Asmtelpatestspecsg2-3 1213 PDF

OREGON STATEWIDE ASSESSMENT
SPECIFICATIONS
EL PA TEST
2-3
2012-2013
G RADE B AND
It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education. Developed by the Office of Assessment and Information Services Oregon Department of Education 255 Capitol Street NE Salem, Oregon 97310-0203 (503) 947-5600 Rob Saxton Deputy Superintendent of Public Instruction Doug Kosty Assistant Superintendent Steve Slater Manager, Scoring, Psychometrics and Validity Kathleen Vanderwall Manager, Test Design and Administration Holly Carter Assessment Operations and Policy Analyst Michelle McCoy ELPA and Assessment Implementation Specialist Ken Hermens Language Arts Assessment Specialist Rachel Aazzerah Science and Social Sciences Assessment Specialist James Leigh Mathematics Assessment Specialist Bradley J. Lenhardt Monitoring and Assessment Specialist Sheila Somerville Electronic Publishing Specialist Kathy Busby Project Manager
All or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education and distributed for the cost of reproduction.
TABLE of CONTENTS
Introduction ......................................................................................................................................................................................................... 1 Background ........................................................................................................................................................................................................ 1 Electronic Administration .................................................................................................................................................................................... 2 Item Specifications................................................................................................................................................................................................ 3 Test Blueprint ..................................................................................................................................................................................................... 6 Scoring and reporting categories .......................................................................................................................................................................... 7 Forms and Functions ........................................................................................................................................................................................... 14 Achievement Standards ..................................................................................................................................................................................... 27 Performance Level Descriptors .......................................................................................................................................................................... 28 ELPA Rubrics for Hand-Scored Items ................................................................................................................................................................. 31 Testing and Score Reporting Schedule Links ....................................................................................................................................................... 34
ELPA Grades 2 - 3
ELPA Test Specifications

Introduction The primary purpose of Oregons Test Specifications and Blueprints is to provide the consistency necessary for the development and administration of the Oregon Assessment of Knowledge and Skills (OAKS). OAKS provide critical data for Oregons accountability system, which meets Peer Review Requirements of No Child Left Behind. All students in grades 3 through 8 are required to take the reading and mathematics assessments. All students in grades 5 and 8 are required to take the science assessment. In high school, reading, writing, mathematics, and science are required assessments. OAKS is also one way for students to demonstrate proficiency in the Essential Skills of reading, writing, and mathematics, which will be necessary for earning a high school diploma beginning with graduating seniors in 2011-2012. In addition, the English Language Proficiency Assessment (ELPA) is required for nonEnglish speaking students until they acquire enough skills in English to exit the program. Social Sciences is an optional assessment. Test specifications provide guidelines for Oregon teachers on what content may be tested and on how writers develop items. These specifications lead to test blueprints that outline test design and the number of questions tested in each Score Reporting Category (SRC). The Test Specifications and Blueprints document is an important resource, not only for item writers and reviewers, but also for educators administering OAKS as well as anyone who is interested in understanding the content and format of test items. Background This document explains the Oregon Department of Educations statewide assessment program by providing schools with the specifications used when the state tests are designed. Test specifications such as these are used to establish the guidelines by which test content may be selected and test items written. They lead to a test blueprint that lays out for the test item writers the item format and the number of questions to be written in each score reporting category. Oregon educators contribute to the test development and alignment process by serving on advisory committees called Content and Assessment Panels. Stakeholders in these committees are involved in each phase of the development of the test specifications to ensure that the specifications accurately and clearly explain the overall design of the test and describe the specific content that might appear on the test to measure knowledge and skills described in the content standards. Oregons ELPA (English Language Proficiency Assessment) test questions use multiple formats, with each item having either a single correct answer and three incorrect answers (Selected Response items), a single answer correct or a verbal/written answer scored on a rubric (Short Answer, Extended Response and Elicited Imitation items). Selected Response items are essentially multiple-choice. There are two types of Short Answer (SA) items: a student has to produce a small unit of language, e.g., a word, to get credit for SA-1 items, whereas a student has to produce language at more
ELPA Test Specifications and Test Blueprints
Oregon Department of Education Office of Assessment and Information Services
ELPA Grades 2 - 3
or less the sentence level to get credit for SA-2 items. Extended Response (ER) items require that the student produce language consisting of several sentences to convey a message. In Elicited Imitation (EI), a student has to repeat verbatim a sentence he or she has heard. Short Answer-1 (SA-1) are more common in testing at early grades, items may have several acceptable responses, which are listed in a look-up table. Students earn credit for any suitable response. Word builder items are a type of Short Answer 1. Short Answer-2 (SA-2) and Extended Response (ER) items are scored on item-specific rubrics. Thus, the criteria for earning full credit on one item may differ from the criteria on another item according to the complexity of responses obtained or the unique language features elicited by the item. The actual psychometric value of responses to different items lies not in the assigned score but according to the overall ELPA scores of respondents who obtained given item scores. A given rubric score should not be presumed to correspond to a given level of proficiency absent information about the respondents overall score. Unlike stand-alone performance assessment prompts, SA-2 and ER prompts are short tasks of variable difficulty. They are scaled for difficulty so that the rated response becomes part of a set of responses that generates the students overall test score. Consequently, each item has its own scoring guide describing the specific performance needed to earn each rating. Scoring guides may follow a common template, but they contain itemspecific information needed to inform the rating process. Rubrics generally address both functional and grammatical elements, but do not require specific language unless identified
in the directions. A general prompt, such as, Tell about what is in the picture, will not necessarily evoke a specific tense or word ending and will be scored on overall content and grammatical form. A more specific prompt, such as, Tell whats happening in the picture, will evoke a specific tense. Rubrics may take into account communicative effectiveness (illocutionary competency), correctness of syntax, and appropriateness of vocabulary. These three different elements of eligible content may influence the rubric and the score the student receives. The student responses to test items are scored against the answer key to produce a raw score. The raw score is converted to a scale score called a Rasch Unit or RIT score. Students receive a scale score based on the number of questions answered correctly compared to the total number of questions on the formtaking into account the difficulty of the questions. Students are not penalized for guessing. These test specifications reflect the skill expectations outlined in the English Language Proficiency Content Standards adopted by the State Board of Education for implementation during the 2006-2007 school year. Electronic Administration On the ELPA, there is one opportunity to participate per school year. In this adaptive computer-based format, the accuracy of the student responses to items determines the next items the student will see.
ELPA Grades 2 - 3
The 2012-2013 ELPA uses an adaptive algorithm based on items that are machine scored. Machine-scored items include all reading, all listening, and most writing items; whereas speaking items and the writing extended response items are hand-scored by human raters on a monthly basis. The adaptive algorithm is based on reading, listening, and those writing items that are machine-scored. Each student is presented with a unique set of items. This means that a students raw score will vary from student to student, as will the level of difficulty of each item presented. Item Specifications Test items must
Adaptive testing allows for more precision in measurement and less frustration for students. A practice test is available online for students to ensure that each student is familiar with the testing format, various types of items, and the technological skills needed. Students can take the practice test multiple times, to help the student be prepared in advance of taking their single operational test opportunity.
be appropriate for students in terms of grade-level difficulty, cognitive complexity, reading level, interests, and experience. be free of age, gender, ethnic, religious, socioeconomic, or disability stereotypes or bias. provide clear and complete instructions to students. ensure each domain will have items with a range of difficulty and complexity levels. ensure each test item will measure only one domain.
Graphics Criteria Graphics are used in the ELPA to provide both necessary and supplemental information. Some graphics contain information that is necessary for answering the question, while other graphics illustrate or support the context of the question. Graphic displays, their corresponding items and answer choices will appear together on the same screen. Shading and color will be minimized. It will be used to make a figures size, shape or dimensions clear, and not solely for artistic effect. Graphics use for computer scored constructed response items are displayed within a grid space and allow students to manipulate answer graphics and answer choices (word and sentence scramble items).
ELPA Grades 2 - 3
Item Style and Format Criteria for Multiple Choice Items Test items will be in the form of questions or sentences that require completion. Each item will have four answer choices. Students will be told in the test directions to choose the best answer from among the choices. Answer choices will be arranged one of three ways beneath the test item: vertically, horizontally, or in two columns (i.e., A and B in the left column, C and D in the right column). Neither None of the above nor All of the above will be used as one of the four an answer choices. . Test items may be worded in the negative (Which of these is NOT ), but this structure will be used rarely and only when it offers substantial advantages for the item construction. Items should be free of absolute wording, such as always and never, and have qualifying words (e.g., least, most, except) printed in small caps for emphasis. Masculine pronouns should NOT be used to refer to both sexes. Plural forms should be used whenever possible to avoid gender-specific pronouns (For example, instead of The student will make changes so that he .., it is best to use The students will make changes so that they...). An equal balance of male and female names should be used including names representing different ethnic groups. Test items aligned to forms and functions may contain extraneous information.
Item Style and Format Criteria for Computer Scored Constructed Response (CSCR) Test items will be in the form of a statement (Choose the word) for at least one word or sentence to be matched to an existing picture, Each item will have only one correct answer choice. Answer choices will be arranged below the question at the bottom of the grid. There shall be the same amount of words/sentence part to match the answer. Letters and sentence parts do not disappear from the left word/sentence part bank when used. An equal balance of male and female names should be used including names representing different ethnic groups. Test items aligned to forms and functions may contain extraneous information but only to enhance the students understanding of the question
ELPA Grades 2 - 3
The following table shows which item types are used to assess each of the four tested domains:
Domain Item Type Selected Response SA-1 SA-2 CSCR Extended Response (ER) Elicited Imitation ( EI) Reading X Writing X X X X X X X Speaking X X Listening X
English Language Proficiency Level Beginning (Level 1)

Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors exist. (bear, brown)
Early Intermediate (Level 2)
Students demonstrate increased comprehension of general meaning and some specific meaning. They use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)
The following table shows the kind of eligible content that an item type may potentially assess.
Eligible Content Item Type Selected Response SA-1 SA-2
CSCR
Intermediate (Level 3)
Students demonstrate good comprehension of general meaning and increased comprehension of specific meaning. They respond in complex sentences with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)
Early Advanced (Level 4)

Manipulative X X
Syntax X
Morphology X X
Vocabulary X X X X
Ideational
X X X X
X X
Students demonstrate consistent comprehension of general meaning and good understanding of implied meaning. They sustain conversation, respond with detail in compound and complex sentences, actively participate using extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?) Students comprehend general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary, use conventions for formal and informal language. Proficiency in the English language is no longer a barrier to the acquisition of the content as described by the English Language Arts standards or other standards. (Would you like me to bring pictures of the bear that I saw last summer?)
Advanced (Level 5)
Extended Response (ER) Elicited Imitation (EI)
ELPA Grades 2 - 3
ELPA OPERATIONAL TEST BLUEPRINT FOR 2012-2013

There will also be field test items in all domains.
K-1
Points Subject Reading Item Type Total Multiple Choice or Picture Click Total Multiple Choice or Picture Click Total Multiple Choice Word Builder Extended Response Speaking Total Descriptive Short Answer Extended Response (4-point) Elicited Imitation Test Length (min items)
min 10 max 15
2-3
Points
Available Items 48 min 10 max 15
4-5
Points
6-8
Points
9-12
Points
Items
min 10 max 15
Items
min 10 max 15
Items
min 14 max 20
Items
min 14 max 20
Items
min 14 max 20 Available Items 50
10 10
15 15
10 10
15 15
48 33
10 10
15 15
10 10
15 15
41 47
14 14
20 20
14 14
20 20
52 41
14 14
20 20
14 14
20 20
45 49
14 14
20 20
14 14
20 20
50 51
Listening
10 14
15 19 9
10 14 8
15 19 9
33 46 11
10 23 15
15 32 20
10 23 15
15 32 20
47 34 15
14 24 8
20 26 10
14 12 8
20 14 10
41 50 12
14 24 8
20 26 10
14 12 8
20 14 10
49 48 18
14 24 8
20 26 10
14 12 8
20 14 10
51 50 18
Writing
1 1 4
10
10
40
12
12
23
0 14
0 14
0 8
0 8 14
0 12
0 12
0 6
0 6 16
16 12
16 12
4 3
4 3
4 11
16 12
16 12
4 3
4 3
4 14
16 12
16 12
4 3
4 3
4 14
4 1
0 6
0 6
0 6
0 6 11
4 4
4 4
1 4
1 4
6 12
8 0
8 0
2 0
2 0
2 8
12 0
12 0
3 0
3 0
3 10
12 0
12 0
3 0
3 0
3 11
Total ELPA
42
49
43
43
43
ELPA Grades 2 - 3
READING
Score Reporting Category
Reading The reading domain is designed to evaluate a students ability to scan written passages for understanding and to extract detailed information. The reading test is based on the premise that reading proficiency is the ability to extract information from written texts for a particular purpose. The reading test acknowledges the interaction between the proficiency of the reader and the difficulty of a text. At lower levels of proficiency, readers will be limited to understanding learned words or phrases. Therefore, the text used at the lower levels represents immediate personal needs, the ability to read signs, timetables, and short notes. As reading proficiency increases, a wider variety of texts are used. All the reading passages are written to mimic authentic reading tasks, such as reading signs or journal entries. The reading materials range from individual words, phrases, and sentences to longer texts. ITEM ATTRIBUTES Oregon Code: Domain: Grade: Academic Context: Assessment Point: Language Function: Item Format: Sound Cue: Tutorial: Answer Key: Item Point Role: 2R-MC-LA6138bb Reading 2-3 Language Arts Illocutionary Competence-Ideational Summarizing Multiple Choice Choose Answer Reading Multiple Choice A 1 Practice
ELPA Grades 2 - 3
WRITING
Writing The writing domain tests the students writing ability in the English language in terms of organization, mechanics and grammatical competence. Students respond to the tasks by clicking on the correct answer, selecting letter(s) from the onscreen keyboard or keyboarding directly, depending on the tasks. Professional human raters will evaluate any extended written responses according to a rubric based on the Oregon English Language Proficiency Standards. Multiple Choice items will be electronically scored. ITEM ATTRIBUTES
Oregon Code: Domain: Grade: Academic Context: Assessment Point:
2W-WB-NA7014 Writing 2-3 Supplementary Vocabulary Competence/Vocabulary Language Function: Describing people, places, and things Item Format: Word Builder Sound Cue: Fill in the box Tutorial: Writing Word Builder Answer Key: WB Item Point 1 Response type: Keyboard Alphabetical Cloze answers: hand,han,hant,hande,heand Role: Practice
ELPA Grades 2 - 3
LISTENING
