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ELDA Presentation

This presentation is for my EDUC 598U course (Assessment for the Instruction of English Language Learners) at the University of Richmond. Spring 2013. Instructor: Dr. Laura Kuti.
by

Ellen Kelly

on 20 February 2013

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Transcript of ELDA Presentation

Assessing English Language Learners (ELLs) When do they take it? Which states use it? The ELDA What is it? An assessment that measures annual progress in the acquisition of English language proficiency skills among non-native English speaking students in grades K-12.
Tests for each domain are given by grade cluster: K-2, 3-5, 6-8, 9-12.
The test has recently been revised into a shorter form while maintaining impeccable statistical characteristics. The testing window for ELDA is normally during the month of March with scores returned in June.

An eight-week window has been established, during which districts choose six weeks (not necessarily consecutive) for ELDA administration in grades K-12.

The 2013 state ELDA K-12 testing window for South Carolina is February 19 - April 12. For Tennessee, it’s February 14- March 25. Arkansas
Iowa
Louisiana
Nebraska
South Carolina
Tennessee
West Virginia

(7 states total) (a presentation by Ellen Kelly) EDUC 598U - Spring 2013 University of Richmond (The English Language Development Assessment) Who takes it? How is it scored? References English Language Learners (ELL) or Limited English Proficient (LEP) students in Grades K-12 with diverse levels of ability (beginning learners --> advanced and fully English proficient) In SC, all students in grades K-12 who are determined to have limited English proficiency (LEP) – based on a Home Language Survey and the initial assessment of their English language profiency – must take the ELDA each spring. This includes those students whose parents have waived direct ESOL services. Students with LEP must continue to take the ELDA until they have scored at Level 5, Fully English Proficient. The Level 5 score must be from an ELDA grades 3-5 or higher test. "ELDA undergoes a rigorous process to ensure credible and useful tools and assessments. Experts in the language development of second-language learners, including linguists and early childhood specialists, are engaged in the conception of ELDA and advised throughout the development process. Assessments are continually revised and improved based on feedback from teachers, school administrators, consultants and state personnel.

Validity studies are meticulously conducted according to the American Psychological Association’s standards for test construction. Extensive documentation of the process is available in technical reports." (ELDA Brochure, 2009) Based on his or her composite score (the average of the scores of the four domain tests), each student is assigned a proficiency level.

The five proficiency levels are:
1. Pre-functional
2. Beginning
3. Intermediate
4. Advanced
5. Fully English Proficient = like a native English speaker No info on norming
(and whether it was normed on the target population) "In creating the ELDA, we stayed very connected to the end users including actively involving classroom teachers in developing test items. A number of players were engaged to ensure the ELDA would do what it was designed to do.”

– Robert Mata, Superintendent, West Liberty, Iowa School District and former Director of Assessment & Equity, Davenport Community Schools (Iowa) Academic and Social Language Reading Writing Speaking Listening What does this mean? ELDA tests only students’ proficiency with the English language; it does not assess prior academic knowledge. The results of the assessment help schools determine what type of English language instruction is appropriate for each ELL or LEP student. History ELDA is a product of the collaboration among ELDA Collaborative member states and the Council of Chief State School Officers (CCSSO).

Tests include a synthesis of all state-level ELP standards and receive the support for understanding and research from all participating ELDA State Education Agencies. Reliability/Validity "Eliminating cultural bias is a preeminent concern in developing ELDA. A recent review of five assessments examined bias and only ELDA clearly succeeded in eliminating cultural bias. "
(ELDA Brochure, 2009) “ELDA scores have proven to be very predictive of how ... English language learners can do on our statewide tests. This correlation is very important as we strive to insure that our ELLs are meeting the same challenging State academic content and student academic achievement standards as all children are expected to meet.”
– Catherine Neff, Title III/ESOL Coordinator, South Carolina State Department of Education Reading "ELDA items and prompts are written in the language of the classroom and of the academic subjects, but the items do not require skills or knowledge in the academic subjects."
(Council of Chief State School Officers, 2010) The ELDA reading test has between 35 and 60 multiple-choice items, depending on the grade level and whether your state uses the short or long form of ELDA.

