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© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
Administering the Kindergarten WIDA-ACCESS Placement Test (W-APT™)
PresenterAffiliation, Date
2WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
SECURE & CONFIDENTIAL
DO NOT POST THESE MATERIALS TO PUBLIC
WEBSITES OR FORUMS.
Contains secure and confidential information.
3WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Training Objectives
To understand the purpose, organization and structure of the Kindergarten W-APT.
To learn how to reliably administer and score the Kindergarten W-APT.
To learn how Kindergarten W-APT scores are used in <insert state/district> to determine ELL placement and services.
4WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Purposes of the Kindergarten W-APT
To identify the academic English language proficiency level of students who may be candidates for 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 instructional services
5WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Which Components should be Administered to each Student?
Listening and Speaking (combined into Oral Proficiency component)
Assesses oral English proficiency
For students in pre-K through mid-Grade 1
Reading and Writing testsOptional; results in diagnostic statements rather than ranking
For students in mid-K through Mid-Grade 1
Pre-K 1st sem. K 2nd sem. K 1st sem. Gr. 1
Listening & Speaking
Reading & Writing
6WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Oral Proficiency Test
Scripted
Can take up to 15 minutes to administer
Scoring is adaptive
Student responds to prompt and TA marks score
Key and rubric included on scoring sheet
Convert raw score into oral proficiency score
Raw Score for Listening and Speaking
Oral Proficiency Score
0-10 Low
11-18 Mid
19-28 High
29-30 Exceptional
7WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Diagnostic Reading and Writing Test
Optional, not for determining ELL services
NOT appropriate for children in Pre-K or entering Kindergarten
Intended for children in mid-K or entering 1st grade
Same administration format as Listening and Speaking
Convert raw score to skill description for Reading/Writing
8WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Diagnostic Reading and Writing Test
WritingRaw Score Skill(s) Description
0-3 No ability
4-7 Can copy letters
8-11Can complete simple
words with initial letter
12-14 Can write simple words
15-16Can write simple
phrases
17-18Can write simple
sentences
ReadingRaw Score Skill(s) Description
0-2 No ability
3-5Can match simple
pictures to each other
6-10 Can recognize letters
11-12 Can recognize words
13Can read simple
phrases
14-15Can read simple
sentences
9WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Materials
Kindergarten W-APT™ Test Administration Manual
Listening and Speaking Test (Oral Proficiency)
Listening and Speaking Picture Cue Booklet
Listening and Speaking Script
Listening and Speaking Scoring Sheet
Reading and Writing Test (Optional Diagnostic)
Reading Picture Cue Booklet
Writing Picture Cue Booklet
Reading and Writing Script
Reading and Writing Scoring Sheet
10WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
How to Access the Kindergarten W-APT
Free and downloadable from www.wida.us Username: <two-letter state title> + district number (e.g. ky376)
Password: <state specific word> + administrators last name (e.g. bluegrassjohnson)
Printing and dissemination – state dependent
Hard copies can be ordered from MetriTech, Inc.Cost is $90 per master copy
11WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Login with your District-wide W-APT username
and password on
the WIDA home page
WIDA Home Page
12WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Welcome Screen
Scroll to the bottom of this page for a
listing of the materials
13WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Select ‘Kindergarten’ to access: Kindergarten ManualKindergarten specific testing materials
View W-APT Kindergarten administration webinar
Welcome Screen (cont.)
View the printing instructions and Scored Student Writing Sample booklet
14WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
W-APT Printing Instructions
15WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Preparing for Test Administration
Students must be tested individually in a one-on-one interview format in a quiet, private room or carrel
Post a Do Not Disturb: Testing sign on the testing room door on test days
Assure that the student’s name is written on the scoring sheet and consumable test forms
Administer test to the student using a rectangular (preferred) or circular table
Place yourself at a right angle to the student
Make sure students can see the test materials when they lie flat on the table.
