In this recorded webinar, Mark Chapman, WIDA director of test development, and Heather Elliott, assessment content specialist, discuss WIDA MODEL – a tool for measuring English language development and growth.
Good morning, everyone. And welcome to the WIDA MODEL Interim Assessment Webinar. We're glad that you could join us today. We've had a lot of great times looking over the materials and getting ready for today. And we have a lot of great information to share with you. And I'll turn it over to Mark Chapman. Good morning, mark.
Hi, good morning, Scott. Thank you. Good morning, everybody. I can see that there are still a few more people joining as we get started. So wherever you are, welcome.
So the purpose of this webinar today is really to focus on the role of WIDA's MODEL assessment in the international consortium. I'm Mark Chapman. I'm the director of test development here at WIDA. And I'm joined by my colleague, Heather Elliott, who I work closely with on the assessment team. And Heather and I have been working on the MODEL Assessment very closely for the last 18 months. And a little bit later, Heather will tell you a little bit about the improvements that we have made to, in particular, the online MODEL tests. So we're looking forward to that.
So the purpose of the webinar today is to just talk very briefly about WIDA, particularly in an international context, to describe some key features of the MODEL Assessment, for Heather to run through those online update I was just mentioning, and also to talk a little bit about the connection between WIDA MODEL and the instructional tools that MODEL provides. And as Scott mentioned earlier, we hope to have plenty of time for questions and answers throughout, but particularly at the end.
I'm sure most of you on the call know what WIDA is. But let's just run through that. So WIDA has been around for almost 20 years now, particularly in the United States. So we're a university-based research center. We've all been working from home for the last six months. But WIDA is part of the University of Wisconsin, Madison.
We belong to UW Madison School of Education. And within the School of Education, we are part of the Wisconsin Center for Education Research. So everything WIDA does is backed by research and, we believe, an in-depth understanding of how students develop their language proficiency.
So we've got a pretty wide-ranging mission. But we focus particularly on assessments for students in kindergarten through 12th grade, teaching resources to support those students, and the educators who work with them, and a broad research agenda that focuses on K through 12 multilingual learners.
In the US, we work with 41 states and territories. And we serve more than two million students every year, tens of thousands of schools, and thousands and thousands of educators. And we continue to grow year by year in the United States. But of course, our focus today is on our colleagues throughout WIDA's international consortium. This consortium also continues to grow, which is super exciting. There are now more than 800 international schools across the consortium. And I believe that includes more than 100 countries around the world. That's incredibly exciting. And you can find much, much more about us, if you're just getting to know WIDA, at our website. Just go to wida.wisc.edu for lots more information.
So Heather and I are, of course, from the WIDA Assessment Team. And we're really here to talk to you today about one of our key assessments WIDA MODEL But we well understand that leader is not just a test. It's not just a suite of tests. It's really a way of thinking and a philosophy towards advocating for multilingual learners and everything they can do, everything they bring to a rich school environment, and the great importance of the teachers who support those multilingual learners. We don't just make tests.
So we hope to believe that WIDA really helps teachers to understand what learners can do, both linguistically and on the academic track, on their road to developing and mastering academic language proficiency. We also believe that we help teachers to differentiate instruction by students who are at different levels of language proficiency.
So of course, our younger students who were just beginning require very different instruction from our students who are older and have much higher levels of language proficiency. And we want to support guidance about that differentiation. We strongly believe in scaffolding language and content learning.
Clearly, you can't learn content if you don't have the language skills. There's a complex interplay there. And John [INAUDIBLE] is on the call as the director of international programs. John is a passionate advocate for collaborating effectively amongst educators and within schools. and. I'm sure he'd be happy to talk about that, if we have the chance a little bit later.
OK, so let's turn to our main focus this morning, which is really WIDA's MODEL test. We know that's a really critical assessment for those of you in international schools. So let me just start at a high level and just run through some really key features of the WIDA MODEL assessment.
So WIDA MODEL provides a suite of flexible on-demand English language proficiency assessments for students in grades K through 12. So what do we mean by flexible and on-demand? That means, with the model tests, you can administer that test to your students when you need it. There isn't, from WIDA, a fixed schedule or a fixed timeline for when the assessments are available.