To ensure accurate measurement at each level of proficiency, there is a mixture of easy, medium, and difficult items. Some of the items are linked to a reading passage, which may be short or long. Items are balanced across basic academic content areas. Students read three types of text: Short early reading comprehension passages, instructions, and longer passages. Then, they answer questions about them. The reading standards measured by ELDA are:
• Demonstrate pre-reading/early reading skills;
• Comprehend written instructions;
• Determine main idea and purpose;
• Identify important supporting details;
• Comprehend key vocabulary and phrases;
• Draw inferences, predictions, and conclusions;
• Determine writer’s attitude or perspective (grade clusters 6–8 and 9–12); and
• Analyze style and form (grade cluster 9–12). Reading Reading Sample Summary Table Reading - Grades 3-5 Sample Items Writing The writing test has both multiple-choice and constructed-response items. In grade clusters 3–5 and 6–8, there are 3 short constructed-response, one extended constructed-response, and 15 multiple-choice items. For grade cluster 9–12, there are 4 short constructed-response, 1 extended constructed-response, and 15 multiple-choice items.

The purpose of the constructed-response items is to elicit open-ended responses so that comprehensiveness of expression and use of rhetorical features can be assessed in addition to the specific skills measured through the multiple-choice items. Narrative, descriptive, expository, and persuasive texts are encountered as prompts in the writing domain. Writing Writing Sample Summary Table for Writing:
Grades 3-5 Scoring Rubric:
Constructed Response for Writing: Grades 3-5 Listening Speaking Depending on the grade level of the test and whether your state uses the long or short form, there are 35 to 60 listening items.
Students listen to five types of spoken English, recorded by a narrator and actors, and then answer multiple-choice comprehension items. The narrator reads the directions, the passages, the questions, and the answer options. Long passages are read twice to maximize possibilities for understanding. The questions and answer options are read once. Students have 10 seconds to respond to each question after the narrator has read the last answer option. Students are directed to read the items in the test booklet as they listen and to record their answers in the answer document.

The tone of voice of the recorded passages depends on the passage. This is done to assess how well students are able to make inferences about a speaker’s attitude and mood. The language is either academic and formal or natural sounding and conversational. All of the text is based on school settings. Listening The items measure the ability of the student to:
• Determine the main idea;
• Identify supporting ideas;
• Comprehend spoken instructions;
• Comprehend key vocabulary and phrases;
• Draw inferences, predictions, and conclusions;
• Determine the speaker’s attitude and perspective. Listening Sample Grades 3-5 Grades 3-5 Summary Table Grades 3-5 Summary Table ELDA measures speaking by asking students questions that students respond to verbally. In each grade cluster, 12-16 different item tasks allow students to demonstrate their skill in spoken English.

The test booklet contains only graphic prompts for specific items referenced in the prompts, provided on compact disc. Students’ oral responses to these prompts are scored by the test administrator using a scoring guide. Students get 0, 1, or 2 points for each response they give, depending on the appropriateness and quality of the response according to the scoring guide. Speaking Four standards, which indicate functions of speaking, are assessed: Connect, tell, explain, and reason. Students are asked to connect socially to an intended audience (connect), tell or narrate (tell), expand or elaborate on a prompt (explain), and reason aloud (reason). Each item set in the speaking test consists of four items, each representing one the standards Speaking Grades 6-8 Connect Tell Explain Reason Rubric Speaking Sample Grades 6-8 Grades 6-8 Speaking Sample Speaking Sample Grades 6-8 Grades 6-8 Speaking Sample South Carolina State Department of Education. (2013). English Language Development Assessment. Retrieved from http://ed.sc.gov/agency/programs-services/42/ Council of Chief State School Officers. (2010). ELDA Brochure. Retrieved from http://www.ccsso.org/Resources/Publications/ELDA_Brochure.html Council of Chief State School Officers. (2010). Sample Items Guide, Grades 3-5. Retrieved from http://ed.sc.gov/agency/programs-services/42/documents/SampleItemsGuide_Gr3_5.pdf Council of Chief State School Officers. (2010). Sample Items Guide, Grades 6-8. Retrieved from http://ed.sc.gov/agency/programs-services/42/documents/SampleItemsGuide_Gr6_8.pdf Grades 6-8 1st administered statewide in SC in spring 2005 Tennessee Department of Education. (n.d.). ELL Assessments. Retrieved from http://www.tn.gov/education/assessment/ELLAssessments.shtml Thank you! Instructor: Laura Kuti, Ph.D.
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