ACCESS Language Proficiency Levels 2 — Questions and Answers
Question 1: The ACCESS for ELLs uses a tiered testing approach. Which tier is designed for students expected to perform at proficiency Levels 1–2?
- Tier A (Correct answer)
- Tier B
- Tier C
- Tier D
Correct answer: Tier A
Tier A targets students expected to be at Levels 1–2 (Entering and Emerging), ensuring the test is appropriately accessible.
Question 2: Which ACCESS for ELLs tier is intended for students expected to perform at proficiency Levels 3–4?
- Tier A
- Tier B
- Tier C (Correct answer)
- Tier D
Correct answer: Tier C
Tier C is designed for students at Levels 3–4 (Developing and Expanding).
Question 3: Why does ACCESS for ELLs use a tiered testing structure instead of giving all students the same test?
- To reduce testing time for all students
- To match task difficulty to students' expected proficiency levels (Correct answer)
- To separate students by grade level only
- To allow teachers to choose the easiest version
Correct answer: To match task difficulty to students' expected proficiency levels
Tiered testing ensures that tasks are appropriately challenging and accessible for each student's expected proficiency level, yielding more accurate measurement.
Question 4: At which proficiency level are ELL students typically considered to have met the criteria for reclassification to fluent English proficient in most states?
- Level 3
- Level 4
- Level 5 (Correct answer)
- Level 6
Correct answer: Level 5
Most states use a score at or near Level 5 (Bridging) as a benchmark for reclassification as fluent English proficient.
Question 5: Which composite domain on ACCESS for ELLs combines Listening and Reading scores?
- Oral Language
- Literacy
- Comprehension (Correct answer)
- Overall
Correct answer: Comprehension
The Comprehension composite combines the Listening and Reading domain scores to measure receptive language skills.
Question 6: A student who scores at Level 1 (Entering) on ACCESS for ELLs most likely demonstrates which behavior in speaking?
- Produces extended discourse on academic topics independently
- Uses isolated words or memorized phrases with heavy native language influence (Correct answer)
- Communicates effectively in social and some academic settings
- Shows near-native fluency across all language domains
Correct answer: Uses isolated words or memorized phrases with heavy native language influence
Level 1 Entering students typically rely on isolated words, memorized phrases, and show strong native language influence in their speech.
Question 7: Which statement best describes a student performing at the 'Expanding' (Level 4) proficiency level on ACCESS for ELLs?
- Understands only basic greetings and common words
- Produces one-word or two-word responses in familiar contexts
- Uses English effectively in a variety of social and academic contexts with some linguistic complexity (Correct answer)
- Demonstrates fully equivalent performance to native English speakers
Correct answer: Uses English effectively in a variety of social and academic contexts with some linguistic complexity
Level 4 Expanding students use English across a range of contexts with increasing complexity, though some support may still be needed for abstract academic tasks.
ACCESS Language Proficiency Levels 2
The ACCESS for ELLs uses a tiered testing approach.
Which tier is designed for students expected to perform at proficiency Levels 1–2?