjusted Literacy CPL = Calculated Literacy CPL x 1.09 + 0.09 • Grade 6 Adjusted Oral CPL = Calculated Oral CPL x 1.13+ 0.01 • Grade 7 Adjusted Oral CPL = Calculated Oral CPL x 1.06 + 0.02

53

Grade Level Adjustments for Grades 6–8 Overall CPLs Note: CPLs for Grade 8 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Overall CPLs

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 6 is:

Then Adjusted Overall CPL for

Grade 7 is:

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 6 is:

Then Adjusted Overall CPL for

Grade 7 is: 1.0 1.0 1.0 3.6 4.2 3.9 1.1 1.3 1.2 3.7 4.3 4.0 1.2 1.4 1.3 3.8 4.4 4.1 1.3 1.5 1.4 3.9 4.6 4.2 1.4 1.6 1.5 4.0 4.7 4.3 1.5 1.8 1.6 4.1 4.8 4.4 1.6 1.9 1.8 4.2 4.9 4.5 1.7 2.0 1.9 4.3 5.0 4.6 1.8 2.1 2.0 4.4 5.1 4.7 1.9 2.2 2.1 4.5 5.3 4.9 2.0 2.3 2.2 4.6 5.4 5.0 2.1 2.5 2.3 4.7 5.5 5.1 2.2 2.6 2.4 4.8 5.6 5.2 2.3 2.7 2.5 4.9 5.7 5.3 2.4 2.8 2.6 5.0 5.9 5.4 2.5 2.9 2.7 5.1 6.0 5.5 2.6 3.0 2.8 5.2 6.0 5.6 2.7 3.2 2.9 5.3 6.0 5.7 2.8 3.3 3.0 5.4 6.0 5.8 2.9 3.4 3.1 5.5 6.0 5.9 3.0 3.5 3.3 5.6 6.0 6.0 3.1 3.6 3.4 5.7 6.0 6.0 3.2 3.7 3.5 5.8 6.0 6.0 3.3 3.9 3.6 5.9 6.0 6.0 3.4 4.0 3.7 6.0 6.0 6.0 3.5 4.1 3.8

Calculation Methods: • Grade 6 Adjusted Overall CPL = Calculated Overall CPL x 1.17 + 0.05 • Grade 7 Adjusted Overall CPL = Calculated Overall CPL x 1.07 + 0.09

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Appendix H: Guide and Lookup Tables for Determining the Grade Level Adjusted Composite Proficiency Levels for Grades 9–12

Step 1: Calculate the W-APT™ Literacy, Oral, and Overall Composite Proficiency Levels (CPLs)

• Follow the guidelines set out on the scoring sheets to calculate the CPLs (Literacy, Oral, and Overall).

• Truncate the calculated value to a single decimal point.

Example 1: 3.58 is truncated to 3.5 Example 2: 2.64 is truncated to 2.6

• If the test-taker is in grade 12, the Adjusted CPL is the same as the Calculated CPL (no adjustment is needed).

• If the test-taker is in grades 9, 10, or 11, continue to Step 2.

Step 2: Determine the W-APT™ Adjusted Literacy, Oral, and Overall Composite Proficiency Levels

• Use the Grade Level Adjusted CPL lookup tables for grades 3–5 (see following pages). • Find the appropriate adjustment table (Literacy, Oral, or Overall). • Locate the test-taker’s Calculated CPL in the table. • Find the column for the student’s grade level. • The number where the row and column intersect is the W-APT™ grade level adjusted

composite proficiency level • Write the adjusted Literacy, Oral, and Overall CPLs in the appropriate boxes on page 2 of

the student’s scoring sheet.

