Idaho ELL Placement Test Version 3.0 Examiner Orientation

1. Idaho ELL Placement Test Version 3.0 Examiner Orientation

2. ELL Placement Test v3.0What’s New? • Reading and Writing subtests not administeredat the beginning of Fall kindergarten • Reading subtests for all grades:  Two comprehension items added to the Fluency passage • Writing subtests for grades 4–12: Four new multiple-choice grammar items on Writing Response Sheet P-3, P-4, and P-5

3. Contents • I. Overview: What, Why, Who, When • II. Structure and Format • III. Administration Guidelines • Score Interpretation and Use • Test Distribution

4. I. Idaho ELL Placement Test: What, Why, Who, When • A test for newly enrolled English Language Learners • Helps inform placement decisions • For new students whose home language is not English • Administered within 30 days of registration or 15days of enrollment • Not a substitute for the annual IELA

5. II. Structure and Format of the Assessment • Individually administered • 25–35 minutes per student • Assesses general proficiency in Speaking/Listening, Reading, and Writing

6. Test Levels & Test Forms Note: New students entering in Spring of grade 1 may use Form P-2 New students entering in Spring of grade 3 may use Form P-3

7. Subtests Each test is divided into three sections, or subtests: • Speaking/Listening • Reading • Writing

8. Assessment Materials Needed to Test Each Student: • 1 Record Form (consumable) • 1 Writing Response Sheet (consumable) • 1 Prompt Book (reusable) • 2 pencils (1 for Examiner, 1 for student) • A stopwatch • An Examiner Manual (reusable) Assessment material is also available in a flip chart format

9. Record Form contains: • Examiner script • Individual items • Scoring instructions/rubrics • Space to record student’s score

10. Writing Response Sheet contains: • Space for student to record responses • Some prompts • Multiple-choice grammar items

11. Prompt Book contains: • Illustrations and printed prompts for the Speaking/Listening and Reading subtests

12. Important to Remember: The Record Forms, Writing Response Sheets, and Prompt Books are Form (grade level) specific

13. Stopwatchused to: • Administer the Fluency task of theReading subtest • Student reads passage out loud • Examiner calculates correct words per minute

14. Optional Flip Chart Format STUDENT EXAMINER • Flip Chart Prompt Book contains both student prompts and Examiner script • Reusable — Do not mark Prompt Book • Mark scores in Record Form only

15. III. Test Administration Guidelines

16. Test Setting • Quiet one-to-one environment • Examiner sits close enough to point to student material • Position student so Examiner can both point and mark scores easily

17. Before Starting the Test… • Try to put student at ease • May speak in student’s nativelanguage • Explain what is going to happen

18. Following the Script • Follow the script • Do not rephrase a question • Do not give additional prompts • Exceptions • If student answers in a language other than English, Examiner says, “Can you say that in English?” or, “Can you tell me in English?” • If a student fails to answer in a completesentence when that is indicated, Examiner says, “Can you say that in a complete sentence?”

19. Once the Test has Started… • “English only” is the rule • The student’s ability to understand directions in English is part of the assessment • No test items may be translated into the student’s native language

20. Repeating a Question • In general, questions are not repeated, however… • You may always repeat a question if therewas a distraction • Some questions are marked for repetitiononce at the student’s request. For these questions, if the student appears hesitant, you may say, “Would you like me to repeatthe question?”

21. Scoring Responses • Oral responses are scored during the test • Written responses are scored after the test

22. Marking Scores on the Record Form Acceptable response guidelines Maximum points per item Write itemscore here

23. IV. Score Interpretationand Use

24. Results are reported at three proficiency levels: • Beginning • Intermediate • Advanced • These levels do not (and should not) correspond • directly to the Spring IELA proficiency levels Proficiency Levels

25. Grade and Time of Year • In grades K–5 different cut scores are reported for each season (Fall and Spring) and each grade • In grades 6–12 there is only one set of cut scores for each season (Fall and Spring) by grade span, rather than grade

26. Using Test Information for Identification • Identification • Students who receive an Overall score below the Advanced level most likely need to be placed in a language development program • Examiner should review scores of each subtest for students who receive an Overall score at the Advanced level

27. Using Test Informationfor Placement • Placement • A student who scores Advanced overallbut lower on one or more subtest most likely will need services to increase language proficiency in that area

28. V. Test Distribution

29. ELL Placement Test Materials • Available online at ID-Servicepoint.QuestarAI.comoruse the link on the SDE IELA website www.sde.idaho.gov/site/assessment/IELAunder Placement Test • Use district password • Download and print materials as needed

30. ELL Placement Test Materials —after Administration Photocopy the student’s Writing Response Sheet • Place one copy in the student’s file • Give one copy to student’s teacher(s) to help inform instruction

31. If you have questions... email the IELA Coordinator at IELA@QuestarAI.com