Listening The listening domain evaluates a students competency in understanding the English language in its spoken form. Generally, two types of comprehension processes are assumed: local and global. Local processes refer to detecting information within a clause, while global processes refer to comprehending information across clauses. Proficient listening requires the use of both these processes in complementary fashion. The listening domain consists of a series of passages such as dialogues, monologues, or statements. The length of each dialogue, monologue, statement or word is set up to 30 seconds. The questions assess a test-takers ability to understand the meaning of the passage as well as extract detailed information. The passages and questions are performed by native speakers of English and are delivered at an appropriate speed ITEM ATTRIBUTES E055038 Listening 2-3, 4-5 Language Arts Grammatical CompetenceMorphology Language Function: Asking Clarifying Questions Item Format: Multiple Choice Sound Cue: Listen Choose Answer Tutorial: Listening Multiple Choice A Audio Script: This spring my class took a fieldtrip to the zoo, we saw lots of animals Answer Key: Item Point 1 but my favorites were the seals. There was a show and the seals did tricks with the Role: Practice zoo trainers. This story is about a trip to: Oregon Code: Domain: Grade: Academic Context: Assessment Point:
ELPA Grades 2 - 3
SPEAKING
Speaking The speaking domain evaluates the students competency to understand the English language and to produce the language orally. The speaking tasks are non-interactive (i.e. not an interview or conversation). Test-takers record their responses directly into the computer using a headset. Responses are graded by professional raters according to a rubric based on the Oregon English Language Proficiency Standards. ITEM ATTRIBUTES
Domain: Grade: Academic Context:
Speaking 2-3 Art, music, drama, sports, recess, library, cafeteria Assessment Point: Illocutionary CompetenceIdeational Language Function: Describing actions Item Format: Speaking Short Response Sound Cue: Listen Respond Tutorial: Speaking Short Response Describe Answer Key: SSR Item Point 4 Response type: Microphone Role: Practice
10
ELPA Grades 2 - 3
COMPREHENSION
Comprehension in English The Comprehension in English score reporting category is an aggregate of the Reading (Score Reporting Category 1) and Listening (Score Reporting Category 3) Domains.
11
ELPA Grades 2 - 3
ILLOCUTIONARY
Score Reporting Categories
The illocutionary category measures the context of the response. This scale also measures the amount of description, for example if the prompt asks for three activities to be described; the student must provide description for all three activities in order to receive full points. Other examples would measure the degree to which the student provides an elaborated description relevant to the prompt. Illocutionary responses address what is happening in the prompt. Responses that do not address the prompt or simply describe a picture score a zero on the illocutionary section of the rubric. Scores for the speaking short response items range from zero to four, with up to two points for illocution and up to two points for grammatical. Scores for the extended response items range from zero to six, with up to three points for illocution and up to three points for grammatical. Refer to the specific hand scored item rubrics in this document for additional details. For 2012-13, the Illocutionary Score Reporting category for the 2-3 grade band is scored from the speaking short response and the speaking extended response items.
12
ELPA Grades 2 - 3
GRAMMATICAL
Score Reporting Categories
The grammatical category measures the framework of the English language in a students responses. In this category, the use of multiple complete sentences, including complex sentences with subordinate and relative clauses are measured. Grammatical components of items measure, for example: o Types of sentences used: incomplete sentences, simple sentences, compound sentences, and/or complex sentences o Minor grammatical errors that do not interfere with meaning Grammatical responses do not have to be error free; however frequent errors will not score the maximum points. Responses that score a zero in the grammatical category include: o In a language other than English o Undecipherable o Isolated words or phrases Scores for the speaking short response items range from zero to four, with up to two points for illocution and up to two points for grammatical. Scores for the speaking extended response items range from zero to six, with up to three points for illocution and up to three points for grammatical. Refer to the specific hand scored item rubrics in this document for additional details. For 2012-13, the Grammatical Score Reporting category for the 2-3 grade band is scored from the speaking short response and the speaking extended response items.
13
ELPA Grades 2 - 3
FORMS
AND
FUNCTIONS
The English Language Proficiency Standards are written as pathways to the Oregon English Language Arts standards. The ELP Standards are designed to supplement the English Language Arts (ELA) content standards to ensure that students develop proficiency in both the English language and the concepts and skills contained in the ELA content standards. They are located on the web at: http://www.ode.state.or.us/teachlearn/standards/elp/files/all.doc This section contains language functions and forms that native English speakers mostly acquire before entering school or naturally at home. These language functions and forms need to be explicitly taught to English Language Learners (ELLs). They may be taught to ELLs at all grade levels, and as the need and context arises. Forms and functions serve as the basis for the ELPA assessment. Forms of a language deal with the internal grammatical structure of words. The relationship between boy and boys, for example, and the relationship (irregular) between man and men would be forms of a language. A language function refers to the purpose for which speech or writing is being used. In speech, these include: expressing needs and likes expressing and supporting opinions, and asking informational questions
In academic writing, we use a range of specific functions in order to communicate ideas clearly. These include:

