Slide 56 of 124

Administering Level C
Graph Interpretation

  • There are a total of 12 training tracks for Graph Interpretation

  • Refer to the Directions for Administration & Scoring Guides

    • Rubric is on page 201

    • Training Items are on page 203

    • Answer Key is on page 208

Activity

      1. Listen to training CD Tracks 75-76

      2. Discuss why the response scored a 4, referring to the rubric

      3. Listen to CD Track 80

      4. Discuss why the response scored a 0

      5. Make sure you LISTEN to student responses, rather than read the transcript

Speaker Notes:

Facilitator Notes:

Scoring Procedure:

  1. To prepare for the practice, ask the participants to turn to the Level A Question 5: Read Aloud for Fluency in the DFA and Scoring Guide. Clip a blank acetate transparency over page 20 or insert the Scoring Guide into a clear sheet protector. The participants now have the transparency placed directly over the Fluency text.

  2. As the student reads, participants follow along using text in DFA and Scoring Guide.

  3. Participants mark the student errors on transparency as they occur by drawing a line through the text with dry erase pen. Participants need only mark the error, not record the type of error.

  4. Participants mark where student stops the reading at end of allotted time by drawing a vertical line.

  5. See rubric in DFA and Scoring Guide for scoring student response.

  6. Clean transparency after each student.

Note: Model and practice this procedure during sample responses.

This is where you will practice using the rubric to score student responses. For this activity, participants will refer Training Items on the following pages in the DFA and Scoring Guide. It will be helpful to have participants tab the pages for quick reference.

  1. Ask participants to review the Script for Training Items so they are familiar with the script format and content.

  2. Ask participants to turn to back to the rubric.

  3. Facilitator plays training CD Tracks 48-49.

  4. Participants listen to Question 5 followed by student response, Score 4. (Tracks 48-49)

  5. Facilitator pauses the CD and ask participants to discuss why that particular response scored a 4. Refer to rubric.

  6. Repeat this process for scores 3, 2, 1 and 0, Tracks 50-53.

  7. The facilitator will now play training item Example A , Track 54 and ask participants to practice scoring using the rubric and the training items.

  8. After the participants practice scoring Example A, ask them to compare scores with a partner or table-mates.

  9. Ask participants to turn to the Answer Key for Training Items. Facilitator shares ETS score and words counted as errors.

  10. Invite discussion about items when necessary.

  11. Repeat steps 7-10 for the following Example training items:

Example B, Track 55

Example C, Track 56

Example D, Track 57

Example E, Tracks 58

    1. For additional practice, continue steps 7-10 with Examples F-J, Tracks 59-63.

Note: Often after practice and scoring, participants raise questions about the “allowed” usage of probing questions and prompts. The facilitator will need to keep participants focused on the purpose of CELLA; to measure English Language Proficiency.