World-Class Instructional Design and World-Class Instructional Design and AssessmentAssessment

Margo Gottlieb, Ph.D.Margo Gottlieb, Ph.D.

Lead DeveloperLead Developer

Alignment of Standards as a Source of Validity for ACCESS for ELLs®

Validity is the superstructure Validity is the superstructure that defines testing.that defines testing.

Evidence of validity must be systemic throughout the testing cycle….and

alignment between the components of the system is one source of validity.

Evidence of Alignment in Test DevelopmentEvidence of Alignment in Test Development

2. WIDA’s English Language

Proficiency Standards

3. Test Specifications

4. ACCESS for ELLs®

1. Second language acquisition theory and

researchP DR EO V F EE LS OS PI MA EL N T

VALIDATION

Theoretical Background: A Model of English Language Proficiency

Language Complexity

Contexts of

Interaction

Level of Cognitive

Engagement

Reading Writing

Listening Speaking

Support

(Gottlieb, 2003)(Gottlieb, 2003)

The English language proficiency standards are The English language proficiency standards are aligned to state academic content standards.aligned to state academic content standards.

English language proficiency standards

Academic content standards

Social and AcademicLanguage

Concepts Knowledge and Skills

f

The English Language Proficiency standards are defined The English Language Proficiency standards are defined by a hierarchical structure.by a hierarchical structure.

English Language Proficiency StandardsEnglish Language Proficiency Standards

Language DomainsLanguage Domains

Grade Level ClustersGrade Level Clusters

Levels of Language ProficiencyLevels of Language Proficiency

Model Performance IndicatorsModel Performance Indicators

Formative and Summative FrameworksFormative and Summative Frameworks

WIDA’s English Language Proficiency WIDA’s English Language Proficiency Standards Standards

Standard 1Standard 1:: English language learners communicatecommunicate

for socialsocial and and instructionalinstructional purposes within the school setting.

Standard 2Standard 2:: English language learners English language learners communicatecommunicate information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the area of success in the area of language artslanguage arts..

Standard 3Standard 3:: English language learners English language learners communicatecommunicate information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the area of success in the area of mathematicsmathematics..

Standard 4Standard 4:: English language learners English language learners communicatecommunicate information, ideas, and concepts necessary for academic information, ideas, and concepts necessary for academic

success in the area of success in the area of sciencescience..

Standard 5Standard 5:: English language learners English language learners communicatecommunicate information, ideas, and concepts necessary for academicinformation, ideas, and concepts necessary for academic

success in the area of success in the area of social studiessocial studies..

WIDA’s English Language Proficiency WIDA’s English Language Proficiency Standards: The Interaction between Standards: The Interaction between

Language and ContentLanguage and Content

The The language oflanguage of

LISTENINGLISTENING SPEAKINGSPEAKING READINGREADING WRITINGWRITING

LANGUAGELANGUAGE

ARTSARTS

MATHMATH

SCIENCESCIENCE

SOCIAL STUDIES

Level 1Level 1 Level 2Level 2 Level 3Level 3 Level 4Level 4 Level 5Level 5

ListeningListening

SpeakinSpeakingg

ReadingReading

WritingWriting

English Language Proficiency Standard: English Language Proficiency Standard: Grade Level Cluster:

A Model Performance Indicator

A strandstrand of Model Performance Indicators

Levels of English Language Proficiency

The Matrix

Level 1Entering

Level 2Beginning

Level 3Developing

Level 4Expanding

Level 5Bridging

Vertical alignment occurs between contiguous levels of English language proficiency to form a strand of Model Performance Indicators.

Level 6Reaching

The Second Language Acquisition Continuum

Movement along the continuum is based on an Movement along the continuum is based on an English language learner’s increasingEnglish language learner’s increasing

Vocabulary Usage- The specificity of words Vocabulary Usage- The specificity of words and phrasesand phrases

Linguistic Complexity- The amount and Linguistic Complexity- The amount and quality of speech or writingquality of speech or writing

Language Control- Comprehensibility based Language Control- Comprehensibility based on the amount and types of errorson the amount and types of errors..

