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Jessica Labo 9/10/2023 ASA1 Task 1/WGU Language Proficiency Assessments

A. Assessments The ACCESS is an assessment used for EL students in grades 1-12 to help measure language proficiency. The test is typically given once a year and assesses students’ language in four different domains. The four domains assessed are Listening, Speaking, Reading, and Writing. (WIDA, 2020). The test is given online and it is scored based on a scale in order to determine the level of language proficiency. The amount of time given to complete the ACCESS is 265 minutes. The Alternate ACCESS is also an assessment used to measure language proficiency in students grades 1-12, however it is used to assess EL students who have cognitive disabilities. In order to determine if the Alternate ACCESS is the correct test for the student, his or her teacher must meet to discuss the student’s IEP. This assessment is a paper based test that uses large print to accommodate a student’s disability. The Alternate ACCESS measures four domains. The domains are Listening, Speaking, Reading, and Writing. (WIDA, 2020). The information gathered from the Alternate ACCESS can be used to monitor instruction and determine if the EL student qualifies for EL services. The amount of time given to take the Alternate ACCESS is 120 minutes. The WIDA screener is an online assessment used to assess new students to see if they qualify for EL services. The WIDA screener is given to students in grades 1-12 online and given to students in Kindergarten on paper. The screener assesses proficiency levels in seven different categories. The assessment focuses on the four domains, Listening, Speaking, Reading, and Writing, as well as, three composite areas, Oral language, Literacy, Overall. (WIDA, 2020). The amount of time given to take the WIDA screener is 80 minutes. A 1 Similarities and Differences The ACCESS, Alternate ACCESS, and the WIDA screener are all assessments used to assess students in grades 1-12. The assessments are all used to determine language proficiency in Listening, Speaking, Reading, and Writing domains. The ACCESS and the WIDA screener are both online assessments, however the Alternate ACCESS is given on paper to accommodate those with severe cognitive disabilities. The ACCESS and the Alternate ACCESS are given annually to EL students but the WIDA screener is given to new students to see if they qualify for

EL services. A2 Question Types The ACCESS requires 1 st grade students to write sentences in order to conduct data in the writing domain. Students must refer back to a picture and write a sentence about what is happening. (WIDA, 2021) Another type of question used to by the ACCESS is short answers. Students must look at a picture and make a list of who they see. This particular question is pulled from a 2 nd grade version of ACCESS. (WIDA, 2021)

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The Alternate ACCESS requires students to look at pictures and point to the correct object. This is used to assess listening. In this particular question the student would point to the picture of the umbrella. (WIDA, 2021) The Alternate Access allows for some modeling and gives students the opportunity to copy what is given. The example below shows the word bag written and the student must copy the word. (WIDA, 2021) The WIDA screener requires students to read a sentence and answer a question. The screener allows the student to select the correct multiple choice answer for the example below. This particular question is used to assess the Reading domain.

A3 Procedures Prior to administering either assessment, teachers must complete trainings through the WIDA portal in order to become a TA. This allows educators to gain knowledge of how to administer the assessment correctly. Each test is different, therefore it is essential to have proper training on each. WIDA suggests not giving assessments on all four domains at once. (WIDA, 2020) Additionally, it is important to communicate with the District Test Coordinator to discuss when and where the test will be administered. “ ACCESS for ELLs and WIDA Alternate ACCESS are given to ELs during the annual testing window, which typically takes place from early January through the end of February.” (WIDA, 2020) . The ACCESS test is administered online and may be given in small groups. The TA will make sure that students are able to access the correct test and keep the students on task. The students will have headphones and can listen for directions. The headphones are important because students must use them for listening and speaking. It is very important for the TA to ensure that all students know how to use the headphones properly. Students will read and respond to the provided questions on their own. The WIDA screener is released in August and should be given within 30 days of a student being “new”. This test is also administered online and may be given in a small group. Students will use headphones for listening and speaking and it is essential that they know how to use them correctly. TA’s will keep students on task and notify them of their time. The Alternate ACCESS is different from the ACCESS and WIDA screener because it is given on paper. This test is given on paper to accommodate those who have cognitive

disabilities. The Alternate ACCESS must be given one on one and cannot be offered in a group. TA’s must be comfortable with the testing manual in order to effectively administer the test. It may be helpful for TA’s to look over the script prior to giving the test because the script requires TA’s to move on if the student gets the answer correct, however there may be an alternative if the answer is incorrect. B Assessment Use The ACCESS test is given once a year and is used to measure language proficiency. The data from the assessment can be used to track/measure growth and determine if work needs modification. The ACCESS test is scored on each domain using a scale from 1 to 6. Level means “entering” and level 6 means “reaching.” (WIDA, 2020) Passing scores are different for each grade. The Alternate ACCESS is also used to measure language proficiency. Data from the Alternate ACCESS can also be used to track and measure growth. The domains of this assessment are assessed using a scale of A1, A2, A3, P1, P2, and P3 where A1 means “initiating” and P3 means “developing.” (WIDA, 2020) Educators can use the Alternate ACCESS score report to ensure students are effectively growing and learning. Lastly, the WIDA screener is a test given to see if students are eligible to receive EL services. The test assess 4 domains and is scored on a scale from 1 to 6. The scoring of this test is similar to the ACCESS test where 1 is “entering” and 6 is “reaching”. Data from the WIDA screener can be used to see how much a student knows and understands. Information may also be helpful when placing students in small groups.

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Resources WIDA. (2020). WIDA English language development standards framework, 2020 edition: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. WIDA. (2021). Test Demo. https://wbte.drcedirect.com/WIDA/portals/wida WIDA. (2021). WIDA Screener. https://wida.wisc.edu/assess/screener https://www.k12.wa.us/ student- success/testing/state- testing/english-language- proficiency- assessments/elp-annual- assessments WIDA (2021). Test Demo. https://wbte.drcedirect.co m/WIDA/portals/wida

WIDA (2021). WIDA Screener. https://wida.wisc.edu/ass ess/screener https://www.k12.wa.us/ student- success/testing/state- testing/english-language- proficiency- assessments/elp-annual- assessments WIDA (2021). Test Demo. https://wbte.drcedirect.co m/WIDA/portals/wida

WIDA (2021). WIDA Screener. https://wida.wisc.edu/ass ess/screener

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asa1 task 1

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