On-Demand Learning Module: Hand Scoring ELPAC Speaking Task Types

Expect to spend approximately 15 minutes on this part.

Complete these two activities:

1. Watch the Overview of the ELPAC Interim Assessments video to learn about the ELPAC Interim Assessments.
2. Download the Scoring Materials.

Video: Overview of the ELPAC Interim Assessments and the Hand Scoring Process

ELPAC Scoring Materials

Participants in this course can select the grade level or grade span of their choice for this learning module. The ELPAC Interim Assessments are available for three grade levels (kindergarten, grade 1, and grade 2) and four grade spans (grades 3–5, grades 6–8, grades 9 and 10, and grades 11 and 12.) Interim assessments can be assigned to students at any grade level or grade span.

Each grade level or grade span test can be administered for each of the four domains: Speaking, Writing, Listening, and Reading. Students’ answers for the Listening and Reading domains are machine-scored. By contrast, the Speaking and Writing domain responses are hand scored by educators locally at a school.

Note that for grades 3–12, the ELPAC Interim Assessments Writing domain is scored in the Teacher Hand Scoring System, and the kindergarten through grade 2 Writing and kindergarten through grade 12 (K–12) Speaking domains are scored in the Data Entry Interface.

The ELPAC Interim Assessments Training Guide and Exemplars document is used for this learning module to support hand scoring. Table 1 lists the contents of the ELPAC Interim Assessments Training Guides and Exemplars for Speaking task types. You may also reference the Directions for Administration (DFAs) documents for each task type that requires one-on-one administration in a standardized test setting.

NOTE: The ELPAC Training Guides and Exemplars are combined into a single document, unlike Smarter Balanced (English Language Arts and Mathematics), which has separate documents for each.

The Training Guide for Speaking task types includes the directions, associated integrated skills, the primary and secondary standards alignment for the task type, the stimulus, and a task-specific scoring rubric.

The Exemplars for Speaking task types include the following:

• An anchor set, which includes a prescored set of student responses with justifications
• A check set, which provides unscored sample student responses
• A check set key, which provides assigned scores for items in the check sets

The check set and check set key help all educators calibrate to the same scoring expectations before scoring their own students’ work.

Before you begin this learning module, download the Training Guide and Exemplars for your chosen grade level or grade span.

Take these steps to download the materials:

1. Log on to your TOMS account.
2. Select the [Resources] tab.

3. Select ELPAC Interim Assessment Secure Materials from the Available Materials drop-down list to view the Training Guides and Exemplars (figure 1).

   

   Figure 1. Secure Materials web page

4. Select the appropriate button to view the scoring materials for the desired grade level or grade span. Select the [Training Guide and Exemplars] link for the Speaking domain (figure 2).

   

   Figure 2. ELPAC Interim Assessment Secure Materials screen—Grades 3–5

Expect to spend approximately 15 minutes on Part One.

There are various task types in the Speaking domain (table 2). This module focuses on the Summarize an Academic Presentation task type, which is available for K–12. The hand scoring concepts covered can be applied to other Speaking task types and grade levels or grade spans.

Table 2. Speaking Task Types

Task Type	Grade Levels
Talk About a Scene	K–12
Speech Functions	Grades 2–12
Retell a Narrative	Kindergarten through grade 5*
Support an Opinion	K–12
Summarize an Academic Presentation	K–12**
Present and Discuss Information	Grades 6–12

*For grade 2, the Retell a Narrative task type is only available in Speaking II.

**For grade 2, the Summarize an Academic Presentation task type is only available in Speaking I.

Expect to spend approximately 10 minutes on Part Two.

Now that you are familiar with the structure of the ELPAC Interim Assessments, you are ready to engage with the hand scoring process.

Experience a Constructed Response Item

Locate the Training Guide and Exemplars you downloaded earlier. Using the table of contents, navigate to the Summarize an Academic Presentation Task Type section and scroll to the test question.

Read through the item and answer the question as if you are a student taking the assessment. You are provided with the script from the DFA and the recorded audio script. As you are working through the task, consider the language, knowledge, and skill demands of this task for students, potential barriers for students, and learning opportunities that students will need to be successful with this task type.

Reflection and Discussion Questions

When you have completed a constructed response item, reflect on your own or discuss with colleagues the following questions:

1. What do you notice?
2. What do you wonder?

Review the Task Type-Specific Rubric

In the Training Guide and Exemplars you previously downloaded, locate the task type-specific rubric that corresponds with the constructed response item you experienced in Part 1. Take the next 2–3 minutes to review the task type-specific rubric. Notice how the rubric is organized and how it describes the minimum expectations required to earn each score point. Note that minor factual inaccuracies or omissions are acceptable as long as the student expresses a clear summary of the presentation, and that students should not be penalized for mispronunciation of any word that does not interfere with meaning. As you review, take note of anything that is not clear to you or that you have further questions about.

