Scoring the ACCESS ® for ELLs Kindergarten Writing Test Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department of Education Developed

Scoring the ACCESS® for ELLs Kindergarten Writing Test

Emily Evans, Center for Applied LinguisticsJanuary 2007New Jersey Department of Education

Developed by The Center for Applied Linguistics

2Administering and Scoring the Kindergarten Writing Test

Training ObjectivesTraining Objectives

To understand the structure of the ACCESS® for ELLs Kindergarten Writing Test

To gain an overview of how the ACCESS® for ELLs Kindergarten Writing Test is administered

To prepare to score the ACCESS® for ELLs Kindergarten Writing Test


Instructions on how to use quizzesin this presentationInstructions on how to use quizzesin this presentation

After all sets of samples from each part of the ACCESS for ELLs® Kindergarten Writing Test have been presented, there will be quiz slides with several samples that will have to be scored

Decide whether or not the samples are acceptable (Part B of the test) or score the samples (Parts C and D of the test)

A “key” slide follows each “quiz” slide so you can view the correct scores and rationale


Background InformationBackground Information

The Kindergarten Writing Test is an adaptive test in which the student advances from one task to the next based on the score awarded to his or her response for the current task

While administering the Kindergarten Writing Test, it is only necessary to determine whether a student qualifies to advance to the next task

Scoring and recording for each task should be completed after the student has finished testing

Note: Remember to fully complete the Writing Test Scoring Sheet at the back of the Student Response Booklet after the student finishes the Writing Test


Inventive Spelling (1 of 3)Inventive Spelling (1 of 3)

Inventive spelling, as defined on this slide and the next two slides, is acceptable in all parts of the Kindergarten Writing Test

Monosyllabic words consist of initial, middle, and final sounds

Multisyllabic words have this pattern duplicated for each syllable of the word

Initial sound Middle sound(s) Final sound

dog "d" "aw" or "a" "g"

bike "b" "ai" "k"

tree "tr" or "ch" "ee" —



Students may approximate sounds, especially vowels, a letter or combination of letters other than what is generally considered conventional spelling (e.g., k for c, ai for i)

Students may invert letters closely approximate to the conventionally used letter (e.g., d for b or vice versa, q for d or vice versa)

Students may delete letters (e.g., lac for like. Note: This is especially common with letters of the regularly spelled word that do not have a one to one correspondence to English sounds

If a student matches at least two of the three sounds (initial, middle, final) in a monosyllabic word and the writing is generally decipherable within the context of the pictures, the writing may be scored as correct. (e.g., do, dg, or og may all be scored correct for dog)



If the student writes only one of two or three sounds in a monosyllabic word, score this incorrect (e.g., d, o, or g alone is not correct for dog)

Students may say the word out loud while they are writing it down.


Part A of the Writing TestPart A of the Writing Test

Part A consists of tracing/copying numbers and letters and writing one’s name

Tracing/copying is a warm-up task for the student and does not affect the overall scoring of the test


Scoring Part AScoring Part A

The rubric for Part A is as follows:

1 = writes first name; proceed to Part B

0 = does not write first name; discontinue Writing test and proceed to wind-down

If a student write his or her name, whether or not it is traced/copied, score the response as 1 and proceed to Part B

If students do not write their names, even if they completed tracing/copying, they score 0. Follow the script to discontinue the Writing Test and proceed to the wind-down. On the Writing Test Scoring Sheet, mark a score of 0 for Part A.


Examples of Student Responses(Score 1 in Part A)Examples of Student Responses(Score 1 in Part A)


Part B of the Writing TestPart B of the Writing Test

Part B is a labeling task

The student is presented with graphics and is asked to write what s/he sees

The student can write anything as long as it is related to the given graphic

For example, for item #4, which shows a boy riding a bicycle, the responses “bike,” “boy,” “helmet,” or “exercise” would all be considered correct


Scoring Part B (1 of 2)Scoring Part B (1 of 2)

Note: Inventive spelling is acceptable in Part B.

3 = labels 3 (or 4) objects; proceed to Part C

2 = labels 2 objects; proceed to Part C

1 = labels 1 object; discontinue Writing Test and proceed to wind-down

0 = labels 0 objects; discontinue Writing Test and proceed to wind-down


Scoring Part B (2 of 2)Scoring Part B (2 of 2)

Give credit for a correct word if the student:Writes a name (e.g., Jorge or John) for the picture

of a boy and girl playing catchWrites we or dad for the picture of a man and a dogDraws his/her own picture and labels it (e.g., draws

a cat and writes cat)

If the student scores 2 or 3, then proceed to Part C of the Writing test

If the student scores 1 or 0, follow the script to discontinue the Writing Test and proceed to the wind-down. On the Writing Test Scoring Sheet, mark the scores for Parts A and B.


