WIDA Student Assessment Report

Introduction

The ACCESS for ELLs 2.0 is a large scale test, designed by WIDA, to assess the English Proficiency Levels of English Learners (ELs) in grades K-12. The intended purpose of this report is to evaluate a specific grade cluster and language domain test in regards to its effectiveness in accurately determining the proficiency level and growth of numerous ELL students. In order to do so, it is important to address important aspects of the exam, such as the purpose of the exam and the scoring procedures that are associated with it. After a brief introductory of the exam, the remainder of this report will evaluate the reading test for the 4th – 5th grade level cluster. The strengths and areas of improvement will be addressed, as well

ACCESS for ELLs 2.0 is a state mandated test that must be completed by each EL student prior to an assigned date set forth by each state or district. According to the WIDA Test Administration Manual, “ACCESS for ELLs 2.0 is used to satisfy state and federal requirements for the annual assessment of the English language proficiency of ELLs” (WIDA Consortium, 2015). In short, the exam is used to target and measure language development in terms of language domains and standards in grade level clusters, which will be addressed in the latter of this evaluation. The generated scores are then used to analyze student growth and determine the best path towards language proficiency for each student in the EL

The students could choose the correct word, click on the appropriate picture box, or drag a picture to the appropriate box. Although students are provided with training, it can be overwhelming and confusing for students to have to remember how to answer questions with various formats. This could cause students to take a longer time to complete the exam and possibly answer questions incorrectly based on confusion alone. In order to improve this weakness, one suggestion would be to stick to one question format throughout the whole reading test. It would seem to be most beneficial to students to answer questions using one of the picture format options currently provided. In doing so, students are only having the read the required material. Furthermore, students are required to make connections which incorporates the use of CCSS. Overall, there are only a few weaknesses within the test that can ultimately impact a student’s performance, thus not accurately determining a student’s growth in the English language and current proficiency level. These weaknesses can be fixed with only a few improvements to the ACCESS for ELLs 2.0 Reading Test for the 4th – 5th Grade Level