55

Grade Level Adjustments for Grades 9–12 Literacy and Oral CPLs Note: CPLs for Grade 12 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Literacy CPLs

If calculated Literacy CPL is:

Then Adjusted Literacy CPL for

Grade 9 is:

Then Adjusted Literacy CPL for

Grade 10 is:

Then Adjusted Literacy CPL for

Grade 11 is: 1.0 1.0 1.0 1.0 1.5 1.9 1.7 1.6 2.0 2.5 2.3 2.1 2.5 3.0 2.8 2.6 3.0 3.6 3.4 3.2 3.5 4.2 3.9 3.7 4.0 4.8 4.4 4.2 4.5 5.3 5.0 4.7 5.0 5.9 5.5 5.3 5.5 6.0 6.0 5.8 6.0 6.0 6.0 6.0

Adjusted Oral CPLs

If calculated

Oral CPL is:

Then Adjusted

Oral CPL for Grade 9 is:

Then Adjusted Oral CPL

for Grade 10 is:

Then Adjusted Oral CPL

for Grade 11 is:

1.0 1.0 1.0 1.0 1.5 1.7 1.6 1.5 2.0 2.3 2.1 2.1 2.5 2.8 2.7 2.6 3.0 3.4 3.3 3.1 3.5 4.0 3.8 3.6 4.0 4.6 4.4 4.1 4.5 5.1 4.9 4.7 5.0 5.7 5.5 5.2 5.5 6.0 6.0 5.7 6.0 6.0 6.0 6.0

Calculation Methods: • Grade 9 Adjusted Literacy CPL = Calculated Literacy CPL x 1.14 + 0.24 • Grade 10 Adjusted Literacy CPL = Calculated Literacy CPL x 1.09 + 0.13 • Grade 11 Adjusted Literacy CPL = Calculated Literacy CPL x 1.05 + 0.07 • Grade 9 Adjusted Oral CPL = Calculated Oral CPL x 1.15+ 0.01 • Grade 10 Adjusted Oral CPL = Calculated Oral CPL x 1.11 - 0.03 • Grade 11 Adjusted Oral CPL = Calculated Oral CPL x 1.04 + 0.02

56

Grade Level Adjustments for Grades 9–12 Overall CPLs Note: CPLs for Grade 12 test-takers do not need adjustment.

Scores of 1.0 are never adjusted as they reflect that the student is just Entering the process of language development regardless of his or her grade level.

Adjusted Overall CPLs If

calculated Overall CPL is:

Then Adjusted Overall CPL for

Grade 9 is:

Then Adjusted Overall CPL for

Grade 10 is:

Then Adjusted Overall CPL for

Grade 11 is:

If calculated

Overall CPL is:

Then Adjusted Overall CPL for

Grade 9 is:

Then Adjusted Overall CPL for

Grade 10 is:

Then Adjusted Overall CPL for

Grade 11 is: 1.0 1.0 1.0 1.0 3.6 4.2 3.9 3.7 1.1 1.4 1.3 1.2 3.7 4.3 4.0 3.8 1.2 1.5 1.4 1.3 3.8 4.4 4.1 3.9 1.3 1.6 1.5 1.4 3.9 4.5 4.2 4.0 1.4 1.7 1.6 1.5 4.0 4.6 4.4 4.2 1.5 1.8 1.7 1.6 4.1 4.7 4.5 4.3 1.6 2.0 1.8 1.7 4.2 4.8 4.6 4.4 1.7 2.1 1.9 1.8 4.3 5.0 4.7 4.5 1.8 2.2 2.0 1.9 4.4 5.1 4.8 4.6 1.9 2.3 2.1 2.0 4.5 5.2 4.9 4.7 2.0 2.4 2.2 2.1 4.6 5.3 5.0 4.8 2.1 2.5 2.3 2.2 4.7 5.4 5.1 4.9 2.2 2.6 2.4 2.3 4.8 5.5 5.2 5.0 2.3 2.7 2.5 2.4 4.9 5.6 5.3 5.1 2.4 2.8 2.7 2.5 5.0 5.7 5.4 5.2 2.5 3.0 2.8 2.6 5.1 5.8 5.5 5.3 2.6 3.1 2.9 2.7 5.2 6.0 5.6 5.4 2.7 3.2 3.0 2.8 5.3 6.0 5.7 5.5 2.8 3.3 3.1 2.9 5.4 6.0 5.8 5.6 2.9 3.4 3.2 3.0 5.5 6.0 5.9 5.7 3.0 3.5 3.3 3.1 5.6 6.0 6.0 5.8 3.1 3.6 3.4 3.2 5.7 6.0 6.0 5.9 3.2 3.7 3.5 3.3 5.8 6.0 6.0 6.0 3.3 3.8 3.6 3.4 5.9 6.0 6.0 6.0 3.4 4.0 3.7 3.5 6.0 6.0 6.0 6.0 3.5 4.1 3.8 3.6