Examples of Acceptable Responses for “Tree” (1 of 2)Examples of Acceptable Responses for “Tree” (1 of 2)

No. Sample Rationale

1

The word tree is accurately spelled.

2

The initial sound of t is spelled as ch phonetically. The middle sound r and the final sound ee (spelled as e) are both present.

3

The middle sound of r is missing, but the word is recognizable with the initial and final sounds. Because it shows two sounds (first and final), it is acceptable.

4

The final sound is spelled as i and is acceptable. The middle sound r is replaced with u, which makes the word close to the word tree when pronounced.


Examples of Acceptable Responses for “Tree” (2 of 2) Examples of Acceptable Responses for “Tree” (2 of 2)


5

The initial sound t is missing, but the middle sound r and the final sound ee (as e) are present.

6

The initial sound t and the middle sound r are present.

7

The initial sound t and the final sound e are present.


Examples of Unacceptable Responses for “Tree” (1 of 2)Examples of Unacceptable Responses for “Tree” (1 of 2)


8

Only the final sound of ee (as e) is present. Ch and t together don’t clearly represent the initial sound.

9

Only the first sound of t is present and the rest of the word is unrecognizable.

10

Only the first sound of t is present.

11

Only the first sound of t is present and the letter o seems irrelevant.

12

The spelling seems unrelated to the given graphic or it doesn’t communicate what the student is trying to write.


Examples of Unacceptable Responses for “Tree” (2 of 2) Examples of Unacceptable Responses for “Tree” (2 of 2)


13

The word seems unrelated to the given graphic or it doesn’t communicate what the student is trying to write.

14


15


16



Quiz Yourself: Responses to Graphic one (tree)Quiz Yourself: Responses to Graphic one (tree)

Look at each sample and determine whether it is acceptable or not. Then click the button to check the rationale.

No. Sample

5

6

8

9


Key to Quiz Yourself: Responses to Graphic one (tree)Key to Quiz Yourself: Responses to Graphic one (tree)

No. Sample Accept? Rationale

5 Yes The initial sound t is missing, but the middle sound r and the final sound ee (as e) are present.

6 Yes The initial sound t and the middle sound r are there.

8 No Only the final sound ee (as i) is there. Ch and t together don’t clearly represent the initial sound.

9 No Only the first sound of t is present and the rest of the word is unrecognizable.


Examples of Student ResponsesExamples of Student Responses

Examples of responses to graphic 2 (boy, girl, call, play, catch, etc.)


Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.) Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)


17

The first sound b and the middle sound o of boy are present. The final sound y is reasonably represented with e.

18

The first and the middle sounds of boy are present.

19

Same as above. It does not matter if the student uses capital or lower case letters.

20

Although the final sound is wrongly represented, the first and the middle sounds of the work boy are present.


Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)


21

Although the final sound is wrongly represented for the word boy, the first and the middle sounds are present.

22

It is assumed that p is the inverted b here and that boy is the intended word.

23

The word girl is distinct except for the missing vowel i.

24

The student likely intends the word basketball.


Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)Examples of Acceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)


25

Even with the addition of bo at the end of the word, the word bal(l) is apparent.

bo is likely an attempt for the word boy.

26

The first sound b and the final sound l of the word ball are present.

27

The first sound b and the final sound l of the word ball are present. Alternatively, the student may be attempting play.

28

The first sound p and the middle l of the word play are present.


Examples of Unacceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)Examples of Unacceptable Responses to Graphic 2 (boy, girl, call, play, catch, etc.)


29

It is not clear what the student was trying to write.

30


31

It is not clear what the student was trying to write. Although b is perhaps intended for boy, other parts of the word are not apparent.

32

It is not clear what the student was trying to write or the word is not relevant to the graphic.


Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.)Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.)


No. Sample

22

23

30

31


Key to Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.)Key to Quiz Yourself: Responses to Graphic 2 (boy, girl, call, play, catch, etc.)


22 Yes It is assumed that p is the inverted b here and that boy is the intended word.

23 Yes The word girl is distinct except for the missing vowel i.

30 No It is not clear what the student was trying to write.

31 No It is not clear what the student was trying to write. Although b is perhaps intended for boy, other parts of the word are not apparent.



Examples of responses to graphic 3 (man, dad, dog, walk, etc.)


Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)Examples of Acceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)


33

The word dog is accurately spelled.

34

The word dog is clear. It does not matter if the student uses capital letters or lower case letters.

35

The first and the final sounds of dog are present.




