About ACCESS for ELLs 2.0
ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th grade students who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English. ACCESS for ELLs 2.0 is only available to Consortium member states.
ACCESS for ELLs 2.0 is aligned with the WIDA English Language Development Standards and assesses each of the four language domains of Listening, Speaking, Reading, and Writing.
STANDARDS BASED ASSESSMENT
On an annual basis, New Mexico determines student proficiency in science through the Standards-Based Assessment (SBA). The SBA has been in place since 2005 and currently assesses students in grades 4, 7 and 11. The SBA also assesses Spanish Reading for students eligible to test in Spanish.
In 2014-2015, the state implemented a new set of assessments aligned to the Common Core State Standards. These assessments are developed through New Mexico's Partnership for Assessment of Readiness for College and Careers (PARCC).
For students who have severe cognitive disabilities that cannot complete the SBA, generally comprising about 1% of the student population, there is an alternate assessment available, the New Mexico Alternative Performance Assessment (NMAPA).
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and careers. his includes readiness to master rigorous academic content at each grade level, think critically and apply knowledge to solve problems, and conduct research to develop and communicate a point of view.
EOCS: ASSESSMENTS CREATED BY NEW MEXICO'S TEACHERS FOR NEW MEXICO'S STUDENTS
End of Course (EoC) Exams have multi-tiered uses and help meet many educational objectives in New Mexico. Passing scores on New Mexico EoCs are indicative of a student being minimally proficient as described in the performance level descriptors and course alignment to curricular standards. Educators use EoC results to make curricular decisions that improve achievement outcomes for students. EoC results are also used to establish a measure of teacher effectiveness, to create common measures for course content and as an alternate demonstration of competency for graduation requirements for students.