ACCESS 2.0 Speaking Scoring Module: Classroom Applications

Introductions• Jamie DeGraciaEducator Resource Specialist, WIDA Consortium

• Meg MonteeResearch Associate, Center for Applied Linguistics

Assessing Oral LanguageThink about how you currently assess oral language in your classroom?

Turn and talk to the person next to you.

Share your ideas

Bridging Assessment & Classroom Practice

Objectives• Participants will build awareness of the new components

on the paper-based speaking assessment.• Participants will understand the connection between the

rubric and scoring scale.• Participants will be able to recognize how the rubric can

be used beyond the assessment for ongoing classroom use by building language into existing content rubrics.

SPEAKING TEST OVERVIEW

Academic Oral Language Development (1/2) • Hot topic in language and content education

– Limited research on academic oral language development, esp. in young ELLs

• Oral language use increasingly important in classrooms as they reflect college & career readiness standards– E.g., “[Students can] adapt speech to a variety of contexts and tasks,

demonstrating a command of formal English when indicated or appropriate.” (CCSS.ELA-LITERACY.SL.11-12.6)

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Academic Oral Language Development (2/2) • In some contexts, educators have noted that ESL

students use minimal oral language in academic classes and may not speak as much as their native English speaking peers (Heitin, 2011)

• Research suggests that L2 oral language development is connected to L2 literacy development (Leseaux, Gava, Koda, Siegel & Shanahan, 2008; Riches & Genesse, 2006)

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ACCESS for ELLs 2.0 Speaking• To assess students’ academic English language

development in the domain of speaking

– Opportunities to “hold the floor” (= speak at length about academic topics)

ACCESS for ELLs 2.0 Speaking Test• NEW paper-based and online versions (2015)• To administer and score the paper-based

version you need to take the Speaking Scoring Module located in the training course on the WIDA website.

Speaking Test Overview (Paper)

Grade Clusters 1, 2-3, 4-5, 6-8, 9-12Tiers (Pre-selected) A, B/C Format Paper-based booklet with audio

playback Educator’s Role Monitor test administration

Score Student Responses

Virtual Test Administrator

Multimodal Test Input(Text & Audio)

Graphic Support

Model Student Task & Response

Thinking Time & Student Task

Speaking Test Structure

P5 tasks address one of WIDA’s Key Uses of Academic Language: Recount, Explain, or Argue

Test Features • Reliable administration of test content • Comparability between the online and paper formats

– Elicit extended discourse (holding the floor)

• Model student – Supports students in understanding task expectations– Supports scoring by providing a benchmark for rating

• NEW scoring scale

Training Coursewww.wida.us

Speaking Scoring Module

Goals of the Speaking Scoring Module

The goal of the scoring module is to prepare raters to confidently and accurately rate students’ speaking test performances on the paper-based test by applying the scoring scale and scoring rules.

Two New ToolsSpeaking Rubric Speaking Scoring Scale

The Speaking Rubric (1/2)

The speaking rubric defines discourse, sentence, and word-level features of spoken language at each of the 6 ELD levels.The rubric is used to develop test tasks, explain performance levels, and interpret test scores, but it is not used for scoring.

The Speaking Rubric (2/2) • Aligned to WIDA’s Performance Definitions for

Speaking and Writing

• Describe in more detail oral language development at each ELD level (1-6)

The Scoring Scale

For scoring

use only

Module Demo (Topic 1)

How the Rubric Connects to the Test• P1 tasks are intended to

elicit language at a level 1 Entering on the WIDA rubric

• P3 tasks are intended to elicit language at a level 3 Developing on the WIDA rubric.

• P5 tasks are intended to elicit language at a level 5 (Bridging) on the WIDA rubric.

• The language on the ACCESS for ELLs 2.0 Speaking test directly relate to the Speaking rubric. The questions on the Speaking test span across three of the six levels. When taking the test my students are expected to answer questions at levels P1, P3, and P5.

Language Levels on the Rubric

The WIDA Speaking Rubric provides information about each WIDA ELD level by focusing on features that are specific to the domain of speaking. The Speaking Rubric lists the word, sentence, and discourse-level features that are characteristic of language at each of the six WIDA ELD levels. The new Speaking Rubric is a resource for educators, and is not used as a scoring tool on the test. It may help you understand test scores but is mainly a tool that can be used for classroom-based activities.

Jeff Zwiers Video on Dimensions of Language

• Here is a video of a Senior Researcher at Stanford University Jeff Zwiers explaining the discourse, sentence, and word/phrase levels (dimensions of language).

Academic Language

Discourse Level (Linguistic Complexity)

• The discourse level includes:

• The structure of oral language the students produce

• The organization of language students produce

• The cohesion and flow of oral language that students produce

• The correct use of pronouns students use when speaking

• The use of transitions and connectors (therefore, yet, as, despite etc.)

• Words, oral phrases, or memorized chunks of oral language used to represent ideas

• oral language that shows the development of connected language in the expression of an expanded idea or multiple related ideas

• sustained, connected oral language characterized by confidence, coherence, and precision in the expression of ideas tailored to purpose, situation, and audience

Sentence Level (Language Forms) • The sentence level includes:

• The use of sentence patterns common to a specific content area

• The verb tenses and use of passive voice the students use

• The sentence structure of oral language students produce.• Compound vs. simple sentences

Word/Phrase Level (Vocabulary Usage)

• The word/phrase level includes:

• The precise use of content terms used by students

• The use of figurative expressions and high frequency words

• The use and understanding of how to use words with multiple meanings

Summarizing the 3 Levels

• What ELD levels are represented in your classrooms?

• Think about what the 3 levels of language mean to you.

• What does the discourse level look like in your classroom?

• What does sentence level look like in your classroom?

• What does the word/phrase level look like in your classroom?

Lessons from the speaking assessment • Develop opportunities for students to “hold the floor”

– But include a variety of activities and assessments! • Provide students with models to support their

understanding of what to do– Use the Speaking Rubric to consider what language features you

want to elicit • Create tasks that are accessible to students at different

levels of English language development• Incorporate key uses of academic language (Recount,

Argue, Explain, and Discuss)

Creating Classroom Tools to Assess Oral Language

• Think about which content standards you are assessing

• Think about the language involved at a discourse, sentence, and word/phrase level• What are your students’ ELD levels?

• Think about the characteristics or patterns of language you observe with your students

Small Group Discussion: Rubric Activity (1/2)

• Work together in small groups of 3-4 (preferably with someone at the same teaching level as you ES/MS/HS).

• Think about a theme or current standard you want to assess

• Review the Speaking Rubric

Small Group Discussion: Rubric Activity (2/2)

Answer and discuss these questions (also in your handouts):1. What types of activities could you incorporate to encourage and

assess oral language development? • What activities or classroom assessments would give students

a chance to “hold the floor”• What activities or classroom assessments would address other

aspects of oral language development (e.g., academic discussions)?

2. What language would you expect students to produce? (expand on an idea, simple or complex sentences, content words).3. How can you use or adapt the WIDA rubric to learn about your students’ language at a discourse, sentence, and word/phrase level?How will you encourage students to reach the next level of English Language Development?

Classroom Activities for Oral Language

Think about what you have learned through out this presentation.

Look at the ACCESS 2.0 Speaking Scoring Module: Classroom Applications handout and reflect on your own practice.

First answer the questions individually then in a small group.

Questions or Comments