Expect to spend approximately 15 minutes on Part Three.

Review the Anchor Set and Annotations

The anchor set contains examples of student work that demonstrate the attributes of different score points and serve as a standard against which other student responses can be judged. Locate the anchor set in the Training Guide and Exemplars you previously downloaded. Each of the anchor set prescored responses begins with an “A,” followed by their number in the set (e.g., A-1).

Reflection and Discussion Questions

Now that you have reviewed scored student samples, reflect on your own or discuss with colleagues the following questions:

1. What is your reaction to these anchors?
2. How do these anchors inform your understanding of the rubric language?
3. What teaching and learning strategies can be used to help students develop the language, knowledge, and skills needed to meaningfully engage with this task?

Expect to spend approximately 35 minutes on Part Four.

Read and Score the Check Set

It is time to practice scoring student responses on your own. Locate the check set materials in the exemplars you previously downloaded for your grade level or grade span. Each check set is noted with a “C,” followed by the number in the set (e.g., C-1).

• Note: Resist the temptation to review the scores in the check set key. You will have the opportunity to consult the check set key in Part 5.

Now you will score each sample student response using the task type-specific rubric and any information you found helpful from the anchor set. Provide a rationale for each score you give.

Check Your Scores Against the Check Set Key

Once you have scored all of the student sample responses in the check set, compare your scores to the scores in the check set key located in the Training Guide and Exemplars document you previously downloaded.

Reflection and Discussion Questions

1. How do your scores and rationales compare with the assigned scores and comments and annotations in the check set key?
2. Are there any decision rules you used to help you score the responses in the check set? Do any decision rules need modification after reviewing the assigned scores or comments and annotations in the check set key?

Expect to spend approximately 10 minutes on Part Five.

Educators have flexibility about how to administer interim assessments. How an assessment is administered can impact how the data it provides can and should be interpreted. In a standardized administration, a student completes the interim assessment individually following the administration procedure used for the summative assessments. The results can be considered an assessment of student learning or an assessment of what students know. In a nonstandardized administration, a student completes an interim assessment under conditions that are not consistent with the administration requirements of the summative assessment.

Some possible ideas of how you might administer the ELPAC Interim Assessment for Speaking are provided in table 3. The table lists some possible ideas but consider all the possibilities that would make sense for your grade level or grade span, teaching context, instructional objectives, and student needs.

Table 3. Administration Examples for Speaking Tasks

Standardized Administration	Nonstandardized Administration
As part of full Speaking domain test administration One-on-one in a single sitting According to presentation guidelines in DFAs (e.g., recorded audio not paused or replayed without accommodations)	Task type administration: On its own (i.e., not part of the full Speaking domain test) Whole class, small groups, or partners Collaborative task analysis Rereading of the presentation, pause and discuss between sections, etc. Peer oral rehearsal, feedback, etc. Time for revision Student self-assessment or scoring of each other

Reflection and Discussion Questions

Now that you have learned how to hand score a Speaking item, reflect on your own or discuss with colleagues the following questions:

1. How would the evidence you collect about student learning inform instruction?
2. How would the data you collect around students’ progress toward proficiency in the California ELD Standards inform teaching and learning?

Additional Resources

Additional resources for hand scoring the ELPAC Interim Assessments include the following:

• The CAASPP and ELPAC Interim Assessment Video Series consists of six modules covering the content and purpose of the interim assessments and how to use related systems and resources.
• The Interim Assessment Lookup Tool provides information about the total number of items on CAASPP and ELPAC interim assessments and the number of items that require local hand scoring.
• The CAASPP and ELPAC Interim Assessments web page provides links to several other resources.
• ELPAC Moodle Training Site provides access to training for the Initial ELPAC, Summative ELPAC, Initial Alternate ELPAC, and the Summative Alternate ELPAC.
• The Interim and Formative Assessment Training Series provides direct, online training focused on leveraging the interim and formative components of the CAASPP and ELPAC system of assessments to inform teaching and learning. Find upcoming opportunities or past recordings on the Upcoming and On-Demand Trainings web page.

Expect to spend approximately 5 minutes on Part Six.

Congratulations on completing the On-Demand Learning Module for Hand Scoring ELPAC Speaking Task Types.

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