Comprehensive English Language Learning Assessment

CELLA-ElementarySpring 2010

PURPOSE OF CELLA

CELLA measures the growth of students classified as English Language Learners (ELLs) in mastering the English skills they will need to succeed in school.

CELLA provides evidence of program accountability in accordance with Title I and Title III of NCLB*. AMAOs – Annual Measurable Achievement Objectives

*No Child Left Behind

General Information

The Comprehensive English Language LearningAssessment (CELLA) is a four-skill language proficiency assessment for English Language Learners (ELL) students.

Testing window: April 19 – May 19, 2010

Assessments Listening

Reading

Writing

One-on-One/Speaking

3

CELLA Information For Parents

The Florida Department of Education (FLDOE) provides an informational brochure for parents of ELL students. The brochure is available in eleven (11) different languages.

http://www.fldoe.org/aala/cELLa.asp

4

Students to be Tested

All ELL students in your school regardless of the ESOL Level or number of semesters in the ESOL Program.

ESOL Level 5 students who exited the ESOL Program on June 1, 2009 and before April 19, 2010.

5

NEW for 2010NO Functional Level Test will be used.

NO Locator Test will be used.

All ELL students are assessed on grade level.

Suggested order for testing all levels:

1. Listening

2. Reading

3. Writing

Speaking may be administered at any time.

6

Materials Needed for One-on-One/Speaking

2010 Directions for Administration & Scoring Guides (DFA)

Level A1 – Orange (K through Grade 2) Student Test Book (for all sections) One-on-One Prompt Book (for speaking section only) CD for Listening Section Stopwatch, Acetate, Dry-erase Marker

Level B1 – Blue (Grades 3 through 5) Listening & Speaking (Student Book) Blue Answer Sheet Stopwatch, Acetate, Dry-erase Marker

7

Assessors’ Responsibilities

Level A1 for Kindergarten All sections- Listening, Reading, Writing, and

One-on-One Approximate time is 60 minutes

Level A1 for grades 1 and 2 One-on-One section

Approximate time is 15 minutes

Level B1 for grades 3 through 5 Speaking section

Approximate time is 10 - 15 minutes

8

Test Security All CELLA testing materials are to be secured at all

times.

All CELLA testing materials need to be secured if the administration of the test stops (e.g., lunch, fire drill.)

Test administrator must be able to account for allmaterials.

Test administrator will be asked to sign a security form.

Test administrator will be asked to sign materials in and out.

9

Test Security(continued)

Florida Test Security Statute 1008.24 and Florida State Board of Education – Test Security Rule 6A – 10.042

M-DCPS: Standards, Guidelines, and Procedures for Test Administration and Test Security http://oada.dadeschools.net/TestChairlnfo/29testsecuritymanual.pdf

The security of all test materials must be maintained before, during, and after the test administration.

Under no circumstances are students permitted to handle secure materials before or after the test administration.

10

2010 CELLA ADMINISTRATION RECORD/SECURITY CHECKLIST

Pre-populated version

TAM, p. 36

Materials should be returned May 3 - May 19, 2010

All test materials will be returned to:

Test Distribution Center

13135 SW 26 Street

Miami, FL 33175

305-995-3743

Return Hours: 7:30 am – 3:30 pm

Return of Test Materials

Accommodations

DOs DON’Ts

Students should be given sufficient time to complete the test.

Students should not be moved to a different location once the test begins.

On an individual basis only, test administrators who speak the heritage language of an ELL student may use that heritage language to translate the directions.

Test administrators may NOT translate directions to entire classes. Do NOT translate any part of the test other than the directions.

Verbal encouragement may be provided.

Verbal encouragement may not be used to cue a student regarding correct/incorrect responses.

No dictionaries are allowed to be used during the test.

14

Before Testing

Review the Scoring Guide for the One-on-One/Speaking Section in the DFA.

Read the scripts for administering the test.

Verify that the name on the answer book/sheet belongs to the student being tested.

Post the “Do Not Disturb” sign.

15

During Testing

Administer the test according to the directions in the DFA.

Make sure students are on task.

Students may not use scratch paper, dictionaries, thesauruses, or any electronic devices.

Students must use #2 pencils.

Students are not timed during testing.

Report all problems to the test chairperson.16

After Testing

Collect, count, and return all test materials to the test chairperson at the end of the day.

Report students who are absent to the test chairperson.

Make sure all sections are completed prior to returning booklets to test chair.

17

Directions for Administering the Test

Read directions that are in bold type exactly as they are written.

Answer any questions about the directions.