describing processes comparing or contrasting things or ideas, and sequencing events
14
ELPA Grades 2 - 3
The contrast between form and function in language can be illustrated through a simple medical analogy. If doctors studied only a limited portion of the human system, such as anatomical form, they would be unable to adequately address their patients needs. To fully treat their patients, physicians must understand the purposes of the human body and the relationships between organs, cells, and genes (Pozzi, 2004). Similarly, ELLs need to understand both the form (structure) and the function (purpose) of the English language in order to reach higher levels of proficiency.
Pozzi, D.C. (2004). Forms and functions in language: Morphology, syntax . Found at http://www.docstoc.com/docs/21864104/LANGUAGE-FUNCTIONS-andFORMS
Ideational or Representational functions: These language functions are concerned with the notion that language is a means of information exchange. They allow us to express or interpret meaning based on our experience of reality and to express and exchange information about ideas, knowledge or feelings. Conveying information Expressing needs and likes Describing people, places and things Describing spatial and temporal relations Describing actions Retelling/relating past events Finding information Asking informational questions Asking Clarifying questions Using information Expressing and supporting opinions Explaining Persuading Arranging information Comparing Contrasting Sequencing Creating information Literary Analysis Cause and Effect Drawing Conclusions Defining Evaluating Making Predictions Hypothesizing and Speculating
(From Bachman 1990)
Presenting information Generalizing Interpreting Summarizing
15
ELPA Grades 2 - 3
Manipulative functions: These language functions are concerned with the notion of how to affect the world around us. They can be used to get things done, to control others behavior and used to form, maintain or change interpersonal relationships. Instrumental Giving instructions on tasks Regulatory Requesting others to do something Inviting others to do something Suggesting a course of action Advising others to do something Warning Interactional Greeting Introducing Meeting Leave taking
(From Bachman 1990)
16
ELPA Grades 2 - 3
Heuristic functions: These language functions involve the use of language to learn about the world. In terms of the language of the classroom, the heuristic function involves the learner becoming aware of formal and functional properties of language. Heuristic Finding the meaning of words Finding out how to say something Using a dictionary to look up a word Using a thesaurus
(From Bachman 1990)
Imaginative functions: These language functions deal with the use of language to create an imaginary world of humorous or esthetic purposes. It also involves the use of language creatively in order to exploit the potential of language for the enjoyment of speakers and listeners. Instrumental Opening a story Closing a story Recognizing poetry or verse Reciting and enjoying poetry
(From Bachman 1990)
17
ELPA Grades 2 - 3
LANGUAGE FUNCTIONS AND EXAMPLES OF FORMS

Language Functions Expressing needs and likes Describing people, places, and things Describing spatial and temporal relations Describing actions Retelling/relating past events Making predictions Asking Informational Questions Asking Clarifying Questions Expressing and Supporting Opinions Comparing Contrasting Summarizing Persuading Literary Analysis Cause and Effect Drawing Conclusions Defining Explaining Generalizing Evaluating Interpreting Sequencing Hypothesizing and speculating Examples of Language Forms Indirect/ direct object, subject/ verb agreement, pronouns Nouns, pronouns, adjectives Prepositional phrases Present progressive, adverbs Past tense verbs, perfect aspect (present and past) Verbs: future tense, conditional mode Verbs and verb phrases in questions Questions with increasing specificity Sentence structure, modals (will, can, may, shall) Adjectives and conjunctions, comparatives, superlatives, adverbs Comparative adjectives Increasingly complex sentences with increasingly specific vocabulary Verb forms Sentence structure, specific vocabulary Verb forms Comparative adjective Nouns, pronouns, and adjectives Verb forms, declarative sentences, complex sentences, adverbs of manner Abstract nouns, verb forms, nominalizations Complex sentences; increasing specificity of nouns, verbs, and adjectives Language of propaganda, complex sentences, nominalizations Adverbs of time, relative clauses, subordinate conjunctions Modals (would, could, might), compound tenses (would have been)
18
ELPA Grades 2 - 3
1. Language Function: Expressing Needs and Likes

BEGINNING Students demonstrate minimal comprehension of general meaning; gain familiarity with the sounds, rhythms and patterns of English. Early stages show no verbal responses while in later stages one or two word responses are expected. Students respond in single words and phrases, which may include subject or a predicate. Many speech errors are observed. (bear, brown)
EARLY INTERMEDIATE Students demonstrate increased comprehension of general meaning and some specific meaning; use routine expressions independently and respond using phrases and simple sentences, which include a subject and predicate. Students show basic errors in speech. (The bear is brown. He is eating.)
INTERMEDIATE Students demonstrate good comprehension of general meaning; increased comprehension of specific meaning; responds in more complex sentences, with more detail using newly acquired vocabulary to experiment and form messages. (The brown bear lived with his family in the forest.)
EARLY ADVANCED Students demonstrate consistent comprehension of general meaning; good understanding of implied meaning; sustain conversation, respond with detail in compound and complex sentences; actively participate using more extensive vocabulary, use standard grammar with few random errors. (Can bears live in the forest if they find food there?)
ADVANCED Students comprehension of general and implied meaning, including idiomatic and figurative language. Students initiate and negotiate using appropriate discourse, varied grammatical structures and vocabulary; use of conventions for formal and informal use. (Would you like me to bring pictures of the bear that I saw last summer?) Complex sentences, perhaps with tags or embedded questions
TARGET FORMS:
One or two-word answers (nouns or yes/no) to questions about preferences, (e.g., two, apples, or tree)
Simple sentences with subject/verb/object. I like/dont like(object) . I need a /some (object).
Elaborated sentences with subject/verb/object
Sentences with subject/verb/object and dependent clause
Sentence Structure: The basic sentence structures that we use to express needs and likes are foundations to the more complex sentence structure we use for academic purposes.
19
ELPA Grades 2 - 3
2. Language Function: Describing People, Places and Things