Provide at least two sharpened pencils
16WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Administering the Oral Proficiency Components
(Listening and Speaking)
17WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Layout
Oral Proficiency component is divided into 5 parts (Parts A through E)
Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part
Brief orientation to the task is included
If a child responds incorrectly to the first task in both Listening and Speaking sections, model the correct response, score the item 0, and move on to the next task
If a child responds correctly, score the item 1, and move on to the next task
18WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Navigating the Oral Proficiency Components: Parts A–CParts A–C
1. Administer and score all Listening tasks in Part A.
2. Administer and score all Speaking tasks in Part A.
3. Calculate the score
4. Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down
5. Repeat steps 1–3 for Parts B and C as necessary
19WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Navigating the Oral Proficiency Components Parts D–E
Parts D–E
1. Administer and score the first Listening task in Part D
2. Administer and score the first Speaking task in Part D
3. Continue alternating the Listening and Speaking tasks until Part D is complete
4. Calculate the score
5. Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down
6. Repeat steps 1–3 for Part E as necessary
Note: Follow the script for winding down at the end of Part E
20WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Example Script Layout
21WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking Picture Cues
Part B: 10-12
Part C: 13-18
Read the prompt and point to the object(s) indicated in the script
In the picture cue booklet, the corresponding script page is listed in the lower right-hand corner in a black box
Some pictures are used for multiple parts
22WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking: Part A
Listening example: “Show me the house.”
Speaking example: “What is this?”
In Listening Part A, the student is asked to point to something in the picture
In Speaking Part A, the Test Administrator points to various items, as scripted, to elicit the child’s answer
23WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking: Part B
Listening example: “Turn the page.”
Speaking example: “What do you see in this picture?”
In Listening Part B, the student is asked to manipulate the picture cue booklet
In Speaking Part B, the student is asked to describe the picture
24WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking: Part C
Listening example: “Point to the bird. Show me the bird’s nest.”
Speaking example: “What is the bird doing?”
In Listening Part C, the student is asked to point to different things in the picture
In Speaking Part C, the student is asked to describe something that is going on in the picture
25WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking: Part D
Listening example: “Point to what Maria did first, and what she did next.”
Speaking example: “Tell me what Maria did first and what she did next.”
In Listening Part D, the student is asked to point to two sequenced actions, based on a short story read aloud
In Speaking Part D, the student is asked to retell the two actions in sequence
26WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking: Part E
Listening example: “Which of these pictures shows the end of the story?”
Speaking example: “Now it’s your turn. Look at the pictures again. Tell me the whole story.”
In Listening Part E, the student is asked to point to one of two pictures, the one that completes the short story read aloud
In Speaking Part E, the student must retell the story
27WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Scoring Information
Using the Oral Proficiency Scoring Sheet, mark responses as right (with a 1) or wrong (with a 0)
Listening ResponsesFollow the scoring guidance in the key
Speaking ResponsesMust be in English
Must be understandable, even though it might require some effort on your part to comprehend
Key gives the TA a sample of the quality and quantity of language expected in the correct response. It does not include all possible correct responses
Use these guidelines and your best judgment to determine if a response is appropriate or not
28WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Listening and Speaking Scoring Sheet
21
3
29WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
30WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Administering the Reading Component
31WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Layout
Reading component is divided into 5 parts (Parts A–E)
Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part
Brief orientation to the task is included
If a child responds incorrectly to the first task, model the correct response, score the item 0, and move on to the next task
If a child responds correctly, score the item 1, and move on to the next task
32WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Navigating the Reading Component: Parts A–E
1. Administer and score all tasks in Part A.
2. Calculate the score
3. Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down
4. Repeat steps 1–3 for Parts B through E as necessary
Note: Follow the script for winding down at the end of Part E
33WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading Script
Reading script is in the same format as the Listening, Speaking, and Writing script
Example Script Layout
34WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading: Part AMatching Symbols
Students are directed to look at the symbol at the top of the page
Next the student is asked to point to the picture below that matches
Part A example: “Point to the picture that is the same.”
35WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading: Part BIdentifying Letters
Students are directed to point to various letters that are accompanied by a picture of something that starts with that letter
Part B example: “Point to the letter B.”
36WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading: Part CReading Words
Part C example: “Find the picture that goes with this word.”
The Test Administrator will first point to the word
Students are asked to find the picture that goes with the word provided
37WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading: Part DReading Phrases
Part D example: “Read these words and then point to the picture that shows this.”
Students are asked to read the phrase on the page (that the TA points to)
Students are then asked to point to the corresponding picture, as a comprehension check
38WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading: Part EReading Sentences
Students are asked to read the sentence on the page (that the TA points to)
Students are then asked to point to the picture that corresponds to the sentence
Part E example: “Here is a sentence. Point to the picture that shows this.”
39WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Scoring Information
When scoring the Reading section, the student must correctly match the prompt to the correct response in order to be scored correct.
Part A: students must identify pictures
Part B: students must identify letters
Part C: students must identify words
Part D: students must identify phrases
Part E: students must identify sentences
40WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading Scoring Sheet
Criteria for advancement from part A to Part B, Part B to Part C, and so on…
41WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Reading Skills Chart
Reading Raw Score Skill(s) Description
0-2 No demonstrable ability
3-5 Can match simple pictures to each other
6-10 Can recognize letters
11-12 Can recognize words
13 Can read simple phrases
14-15 Can read simple sentences
42WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Administering the Writing Component
43WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Layout
Writing component is divided into 5 parts (Parts A–E)
Corresponding page numbers for the Picture Cue booklet are listed in the heading of each Part
If a child responds incorrectly to the first task, model the correct response, score the item 0, and move on to the next task
If a child responds correctly, score the item 1, and move on to the next task
44WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Navigating the Writing Component: Parts A–E
1. Administer and score all tasks in Part A.
2. Calculate the score
3. Based on the scoring guidelines in the script, determine whether the student will advance to the next Part or wind down
4. Repeat steps 1–3 for Parts B through E as necessary
Note: Follow the script for winding down at the end of Part E
45WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing Script
Writing script is in the same format as the Listening/Speaking and Reading scripts
Example Script Layout
46WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing: Part A, Task 1
The student is asked to write his or her name
47WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Scoring Part A, Task 1
Score as CORRECT
Letters are all well-formed and easily recognizable.
Score as CORRECTThe sequencing of last letters is difficult to recognize, but letter shapes are clearly identifiable.
Sample 1
Sample 2
48WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Scoring Part A, Task 1
Score as INCORRECTStudent simply copied “My name” and did not write her own name.
Letter “n” is not easily recognizable outside of context.
Sample 3
49WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing: Part A, Task 2–4
Next the student must copy words onto the lines.
Task #2 can be used to model the correct response if a child responds incorrectly to the task. Score the item 0, and move on to the next task.
50WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Scoring Part A, Task 2–4
Score all tasks as CORRECT
Letters are all appropriately formed and recognizable.
Letters are in correct order.
Sample 1
51WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing: Part B, Tasks 5–8
Next you will show the child familiar objects accompanied by the names of those objects
The child must select and copy the first letter of each word from the Letter Box.
52WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Score tasks 4 and 7 CORRECT
Score tasks 5 and 6 as INCORRECT
Letter shapes are recognizable (though “s” in “sun” is reversed).
Initial letter in 5 and 6 are inappropriate.
Scoring Part B, Tasks 5–8
Sample 1
53WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing: Part C, Tasks 9–12
Next the student is asked to write the names of toys in the room pictured
54WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Score all responses in both samples as CORRECT
All responses are well-formed and correct.
Response 1 in sample 2 uses invented spelling (“kit” for “kite”), but this is acceptable.