Calculation Methods: • Grade 9 Adjusted Overall CPL = Calculated Overall CPL x 1.11 + 0.23 • Grade 10 Adjusted Overall CPL = Calculated Overall CPL x 1.06 + 0.16 • Grade 11 Adjusted Overall CPL = Calculated Overall CPL x 1.02 + 0.12

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Appendix I: Test Accommodations for ELLs with Disabilities A test accommodation is a change to the testing environment to make the test as accessible as possible to a student with special needs, without changing what the test measures and invalidating the results of the assessment. The following test accommodations ONLY APPLY TO ELLs WITH DISABILITIES and the testing accommodation should be stated in the student’s Individual Education Plan (IEP).

The WIDA Consortium encourages the participation of all English language learners in its testing program and feels that its assessments are appropriate for all but the most severely disabled. The W-APT™ and ACCESS for ELLs® have certain features that might lessen the need for accommodations. For example, the W-APT™ and ACCESS for ELLs® assessment are not timed tests. ELLs may take longer than the average stated time in each section. The thematic orientation of the tests and the heavy reliance on graphic support are features that should lend themselves to enhanced comprehension, not only for ELLs in general, but many students with special needs. However, testing accommodations may be appropriate for some students.

Testing accommodations are changes in the way a student is given a test or asked to respond to test questions. Testing accommodations are meant to offset challenges caused by a disability without changing what the test measures. Testing accommodations provide students with disabilities the same opportunity to demonstrate their English language proficiency as students without disabilities. To maximize fairness and validity while maintaining the integrity of its tests, WIDA has provided the following guidelines for considering appropriate accommodations for English Language Learners with disabilities.

The following guidelines are divided into each of the four domains of the test—listening, reading, writing, and speaking. WIDA has provided the following guidelines with indications of whether a particular accommodation is appropriate for the domain (Yes), inappropriate and therefore not recommended (No), or Not Applicable (N/A) because the “accommodation” is already incorporated into the test design or is irrelevant for the domain.

Accommodation for ELLs with DISABILITIES Assessment Domains

Presentation Format/Test Directions Listening Reading Writing Speaking

Explanation of directions (English) Yes Yes Yes Yes

Repeat directions Yes Yes Yes Yes

Use directions that have been marked by teacher Yes Yes Yes N/A1

Sign directions to students Yes Yes Yes Yes

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Accommodation for ELLs with DISABILITIES Assessment Domains

Translation of directions into native language Yes Yes Yes Yes

Translation of test into native language No No No No

Translation of test into sign language No No No No

Oral reading in English No No Yes No

Oral reading in native language No No No No

Bilingual dictionary No No No No

Use of highlighters (yellow only) by student Yes Yes Yes N/A

Use of marker to maintain place Yes Yes Yes N/A

Large Print or visual magnification device Yes Yes Yes Yes

Audio amplification device or noise buffer Yes Yes Yes Yes

Student reads questions or responses aloud to self Yes Yes Yes N/A

Setting Format Listening Reading Writing Speaking

Test administered by school personnel familiar to student Yes Yes Yes Yes

Alone in study carrel Yes Yes Yes Yes

Administer test in separate room Yes Yes Yes Yes

With small groups Yes Yes Yes Yes

Preferential seating Yes Yes Yes Yes

Individually Yes Yes Yes Yes

By special education personnel Yes Yes Yes Yes

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Accommodation for ELLs with DISABILITIES Assessment Domains