BEGINNING Common nouns and adjectives EARLY INTERMEDIATE Simple sentences with the verb to be, using common nouns and adjectives. The (my, her) ______ is/are _______. A (it) has/have _________.
INTERMEDIATE Elaborated sentences has/have/had or is/are/were with nouns and adjectives
EARLY ADVANCED Compound sentences with more specific vocabulary (nouns, adjectives)
ADVANCED Complex sentences with more specific vocabulary (nouns, adjectives)
TARGET FORMS Nouns Pronouns and Adjectives: Students learn to understand and generate oral and written language with nouns, pronouns and adjectives.
3. Language Function: Describing Location

BEGINNING Demonstrated comprehension of total physical response commands, including prepositions (e.g., on, off, in, out, inside, outside)
EARLY INTERMEDIATE Simple sentences with prepositional phrases (e.g., next to, beside, between, in front of, in back of, behind, on the left/right, in the middle of, above, below, under)
INTERMEDIATE May include two prepositional phrases with more difficult prepositions (e.g., in front of, behind, next to)
EARLY ADVANCED Complex sentences with phrases using prepositions (e.g., beneath, within)
ADVANCED Complex sentences with phrases using prepositions (e.g., beneath, within)
TARGET FORMS Prepositional Phrases: Students learn to understand and generate oral and written language with prepositional phrases.
4. Language Function: Describing Action

BEGINNING Demonstrate comprehension (perform or describe actions)
EARLY INTERMEDIATE Present progressive
INTERMEDIATE Variety of verb tenses and descriptive adverbs
EARLY ADVANCED Adverb clauses telling how, where, or when
ADVANCED Adverb clauses telling how, where, or when.
TARGET FORMS Present Progressive, Adverbs: Students learn to understand and generate oral and written language skills with present progressive and adverbs.
20
ELPA Grades 2 - 3
5. Language Function: Retelling/Relating Past Events (Kinder General Understanding)

BEGINNING Single words in response to past tense question EARLY INTERMEDIATE Simple sentences with past progressive __ (pronoun) ___ was/were _____-ing. INTERMEDIATE Simple sentences with regular and irregular past tense verbs Yesterday/Last ____/On ___day (pronoun) ____ -ed (prep. phrase or other direct object). First ___ and then __ . Finally
EARLY ADVANCED Compound sentences using past tense and adverb
ADVANCED Present progressive/past perfect tense with specialized prepositions _____ have/has been ____-ing since/for ____.
TARGET FORMS Past Tense Verbs: Students learn to understand and generate oral and written language with past tense verbs.
6. Language Function: Making Predictions

BEGINNING In response to questions, may respond by circling, pointing, and so on, or answer with one or two words
EARLY INTERMEDIATE The _____ is/are going to ______.
INTERMEDIATE The ________ will ________.
EARLY ADVANCED Conditional (could, might) mood in complex sentences
ADVANCED Conditional (could, might) mood in complex sentences
TARGET FORMS Verbs: Future Tense, Conditional Mood: Students learn to understand and generate oral and written language with future tense verbs and conditional mood.
7. Language Function: Asking Informal Questions

BEGINNING Simple questions about familiar or concrete subjects
EARLY INTERMEDIATE Present or present progressive tense questions with to be
INTERMEDIATE Who, what, where, why questions with do or did
EARLY ADVANCED Detailed questions with who, what, when, where, why and how
ADVANCED Detailed questions with expanded verb phrase
TARGET FORMS Verbs and Verb Phrases in Questions: Students learn to understand and generate oral and written language with verbs and verb phrases in questions.
21
ELPA Grades 2 - 3
8. Language Function: Asking Clarifying Questions

BEGINNING
EARLY INTERMEDIATE Formula questions clarifying classroom procedures, rules and routines
INTERMEDIATE Formula questions clarifying classroom procedures, rules and routines
EARLY ADVANCED A variety of fairly specific questions clarifying procedures or content
ADVANCED Varied, specific questions clarifying procedures or content
TARGET FORMS Questions with Increasing Specificity
9. Language Function: Expressing and Supporting Opinions

BEGINNING I like/dont like ______ (concrete topics). EARLY INTERMEDIATE I think/agree with (dont) ______.
INTERMEDIATE I think/agree with (dont) ____ because _____.
EARLY ADVANCED In my opinion ____ should ____ because/so ______.
ADVANCED Complex sentences using modals and clauses
TARGET FORMS Sentence Structure
10. Language Function: Comparing

BEGINNING Single words or phrases in response to concrete comparison questions
EARLY INTERMEDIATE Sentences with subject/verb/adjective showing similarities and differences
INTERMEDIATE Subject/verb/adjective, but _____. Adjective with er or est
EARLY ADVANCED Varied sentence structures with specific comparative adjectives and phrases
ADVANCED Complex sentence structure with specific comparative language
TARGET FORMS Adjectives and Conjunctions
11. Language Function: Contrasting

BEGINNING
EARLY INTERMEDIATE Sentences with subject/verb/adjective showing similarities and differences
INTERMEDIATE Subject/verb/adjective like ____ but subject/verb/adjective
EARLY ADVANCED Subject/verb/adjective, both subject/verb, but
ADVANCED Approximately used idiomatic phrases and contrasting words (e.g., whereas, and in contrast)
TARGET FORMS Comparative Adjectives
22
ELPA Grades 2 - 3
12. Language Function: Summarizing

