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Using Proficiency Testing
to Improve Instruction:
WIDA, CELLA, and Classroom Standards
By: E. Pappamihiel & F. Mihai
J. Govoni, Designer
Proficiency testing informs
instruction and is critical in
making connections between
language proficiency and the
classroom environment.

Proficiency Assessment
NCLB requires annual proficiency
assessment of ELs.
Website: http://www2.ed.gov/nclb/landing.jhtml

Elementary and Secondary Education Act (ESEA)

No Child Left Behind (NCLB), 2001
Proficiency Testing:


Discrete Point-language measured in small bits
such as, multiple-choice or fill-in type questions



Integrated Approach-language viewed as an
immediate use of skills such as, learning new
vocabulary words by listening to a story and
retelling it



Pragmatic Skill-language viewed as tasks that
seek more ‘real-life’ experiences such as, making
inferences in story retell

Theoretical Trends
World-Class Instructional Design and
Assessment (WIDA) Consortium
The mission of the WIDA Consortium is to advance
academic language development and achievement for
PreK-12 ELs through high-quality standards, assessment,
research, and professional development.

Go to: http://www.wida.us/

WIDA
Its Purpose
To promote educational equity and academic achievement for ELs.
WIDA English Language Proficiency (ELP) Standards address
listening, speaking, reading and writing domains.
The framework is both summative (demonstration of ELs’ level of
language proficiency over an extended time) and formative (to
guide learning and instruction on a continuing basis).

http://www.wida.us/

WIDA

World-Class Instructional Design and Assessment
Describes a specific level of English language proficiency
for a specific language domain (listening, speaking, reading, writing).

Three elements:
1. language function (e.g., to describe)
2. example topic (e.g., language operations)
3. support (e.g., pictures)
Strands are thematically connected and scaffolded
from one level of language proficiency to the next.

Model Performance Indicator
MPI


3 tiers: beginning, intermediate, advanced



Scores used to…



monitor ELs’ progress annually.



determine when ELs attain proficiency in English
according to state criteria.



inform classroom instruction and assessment.



assist in programmatic decision-making.
www.wida.us/

Assessing Comprehension and Communication
in English State-to State (ACCESS)
Krashen’s Theory of SLA
Website: http://www.sk.com.br/sk-krash.html






Acquisition vs. Learning
Monitor Hypothesis
Natural Order
Input Hypothesis
Affective Filter

Krashen’s Five Hypotheses
http://www.sk.com.br/sk-krash.html
Acquired is a subconscious process similar to the way
children acquire their first language.

Learned is the conscious knowledge about a language, i.e.,
knowing the grammar rules of a language.

Acquisition vs. Learning
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
An internal set of explicit grammar rules ELs may use
when they have time to focus on the accuracy of their
utterances, e.g., when they write in English.
According to Krashen (2007), the monitor acts in
planning, editing, and correcting when second
language learners have met three specific conditions:
(a) have sufficient time, (b) focus on form or think
about correctness, and (c) know the rules.

Monitor Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
Grammatical structures follow a natural
order. Some grammatical structures are
acquired early while others later. This is
independent of learner’s
age, background, and conditions of
exposure (Krashen, 2007).

Natural Order Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
Introduces concept of (i +1) or comprehensible input as a
condition of language acquisition.
ELs understand input language (i) that is a bit beyond their current
level of language competence.
ELs progress along a 'natural order' when receive 'input' that is one
step beyond their current stage of linguistic competence.
For example, if an EL is at stage 'i' then, acquisition takes place
when exposed to 'comprehensible input' that belongs to level (i + 1)
(Krashen, 2007).

Input Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
According to Krashen…
Affective variables such as motivation, self-confidence, and
anxiety play a role in classroom learning.
Low motivation, low self-esteem, and debilitating anxiety can
'raise' the affective filter and form a 'mental block.
Acquisition best takes place in environments where anxiety
levels are low.

Affective Filter Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
CELLA
Developed to meet the needs of NCLB.
Measurement of four language proficiency skills:
listening, speaking, reading, and writing.
Developed by Educational Testing Services (ETS).
Data used to make instructional decisions for ELs; NOT used for
grade level placement or promotion/retention,
Source: http://www.fldoe.org/aala/cELLa.asp

Comprehensive English Language Learning
Assessment
Every teacher must be able to
effectively integrate assessment of
content area knowledge with the
development of English language
proficiency.

