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Massachusetts Comprehensive Assessment System

Guidance for Using the ACCESS for ELLs 2.0 Concordance Tables

WIDA has made available "2016 concordance tables" in Excel spreadsheet format to allow schools and districts to compare the 2016 reported ACCESS for ELLs 2.0 domain scores to the scores that would have been reported if the new score scale adjustments had been applied, based on the standard setting studies conducted in summer and fall 2016. The updated score scales were not applied for ACCESS 2016 score reports because the score conversion would have resulted in an unacceptable delay in reporting those results. Instead, the 2016 scores were reported using the scales from ACCESS 1.0, the previous version of the test. The updated score scales will be applied to the 2017 results. As mentioned in the November 28, 2017 ELL Assessment Update, "As a result of the [2016] reported scores, some English language learner (ELL) students may have been exited from English language services prematurely. We urge districts to monitor the progress of those students carefully and, if needed, re-enroll them in language service programs [in cases] where observations and other evidence warrant this."

From the concordance tables, the scores of students in higher grade levels and at higher proficiency levels were affected to a greater extent by the score changes than were the scores of students in lower grade levels and at lower proficiency levels. As might be expected, the scores of students in upper grades and students nearing program exit were found to be most in need of adjustment so these students would be assured of meeting the increased linguistic demands of English-speaking programs in successive grades and/or in college and careers.

The concordance tables for ACCESS for ELLs 2.0 shows scores both before and after three major changes were applied: 1) the results of the standard setting study that reflect the increased level of test difficulty for all domains of ACCESS 2.0; 2) the score scale adjustments for online versus paper-based administrations; and 3) the introduction of a new Speaking test which required a new score scale.

Please be aware of the following important information regarding the use of this table:

  • The concordance tables for Listening, Speaking, Reading, and Writing include the domain scores as proficiency levels only; no scale scores. No overall composite scores were included because of the wide variance in score combinations that could yield a given overall composite score.
  • The concordance tables are organized by domain, grade, and test tier. Note that the online Listening and Reading tables do not have tiers because these domains were part of the adaptive assessment.
  • There are separate concordance tables (i.e., two different tabs shown at the bottom of the Excel file) for ACCESS for ELLs 2.0 paper and online tests showing the scores reported on the 2016 test administration ("reported_pl") and the proficiency level if the scores had been adjusted according to the 2016 standard setting study ("ACCESS 2.0_adjusted_pl").
  • Several columns are hidden in the online table that contain the domain scale scores (e.g., scale scores hidden in columns D, F, G, H) and minimum and maximum ACCESS 2.0 proficiency levels (columns I and K) that were used to calculate the mean score. To view the hidden columns, click near the adjacent column border at the top of the table and stretch the column until the columns of interest become visible.
  • Remember that while every reported scale score is unique, a proficiency level may be represented by several scale scores.

Contact the Student Assessment office at access@doe.mass.edu with questions.



Last Updated: February 17, 2017
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