The assessments are available on demand. Whenever you need them, you can administer the online version or the paper-based versions to your students. And WIDA works with at least one of the major assessments, the ACCESS test in the United States that is not flexible and not on demand. It's only available on a very fixed schedule. So we think a key advantages of MODEL is its flexibility and that you can use it when you need it. When you don't need it, you don't have to use it.
So what are the different combinations available for WIDA MODEL? So there's a paper-based assessment that is available in grades kindergarten through 12. Kindergartners, we only have a paper-based assessment. WIDA does not believe in online assessments for these younger students. So the kindergarten MODEL is a paper-based assessment only.
We do have an online test which is very commonly used across the international consortium. And the online test is available for students in grades 1 through 12. As I touched on, it can be administered at any time during the school year. You purchase it locally at home when you need it so the numbers of students whom you need to test. You administer it yourselves in the school. And you can do the scoring and reporting yourself in your school, of course, through trained test administrators and trained raters.
So you don't have to wait to get your scores back from a government agency or from WIDA. You do the administration. You do the scoring on your time line. And we hope that's convenient and helpful.
So I think something we often get asked about is how do our different suite of assessment work together, right? You'll have access to, of course, WIDA MODEL, our main focus today, but also WIDA Screener, and Kindergarten WAPP as well. So we hope this graphic helps you better understand how to use our assessments together. We consider WIDA Screener and Kindergarten WAPP and the Kindergarten MODEL as the assessments that really give you the baseline data about your students.
When the students are coming into your schools for the first time and you're getting that first snapshot of their language development, we recommend using WIDA Screener and then, for your youngest students, Kindergarten WAPP, our K model. That gives you your baseline for what their proficiency levels are within the WIDA system.
Once you have that baseline data, that's when we recommend you begin you saying WIDA MODEL to track their growth throughout the school year, And then to have a summative evaluation of that language development probably annually, but based on your needs. So that's the quick fly-by. That's our recommendation on how the tests fit together.
WIDA MODEL has come about through a partnership from WIDA with our colleagues in test development at the Center for Applied Linguistics. WIDA and CAL have been working together for 20 years. These groups provide the brains trust for all of our assessments. They set the standards to the tests from very complex scaling and psychometrics that goes into producing the scores. Then we have a third partner, MetriTech, who does the delivery of the online test platform. So there are really these three organizations who work together to deliver the MODEL test.
Something that's really, really important and we really can't talk about enough is the connection between the assessments and the standards. So MODEL and all WIDA assessments operationalize the WIDA English Language Development Standards. What this really means is that MODEL and our other tests do not provide a measure general or everyday English language proficiency. Our assessments provide an evaluation of English that students need to be successful in a school in the classroom.
So throughout our assessment, you'll see say test items and test packs that evaluate student's ability to understand and produce social and instructional language, the real nuts and bolts language of understanding educators. And then the content areas of language of language arts, language of mathematics, language of science, language of social studies. So we interpret the standards. We write test items and test tasks that directly reflect the standards. And then the test scores that your students receive are a representation of their ability, your students' ability, to use this language they really need to be successful in the classroom. And I think that's the real flagship of what WIDA does.
A bit more mechanical, these are the levels of English language proficiency that we measure-- the proficiency level 1 for your newcomers and beginners, all the way up to proficiency level 6, where English learners are then going to be linguistically at the same level or a comparable level of proficiency to monolingual English users, and really have no barriers remaining to accessing the content of the classroom and being able to succeed academically.
All right, that's a fly-by. That's a high level overview. I'm going to hand it over to my colleague, Heather Elliott, who's going to go a bit more into the weeds about the MODEL test. And I'll be back later. Over to you, Heather.
Thanks, mark. So yeah, as Mark said, my name's Heather Elliott. And I work with him on the assessment team. And I'm so happy that all of you were able to join us this morning.
The first thing I'd like to do is to give you a quick overview of the logistics of MODEL test administration. And this order is true of both the online and paper versions of the test. The MODEL test begins with the speaking portion of the test. This is the only part of the test that must be administered individually. And that's because, as the test administrator is giving the tests, they're also scoring the test. And so you can't really do that in a group setting.
So yeah, you begin with speaking. And then after that comes listening. The way that listening works is that everybody, all of the students in the same grade level cluster, will begin with the same first four items on a listening test. And then their score on those first four items, combined with their score on the speaking test, is what's going to determine their track placements, their difficulty track placement for the rest of the listening test-- low, mid, and high.