36

The first and the middle sounds of dog are present.

37

Although the initial letter G is wrong, the middle and the final sounds of dog are represented correctly.

38

It appears that the final letter g of dog is inverted.

39

Even though there is an irrelevant addition at the end of the word (dc), the first and the middle sounds of dog are evident.




40

The last letter seems to be an attempted g that does not descend. The initial letter of dog is correct. The middle letter may be an inverted w.

41

The student may be attempting two words here: dad and dog. Credit is given in spite of the uncertainty.

42

The first and the middle sounds of dad are represented.

43

The student is likely attempting the word walking: ua for initial w, c for k, and ig for ing.


Examples of Unacceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)Examples of Unacceptable Responses to Graphic 3 (man, dad, dog, walk, etc.)


44

The student seems to have attempted to write bird, but the word is irrelevant to the graphic.

45


46



Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.)Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.)


No. Sample

40

41

45

43


Key to Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.)Key to Quiz Yourself: Responses to Graphic 3 (man, dad, dog, walk, etc.)


40 Yes The last letter seems to be an attempted g that does not descend. The initial letter of dog is correct. The middle letter may be an inverted w.

41 Yes The student may be attempting two words here: dad and dog. Credit is given in spite of the uncertainty.


43 Yes The student is likely attempting the word walking: ua for initial w, c for k, and ig for ing.



Examples of responses to graphic 4 (bike, bicycle, man, boy, etc.)


Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.) Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)


47

The initial sound b, the middle sound ai, and the final sound c (k) of bike are present.

48

The initial sound and the final sounds of bike are present, and the middle sound is represented with a.

49

The initial sound b and part of the middle sound sek bicycle are present.

50

d is an inverted b here. The initial sound b, the middle sound aesco and the final sound l of bicycle are all present.


Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)


51

The initial sound B, part of the middle sound sc, and the final sound l of bicycle are present.

52

The initial and the final sounds of bike are present.

53

The initial and the middle sounds of bike are present.

54

K is inverted here. The initial and the final sounds of bike are present. The middle sound ai is also represented, though not correctly spelled (ao).


Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)Examples of Acceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)


55

The initial and the final sounds of bike are correct, though c is used for k.

56

The initial and the middle sounds of bike are correctly represented.

57

The initial sound b is likely inverted p and the middle sound o of boy is present.


Examples of Unacceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)Examples of Unacceptable Responses to Graphic 4 (bike, bicycle, man, boy, etc.)


58


59



Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.) Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.)


No. Sample

55

56

60

61


Key to Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.)Key to Quiz Yourself: Responses to Graphic 4 (bike, bicycle, man, boy, etc.)


55 Yes The initial and the final sounds of bike are correct, though c is used for k.

56 Yes The initial and the middle sounds of bike are correctly represented.




Scoring Part C (1 of 2)Scoring Part C (1 of 2)

Note: Inventive spelling is acceptable in Part C.

3 = writes 3 names of foods (3 original, or 1 copied + 2 original); proceed to Part D

2 = writes 2 names of foods (2 original, or 1 copied + 1 original); proceed to Part D

1 = writes 1 name of food (original or copied); discontinue Writing Test and proceed to Wind-down.

0 = writes nothing; writes illegibly; discontinue Writing Test and proceed to Wind-down.

*** Only the word “ice cream” can be copied because that is the only word written out. If the student writes hotdog or pizza for the graphics presented in the example, these are considered original.


Scoring Part C (2 of 2)Scoring Part C (2 of 2)

If the student scores 2 or 3, then proceed to Part D of the Writing Test.

If the student scores 1 or 0, follow the script to discontinue the Writing Test and proceed to wind-down. Then, on the Writing Test Scoring Sheet, mark the scores for Parts A, B, and C.


Examples of Student Responses from Part C of the Writing Test (Score 3)Examples of Student Responses from Part C of the Writing Test (Score 3)


1

Three food names, 1 copied and 2 original, are present: pizza, ice cream, and apple.

2

Three original food names are present: frots (fruit), mattbals (meatballs), pazz (pizza). If the student read these words out loud while writing, you can award points more confidently.




3 Three original food names are present: bananas, Katdoc (hotdog), cart (carrot).

4 Three food names, 1 copied and 2 original, are present: ice cream, salmi (salami?), and aopl (apple).

5

Three original food names are present: apl (apple), sandq (sandwich), sup (soup).




6

Three original food names are present: bicn (bacon), Apol (apple), cendi (candy).

7

Three food names, 1 copied and 2 original, are present: ice cream, apla (apple), and santh (sandwich).




8

Two original food names are present: apl (apple) and cucis (cookies).