Do NOT give help on specific test questions, and do NOT translate any part of the test other than the directions.

Read the script as clearly as possible and use a normal rate of speech.

18

Directions for Administering the Test

Pronounce underlined words in the script with added emphasis.

Letters in the script that appear between slashes / / are to be pronounced as sounds, not called by their letter names. For example, put an X on the letter that makes the /s/ sound, as in “sit.”

Correct yourself in a comprehensible manner if you make a mistake (e.g., reread item).

Collect and secure the materials when there is an interruption (e.g., lunch, fire drill).

19

20

CELLA Assessment Level A1 Grades K-2

KIndividually

Administered

Listening15 questions

approx. 15 minutes

CD must be

used Students put an X on

the correct answer

Reading15 questions

approx. 15 minutes

#1-11 students put an X

#12-15 students fill in the

circle

Writing7 questions

approx.15 minutes

Students will write

letters, words, and

sentences

One-on-One(Speaking)

21 questions

approx.15 minutes

1

15 questions

approx. 15 minutes

CD must be

usedadministered in small

groups

Students put an X on

the correct answer

15 questions

approx. 15 minutes

administered in small groups

#1-11 students put an X

#12-15 students fill in the circle

7 questions

approx. 15 minutes

administered in small groups

Students will write

letters, words, and

sentences

21 questions

approx. 15 minutes

Individually administered

2

15 questions

approx. 15 minutes

CD must be

usedadministered in small

groups

Students put an X on

the correct answer

25 questions

approx. 35 minutes

administered in small groups

#1-11 students put an X

#12-25 students fill in the circle

16 questions

approx. 30 minutesadministered in

small groups

Students will write

letters, words,

sentences, and edit

sentences

21 questions

approx. 15 minutes

Individually administered

21

CELLA Assessment – Grades 3-12

Level B1

Grades

3-5

Blue

Listening22 questions

approx. 25 minutes

CD must be used

Group Administration

Reading26 questions

approx. 45 minutes

Group

Administration

Writing25 questions

approx. 70 minutes

Group

Administration

Speaking(One-on-One)

21 questions

approx. 10 - 15

minutes

Individually

Administered

Level C1

Grades

6-8

Purple

22 questions

approx. 25 minutes

CD must be used

Group Administration

26 questions

approx. 45 minutes

Group

Administration

25 questions

approx. 70 minutes

Group

Administration

13 questions

approx. 10 - 15

minutes

Individually

Administered

Level D1

Grades

9-12

Teal

22 questions

approx. 25 minutes

CD must be used

Group Administration

26 questions

approx. 45 minutes

Group

Administration

25 questions

approx. 70 minutes

Group

Administration

13 questions

approx. 10 - 15

minutes

Individually

Administered

Directions for Recorded Delivery (Listening)

Always use the Listening CD.

Introduce the section by saying the script below: “You will listen to a recording as you take the Listening section. All instructions and questions are on the recording. I will begin the recording now.”

As the recording plays, make sure that it is loud enough and clear enough for the student to hear.

Follow the printed script and hold up the demonstration copy when noted in the script.

Monitor the student as he/she takes the test.

Make sure the student is on the correct page at the correct time.

The CD will prompt you when the test ends.

22

Listening Section(Level A1, Kindergarten)

Listening section must be delivered individually by using the pre-recorded prompts on the CD provided (see pages 8-9 in the DFA).

During the administration of the listening section, if a student does not answer five (5) questions in a row you may stop the administration and leave the remaining bubbles blank on the student answer sheet.

23

The Stopping Rule

The Stopping Rule is ONLY applicable to individually administered sections.

If the student cannot respond to five (5) questions in a row, AND it is clear that the questions are above the student’s proficiency level, the test administrator should stop the administration of that type only.

24

Listening Section(Level A1, Kindergarten)

Three (3) Parts

Listen and Match

questions 1-8

Teacher Talks

questions 9-12

Extended Listening Comprehension

questions 13-15

DFA pages 9-1325

Level A Student Responses Listen and Match

Students respond by marking an X completely

over the correct response in the test booklet.

Test administrators must make sure students

understand how to do this correctly.

Incorrect

Correct

26

27

Level A Listening Example Teacher Talks

See 2010 DFA pages 10-11 (script) and

See Student Book A1 page 5

Reading Section(Level A1, Kindergarten)

You will individually administer the first part of the Reading section by reading aloud from the script.

You need to STOP the administration of this section if a student does not respond to five (5) consecutive questions.

Kindergarten students will only respond to questions 1-15.

