ARLINGTON EDUCATION & EMPLOYMENT PROGRAM (REEP) WRITING ASSESSMENT
The REEP Writing
Assessment is a performance-based writing test. Programs will use it
to measure educational gains in writing for ESOL students.
This page collects program requirements for testing, testing methods,
and additional tips. To learn more about this writing assessment (and
REEP's other educational materials), go to the REEP
website. Then use your "Back" button to return to this page.
REEP test administrators and scorers must be certified, so it is essential
that members of your program receive training.
programs will use the REEP to measure ESOL writing gains for learners
at SPLs 2-9.
The test consists
of timed writing responses to "prompts," which are short assignments.
Tests are scored using a rubric that measures English language writing
facility from 0 (no writing ability) through 6 (near fluency) across
five areas: content & vocabulary; organization & development;
structure; mechanics; and voice.
It is essential
that a program's test scorers be certified through formal training,
which includes scoring six of eight "homework" essays within
one point of REEP's official scoring of those essays. Also, at least
two staff members per program need to be certified. In addition, recertification
is required annually.
assessment requirements, many programs will set up scheduled assessments
in groups or classroom settings. However, because of open enrollment
and other reasons, new students will enter after scheduled assessments.
It's important that these students are tested within a couple of weeks
of class placement, and no longer than a month. Otherwise, his/her initial
pre-test score will not be accurate or valid for capturing what the
student knows at the outset of her/his time in the program and less
likely to show any educational gain. To handle individual or small group
testing, read these special procedures.
THE REEP WRITING ASSESSMENT
must follow, without alteration or enhancement, the assessment adminstration
procedures in the Reep Writing Rubric,Test and Activities Guide.
They should have on hand a copy of the Guide plus practice
or "anchor" tests for scoring practice. These materials
are supplied at the SABES trainings. If these materials are not on
hand, the program should contact their SABES Curriculum and Assessment
Coordinator. Activity sheets, test forms, and scoring sheets are photocopied
program needs to designate one staff member to be the REEP Scoring
Monitor.The monitor will make sure that scoring procedures are followed
and keep all scores and completed essays in one, secure place.
test is ideally administered to whole classes by the students' teacher.
To handle individual or small group testing, read these special
procedures. The protocol consists of (1) a short warm-up activity,
such as a group brainstorm, a general conversation, or work in pairs;
(2) a 30 minute written response to a short writing task ("prompt");
and (3) scoring by two certified scorers other than the students'
teacher. If the test is being administered in a setting other than
the students' classroom, you must still do a warm-up activity.
scorers assign scores of 0-6 to each of the five areas and an average
is taken. Before
scoring an actual test, scorers must "recalibrate" by re-familiarizing
themselves with the scoring rubric and then scoring essays using tests
M through R, without looking at the answer key! If their anchor essay
scores differ by more than one point, the scorers must discuss this
situation with the program's REEP Scoring Monitor and, if the differences
cannot be resolved, the SABES Curriculum and Assessment Coordinator
-- before scoring the next batch of actual test essays.
- In scoring
actual tests, the average of the two scorers' scores becomes the assigned
score for a given test. If the two scorers' scores differ by more than
one point, a third scorer is brought in via the REEP monitor and the
average of the two scores within one point are assigned to the test.
This scoring protocol ensures inter-rater reliability.
this point in time there are Forms A, B, C, and D of the test so that
different prompts can be used alternately as initial, optional mid-year,
and end-of-year assessments in such a way that a student is not given
the same form of the test sequentially. Alternating between Forms
A and B, or C and D, is the best way to avoid use the same form sequentially.
As a backup, the SMARTT system generates assessment reports you can
use to track which form of the test was administered last to each
- To keep
score data reliable, all student scores and essays must be kept in a
secure place--e.g. not in student portfolios. Essays cannot be shared
with students, though teachers can use data diagnostically. Copies of
the rubric should be kept out of public view.
TO USE BEST PLUS, WHEN TO USE REEP
the student is between SPL 0 and 2, you may choose whether REEP or BEST
Plus is most appropriate to use.
Instrument to Use
student is below SPL 2:
use the BEST Plus.
is at SPL 2 or above:
the REEP of the BEST Plus.
a student is interested in working on his/her English writing skills:
a student is interested in working on his/her English speaking skills:
the BEST Plus.
to use Scale Scores when reporting to SMARTT. We offer handy Scale
Score Correlations. (Scroll down to find REEP-relevant entries.
Use your "Back" button to return to this page.)
too that a student's primary assessment area cannot change during the
photocopy warm-up activity sheets and writing test forms (A, B, C, D)
from the Guide. The scoring Rubric, score sheets, and anchor
essays are provided in SABES trainings.