And so that's why it's really, really critical that the speaking test is given before the listening test because we really need the speaking test score to help weigh into their track placement on listening. The same design process is also true for their writing and reading test. The students take the writing test. And then the test administrator or a trained rater of the writing test gives a quick score. And that's just enough information so that it can help place the student into whether they're taking the low track, the mid track, or the high track for the rest of the reading test. So in this way, the listening track is really informed by both their listening performance. so far and their student performance. And the same is true for writing and reading.
So Mark was talking about the different proficiency levels that we're working with here at WIDA. And so this image shows how the different difficulty tracks on listening tests and the reading tests align with those proficiency levels. You can see, if we have someone at the beginning levels of language development, you don't want to be throwing a lot of incredibly difficult items at them. But we do want to give them a range of different items targeting different proficiency levels, so that we can really see what they're capable of.
And so for that reason, the low track will be targeting-- the items will be targeting proficiency levels 1, 2, and 3. And the mid track will be targeting proficiency levels 2 through 5. And the high track will be targeting levels 3 through 5.
OK, as I mentioned, the speaking test must be administered to students one-on-one, just because of the nature of the test administrator needing to score the test as they go. The other three you can administer as a group or individually, if that's what you prefer. You want to be careful about having too many student testing at once for the writing test because of the way you need to check in and monitor how the students are using their time. So these are our recommendations for the group administration of how many students you can test together. Obviously, that will depend on the setup at your school, and the space, and equipment that you have.
Another important logistical piece, of course, is how much time you need to consider for giving the test. So the administrative format-- I already talked about speaking must be individual. The other three domains, you have a choice. These timings are really estimates. You'll see that there is a, quote, "screener" portion of the MODEL Assessment that you can give that's more brief. But these are really-- these are really timings that are provided to you to help plan your schedule. In general, we tend to say that, as long as students are working productively, they can be given the time they need.
OK, so that is a very quick overview of the thinking you need to consider when you're administering the test. Now, I'd like to talk briefly about the scores and reports that are generated when you give WIDA MODEL. The reports that you get are actually something that's a little bit different between the online version of the test and the paper version of the test. So we'll talk about them separately.
There are three different types of reports that you can generate from the online version of WIDA MODEL-- individual student report, a parent-guardian report, and a student roster report. So first of all, the types of scores that are generated are seven different type of scores that are generated-- the four domain scores-- listening, speaking, writing, and reading. Then there are also three-- what we call-- composite scores-- oral language. This is going to be combining speaking and listening; literacy, which is going to be combining writing and reading; and then finally, an overall score.
So first of all, we have the individual student report. This is the report that's really intended for teachers and administrators. It's going to have demographic information about the student. It's going to have numerical scores for all of those different categories, both fail scores and proficiency level. And then there's going to be a one sentence summary of each proficiency level in the table below, where you can see those different colors.
The next type of report for online MODEL is the parent-guardian report. This is intended to be shared with the students and their family or guardian. So this is a report that will give all the same different score categories and a visual record. But it's not going to be giving exact numbers of the scores. So it's really intended to be a little bit more general and a little bit more visual for people who don't need to work with the scores in as much detail.
And finally, you're able to generate a grade level roster report for MODEL online. And this is something that you can generate for a group of students within the same school and grade. And this could be really helpful not for directly comparing students to each other, but for looking for patterns within a class. That can be kind of helpful to see, oh, for example, a lot of the students have really strong listening scores, but their writing because they're a little bit weaker. Where can we target instruction? Or maybe you could group students for work based on patterns that you see in their scores.
So as I mentioned, the third part for our paper is a little bit different. And there's only one score report available for MODEL paper. And that's an individual student report. And the reason for this is really having to do with the fact that, for MODEL online, score report can be generated within the test administrator interface. But because all of the scores and all of the student responses are on paper for MODEL paper, there isn't that ability to automatically calculate scores.
So instead, what we have is, on the public WIDA website, there is a score calculator for WIDA MODEL paper. And that is where, as you can see on the screen, you enter an information about the student and their number of items correct in each of the domain. And then after you enter all of those things and hit Calculate, you'll be able to download and print a score report, an individual student report for MODEL Paper.
There is more information about the types of scores, what they mean, and how to use them, as well as examples of all of those different types of school reports in the MODEL Interpretive Guide, which is available on the WIDA website. So just to wrap up a little bit, the difference between the kinds of scores that you get between the Online and Paper mode-- so again, Online is grades 1 through 12. Paper is grades K through 12.
