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ACCESS for ELLs 2.

s
Purpose
ACCESS for ELLs 2.0 is a secure large-scale English
language proficiency assessment administered to
Kindergarten through 12th grade students who
have been identified as English language learners
(ELLs).
Key Terms to Know
English language Language Language
learners development proficiency
(ELLs)
students who are eligible to a process that takes time, a measurement of where
receive support at school students move along this students are in the process
with the English language process at different rates of language development,
generally refers to how a
person is able to use a
language and what they
can do
Four Part Test
● Listening
● Reading
● Writing
● Speaking
Grade Level Bands
Score Report
Student Information
Language Domain

Major
Domains
Listening
Speaking
Reading
Writing

Composite
Scores
(4)
Proficiency Level: 1-6
WiDA
provides
rubrics,
insights, and
resources
based on
each
proficiency
level which
can inform
what
students can
do and
understand.
Proficiency Level
Information Provided
on Score Report
Students at this level generally can...
Example of Continuum of Proficiency for a Given Topic

Information
for Teachers
Scale Score and Confidence Band
Scale Score

● Range from 100 – 600


○ CAN be compared across
● Scores reflect student’s grade level and time, between students,
difficulty level of the test items that and across grades
he/she successfully completed

● Scale scores are helpful to see the ○ CANNOT be compared to


progress in language development from other domains
year to year
Confidence Band

● Shaded area around the


scale score

● Possible range for a


student’s score with a
95% probability of
accuracy

○ If the student took the


same test repeatedly,
there is a 95% chance
that his/her scores
would be within the
shaded range
Questions About Aspects of
the Score Report?

Spanish Version →
Uses of ACCESS for ELLs 2.0

● sharing information with teachers so they can better support


ELLs
● offering information for students and families on English
proficiency
● allowing school districts to evaluate the effectiveness of their
ELL programs
● serving as one of many indicators of whether a student had
the language skills needed to exit the program.
Score Interpretation Considerations
● The score does not provide information on a student’s academic achievement or
knowledge of content areas

● A students’ foundation in their home or primary language is a predictor of their


English language development
○ Those who have strong literacy backgrounds in their native language will most likely acquire literacy
in English at a quicker pace than those students who do not.

● No single score or language proficiency level, including the Overall Score, should
be used as the sole determiner for making decisions regarding a student’s English
language proficiency
Acquisition of Language Proficiency

Students do not typically acquire proficiency in Listening, Speaking, Reading, and Writing at
the same pace.

Oral language (Listening + Speaking) is acquired faster than Literacy (Reading +Writing)

Receptive language (Listening + Reading) is acquired faster than productive language


(Speaking +Writing )
Other Score Reports
School Staff may also encounter a
“Student Roster Report” that
summarizes the scores from
multiple students.
Questions?