BEGINNING
EARLY INTERMEDIATE Simple sentences with key nouns, adjectives, and verbs
INTERMEDIATE Compound sentences with and/but
EARLY ADVANCED Conjunctions that summarize (to conclude, indeed, in summary, in short)
ADVANCED Conjunctions that summarize (indeed, therefore, consequently)
TARGET FORMS Increasingly Complex Sentences with Increasingly Specific Vocabulary
13. Language Function: Persuading

BEGINNING
EARLY INTERMEDIATE
INTERMEDIATE Imperative verb forms
EARLY ADVANCED Complex sentences with future and conditional
ADVANCED Complex sentences with varied verb forms and tag questions, idiomatic expressions or embedded clauses
TARGET FORMS Verb Forms
14. Language Function: Literary Analysis

BEGINNING Single words for character and setting
EARLY INTERMEDIATE Simple sentences (subject/verb/adjective) (subject/verb/object)
INTERMEDIATE Compound sentences with and, because, before, after
EARLY ADVANCED Descriptive language in more complex sentences
ADVANCED Specific descriptive language in complex sentences
TARGET FORMS Sentence Structure and Specific Vocabulary
15. Language Function: Cause and Effect Relationship

BEGINNING EARLY INTERMEDIATE Answer cause and effect question with a simple response
INTERMEDIATE Descriptive sentences with past tense verbs
EARLY ADVANCED Complex sentences with past tense verbs
ADVANCED Conditional: If ___ had/hadnt _____. _____ would/wouldnt have _____.
TARGET FORMS Verb Forms
23
ELPA Grades 2 - 3
16. Language Function: Draw Conclusions

BEGINNING
EARLY INTERMEDIATE
INTERMEDIATE Comparative adjectives with past tense verbs in simple sentences
EARLY ADVANCED Comparative adjectives with conjunctions such as although, because, that
ADVANCED Comparative adjectives with idiomatic phrases and passive voice
TARGET FORMS Comparative Adjectives
17. Language Function: Defining

BEGINNING Patterned responses: A table is furniture/ A boy is a person.
EARLY INTERMEDIATE Simple terms, aspects of concrete and familiar objects, regular nouns singular and plural, personal pronouns, present tense, simple sentences
INTERMEDIATE Connected text including irregular nouns, personal, possessive pronouns and adjectives with some irregular past tense verbs
EARLY ADVANCED Concrete and abstract topics using irregular nouns, singular and plural, personal and possessive pronouns and adjectives
ADVANCED Clear, well-structured, detailed language on complex subjects, showing controlled use of nouns, pronouns, adjectives
TARGET FORMS Nouns, Abstract Nouns, Pronouns, Adjectives: Students learn to define concrete and abstract objects/concepts with correct nouns, pronouns, and adjectives
18. Language Function: Explaining

BEGINNING
EARLY INTERMEDIATE Main points in familiar idea or problem with some precision using simple indicative verb forms in simple declarative sentences (Large oaks grew in the park/ The length of the room is 40 feet.)
INTERMEDIATE Explain simple, straightforward information of immediate relevance, using regular verbs and adverbs of manner in declarative sentences and compound sentences (Maria planted the petunia seeds carefully.)
EARLY ADVANCED Get across important points using declarative, compound and complex sentences, regular and irregular verb forms Complex: As I came home, I stopped at the store. Compound: The children who came in early had refreshments, but those who came late had none.
ADVANCED Get across which point he/she feels is most important using regular and irregular verb forms, adverbs of manner and compound-complex sentences. Adverbs of manner: The children who sang loudly got a cookie, but those who didnt sing had none.
TARGET FORMS Verb Forms- Indicative verb (makes a statement of fact), Declarative Sentences, Complex Sentences, Adverbs of Manner: Students learn to develop and use explanations using appropriate verb forms, declarative and complex sentences and adverbs of manner.
24
ELPA Grades 2 - 3
19. Language Function: Generalizing

BEGINNING
EARLY INTERMEDIATE
INTERMEDIATE Imperative mode: expresses command (Take me home. Stay there.) Collective nouns name, as a unit, the members of a group (herd, class, jury, congregation).
EARLY ADVANCED Indicative mode: makes a statement of fact (The temperature is low.) Abstract nouns: name things or ideas that people cannot touch or handle (beauty, honesty, comfort, love).
ADVANCED Subjunctive mode: expressing a condition contrary to fact or expressing a doubt (If only he were here.)
TARGET FORMS Nouns Common, Collective and Abstract Nouns; Verb Forms: Students learn to develop and use generalizations using abstract nouns, verb forms and nominalizations.
20. Language Function: Evaluating

BEGINNING Adjectives that point out particular objects (that wagon, those toys, each person, every girl)
EARLY INTERMEDIATE Adjectives used to limit: (few horses, much snow, little rain)
Number adjectives: (two men, ten ships, the third time, the ninth boy)
INTERMEDIATE Evaluate simple direct exchange of limited information on familiar and routine matters using simple verbs and adjectives. Correlative conjunctions are used in pairs: both and; not only but also (Neither the teacher nor the students could solve the problem.)
EARLY ADVANCED Qualify opinions and statements precisely in relation to degrees of certainty/uncertainty, belief/doubt, likelihood, etc.
ADVANCED Convey finer, precise shades of meaning by using, with reasonable accuracy, a wide range of qualifying devices, such as adverbs that express degree (This class is too hard.); clauses expressing limitations (This is a school van, but it is only used for sports.); and complex sentences
TARGET FORMS Complex Sentences; Increasing Specificity of Nouns, Verbs, and Adjectives; Correlative Conjunctions: Students learn to understand and use complex sentences using very specific nouns, verbs and adjectives.
25
ELPA Grades 2 - 3
21. Language Function: Interpreting

BEGINNING Interpret a single phrase at a time, picking up familiar names, words, and basic phrases (DOnofrio chocolates are the best.)
EARLY INTERMEDIATE Interpret short, simple texts containing the highest frequency vocabulary
INTERMEDIATE Interpret short, simple texts on familiar matters of a concrete type, which consist of high frequency everyday or schoolrelated language
EARLY ADVANCED Interpret a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning
ADVANCED Interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial nonliterary writings
TARGET FORMS Language of Propaganda, Complex Sentences: Students learn to identify and interpret the language of propaganda and use complex sentences.
22. Language Function: Sequencing