Another really critical difference is that for Online MODEL, because of the way that the test platform calculates the scores, it really needs all four domain in order to do that. So you're not actually able to create a score report until the students have finished taking all four different sections of the test. On the flip side, you don't need to do any entering of numbers other than the speaking and writing raw scores. The final proficiency levels are calculated by the test platform. And of course, with Online, as I mentioned, you have the option to get an individual report and a group score report.
So with Paper, you use that calculator on the WIDA website. And the other thing that's really nice about Paper, for those who would benefit from it, is that it is possible to generate a domain-specific score. So you don't necessarily need to have the student take all four domains, if you're really only interested right now in, say, the listening score.
So that was also a very, very quick overview of the scores and reports. I see there are some questions. So I will be happy to return to that later. But finally, the last thing I would talk about right now is the recent updates that WIDA to WIDA MODEL Online.
So over the last-- I want to say-- 18 months, WIDA has been working on developing new test content for Online MODEL. We have been using that time to develop content, to get feedback from educators, and then to have a really robust field test in order to check and make sure that all of the items that we have developed are robust and are giving us good information. So we released this update in August. And we're very happy to say that, for our MODEL Online, more than 75% of the speaking and writing tests have been refreshed. And almost half of the listening and reading items have been refreshed across grade clusters.
There is really a lot of new content that can be seen across WIDA MODEL Online for grades 1 through 12. And in particular, we think that our international educators will be happy that one of the things we were really attending to was trying to make sure that new items are less US-centric in their approach. And that's something that we've heard that you guys have really been looking forward to. So with that, I'm going to turn it back over to Mark.
Just before I go on, I want to address a couple of the questions that are in the chat. One of the questions said, WIDA all year long seems to suggest, at the beginning of the year, testing the Screener. Is this true?
WIDA recommends the first time you assess the student, you use Screener. So that first time, where you need to get to know the student, the student's language proficiency , you should use Screener. But for future administrations after that to gauge growth, you should be using MODEL. One of the main reasons for that is because MODEL reports scale scores on the 100 through 600 scale. Screener does not. So those scale scores are much more sensitive to growth. So again, Screener for that first administration, that baseline data. But then to measure year on year growth, MODEL is more appropriate.
So do the online school reports have samples of the students' language via speaking tests? If I understand that question correctly, then the answer is no. None of our score reports include samples of language that the student actually produced. Our score reports do have proficiency level descriptions, which shows what your students can do at the bottom of the report.
The final question, can you please explain again why there is a limit to students taking the listening, writing, and reading portion of the WIDA test? Heather, would you be willing to jump back on and repeat what you said?
Sure. Well, I think that it really is a recommendation. But I think it has to do with how many students can really be monitored at once. And so for the writing test, there is a little bit more of checking in on the student progress. The writing test occurs in two parts. There's a briefer part A, and then a part B.
Also, I think making sure that the student have moved on to part B, that they've actually started writing and they're not continuing to organize their thoughts about writing. It's just something that tends to require a little bit more close of monitoring, which is why that recommended number is a little bit different. But I think that largely, at the end of the day, it will depend on how many students can be in your situation, in your school comfortably monitored with them being sufficiently spaced out and everybody having, say, for the Online MODEL, the devices that they need to do the test. So I don't know if that helps.
Yeah, that's great. Thanks so much, Heather. And I think something we've learned is, the younger the students or the lower proficiency the students, the smaller group size is much better, whereas, if your students are more mature or higher proficiency, then those larger group sizes can work perfectly fine. But again, you all know your students and your context much better than we do. We would strongly recommend you bring your own expertise to bear on how many students can be tested in a group session.
I'm going to handle one more question before I go into the next part of the presentation. And then we'll have more time for Q&A, I hope, at the end. There was a great question of what are CESR equivalents to WIDA levels. I'm sure almost all of you know but CESR is the Common European Framework of Reference, so A1 through C2 levels.
That's a wonderful question. The CESR levels are not aligned to WIDA levels. We have not done that study. However, John and I have been working with a university in the United Kingdom to explore such a study. We would love to do that. That's a study we rarely want to do. It's just a question of timing and resourcing.
So we do not have CESR equivalent to WIDA levels right now. But we certainly hope to have that in the near future. Great question.