28

29

Level A Reading Example Listen, Read, and Match

See 2010 DFA page 15 (script)

and

See Student Book A1 page 11

30

Level A Reading Example Listen, Read, and Match

See 2010 DFA page 16 (script)

and

See Student Book A1 page 12

Writing Section(Level A1, Kindergarten)

Questions 1-7 are to be individually administered to the kindergarten students.

You need to STOP the administration of this section if a student does not respond to five (5) consecutive questions.

31

32

Level A Writing Example Descriptive Sentences

See 2010 DFA page 23 (script)

and

See Student Book A1 page 27

Tips for Administering theOne-on-One/Speaking Sections

Make the student as comfortable as possible.

Create a congenial and positive atmosphere.

Allow the student to demonstrate what he/she knows and can do in English.

Review the rubrics again to be sure of the criteria you will use to assess the student.

Repeat the prompt in varying speed and intonation, if a student does not initially understand a prompt.

33

Tips for Administering theOne-on-One/Speaking Sections

(continued) If a student’s response is too brief to accurately assess

his/her speaking ability, ask probing questions as appropriate.

Probing questions may be used to: get the student to start speaking if he or she is having

difficulties;

clarify the question itself, if it helps, and

encourage the student to expand or elaborate his/her response.

34

Level A1 Responses to One-on-One

Test administrators score the student’s responses

and record the scores in the One-on-One Scoring

Section of the test book.

Page 37 of the Level A1 Student Test Book

35

One-on-One/Speaking SectionsSection Types:

Listening Vocabulary (Level A1)

Read each prompt clearly.

Oral Vocabulary (All Levels)

Give full credit if the student correctly identifies the item, regardless of form. (headphones – headset)

Do not give credit for paraphrasing or showing knowledge of the use of an object. (“A thing you use to listen to music.”)

Speech Functions (All Levels)

Make sure that the sample question is not scored.

There may be more than one correct response.

36

One-on-One/Speaking Section (continued)

Personal Opinion (All Levels)

If the student does not provide clear support to his/her answer, use a probing question.

Story Retelling (All Levels)

Full credit should be given for a reasonable interpretation of what is shown in the pictures, regardless of retell order.

Print Concepts (Level A1)

One-on-One script has correct responses if needed.

DFA pages 33-3637

Probing Questions & Prompts When administering the Speaking section, it is important to

keep in mind the rules regarding prompting:

If the student does not initially understand a prompt, repeat the prompt, varying speed and intonation as appropriate.

If a student’s response is too brief to accurately represent the student’s speaking ability, ask probing questions as appropriate. Probing questions can be used to

get the student started speaking if stuck

clarify the question itself if that will help

encourage the student to expand or elaborate

A probing question must NOT introduce a new topic or provide vocabulary needed for a response.

38

One-on-One/Speaking Section Types(Continued)

Reading Aloud for Fluency (Levels A1-B1) Response is timed (30 seconds for Level A1

and 40 seconds for Level B1). Use clear acetate for this section. If the student self-corrects within 3

seconds, it is not counted as an error. If the student makes repeated errors on the

same word, tally the error only once. If the student struggles with a word for three (3)

seconds, you may tell the studentthe word and count it as an error.

You could use slash (/) marks or other notations.

DFA pages 37-38

39

Speaking Section Type

Graph Interpretation (Levels B1-D1)

Measures student’s ability to orally summarize and interpret a graph.

DFA pages 85-86

40

One-on-One/Speaking Sections

Approximate time is 10 - 15 minutes.

If a student does not respond, a score of NR (No Response) will be issued. NR is given only when a student does not provide the spoken (or pointed) response to a question.

If a student does not respond (NR) to five (5) questions in a row, skip to the next type of question.

If you get minimal response, continue with the assessment of that particular type.

41

CELLA Level A1 Grades K-2 (One-on-One)

Question No. Item Type Scoring Scale

1-5 Listening Vocabulary NR, 0-1Point to object or person

6-11 Oral Vocabulary NR, 0-1Name object

12-13 Speech Functions NR, 0-1-2 RubricRespond to a question

14 Personal Opinion NR,0-1-2 Rubric Give and support opinion

15 Story Retelling NR,0-1-2-3-4 RubricRetell story

16-20 Print Concepts NR, 0-1Point, identify and name letters,

words, and parts of the story

21 Reading Aloud

For Fluency

NR, 0-1-2-3-4 RubricRead aloud for 30 seconds

42

CELLA Level B1 Grades 3-5 (Speaking)

Question No. Item Type Scoring Scale

1 - 6 Oral Vocabulary NR, 0-1 Name the object or action

7 - 10 Speech Functions NR, 0-1-2 Rubric

Respond to a question

11 Personal Opinion NR, 0-1-2 Rubric

Provide and support opinion

12 Story Retelling NR, 0-1-2-3-4 Rubric

Retell story

13 Graph Interpretation NR, 0-1-2-3-4 Rubric

Summarize and make

comparisons

14 Reading Aloud for

Fluency

NR, 0-1-2-3-4 Rubric

Read aloud for 40 seconds

Get ready to learn about Rubrics!