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Assessment ch2

  • 1. Using Proficiency Testing to Improve Instruction: WIDA, CELLA, and Classroom Standards By: E. Pappamihiel & F. Mihai J. Govoni, Designer
  • 2. Proficiency testing informs instruction and is critical in making connections between language proficiency and the classroom environment. Proficiency Assessment
  • 3. NCLB requires annual proficiency assessment of ELs. Website: http://www2.ed.gov/nclb/landing.jhtml Elementary and Secondary Education Act (ESEA) No Child Left Behind (NCLB), 2001
  • 4. Proficiency Testing:  Discrete Point-language measured in small bits such as, multiple-choice or fill-in type questions  Integrated Approach-language viewed as an immediate use of skills such as, learning new vocabulary words by listening to a story and retelling it  Pragmatic Skill-language viewed as tasks that seek more ‘real-life’ experiences such as, making inferences in story retell Theoretical Trends
  • 5. World-Class Instructional Design and Assessment (WIDA) Consortium The mission of the WIDA Consortium is to advance academic language development and achievement for PreK-12 ELs through high-quality standards, assessment, research, and professional development. Go to: http://www.wida.us/ WIDA
  • 6. Its Purpose To promote educational equity and academic achievement for ELs. WIDA English Language Proficiency (ELP) Standards address listening, speaking, reading and writing domains. The framework is both summative (demonstration of ELs’ level of language proficiency over an extended time) and formative (to guide learning and instruction on a continuing basis). http://www.wida.us/ WIDA World-Class Instructional Design and Assessment
  • 7. Describes a specific level of English language proficiency for a specific language domain (listening, speaking, reading, writing). Three elements: 1. language function (e.g., to describe) 2. example topic (e.g., language operations) 3. support (e.g., pictures) Strands are thematically connected and scaffolded from one level of language proficiency to the next. Model Performance Indicator MPI
  • 8.  3 tiers: beginning, intermediate, advanced  Scores used to…  monitor ELs’ progress annually.  determine when ELs attain proficiency in English according to state criteria.  inform classroom instruction and assessment.  assist in programmatic decision-making. www.wida.us/ Assessing Comprehension and Communication in English State-to State (ACCESS)
  • 9. Krashen’s Theory of SLA Website: http://www.sk.com.br/sk-krash.html
  • 10.      Acquisition vs. Learning Monitor Hypothesis Natural Order Input Hypothesis Affective Filter Krashen’s Five Hypotheses http://www.sk.com.br/sk-krash.html
  • 11. Acquired is a subconscious process similar to the way children acquire their first language. Learned is the conscious knowledge about a language, i.e., knowing the grammar rules of a language. Acquisition vs. Learning Krashen’s Theory of SLA http://www.sk.com.br/sk-krash.html
  • 12. An internal set of explicit grammar rules ELs may use when they have time to focus on the accuracy of their utterances, e.g., when they write in English. According to Krashen (2007), the monitor acts in planning, editing, and correcting when second language learners have met three specific conditions: (a) have sufficient time, (b) focus on form or think about correctness, and (c) know the rules. Monitor Hypothesis Krashen’s Theory of SLA http://www.sk.com.br/sk-krash.html
  • 13. Grammatical structures follow a natural order. Some grammatical structures are acquired early while others later. This is independent of learner’s age, background, and conditions of exposure (Krashen, 2007). Natural Order Hypothesis Krashen’s Theory of SLA http://www.sk.com.br/sk-krash.html
  • 14. Introduces concept of (i +1) or comprehensible input as a condition of language acquisition. ELs understand input language (i) that is a bit beyond their current level of language competence. ELs progress along a 'natural order' when receive 'input' that is one step beyond their current stage of linguistic competence. For example, if an EL is at stage 'i' then, acquisition takes place when exposed to 'comprehensible input' that belongs to level (i + 1) (Krashen, 2007). Input Hypothesis Krashen’s Theory of SLA http://www.sk.com.br/sk-krash.html
  • 15. According to Krashen… Affective variables such as motivation, self-confidence, and anxiety play a role in classroom learning. Low motivation, low self-esteem, and debilitating anxiety can 'raise' the affective filter and form a 'mental block. Acquisition best takes place in environments where anxiety levels are low. Affective Filter Hypothesis Krashen’s Theory of SLA http://www.sk.com.br/sk-krash.html
  • 16. CELLA Developed to meet the needs of NCLB. Measurement of four language proficiency skills: listening, speaking, reading, and writing. Developed by Educational Testing Services (ETS). Data used to make instructional decisions for ELs; NOT used for grade level placement or promotion/retention, Source: http://www.fldoe.org/aala/cELLa.asp Comprehensive English Language Learning Assessment
  • 17. Every teacher must be able to effectively integrate assessment of content area knowledge with the development of English language proficiency.