All right, so I've told you a little bit about the foundations of our assessments, the relationship between MODEL to our standards, the proficiency levels they measure across. And Heather has given you a deeper dive into some of the details of the MODEL test. So let's circle back a little bit.
We think WIDA MODEL will be a very helpful test in your international school context. And here are some of the main reasons for that. So MODEL is closely related to the WIDA standards. The scores will reflect standards. And you can use lots of tools from WIDA, like our scoring reports, but also the Can Do descriptors to really help you understand where your students are at, in terms of their language development.
We think there's lots of flexibility in the different grade levels, the online and paper test form across K through 12, and the fact that you don't have to wait to get your student scores back. The scale scores and proficiency level scores give you different types of information for different contexts. Scale scores are super helpful for measuring the growth of your students from year to year. And the proficiency level scores, we think, are very helpful for really understanding what your students can do with the language and where they need to go next in terms of their development.
As Heather was mentioning, we have developed a lot of new content for Online MODEL. And that project was really designed to help international schools. WIDA has heard a lot of feedback from international schools, quite a bit of it about the US-centricness of the content on MODEL.
So we've really tried to address that with that new content. That new content went live just a few weeks ago. So if you're working with MODEL as you come back to school, hopefully, you'll see that new content reflected in the online tests. We'd love to hear your feedback about it. If you've got thoughts, let WIDA know if it's what you were looking for, or if we've missed the target. And we were really excited to work with panels of international teachers from across the consortium in Brussels last year.
Of course, there's tons more information on our website about the WIDA MODEL test. Please go take a look, if you haven't done so already. And you can visit the WIDA store to find out how to order WIDA MODEL assessments for your students.
All right, as I was just touching on earlier, we believe that the Can Do descriptors, which are available from WIDA for all of you, really provide some rich and detailed information about understanding our test score, and then really applying it to your students' current abilities. So the Can Do Descriptors go through grade level by grade level across the four language domains-- listening, speaking, reading, and writing.
When you get your score report back from your student, you can see the proficiency levels they have attained on WIDA MODEL, then go to the Can Do Descriptors and get a really, really rich sense of where your students are at. So there's an example here. So if your student has scored, for example, 1.5 on listening, 1.7 on speaking, obviously these are scores that reflect the beginning level of language development.
You can go to the Can Do Descriptors, to the grade your student is in. And you can look up level 1 listening descriptors and the level 1 speaking descriptors. And those descriptors are going to give you, we hope, some really detailed information about what your student can do. And then for example, you can look at those descriptors for level 2 and level 3 and help understand the expectations for that student's growth, which we really hope can help support targeted and differentiated instruction to the students to keep moving on that trajectory.
So if we really drill down into that, we can see that speaking descriptor. So a speaking score of 1.7, you can see the descriptors for this student of what to expect that student to be able to do in terms of their speaking ability. So we would expect that student to be able to answer yes/no questions and choice questions.
We would expect the student to be able to begin to use general every day and a little bit of that high frequency vocabulary. We would expect that student to be able to repeat words and short, simple phrases, and memorize chunks of language. And those memorized chunks of language are actually really important and really powerful to students. We know, from linguistics, that those memorized chunks are really building blocks of language that students can go back to time and time again to help them express themselves.
We also expect students to be able to answer some selected WH questions, so questions, for example, beginning with who, what, when, and where, particularly within the context of a particular lesson for their own personal life experiences. And again, all of this is also grounded in WIDA's Can Do philosophy.
The Can Do Descriptors are asset-based. They explain what students can do. We don't believe in the deficit view of language learners' language development. So we'll always be focusing on what your students are able to do, rather than what they can't do.
OK, if possible, I'd love for Jon Lord-Meyer to be able to jump in and talk with you just for these final slides. And then we'll go back to Q&A. Jon, is that OK with you?
Absolutely. Thank you, Mark and Heather, for giving us some really helpful detail about MODEL and how MODEL can be used. And I know there are more questions in the chat box that we want to leave time to answer. I did want to just share a little bit more to build on what Mark and Heather said about WIDA being more than a test.
And so obviously, the assessment and the asset-based philosophy are the foundations of what we do. And we also develop professional learning and instructional resources, like we Can Do Descriptors, to help teachers utilize the assessment data to not just test students, but also to teach students.
