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LANGUAGE PROFICIENCY ASSESSMENT: WIDA, SPEAKING Grades 1-2; Christopher Knott and Rose Winston

520: Assessment for Language Learners PreK-12, Dr. L.V. Pierce

Christopher Knott

on 19 September 2014

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Transcript of LANGUAGE PROFICIENCY ASSESSMENT: WIDA, SPEAKING Grades 1-2; Christopher Knott and Rose Winston

Criterion-Related Evidence: MODERATE
Takes into account other measures of student's speaking abilities (LOW CONCURRENT VALIDITY)
Predictive Validity (HIGH)
- WIDA's speaking portion does assess evidence that the student is ready to move on to next level.
Construct-Related Evidence: MODERATE

Measures only speaking/no other
language domains: (MODERATE)
Pronunciation (NO)
Fluency (NO)
Vocabulary use (YES)
*Grammar (YES)
Comprehensibility (YES)

Moderate to High Reliability
Interview format
Students asked questions targeting progressively higher proficiency level until student maximizes potential
1. Picture Cues are EVENTS
Bear/Student in library
Bear family doing chores
Playing soccer
2. Responsive Sentence/Dialogue Completion Tasks

*3 pictures are used to lend themselves to extended storytelling

Moderate to High
Appropriate time for test taker (HIGH)
Cost $290 for 50 students
Clear instructions - (MODERATE)
We are utlizing resources (HIGH)
-Uses Retired Teachers, ESOL specialists and translators
Does not exceed available material resources (HIGH)
Assessment Process/directions - (Moderate to Low)
-WIDA does not specify if the test administrator can repeat the questions for the test taker. (low)
-Human Resources do not always meet these standards requirement (LOW)


(World-Class Instructional
Design and Assessment)
Language Proficiency/screening Assessment
K-12 students who are ELLs
Determines language level of students
Determines if ELL services are needed
Determines Tier Placement
Test secured
- Storage (locked)
- Content is not shared

Language Proficiency Assessment
WIDA: Speaking: Grades 1 and 2

Use real-life tasks: courtesy, asking for help, knowing address, how to buy something and how to tell time
Tasks to satisfy routine social demands and work
Suggestions to Improve Practicality
Feedback given to students (LOW)
Feedback relevant to standards and school objectives (LOW)
Pre-test opportunities for students (LOW)
Written feedback afterward (LOW)
Go over the test (LOW)
Encourage students to ask questions after the test (LOW)
Discuss results with students (LOW)
Language Skill & Target Population
Speaking: Grades 1 and 2
Test administration Time: Up to 10 minutes
*Part A: 3 sections (T1, T2, T3)
*Part B: 5 sections (T1-T5)

Reliability Tips
Content Validity: HIGH
Objectives of assessment identified: (LOW)
Specifications (Specs) has a structure that logically follows from previous units being tested: (HIGH)
Students have already performed these tasks (HIGH)
Content/Specs match the tasks (HIGH)
Do the tasks actually match the performance of the target tasks (HIGH)

Recommendations to improve Content Validity
Create content-area tasks that are aligned with NCLB and TESOL standards
- Verb Tenses
*- Give 3 or 4 step directions (ex. using a simple map, "How does the dog get from the dog house to the swing set?")
Content & Consequential Validity
Format & Authenticity
Criterion and Construct Validity
Reliability & Washback
Range of Language Assessment Features
Christopher Knott and Rose Winston
Fall 2014 • EDCI Assessment of Language Learners PK-12

to improve
Criterion-Related Evidence
Tips to Improve
Consequential Validity: HIGH
Beneficial for language level placement (HIGH)
Teachers can use language levels to build upon. (HIGH)
Students are provided appropriate review (HIGH-beginning of next school year).
Test-tasking strategies provided for students (N.A.)
Structure of test: best students modestly challenged (HIGH)
Weak students: not overwhelmed (HIGH)
Recommendations Consequential Validity
Language is natural (High)
No contextual support (other than “Can you tell me anything else” or “Can you give me more details). (Low)
Meaningful, relevant, interesting topics (Moderate)
Thematic organization to items, i.e. story line (High)
Tasks that replicate real-world tasks (High)

Tips to Improve Authenticity
Ways to Improve
Compare student's classroom language levels throughout past year to WIDA levels
If student's WIDA does not mirror language levels in the classroom, SUGGESTION: have student retake WIDA (lowers practicality, but increases validity).

Bias for Best
The sum of all of these efforts is called an integrated marketing strategy. In today’s marketing environment with easy access to information and all sorts of opinions, it is important to attack from multiple angles. It is now more important than ever to be collaborative in a cross-discipline marketing plan. Each discipline draws from its own strengths and energizes the brand. But you may ask yourself, what is the main point of all of this? The answer is: conversions. This could mean selling a product, providing a service or educating and bringing awareness to a cause or campaign. Because it is important to see how all of this relates to the final sale or conversion, we have provided a graphic below, that shows the conversion and describes each step of the process.
Student is tested only once (LOW)
Administrators are monitored when given administrative training and testing (LOW)
Administrators familiar with language development issues (LOW)
Inter-Rater Reliability - (MODERATE)
- Scoring is subjective:
* "?"
One administrator vs. 2 administrators lowers Inter-rater reliablity (LOW)
WIDA Training Certification: LOW
Test the student twice within a month
Monitor administrators during certification testing
Train and test administrators on language development issues
Create objective scoring measurements to increase Inter-Rater Reliability
Invite a certified administrator to monitor other administrators in their first round of using script
Change FONT/COLOR and/or LAYOUT to improve fluidity of directions for administrator
Assessment Process/directions - (Moderate to Low)
-Have administrator repeat the directions

WIDA Training Certification requires at least 30 hours of training.
Interview each administrator and orally assess their knowledge of administering WIDA.

Ensure administrators know exactly how do discern what is and what is not acceptable with interlanguage and cross-language responses
Assess pronunciation (difficult, but still important0
Assess fluency

Add scaffolding to increase contextual support (other than "Can you tell me anything else" or "Can you give me more details?")
Use more interesting and relevant topics such as MOVING TO A NEW HOUSE (our language learners can relate).

Interview students individually after test
Ask content teachers to provide informal assessment of the students' reaction to the test
Ask teacher to review test and compare information to standards and discuss with students
Provide a Practice WIDA from previous years.
Discuss their results start of next school year
Format (Moderate to High)
Practicality (Moderate to High)
Reliability (Low)
Content Validity (High)
Criterion Validity (Moderate)
Construct Validity (Moderate)
Consequential Validity (High)
Authenticity (Moderate to High)
Washback (Low)

Encourage content teachers to use the results of WIDA to build on students' language levels.
ESOL specialists: after administering, review speaking tasks and teach to the format and content of WIDA.
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