Performance Definitions

A Strand of Model Performance IndicatorsA Strand of Model Performance Indicators

Level 1 Level 2 Level 3 Level 4 Level 5

Levels of English Language Proficiency

The language of scienceLanguage domain: Speaking or writing

Expectations for English Language Learners

Relate information Relate information about weather from about weather from photographs, charts, photographs, charts, or graphs (such as, or graphs (such as, ‘It’s hot‘It’s hot.’).’)

Level 1 Level 2 Level 3 Level 4 Level 5

Describe weather conditions Describe weather conditions based on information from based on information from photographs, charts, or photographs, charts, or graphs (such as, ‘graphs (such as, ‘I see I see dark dark cloudsclouds in the sky in the sky.’).’)

Level 1 Level 2 Level 3 Level 4 Level 5

Compare and contrast Compare and contrast weather information from weather information from charts, tables, or visually charts, tables, or visually supported text (such as, ‘supported text (such as, ‘It is It is coldcolderer today than yesterday today than yesterday.’).’)

Level 1 Level 2 Level 3 Level 4 Level 5

Match predictions about Match predictions about weather from graphs, weather from graphs, charts, or visually supported charts, or visually supported text (such as, ‘text (such as, ‘I think thatI think that tomorrow it will’tomorrow it will’ ….) ….)

Level 1 Level 2 Level 3 Level 4 Level 5

Make inferences about Make inferences about weather based on weather based on modified grade level modified grade level material (such as, ‘material (such as, ‘It It seems as if it mightseems as if it might…’)…’)

Level 1 Level 2 Level 3 Level 4 Level 5

Assessing Comprehension and Assessing Comprehension and Communication in English State to State Communication in English State to State

for English Language Learnersfor English Language Learners

ACCESS for ELLs®ACCESS for ELLs®

ACCESS for ELLs® is built on:is built on:

A theoretical model of English language A theoretical model of English language proficiencyproficiency

Social and academic language proficiency across Social and academic language proficiency across standardsstandards

Five levels of language proficiencyFive levels of language proficiency

Four language domainsFour language domains

Developmentally appropriateness for each grade Developmentally appropriateness for each grade level clusterlevel cluster

Second language acquisition research and best Second language acquisition research and best practicepractice

The purposes of ACCESS for ELLsThe purposes of ACCESS for ELLs®® … …to provide one data source for:to provide one data source for:

Identifying initial placement of English language learners (ELLs) on the L2 acquisition continuum

(W-APT)

Monitoring annual progress of ELLs toward meeting English language proficiency standards

Marking attainment of ELLs of full English language proficiency

Complying with the requirements of No Child Left Behind

Samples of alignment from a string of Model Performance Indicators, representative of a standard, to

ACCESS for ELLs® items.

Sample Items from a Theme Sample Items from a Theme

(from the Pilot test)(from the Pilot test)

English Language Proficiency Standard: The language of scienceLanguage Domain: ListeningGrade Level Cluster: 1-2

Model Performance Indicator (PI) forModel Performance Indicator (PI) for Language Proficiency Language Proficiency Level 1Level 1

PI:PI: “identify objects according to “identify objects according to chemical or physical properties chemical or physical properties from pictures and oral statements”from pictures and oral statements”

SCRIPT: “A seed is small. Find the small SCRIPT: “A seed is small. Find the small seed.”seed.”

Model Performance Indicator forModel Performance Indicator forLanguage Proficiency Language Proficiency Level 2Level 2

PI:PI: “match objects with their chemical “match objects with their chemical or physical properties from pictures or physical properties from pictures and oral statements”and oral statements”

SCRIPT: “One day the seed will grow into SCRIPT: “One day the seed will grow into something large, round, and heavy. Find something large, round, and heavy. Find what the seed grows into.”what the seed grows into.”

Model Performance Indicator forModel Performance Indicator forLanguage Proficiency Language Proficiency Level 3Level 3

PI:PI: “identify and group objects “identify and group objects according to chemical or physical according to chemical or physical properties from oral statements”properties from oral statements”

SCRIPT: “Seeds grow into plants. Find SCRIPT: “Seeds grow into plants. Find something else that grows.”something else that grows.”

Validation of the construct of English language proficiency, from theory to

standards to specifications to test items…

……..is a set of interlocking, interdependent gears within an aligned system.

English language proficiency standards

ACCESS for ELLs®

Academic contentstandards