So one of the really exciting tools that is in development right now is a virtual institute. And the WIDA All Year Long story map is a narrative that this virtual institute is built around. Many of you have participated in a face-to-face institute that's an introduction to WIDA standards and assessments, a four-day training.
And in December, we will release a virtual institute, which is a self-accessed, self-paced online training in WIDA standards and assessments. And so that will include writing scoring practice, and also building Can Do student portraits and additional tools like the WIDA All Year Long Map to help international educators understand how to leverage WIDA resources.
And then a couple other suggestions-- if you're interested in becoming a member of the WIDA International School Consortium that Mark mentioned, the global network of 500 schools, then please email the email@example.com. [INAUDIBLE] membership information on the website. And we encourage you to join. And you will then have access to assessments, and online training, and additional instructional resources.
If your school is already a member school, then maybe consider becoming a focus school. Each month in our newsletter, we feature a focus school and highlight the school's program serving multilingual learners, and how we have collaborated to serve teaching and learning in that school. If you don't receive the newsletter, then, by all means, sign up for that.
And on the next slide, there's a little bit more information about our monthly newsletter. We have just posted to the website our September newsletter. We have a column, "Ask Fatima." A lot of really helpful questions that come from international educators that we answer. We do, as I mentioned, feature of one of our member schools as a focus school. We spotlight faculty, scholars, WIDA colleagues, and other contributors to thought leadership. And we also highlight new opportunities for educators to become involved in our research and development.
So Mark and Heather mentioned the biosensitivity content review that they led in Brussels last year to review new MODEL items. We recruited international educators in the newsletter. And so this is a way for you to find out about these opportunities, and to participate and contribute. We also have updates on MODEL and other assessments. And I will let Mark and Heather answer some more questions. Again, the firstname.lastname@example.org email address or the WIDA website are the places you can find more information. And it's great to see so many familiar names on the participant list. And for those of you who are not yet members, we'd love to welcome you into the WIDA global community. Thanks, Mark.
Thank you very much, John. Really appreciate your time this morning, at least this morning here in Madison. I'm going to go back to the chat and run through just some of the questions that we've received. If you've got more questions, please do feel free to enter them into the chat. We have another 10 minutes or so to try and get through these.
So just going back to where we left off, there's a question that says, I have administered the Paper model where you have to scroll the speaking and writing manually. I was wondering how students receive their speaking and writing scores when taking the online version. Is it done automatically by the computer or by a teacher who will input answers to generate the scores? That's a great question.
So for the online version of MODEL, the teacher, the test administrator still has to score the students' speaking and writing responses. As Heather was describing, speaking tests for Online MODEL are still given one-on-one. So the test administrator is going to score that student speaking in real time. For the writing test, then the student is going to you know write their response to the writing test.
And then the TA will either retrieve their handwritten response for the younger students, or their keyboarded response for the older students. And those writing responses will be scored by the teacher. And then as the person who asked the question indicated, the test administrator or the teacher will then enter those writing scores and speaking scores into the online test platform. And then the online test platform will create the score report for the student.
So there's no AI scoring on Online MODEL. The computer is not scoring your student's language. The trained human, the skilled educator is scoring the student's performance, and then entering those scores into the online test platform, which calculates their final scores.
All right, that was a great question. Let me go on. When is training in administration offered online? On the website, it says it's available. But when you click the link, it's not offered.
So training for Online MODEL is available within the test administration-- I'm sorry, Test Administrator interface that Heather talked about, once to have logged in to Online MODEL. All of the training required to administer the test and to score the test is available right there within that Test Administrator interface. Heather, do you have anything to add about that, about the training for Online MODEL?
Yeah, not too much. I think it's one of those things where, for a lot of different WIDA things, you're used to using the WIDA public website and the secure portal. But for MODEL, your best bet is going to be-- or MODEL Online, your best bet going to be going into that Test Administrator interface. There's a Training tab. And I think, for Paper MODEL, when you get the box with all the materials for that grade tester, it includes the training materials in there.
Awesome. Thank you, Heather. So yeah, just to try and be really clear to that person's question, you cannot access the MODEL training through the WIDA website. You have to order Online MODEL first, get an account, go into your account. And then the training is available.
