ACCESS for ELLs Score Reports

Q: What score reports are available?

WIDA will release a new Individual Student Report in 2016-17 that incorporates results for ACCESS for ELLs 2.0 as well as Kindergarten ACCESS for ELLs. Alternate ACCESS for ELLs will continue to be its own separate report. There will also be a new State Frequency Report provided to states. In addition, a Student Roster Report, School Frequency Report, and District Frequency Report will be available to designated staff, as in past years.

Q: What is the difference between scale score and proficiency level?

A scale score is a score reported in a consistent way to take into account differences in item difficulty between test administrations. Because they are reported on a consistent scale, scale scores allow stakeholders to compare scores across periods of time and between students. Scale scores across grades can be compared to one another within (but not across) a language domain (Listening, Speaking, Reading, or Writing). Each domain has a separate scale; therefore, a scale score of 300 in Listening is not the same as 300 in Speaking.

Proficiency Level Scores are interpretations of grade level specific (not grade-level cluster specific) scale scores. The interpretation of scale scores to proficiency level scores is domain specific. The Literacy, Oral, Comprehension, and Overall (or Composite) proficiency levels are derived from the scale scores for the domains, not the proficiency level scores.  Proficiency level scores help us to understand what students are likely to be able to do with their language skills at a specific level of ability.

For more information on the types of scores on ACCESS for ELLs 2.0 Score Reports, please refer to the ACCESS for ELLs 2.0 Interpretive Guide.

Q: The Proficiency Level descriptors at the bottom of the Individual Student Report state that this is what a student can generally do at that proficiency level. Is this at the beginning, middle, or end of the level?

Proficiency level scores are presented as whole numbers followed by a decimal. The whole number indicates the student’s language proficiency level based on the WIDA ELD Standards. The decimal indicates the proportion within the proficiency level range that the student’s scale score represents, rounded to the nearest tenth. The Proficiency Level descriptors at the bottom of the score report describe what students at this level can generally do. A student who receives a 3.1 in Writing may only be approaching some of the abilities described in the descriptors, whereas a student with a 3.9 in Writing may have already met many of the abilities described and is approaching the abilities of a Proficiency Level 4 student.

For more information on the ACCESS for ELLs 2.0 Score Reports, please refer to the ACCESS for ELLs 2.0 Interpretive Guide.

Q: Where can I find the WIDA Interpretive Rubrics and Scoring Scales, and what is the difference between these two resources?

Both the WIDA Interpretive Rubrics and the Scoring Scales are available for reference in Appendices D and E of the Interpretive Guide.
The WIDA Speaking Rubric and the WIDA Writing Rubric are useful in interpreting performance-based information in this score report. These rubrics may be used to help interpret the ACCESS for ELLs 2.0 Speaking and Writing scores and also to help inform instructional practices. The interpretive rubrics provide detailed information on the types of spoken and written language proficiency students may be expected to exhibit, based on their reported proficiency levels.

The Speaking Scoring Scale and the Writing Scoring Scale are used for operational scoring by raters. The scoring scales are designed to be as straightforward as possible for use in operational scoring, with the goal of maximizing rater reliability. For this reason, the scoring scales present less detailed descriptions of student performance than within the interpretive rubrics. The aim of the scoring scales is to retain the detail that is most important for raters to reliably score a student speaking or writing performance. These scales are for operational scoring only and should not be used to interpret test scores or inform classroom instruction.