Special lighting Yes Yes Yes Yes

Special acoustics Yes Yes Yes Yes

Special furniture Yes Yes Yes Yes

Administer test with school personnel in non-school setting (e.g., home or hospital)

Yes Yes Yes Yes

Timing/Scheduling Listening Reading Writing Speaking

Extended testing time (same day) Yes Yes Yes Yes

More breaks Yes Yes Yes Yes

Extending sessions over multiple days Yes Yes Yes No

Response Format Listening Reading Writing Speaking

Braille writers N/A N/A No N/A

Word processors or similar assistive device (Spell and grammar check and dictionary/thesaurus must be turned off)

N/A N/A Yes N/A

Write directly in test booklet Yes Yes Yes N/A

Tape recorders N/A N/A No N/A

Scribes2 Yes Yes Yes N/A

Responses in native primary language No No No No

Answer orally, point to answer Yes Yes No N/A

Other Administration Considerations

Listening Reading Writing Speaking

Provide verbal praise or tangible reinforcement to increase motivation Yes Yes Yes Yes

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Accommodation for ELLs with DISABILITIES Assessment Domains

Administer practice test or examples before the administration date of the assessment

Yes Yes Yes Yes

Allow use of equipment or technology that the student uses for other tests and school work (e.g., pencils adapted in size or grip, slant board or wedge)

Yes Yes Yes Yes

Other Accommodations Listening Reading Writing Speaking

Other Accommodations Not Provided and Not Recommended by the WIDA Consortium at this Time

Braille edition of assessment3 Possible Possible Possible Possible

Signing questions or answers4 No No No No

(1) N/A means Not Applicable either because this is already an integral part of the test design (e.g., responding orally on the speaking test) or irrelevant because the given accommodation would not be of any use (e.g., using scribes for the speaking test—there is no writing involved).

(2) If an IEP team determines that a scribe is necessary, all student responses must be transcribed verbatim, including spelling, punctuation, and paragraph breaks.

(3) The W-APT™ is not available in Braille at this time. If an IEP team determines that it is in the best interest of a student to make the test available in Braille, the following guidelines are recommended to ensure the integrity of the assessment:

a. The student must be Braille proficient so as not to confound English language proficiency with proficiency in Braille;

b. Braille graphics must be included as this is a graphic dependent test; and

c. If the Braille graphics are also verbally described by the test administrator, such descriptions should be made in the student’s native language so as not to confound with English language listening skills;

d. The writing assessment should be transcribed verbatim into the test book.

(4) Deaf and hard of hearing students, including those for whom American Sign Language (ASL) is their first language, can generally participate in the Reading and Writing sections of the test with few or no accommodations necessary. Lip-reading with spoken responses for those students who possess these abilities may be possible for the listening and speaking parts of the test. IEP teams should make such determinations on a case by case basis. Translating the listening and speaking prompts into sign language is equivalent to translating into another spoken language, such as Spanish or Arabic, and therefore is prohibited as it changes the construct and invalidates the test.

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Appendix J: Glossary of Terms

Language domain: refers to the four main subdivisions of language usage: listening, speaking, reading and writing, which also represent the four main sections of the W-APT™

Linguistic Complexity: the quantity of language and level of organization in a student’s oral or written response. Terms related to Linguistic Complexity include:

Cohesion — oral or written language that through adjectival and phrasal modifiers (“the broken down car in the driveway”) and/or relative clauses (e.g., “the man who came to dinner”), adds clarity and detail to an oral or written response. The lack of cohesion will make extended discourse sound choppy and disconnected.