Next question was, does the WIDA Screener Test Report give you the Can Do Descriptors? That's a great question. And off the top of my head, I'm sorry, I can't remember. But the WIDA Screener does give you proficiency level scores. And the proficiency level scores on WIDA Screener can be interpreted using WIDA's Can Do Descriptors that I was describing earlier. Whether those PL interpretations are on the bottom of the screen of score report, I'm sorry, I don't remember off the top of my head. If anybody else on the call does, you're very welcome to join in, to jump in
Hi, Mark. The proficiency level descriptors-- the description of the proficiency levels are given on the individual student report. And then as you mentioned, because we have a number of different resources for interpreting those, the Can Do Descriptors, interpretive reports, then teachers can use those scores and the proficiency levels on the individual report to correlate them with the complementary instructional resources.
Awesome, thank you so much, John. I really appreciate that. Next question is not directly related to the international schools, but I'll just address it anyway. How does the WIDA MODEL affect the role the yearly ACCESS tests and those scores play? How would you use them together?
That's a wonderful question. It allows me to give a plug for the second webinar Heather and I are giving today. So we'll be talking about WIDA MODEL within the United States domestic consortium on how MODEL and ACCESS can be used together. The answer to that question is quite complicated. So I'm not going to hesitate it now. But I will take 50 minutes to address it on that webinar.
Oh, here's a wonderful question. How can WIDA be administered during COVID-19 times? Is it possible to use a fully online version? That's a fantastic question.
So let me try and talk this through. So WIDA MODEL Online is a fully online test, right? It's delivered to the student fully online. So I guess that's a simple answer to that question. What we've been thinking about a lot over the past three months maybe more here at WIDA is remote administrations of our assessments.
So by a remote administration of our assessments, what we mean is the test administrator and the student are not in the same physical location. So for example, the test administrator may be at a school building, but the student is at home. Or the test administrator is at home and the student is in their home. So they are physically separated. They are not in the same room. They are not in the same building.
And that is an enormous challenge for the types of assessments that WIDA produces. So to try and support those cases-- and we know, sadly, that they are very common around the world-- WIDA released what we call Remote Screener. And that suite of tools was released to the international consortium a little while ago.
So Remote Screener is a set of tools that is designed to be valid and reliable when the student of the test administrator are in different physical locations. It's brand new. Heather and I played a key role in the development of these tools. We would strongly encourage you to go take a look at the Remote Screening tools that we released. And I'll invite John just to say a little bit more about this, how to find them, in a second.
So WIDA Remote Screener is what we recommend when you need to get a better understanding of your student's language proficiency, but you're not able to be in the same physical space. And to address administrations of MODEL, WIDA does not believe you can administer MODEL remotely. So if you're at school, you're students at home, we believe the challenges of doing that remotely would jeopardize the meaningfulness of the scores.
We've discussed this at length with our stakeholders. We've discussed it with our technical advisory committee. We've discussed it with testing security consultants. All of them recommend we don't do it. But we have to develop these Remote Screening tools. John, could you just let folks know how to get access to those?
Sure, Mark. The WIDA International Secure Portal is a members only website that is available to members schools of the WIDA International School Consortium. So on the main WIDA website, at the very top, you'll see a Login button. And if you click Log In, that will take you to a page that lets you select the WIDA International Secure Portal.
And so every member school has a password to log into that. That website has e-learning resources that I mentioned earlier that are free for members schools, as well as additional assessment information. And so the WIDA Screener, the Remote Screener files, and training information for the Remote Screener are available to our international member schools on that International Secure Portal.
Great. Thank you so much, John. I'm really glad we got the chance to answer that. I know we're almost at time. And I know I haven't answered all the questions in the chat. I'm very sorry about that. But I think we're probably going to have to wrap up soon.
Again, it's been Mark Chapman, myself, and Heather Elliott, my colleague from the Assessment Team. We want to say a huge thank you to everybody who joined today. We hope this information has been helpful. Scott, can I just throw it back to you to wrap this up this morning?
Yeah, by all means. Thanks a lot, Mark. Thanks again for joining us today for this WIDA MODEL webinar. The information will be posted, so that you can see this webinar, refer back to share it with your colleagues. I'd also like to encourage you to sign up for the international newsletter, as John mentioned.
And also, we do have a lot of great information that we put out through our website, wida.wisc.edu. So thanks again for joining us. And if you have any other questions, comments, or other things that you'd like to do, I'd also like to encourage you to use our Client Services Center. And that information is available on the Contact page on the WIDA website. So thanks again for joining us. And enjoy the rest of your day.