WIDA Testing

WIDA ACCESS 2.0 Summative assessment 

Overview

Click anywhere on the infographic for interactive links.

WIDA Info 17-18
2017 Test Administrator Manual
2017 School Test Coordinator Manual
ACCESS for ELLs 2.0 Online Test Administrator Troubleshooting Guide

MATERIALS

Packing Instructions for WIDA 2016
WIDA Test Booklet Instructions (Bubbling)

STUDENT TRANSFERS

Instructions to submit incomplete ACCESS 2.0 Tests
Memo-Submitting incomplete tests
Submission file for incomplete ACCESS tests
Updated Student Transfer memo for District to District
Student Transfer Form for District to District
WIDA AMS Procedures for transferring students within the district

Preparation and Training for Test Administrators

Click anywhere on the infographic for interactive links. 

WIDA ACCESS Webinar Calendar

Preparing Students for WIDA ACCESS 2.0

This short handout gives an overview of ACCESS for ELLs 2.0, student test practice resources, and domain-specific guidance to prepare students for testing. WIDA Getting Ready ACCESS Online

The following are helpful hints and classroom tools to use while working with students to prepare for the Online Speaking test format.
WIDA Helpful Hints Speaking 1-3
WIDA Helpful Hints Speaking 4-5
WIDA Helpful Hints Speaking 6-12

Follow these steps to acclimate students to the online test platform prior to testing.

1 Preview ACCESS for ELLs 2.0 Online for students using the Test Demo. Test Administrator Manual Test Demo
2 Use the Online Sample Items in conjunction with the User Guide to familiarize students with the test engine. Online Sample Items User Guide Interactive Sample Items
3 Have students independently go through the Online Test Practice to try it on their own prior to the start of testing. Test Administrator Manual Test Practice

This information and more can be found on WIDA’s website by clicking HERE.

WIDA-AMS

WIDA AMS User Guide 2017

  • For information regarding the transfer of students from one district to another, please see page 87.
  • For the transfer of students from one school to another within the same district, please add the student to the new school in AMS and do nothing with the student in the previous school in AMS.

Read about the How-Tos for AMS by clicking HERE or watch these short, 2-minute videos that explain key functions of WIDA AMS by clicking HERE.

WIDA Online Screener

Chapter 6 of 2017-2018 Indiana Assessment Program Manual p. 34
Screener Writing Scoring Rubric
Screener Speaking Scoring Rubric

                  

K W-APT (Kindergarten WIDA ACCESS Placement Test)

Chapter 6 of 2017-2018 Indiana Assessment Program Manual p. 35
Screener Writing Scoring Rubric
Screener Speaking Scoring Rubric

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1st Semester Kindergarten W-APT
(Listening and Speaking ONLY)
Listening and Speaking
Raw Score
0-10 11-18 19-28 29-30
Proficiency Descriptor Low Med High Exceptional
Proficiency Level for
Reporting Purposes
Level 1 or 2 Level 2 or 3 Level 3 or 4 Level 5 (FEP)

For 1st semester Kindergarten students, use the raw scores from the listening and Speaking test to approximate their proficiency level for reporting purposes. For example, a student who receives 26 points is near the top of the high category range, and therefore the test administrator can report Level 4 for this student.


2nd Semester Kindergarten/1st Semester 1st Grade W-APT
(Listening and Speaking, Reading, Writing)
Listening and Speaking
Raw Score
0-10 11-18 19-28 29-30
Reading raw score 0-5 6-12 13 14-15
Writing raw score 0-7 8-14 15-16 17-18
Proficiency Level for
Reporting Purposes
Level 1 or 2 Level 2 or 3 Level 3 or 4 Level 5 (FEP) Must
meet all 3 criteria

For 1st semester 1st grade students and 2nd semester Kindergarten students, use raw scores from all three assessment domains to approximate their proficiency level for reporting purposes. To test as fluent English proficient (FEP), the student must score in the level for reporting purposes. To test as fluent English proficient(FEP), the student must score in the Level 5 range for all test areas. If a student’s Listening and Speaking scores place them at a Level 4, but their reading and writing scores fall under a lower proficiency level the student should place them at Level 4, but their reading and writing scores fall under a lower proficiency level, the student should be a reported in the lower level.

ACCOMMODATIONS for Testing 

Accessibility and Accommodations Supplement
For students with an IEP, please read page 70 in the test administrators manual below for the correct testing materials to order.
2017 Test Administrator Manual