46

Scoring One-on-One/Speaking

Comprehensive English Language Learning Assessment (CELLA)

47

Rubrics

Rubrics are sets of scoring guidelines that evaluate a student’s level of performance or work.

48

Rubric Prompts

During the testing session:

Read aloud the text in bold print in the One–on-One script.

The One-on-One script should be visible onlyto the assessor.

Repeat the prompt if the student does not initially understand it. Vary the speed and intonation as appropriate.

Ask probing questions if a student’s response is too brief to accurately represent his/her speaking ability.

49

Probing Questions

Probing questions can be used to:

Get the student speaking.

Clarify the question.

Encourage the student to expand or elaborate.

50

Score Rubric for Speech Functions

2The student’s response:

solicits the appropriate information.

is mostly grammatically accurate.

may display mistakes common to native speakers of English.

1The student’s response:

partially solicits information, but it may not be relevant.

is not grammatically accurate.

0The student’s response:

is very incomplete.

is not understandable in English.

NRNo Response

51

Scoring Guide for One-on One/Speaking Section (Level A1) Speech Functions

DFA page 47

One-on-One Section Level A1 Speech Functions

Practice and Scoring

Question #1 Picture page 42 (DFA)

Script and scoring sample responses 1-10, page 54 (DFA)

Answer Key for sample responses, page 61 (DFA)

52

Scoring Guide for One-on-One Section (Level A1) Personal OpinionScore Rubric for Personal Opinion

2 The student states the opinion clearly and provides adequate support for the

opinion, often with elaboration.

The listener understands why the student holds the opinion.

The response displays good control of grammar and adequate vocabulary.

1 The student states the opinion but provides minimal support for it.

The connection between the opinion and the support given may not be clear.

The listener may be unclear as to why the student holds the opinion.

The response displays numerous grammatical errors and a basic vocabulary.

0 The student does not provide an opinion or response with only a single word

or short phrase.

The student has difficulty constructing sentences and has very limited

vocabulary.

NRNo Response

53

DFA page 48

One-on-One Section Level A1 Personal Opinion

Practice and ScoringQuestion #3 Pictures, page 44 (DFA)

Script and scoring sample responses 23-31

on page 55 (DFA)

Answer Key for sample responses, page 62 (DFA)

54

Speaking Section Level B1 Personal Opinion

Practice and Scoring

Question # 5 Rubric and script, page 99 (DFA)

Scoring sample responses for tracks/items 39-47found on page 109 (DFA)

Answer Key for sample responses, page 120 (DFA)

55

Score Rubric for Story Retelling (Level A1)

4

The student’s response:• is full and satisfactory• shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it appropriately)• shows good control of grammar, though it may include an occasional minor error that does not interfere with

communication• may display an accent, but any errors of pronunciation or intonation do not interfere with communication• is produced at an appropriate rate of speed and with sufficient fluency for effective communication

3

The student’s response:• is satisfactory in completing the task• shows adequate vocabulary resources• may display some grammatical errors that may interfere with communication• may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication

2

The student’s response:• does not fully complete the task• displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word)• displays numerous grammatical errors that often interfere with communication• may display errors in pronunciation and/or intonation that often interfere with communication

1

The student’s response:• does not complete the task• shows limited vocabulary resources• makes numerous grammatical errors that frequently impede communication• displays numerous errors in pronunciation, intonation, or stress that interfere with communication

0The student’s response:• shows very limited vocabulary resources• does not demonstrate an understanding of English• is not comprehensible in English

NR No Response

DFA page 49

One-on-One Section Level A1 Story Retelling

Practice and ScoringQuestion #4 Rubric, page 49 (DFA)

Pictures and script, page 50 (DFA)

Scoring sample responses for

tracks/items 32-47 found on page 58 (DFA)

Answer Key for sample responses,

pages 62-63 (DFA)

57

Speaking Section Level B1Story Retelling

Practice and ScoringQuestion #6 Rubric, page 100 (DFA) Pictures and script, page 101 (DFA) Scoring sample responses for tracks/items 48-62

found on page 112 (DFA) Answer Key for sample responses,

pages 120-121 (DFA)

58

One-on-One Section Reading Aloud for Fluency

The following materials are needed:

Stopwatch

Clear acetate

Dry erase marker

Refer to the pages below:

Level A1 - Page 37 (DFA) Question 21

Level B1 - Page 87 (DFA) Question 14

59

Reading Aloud for FluencyUse of the Stopwatch

There are three buttons on the stopwatch.

