Regional Assessment Network Meeting English Language Proficiency Assessments for California (ELPAC) Computer Based Assessment (CBA) Study Summary Michelle Center, Director Assessment Development and Administrative Division May 17, 2017

Considerations in the Transition of the ELPAC Paper-Pencil Tests to CBAs Purpose of the study: To provide the California Department of Education (CDE) with useful information and recommendations regarding considerations and issues involved in a potential transition of the ELPAC from paper-pencil tests (PPTs) to CBAs. vs. A year ago, we requested that the current ELPAC contractor, Educational Testing Services (ETS) provide us with recommendations on transitioning the ELPAC from a paper-pencil test to a computer-based assessment. Please note that this transition is not currently funded, we are seeking approval form the SBE in July and acknowledgement from key stakeholders to move forward in the process based on recommendations from this study.

Goals of the Computer-based Assessment (CBA) Study Educational Testing Service (ETS) provided a set of recommendations to the CDE regarding the transition of the ELPAC from a PPT to a CBA. The recommendations aimed to ensure that: The ELPAC assessments will remain valid, fair, and technically sound as CBAs. The CBA will take appropriate advantage of the computer platform for improvement in coverage of the standards, improvements in student engagement, and other available improvements. CBA Study Goals: To research an efficiently managed transition utilizing the CAASPP platform and features as appropriate To ensure that the ELPAC assessments remain valid, fair, and reliable To take advantage of a computer platform to improve such things as the coverage of the standards and increasing student engagement.

Goals of the Computer-based Assessment (CBA) Study (cont.) The transition to CBAs is efficiently managed, making good use of time, budget, and resources, including the utilization of the existing California Assessment of Student Performance and Progress (CAASPP) platform and features as appropriate. The planning and execution of the transition to CBA is conducted with strong CDE and stakeholder engagement, ensuring that informed decisions are made. To ensure that we are making the most cost efficient decision and that we are capitalizing on existing resources that are used Because it is important to get feedback from our stakeholders, my goal today is to present you with the recommendations of the study and get your feedback.

General Recommendations Maintain the ELPAC Initial Assessment (IA) as a PPT. Reduces risk of Initial Assessment test takers having difficulty in demonstrating their abilities as a result of unfamiliarity with computers. The IA may transition to a CBA at a later date. Transition the ELPAC SA to a CBA. Ensure that all K–2 task types and administration models are developmentally appropriate. Employ digital voice capture for the Speaking section (which makes automated scoring feasible). Maintain K–2 Writing as a PPT. Provide grades 3–12 as a CBA for all domains. Accessibility: Provide more opportunities for all students to access the assessment. Keep the ELPAC IA as a PPT. We don’t know what incoming students’ familiarity is in using computers. IA can transition to CBA at a later date Transition the ELPAC SA to a CBA. The contractor would ensure that task types and administration model are appropriate for K-2 Use digital voice capture for Speaking Keep K-2 Writing as a PPT Provide grades 3-12 as a CBA for all domains Accessibility: Provide more opportunities for all students to access the assessment. Multi-tiered using universal tools, designated supports, accommodations. Multi-disciplinary team of experts.

Key Assessment Development Recommendations Maintain the current ELPAC task types on the CBA, adding technology-enhanced features in a principled way. Present all graphics in color and add context-setting images where appropriate. Enhance selected existing task types with developmentally appropriate technology-enhanced items. Recommendations: Maintain the ELPAC task types, but add technology enhanced features Include color graphics and images Include technology-enhanced items

CBAs of English Language Proficiency: Some K–12 Examples ELPA21 & WIDA Sample Tasks Sample Interface Features This slide includes some sample items from ELPA 21 and WIDA. (Top) You can see the addition of graphics and color (Bottom left) This one includes the ability click on specific objects in the item which is called Zone Hot Spot (Bottom right) This one includes an Avatar that can interact with the student Copyright © 2016 by Educational Testing Service. All rights reserved. ETS, the ETS logo and MEASURING THE POWER OF LEARNING are registered trademarks of Educational Testing Service (ETS). 34728

ELPAC Stakeholder CBA Survey Stakeholders will receive an e-mail this week to voluntarily complete a short online survey about transitioning the ELPAC to a CBA. The last day to provide input will be May 31. Stakeholder groups on the survey: School, LEA, County administrative staff Teacher/site specialist Parent Institution of higher ed. staff Other

Questions?

Contact Information English Language Proficiency and Spanish Assessments Office Phone: 916-319-0784 CELDT e-mail: celdt@cde.ca.gov ELPAC e-mail: elpac@cde.ca.gov CELDT Web page: http://www.cde.ca.gov/ta/tg/el/ ELPAC Web page: http://www.cde.ca.gov/ta/tg/ep/ Join the CDE’s ELPAC e-mail list by sending a blank e-mail to: subscribe-elpac@mlist.cde.ca.gov. 10