Simple sentence — a sentence that consists of a simple subject and predicate only (e.g. “John came home. The dog barked. He was happy.”

Expanded sentence — a sentence that is developed beyond a simple sentence through dependent or independent clauses. (e.g. “A year is the time that it takes for the earth to go around the sun.”)

Phrase/chunk (of simple language) — words grouped together appropriately that, in themselves, do not form a complete sentence.

Copied text — written text that is reproduced exactly from the model provided in the test question.

Adapted text — written text that is based directly on the model provided in the test question, but which shows appropriate changes reflecting the student’s own perspective and thinking.

Original text — written text that is produced using the student’s own words; original text is not copied or adapted from a model.

Language Control: how well the student demonstrates control of oral or written language to convey meaning. Grammar (syntax), appropriate use of function words, and phonetic control are all intended. Good Language Control gives the impression of accuracy and comprehensibility. Lack of Language Control shows as errors in speech or writing that generally impede comprehensibility or gives the impression of a lack of fluency.

Comprehensible — generally intelligible; oral or written language is easily understood. Comprehensibility is considered an element of Language Control.

English proficient peer — a student in the same age group who was formerly or never classified as an English language learner. This may be a student who has exited ELL services or who is a monolingual English speaker. English proficient peers serve as the control or basis for comparison of the language of ELLs.

Mechanical errors — misspellings and other slips in written response.

Phonological errors — inaccuracies in pronunciation of sounds or words, perhaps due to first language interference or to incorrectly generalizing written language to speech.

Word usage errors — vocabulary inaccuracies, particularly in use of function words (e.g. “Maria went to store.”) or use of word agreement (e.g. “The dog hungry. He eat the big bone.”)

Syntactic errors — structural inaccuracies in oral or written language, involving sentence structure and word order (e.g. “Billy came too late home.” or “I like play basketball.”)

Performance indicators: specific skills outlined in the WIDA ELP standards that are mapped to test items; for example, “identify the resources needed to complete an art project”

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Theme folder: A collection of test items organized along some content topic. For example, a theme folder for grades 9-12, Reading, Science may consist of 3-4 items related to the water cycle. Each theme folder addresses at least three performance indicators, and the items always increase in difficulty throughout the folder.

Theme graphic: the large graphic that appears as the first page in a theme folder (on the left-hand page) and is often used to answer the questions in that theme folder

Vocabulary Usage: how well the student uses the appropriate vocabulary to express his or her meaning in the oral or written response. Terms related to Vocabulary Usage include:

High frequency vocabulary — vocabulary that is very commonly used in written and oral language for the student’s grade level.

General language — relatively high frequency words that often have very generic meanings and usage within a content area. For example: the word rain, rather than showers, or chair, rather than stool.

Specific language — vocabulary that is more refined, precise, and appropriate in context and that is generally less high frequency than general language. For example: the word regulations instead of rules, in an appropriate context. A lack of specific language is evident when a higher frequency vocabulary word is used where a more specific word would be appropriate in context. This may often lead to a sense of imprecision in the communication or may lead to the student using more words than necessary to make a point.

Technical language — specific terminology associated with the content area, its concepts and topics, used appropriately in the context. Such words may appear scientific or sophisticated. Examples might include the word settlement to describe a colonial village or mitosis to describe cell division or equation to describe a mathematical operation.

WIDA English Language Proficiency Standards: WIDA’s English Language Proficiency Standards, PreKindergarten through Grade 12, known as the WIDA ELP Standards, address the need for students to become fully proficient in both social and academic English. The five standards and their accompanying model performance indicators exemplify the second language acquisition process and the language of the content areas of language arts, mathematics, science, and social studies. The five ELP standards are:

Standard 1—English language learners communicate for Social and Instructional purposes in the school setting.

Standard 2—English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard 3—English language learners communicate information, ideas and concepts necessary for academic success in the content area of Math.

Standard 4—English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.

Standard 5—English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.