You will use the left and the right buttons only.

Right button starts and stops the time.

Left button clears the time to go back to 0:0000.

The middle (top) button is not used unless the mode changes and you need to reset to 0:0000. (Continue pressing the middle button until you see 0:0000 on the screen.)

Always hold the stopwatch in the palm of your

non-dominant hand, leaving your dominant hand free for scoring.

60

Score Rubric for Reading Aloud for Fluency (Level A1)

4

• Read at least 60 words correctly in 30 seconds.• Most often grouped words in meaningful phrases.• Heeded punctuation.• Used intonation and expression.

3• Read between 45 and 59 words correctly in 30 seconds.• Usually grouped words in meaningful phrases.• Usually heeded punctuation.

2• Read between 21 and 44 words correctly in 30 seconds.• May have read haltingly, from word to word, or without meaningfully grouped phrases.• May not have indicated punctuation in response.

1• Read between 10 and 20 words correctly in 30 seconds.• Frequent long pauses between words.• May not have indicated punctuation in response.

0• Read fewer than 10 words correctly in English in 30 seconds.• Responded in language other than English.

NR No Response

DFA page 51

One-on-One Section Level A1 Reading Aloud for Fluency

Practice ScoringQuestion #5 Rubric, page 51 (DFA)

Script and reading passage, page 52 (DFA)

Scoring sample responses for

tracks/items 48-63 found on page 60 (DFA)

Answer key for sample responses,

page 64 (DFA)

62

Score Rubric for Reading Aloud for Fluency (Level B1)

4

• Read at least 90 words correctly in 40 seconds.• Most often grouped words in meaningful phrases• Heeded punctuation.• Used intonation and expression.

3• Read between 75 and 89 words correctly in 40 seconds.• Usually grouped words in meaningful phrases.• Usually heeded punctuation.

2• Read between 61 and 74 words correctly in 40 seconds.• May have read haltingly, from word to word, or without meaningfully grouped phrases.• may not have indicted punctuation in response.

1• Read between 25 and 60 words correctly in 40 seconds.• Included frequent long pauses between words.• May not have indicated punctuation in response.

0• Read fewer than 25 words correctly in English in 40 seconds.• Responded in a language other than English.

NR No Response

DFA page 87

One-on-One Section Level B1 Reading Aloud for Fluency

Practice Scoring

Question #8 Rubric, page 104

Script and reading passage, page 105

Scoring sample responses for

tracks/items 76-94 found on page 117

Answer Key for sample responses, page 123

64

Score Rubric for Graph Interpretation (Level B 1)

4

The student’s response:• is full and satisfactory• shows well–developed vocabulary resources (i.e., the student can generally find the right word and use it

appropriately)• shows good control of grammar, though it may include an occasional minor error that does not interfere with

communication• may display an accent, but any errors of pronunciation or intonation do not interfere with communication• is produced at an appropriate rate of speed and with sufficient fluency for effective communication

3

The student’s response:• is satisfactory in completing the task• shows adequate vocabulary resources• may display some grammatical errors that may interfere with communication• may display an accent, but errors of pronunciation and intonation only occasionally interfere with communication

2

The student’s response:• does not fully complete the task• displays a basic, but not extensive vocabulary (i.e., the student sometimes cannot find the right word)• displays numerous grammatical errors that often interfere with communication• may display errors in pronunciation and/or intonation that often interfere with communication

1

The student’s response:• does not complete the task• shows limited vocabulary resources• makes numerous grammatical errors that frequently impede communication• displays numerous errors in pronunciation, intonation, or stress that interfere with communication

0The student’s response:• shows very limited vocabulary resources• does not demonstrate an understanding of English• is not comprehensible in English

NR No ResponseDFA page 102

Speaking Section Level B1Graph Interpretation

Practice and ScoringQuestion #7 Rubric, page 102

Graph and script, page 103

Scoring sample responses for tracks/items 63-75 found on page 115

Answer key for sample responses, page 122

66

Contact Information

Olga C. Carballo,

District Supervisor

Region Center 1

Office: 305-795-1030

Email: ocarballo@dadeschools.net

67