BEGINNING Subject (The girl who was sick went home.) Natural sequencing (I hit him and he fell over.)
EARLY INTERMEDIATE Direct object (The story that I read was long.) Indirect object (The man to who[m] I gave the present was absent.)
INTERMEDIATE Prepositional object (I found the book that John was talking about.)
EARLY ADVANCED Possessive (I know the woman whose father is visiting.) Subordinate conjunctionsused to join two grammatical parts of equal rank (Although he worked hard, he did not finish his homework.)
ADVANCED Object of comparison (The person whom Susan is taller than is Mary.)
TARGET FORMS Adverbs of time, Relative clauses, Subordinate conjunctions: Students learn sequencing using adverbs of time, relative clauses and subordinate conjunctions.
23. Language Function: Hypothesizing and Speculating

BEGINNING EARLY INTERMEDIATE
INTERMEDIATE Auxiliary verbs that indicate futurity: will and shall
EARLY ADVANCED Auxiliary verb indicating desire or intent: would
ADVANCED Auxiliary verbs include modal verbs, which may express possibility: may, might, can, could.
TARGET FORMS Modals (would, could, might), Compound tenses (would have been): Students learn to hypothesize and speculate using modals and compound tenses.
26
ELPA Grades 2 - 3
ACHIEVEMENT STANDARDS
Achievement Standards (Cut Scores) for the English Language Proficiency Standards Adopted March 13, 2008
Grade Level
K 1 2 3 4 5 6 7 8 9 10 11 12
Early Intermediate
482 492 495 501 497 497 497 497 499 491 493 494 498
Intermediate
492 507 508 514 508 508 506 507 508 501 501 501 504
Early Advanced
498 514 514 521 514 516 515 517 518 515 516 515 516
Advanced (Proficient)
507 523 523 529 521 523 522 524 526 526 527 528 530
27
ELPA Grades 2 - 3
PERFORMANCE LEVEL DESCRIPTORS

Performance level descriptors describe what students know and can do based on their performance on the ELPA. These may be used by educators to target instruction and inform parents and students of the expectations for students to be considered proficient at a particular grade level. The Performance Level Descriptors are based on a sampling of a larger set of testable content outlined in the forms and functions. Results for individual students are only one indicator of student language ability as measured at the time of testing. These statements give a general description of what most students know and can do within a particular band of performance and are presented in the order of the way they are reported rather than by importance or test emphasis. Students who score at or within a particular level of performance possess the bulk of the abilities described at that level and generally have mastered the skills described in the preceding performance levels. Performance Level Descriptors for ELPA are the results of the work of Oregon educators, CTB McGraw Hill and state officials to establish the minimum scores required for each proficiency level.
28
ELPA Grades 2 - 3
Grade 2-3
Pre-production Level
Students at the Pre-production level have minimal English language proficiency. On the ELPA, they
Reading
demonstrate minimal English language proficiency. comprehend picture referenced and highly contextualized words or very simple phrases decode and accurately identify letter-sound correspondence with a very limited degree of comprehension and use context clues to increase understanding.
Writing
Speaking
repeat and mimic English language but do not demonstrate comprehension of the words. may use gestures to communicate meaning.
Listening
demonstrate minimal English language proficiency.
Beginner
Students at the Beginning level are able to read and demonstrate comprehension of basic information with very limited fluency. They are able to speak and write using basic language with very limited accuracy and fluency. On the ELPA, they
use a very limited range of simple language and basic language conventions with very limited accuracy across the subject areas. organize written information using memorized vocabulary and simple phrases that include multiple grammatical and syntactical errors
orally express basic personal information and interact with others on a very limited basis and with multiple grammatical and syntactical errors. use a very limited range of simple language and basic language conventions with very limited accuracy across the subject areas. orally express ideas and interact with others on a limited basis and with frequent grammatical and syntactical errors. use context clues to increase their comprehension and incorporate a very limited range of academic vocabulary.
listen to, demonstrate comprehension of, and respond to basic grade-level information in highly contextembedded school-based social situations.
Early Intermediate
Students at the Early Intermediate level are able to read and demonstrate comprehension of simple or highly contextualized grade-level information with limited fluency. They are able to speak and write using simple language with limited accuracy and fluency. On the ELPA, they
use context clues to increase their comprehension and incorporate a very limited range of academic vocabulary. read below grade-level and highly contextualized gradelevel text by analyzing and recognizing words with a limited degree of fluency and demonstrate a literal understanding of text with reduced language complexity. read grade-level text with limited comprehension of key information on a variety of topics and locate information using complex language, contextual clues, and simple inferences to perform a task.
use a limited range of simple language and writing conventions with limited accuracy in grammar and syntax to express ideas across the subject areas in a limited number of modes and organize written information in sentences using simple language.
listen to and demonstrate comprehension of simple information across a limited variety of social situations and subject areas in schoolbased situations.
Intermediate
Students at the Intermediate level are able to read and demonstrate comprehension of key grade-level information with some fluency. They are able to speak and write using some complex language with some accuracy and fluency. On the ELPA, they
use a range of simple language and writing conventions with increasing accuracy in grammar and syntax to express ideas across the subject areas in a limited number of modes, and organize written information in clear sentences.
orally express ideas and interact with others by emulating others or using prescribed samples, although they do so with some grammatical and syntactical errors.
listen to and demonstrate comprehension of some information across a range of social situations and subject areas in school- based situations incorporating some academic vocabulary.
29
ELPA Grades 2 - 3
Grade 2-3
Early Advanced
Students at the Early Advanced level are able to read and demonstrate comprehension of most grade-level information with fluency. They are consistently able to speak and write using complex language with accuracy and fluency. On the ELPA, they
Reading
read grade-level text, demonstrating comprehension of most information in a variety of topics, and locate information and infer meaning most of the time, while also interpreting the meaning, and evaluating the purpose of text.
Writing
use complex language and writing conventions with approximate grade-level accuracy, to express ideas across the subject areas in several modes. organize written information in clear sentences making some connections and transitions with supporting details consistent with their grade level. effectively and appropriately respond in written form in a variety of settings with a high level of grammatical and syntactical accuracy. consistently use complex language and writing conventions accurately to express ideas across the subject areas in an extensive variety of modes. organize written information in clear sentences making effective connections and transitions with supporting details appropriate to audience and purpose that is consistent with their grade level.
Speaking
orally express ideas and interact successfully in most academic and school-based social settings. communicate orally with few grammatical and syntactical inaccuracies which do not interfere with cohesive and rhetorical functions.
Listening
listen to and demonstrate comprehension of most gradelevel information across the subject areas and in schoolbased social settings, while learning a broad range of general academic vocabulary.
Advanced
Students at the Advanced (Proficient) level are able to consistently read and demonstrate comprehension of an extensive range of complex and abstract grade-level information. They are able to speak and write using an extensive range of complex language with a level of accuracy and fluency that resembles native English speakers. On the ELPA, they
read and comprehend gradelevel text on a variety of topics and are able to locate information, comprehend general and inferred meaning, including idiomatic and figurative language, and evaluate purpose of text containing complex language.
orally express and respond to ideas effectively in an extensive variety of settings for specific purposes in a cohesive manner with a high level of grammatical and syntactical accuracy resembling native speaker abilities.
listen to and consistently demonstrate comprehension of a range of key concepts and vocabulary across the subject areas and in school-based social settings across an extensive variety of topics.
30
ELPA Grades 2 - 3
ELPA RUBRICS FOR HAND-SCORED ITEMS

