Anna Reid

TCH-LRN 409
Written Critique
The Washington English Language Proficiency Assessment (WELPA) is an assessment
used to evaluate a students eligibility for English language development services (ELD). The
WELPA is published by McGraw-Hill LLC and educators from Washington, as well as many
other states assist in writing the WELPA with the support of nationally recognized content
experts. The assessment consists of two different tests. The first test is the placement test which
determines initial student eligibility. The annual test is given to all students who have qualified
for ELD services every year until they score above a three. Both of these assessments test
reading, writing, listening, speaking knowledge and skills (WELPA, 2014, 3). The oral portion of
this assessment is scored locally, while all other portions of the test are scored by CTB McGrawHill. According to the OPSI website, the student-level report includes a scale score for each
language domain as well as an overall score and a comprehension score. If students receive a
score at level 1, 2, or 3 then they are eligible for ELD services
Reliability is an important piece of criteria in any assessment. According to TESOL,
reliability is an assessments ability to produce consistent results (TESOL, 2001, 6). One
essential criteria for reliability is inter-rater reliability. Inter-rater reliability prevents any scorers
from grading unfairly. This is done by providing rubrics where scores can be determined by a
scoring scale of pre-determined criteria. When it comes to the WELPA, and all other state tests,
professional scorers are hired to hand score written responses. Every professional scorer hired
has a four-year degree usually in the content area that they are scoring. Not only are the scorers
trained, but they are also monitored by a number of different methods. These methods include,
double scoring, read-behinds by scoring supervisors, and the insertions of pre-scored papers

called validity papers to monitor the scorers (Assessment Coordinators Manual, 2014, 5).
Another important piece of criteria for reliability is being able to confirm that the test is written
fairly for every test taker. This is important because if the test is not written fairly for all English
language learners then the assessment will not be providing accurate results. The WELPA goes
through a strict process to ensure that it is fair and the expectations of students are accurate.
Educators, parents, and community leaders all play a role in determining the fairness of each
state assessment. (Assessment Coordinators Manual, 2014, 6-8).
Another important aspect of all assessments is validity. Reliability and validity are
closely related, however, there are two different types of validity that come into play with
authentic assessments. Curriculum validity, ensures correspondence between local curriculum
objectives and the content of the assessment (OMalley & Pierce, 1996, 25). This criteria is met
in the WELPA because they base the content, on language that has been selected for its
appropriateness to specific grades and is typical of language students encounter in the
classroom (WELPA, 2014, 8). On the other hand, consequential validity is how the assessment
is used to benefit the teaching and learning process, as well as how it benefits the student.
WELPA test results are used to follow student progress, identify students strengths and
weaknesses, and to identify gaps in the curriculum instruction. The test results are organized in a
proficient manner that allows teachers to use the test results for educational planning (WELPA,
2014, 10).
The WELPA has many different strengths that make it a widely used assessment
throughout Washington. One of the strengths of this assessment is that it has a clear and concise
grading scale. The grading scale used for this assessment is based on 4 different levels. If a
student scores in levels 1-3 then they do qualify for ELD services. However, if a student scores

in level 4, they do not qualify for ELD services. Each level has clear performance descriptors
that allow for reliability in all of the subjects being tested. For example, if a student places at a
level 1 for listening/speaking then they will have a very limited understanding of English, they
will be able to use word, gestures and actions, and they will be able to imitate verbalizations of
others to communicate basic needs, discussions, and respond to simple directions (WELPA,
2014, 20). Another strength of this assessment is that there are two different forms of assessment,
one for placement, and one being an annual test to track students progress. I think the annual test
is an important aspect of the WELPA because it allows teachers to see how their teaching
methods are working and whether or not they need to change their curriculum. The best way
teachers can prepare their students for the annual WELPA is to teach based on the expectations of
the WELPA, as well as teaching them basic test taking skills, and familiarizing students with the
multiple question formats (Assessment Coordinators Manual, 2014, 13).
Although there are many strengths there are also some weaknesses within the WELPA.
One main weakness that I see with this assessment is that it is not authentic. Authenticity
indicates that an assessment is meaningful, has a purpose and that the students can relate it back
to their real life. With my experience taking state tests, I never felt like the test had a purpose or
that it related back to my everyday life. I think to make this test more authentic the developers
can stay up to date with students common interests and make the written portion based on a
prompt that will get the students excited to write, such as their favorite movie or a well-known
game.
In my opinion, I think that the WELPA is a fair and accurate way to determine whether or
not a student needs English Language Development services. The way the assessment is
evaluated and scored, as well as the way the score reports are created is what makes this

assessment so strong. As a future educator, I can see myself finding this assessment very useful
for my curriculum as well as for my students. By evaluating my future students scores on the
WELPA, I will be able to make changes to my curriculum to better suit their needs and hope for
a smoother and quicker transition into and out of ELD services.

References
Assessment Coordinators Manual. (2014). Retrieved April 28, 2015, from
http://www.k12.wa.us/Assessment/EL/pubdocs/WELPAyr4PTACM2015.pdf
Forms and Reports. (2014) Retrieved April 30, 2015, from
http://www.k12.wa.us/Assessment/EL/FormsReports.aspx
OMalley, J., & Pierce, L. (1996). Authentic assessment for English language learners: Practical
approaches for teachers. Reading, Mass.: Addison-Wesley Pub.
TESOL. (2001). Scenarios for ESL standards-based assessment. Alexandria, VA: Author.
WELPA Washing English Language Proficiency Assessment. (2014). Retrieved April 28, 2015,
from http://www.k12.wa.us/Assessment/EL/pubdocs/InterpretationGuide2014.pdf

Appendix

Multiple-Choice Sample Tutorial

To help students better understand how to take a multiple-choice test, the test
proctor may discuss and demonstrate basic test-taking skills to students before
giving the test.
Students should be shown how to properly fill in test bubbles by using examples
such as the following:

1. Which of these can you eat?

A.

B.

C.

Do
Dont

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