9

Two food names, 1 copied and 1 original, are present: ice crean and Hdgs (hotdogs).




10 One food name is present, Biso (biscuit).

11 One food name is present, Fsh (fish).

12 One food name is present, hDG (hotdog).




13 One food name is present, Bnn (banana).

14 One food name is present, Ps (peas).


Quiz Yourself: Responses from Part C of the Writing TestQuiz Yourself: Responses from Part C of the Writing Test

Look at each sample and score it (3,2, 1 or 0). Then click the button to check the rationale.

No. Sample

2

8

14


Key to Quiz Yourself: Responses from Part C of the Writing TestKey to Quiz Yourself: Responses from Part C of the Writing Test

No. Sample Score Rationale

2 3 Three original food names are present: frots (fruit), mattbals (meatballs), pazz (pizza). If the student read these words out loud while writing, you can award points more confidently.

8 2 Two original food names are present: apl (apple) and cucis (cookies).

14 1 One food name is present, Ps (peas).


Part D of the Writing TestPart D of the Writing Test

In Part D, the student is asked to write on the topic “Sentences about me”

The writing samples in the next few slides serve as benchmarks for scoring Part D according to the task level expectations for each score

The scoring rationale is provided below each sample


Scoring Part DScoring Part D

Note: Inventive spelling is acceptable in Part D.

3 = writes at least 1 clear, comprehensible sentence with at least 4 words in each sentence

2 = writes at least 1 sentence with at least 3 words in each sentence

1 = writes comprehensible words or phrases, not in full sentences

0 = writes nothing; writes illegibly


Examples of Student Responses from Part D of the Writing Test (Score 3)Examples of Student Responses from Part D of the Writing Test (Score 3)


1 There are 2 clear and comprehensible sentences with more than 4 words in each.

2 There is 1 clear and comprehensible sentence with 4 words in it.

3

There are 2 clear and comprehensible sentences with more than 4 words in each.




4

There is 1 clear, comprehensible sentence with 4 words in it: Alad tu pley (I like to play). There is another clear, comprehensible sentence, Alad Scul (I like school), but it has only 3 words in it.

5 There is 1 clear and comprehensible sentence with 4 words in it: I like to ruit (I like to write). Return

to current Quiz




6 There are 2 clear and comprehensible sentences with 4 or more words in them each: I love my Fed (Friend); My sistrr she la to pl ewes frris (My sister, she likes to play with friends).

7 There is 1 clear and comprehensible sentence with more than 4 words in it: I lac tu rid basco (I like to ride bicycle).




8 There is 1 sentence with 3 words in it: I lg smr (I like summer).

9 There is 1 sentence with 3 words in it: I mu boe (I’m a boy).

Return to

current Quiz



10 There is 1 sentence with 5 words in it: Alc tu plañ mñ frnds (I like to play [with] my friends.) This student uses ñ for y in “play” and “my.”

11

There is 1 sentence with 4 words in it: Ae lac tu plae (I like to play). Note that even though we found 4 words in the sentence, there are other words in the sentence that are not clear, so this cannot be scored 3. The sentence is not in a clear “sentence format”; tuplaewwae is written without word breaks.





12 There are no successful sentences, but there are recognizable phrases (e.g., riek biek (ride bike), play toy).

13 There are no successful sentences, but there is a recognizable phrase (e.g., I look).

14 There are no successful sentences, but there is a recognizable word pley (play).




15 There are no successful sentences, but there are recognizable phrases; e.g., Alach (I like).

16 There are no successful sentences, but there are recognizable phrases; e.g., Alac (I like).




17 It is not clear what the student was attempting to write.


Quiz Yourself: Responses from Part D of the Writing TestQuiz Yourself: Responses from Part D of the Writing Test

Look at each sample and score it (3,2, 1 or 0). Then click the button to check the rationale.

No. Sample

4

8


Key to Quiz yourself: Responses from Part D of the Writing TestKey to Quiz yourself: Responses from Part D of the Writing Test

No. Sample Score Rationale

4 3 There is 1 clear, comprehensible sentence with 4 words in it: Alad tu pley (I like to play). There is another clear, comprehensible sentence, Alad Scul (I like school), but it has only 3 words in it.

8 2 There is 1 sentence with 3 words in it: I lg smr (I like summer).

For more information, please contact the WIDA Hotline:1-866-276-7735 or www.wida.us/helpform

World Class Instructional Design and Assessment, www.wida.us

Center for Applied Linguistics, www.cal.org

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Scoring the ACCESS ® for ELLs Kindergarten Writing Test Emily Evans, Center for Applied Linguistics January 2007 New Jersey Department of Education Developed