Background Generalized ELPA scoring rubrics for the extended writing and speaking portions of ELPA are provided for teacher use. Teachers may use these rubrics as instructional tools for their ELL students development of speaking and writing. Students may benefit from knowing how the writing and speaking portions of ELPA are scored. These rubrics explain how student responses are scored. Each student response is scored on both grammatical and illocutionary scales.
ELPA Speaking Short-Response Generic Rubric

Grammatical (Forms) 2 At least one complete sentence with correct use of verb tense as indicated in the stem; may use adverb(s). Errors do not interfere with meaning. 1 At least one complete sentence using a tense that is grammatically correct, but not the tense indicated in the stem; no adverbs. Errors may interfere with meaning. Describes the picture. 0 Non-English, isolated words or phrases, non-responsive, unintelligible, or repeats the prompt. 0 Isolated words or phrases, unrelated to the prompt. Illocutionary (Functions) 2 Clearly and completely describes the action(s) represented in the picture.
1 Describes action(s) represented in the picture, but the description of the action is incomplete OR
31
ELPA Grades 2 - 3
ELPA Speaking Extended-Response Generic Rubric

Grammatical (Forms) 3 The response uses complete complex sentences (subordinate & relative clauses) and errors are rare and difficult to detect. Illocutionary (Functions) 3 The response addresses all features associated with the prompt.
2 The response uses complete simple sentences or at least one compound sentence (coordinating conjunctions: and, but, or so, etc.) AND/OR there are occasional errors in grammar or usage.
2 The response addresses most features associated with the prompt OR The response addresses all features but uses limited detail.
1 The response uses complete simple sentences AND/OR errors in grammar or grammar usage are frequent.
1 The response addresses one feature associated with the prompt.
0 The response uses non-English words or phrases, isolated words or phrases, is non-responsive, unintelligible, or repeats the prompt.
0 The response fails to respond to any information that could be considered responsive to the prompt.
32
ELPA Grades 2 - 3
ELPA Writing Extended-Response Generic Rubric

Grammatical (Forms) 3 The response includes multiple complete sentences with at least one complex (subordinate and relative clauses) sentence. Minor errors in grammar and usage are rare and do not interfere with the meaning. Illocutionary (Functions) 3 The response includes elaborated details of all features related to the prompt.
2 The response includes complete simple sentences AND/OR at least one compound sentence(s). Verb tense may be inconsistent. Errors in grammar and usage are occasional and may interfere with meaning
2 The response addresses most features related to the prompt OR The response addresses all features with limited detail.
1 The response includes complete simple sentence(s). Verb tense is inconsistent. Errors in grammar and usage may be frequent and may interfere with meaning.
1 The response addresses one feature related to the prompt.
0 The response includes isolated words or phrases; is undecipherable; is a non-English response; includes irrelevant vocabulary; or there is no response.
0 The response does not address the prompt.
33
ELPA Grades 2 - 3
TESTING AND SCORE REPORTING SCHEDULES
ELPA Testing Schedule Link: Test Administration Manual 2012-13, Scroll to Appendix A for the 2012-13 Oregon Statewide Testing Schedule http://www.ode.state.or.us/go/tam
ELPA Data Delivery Schedule: Test Administration Manual 2012-13, Scroll to Appendix H for the 2012-13 Data Delivery Schedule http://www.ode.state.or.us/go/tam
34

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OREGON STATEWIDE ASSESSMENT

ELPA Test Specifications

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

English Language Proficiency Level Beginning (Level 1)

Early Intermediate (Level 2)

Early Advanced (Level 4)

Extended Response (ER) Elicited Imitation (EI)

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

ELPA OPERATIONAL TEST BLUEPRINT FOR 2012-2013

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Category

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Category

Oregon Code: Domain: Grade: Academic Context: Assessment Point:

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Category

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Category

Domain: Grade: Academic Context:

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Category

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Categories

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Score Reporting Categories

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

describing processes comparing or contrasting things or ideas, and sequencing events

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

Presenting information Generalizing Interpreting Summarizing

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

(From Bachman 1990)

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

LANGUAGE FUNCTIONS AND EXAMPLES OF FORMS

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

1. Language Function: Expressing Needs and Likes

Simple sentences with subject/verb/object. I like/dont like(object) . I need a /some (object).

Elaborated sentences with subject/verb/object

Sentences with subject/verb/object and dependent clause

ELPA Test Specifications and Test Blueprints

Oregon Department of Education Office of Assessment and Information Services

2. Language Function: Describing People, Places and Things

EARLY INTERMEDIATE The _ is/are going to __.

INTERMEDIATE The will .

INTERMEDIATE I think/agree with (dont) because _.

EARLY ADVANCED In my opinion should because/so __.

ADVANCED Conditional: If _ had/hadnt _. _ would/wouldnt have ___.