ELPA21 Score Reporting and Interpretation Flashcards

How do ELPA21 scores connect to the English Language Proficiency (ELP) Standards?

Answer: Each score level corresponds to performance expectations described in the ELP Standards

ELPA21 scores are directly linked to the ELP Standards, so each proficiency level reflects specific language performance expectations described in the standards.

What does it mean when a student receives a 'not reportable' (NR) score on an ELPA21 domain?

Answer: The student did not provide enough responses for the domain score to be calculated reliably

An NR designation means insufficient responses were collected to generate a reliable domain score for that student.

Which audience primarily uses ELPA21 classroom-level score reports to guide instruction?

Answer: Teachers of ELL students

Classroom-level ELPA21 score reports are designed for teachers to identify student strengths and areas needing instructional support.

When comparing ELPA21 scores across years, why is it important that the assessment uses a stable vertical scale?

Answer: A stable scale ensures that scores from different years measure the same construct at the same level, allowing valid growth comparisons

A stable vertical scale maintains consistent measurement across years and grade bands, making year-over-year growth comparisons valid and meaningful.

Which ELPA21 score is most useful for identifying students who may need intensive English language support at the beginning of a school year?

Answer: The prior year summative Overall Composite score

The prior year ELPA21 summative Overall Composite score gives teachers a baseline proficiency level to identify students needing intensive language support.

In ELPA21 reporting, what does 'disaggregated data' allow educators and administrators to examine?

Answer: Performance differences among subgroups such as grade level, home language, or time in ELL program

Disaggregated ELPA21 data breaks results down by subgroups, helping educators identify patterns and equity gaps in English language development.