Scoring Part C, Tasks 9–12
55WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing: Part D, Tasks 13–15
Next the student is asked to write about each picture.
56WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Score practice task as CORRECT
With some effort the writing can be seen to represent the phrase “help mommy”
Word boundaries assist in interpreting the writing as containing multiple words
Score task 1 as INCORRECT
Only with considerable effort can the student’s response be interpreted to mean “They’re reading.”
Misspellings or missing words are acceptable, but not if word boundaries are not indicated
Scoring Part D, Tasks 13–15
Sample 1
57WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing: Part E, Tasks 16–18
Next the student is asked to write a sentence about each picture
58WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Score both items as CORRECT
Word boundaries and use of punctuation facilitate comprehension.
The interpretation of the first task in the sample (“My family is playing.”) is easily seen.
The interpretation of the second task in the sample (“It is hot.”) is less obvious than in the first task, but still apparent. Missing the word (“it”) is acceptable.
Scoring Part E, Task 16–18
Sample 1
59WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Scoring Part E, Task 16–18
The interpretation of the second task in sample 2 (“Lee’s family is looking at a book.”) is evident
Misspellings (“famlie” for “family”) and missing function words (“is” and “a”) do not significantly impede meaning
Score both items as CORRECTWord boundaries and use of punctuation facilitate comprehension
The interpretation of the first task in sample 2 (“Lee’s family is on the farm.”) is evident, in spite of misspellings (“from” for “farm”) and incorrect preposition (“in” rather than “on”)
Sample 2
60WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
When scoring the writing section, inventive spelling and reversed letters are acceptable
Letters and words should be generally recognizable
Scribbles do not count
Scoring Information
61WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Part A and Part BLetter shapes must be recognizable and approximate the expected letter. If the student writes the incorrect letter in the space, it should be scored incorrect.
Part CWriting must be a word or approximate a word, not just one letter. Words copied from the sample should be scored incorrect.
Part DWriting must be a phrase or sentence of more than one word. Misspellings or missing words are acceptable as long as the response is generally comprehensible.
Part EWriting must be a sentence of more than a single word or phrase. Misspellings or missing words are acceptable as long as the response is generally comprehensible.
Writing Test Scoring Guidelines
62WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing Scoring Sheet
63WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Writing Skills Chart
Writing Raw Score
Skill(s) Description
0-3 No ability
4-7 Can copy letters
8-11 Can complete simple words with initial letter
12-14 Can write simple words
15-16 Can write simple phrases
17-18 Can write simple sentences
64WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Summary Scoring
When you have finished administering those parts of the test that are appropriate for each student, transfer his or her raw scores to the Summary Scoring Sheet
Use the conversion table to fill in the Oral Proficiency Score
Locate the student’s Reading and Writing Skill(s) Descriptions in the appropriate Conversion Table
65WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Summary Scoring Sheet
Oral Proficiency Score
Raw score for Listening and
Speaking
Raw score for
ReadingRaw score for Writing
Reading Skills Descriptions
Writing Skills Descriptions
66WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
Interpreting Kindergarten W-APT Scores
Qualification and program placement decisions are always subject to state and local policy, guidelines, and resources.
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 advocates using multiple measures of student language proficiency and academic achievement to determine eligibility and placement in ELL services.
For additional information see the ACCESS for ELLs® Interpretive Guide to Score Reports at www.wida.us.
67WIDA Consortium / CAL / MetriTech Administering the Kindergarten W-APT
How to Use Kindergarten W-APT Scores in Our State
<Insert state policy here.>
<Insert a visual flowchart/diagram where applicable to explain placement decision processes in your state.>
© 2011 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium www.wida.us
For more information, please contact the WIDA Help Desk:
1-866-276-7735 or [email protected]
World Class Instructional Design and Assessment, www.wida.us
Center for Applied Linguistics, www.cal.org
MetriTech, Inc., www.metritech.com
Questions or Comments?