REEP TO INDIVIDUALS & SMALL GROUPS
Because of open-enrollment policies, or any number of other reasons,
students are not always assessed in classroom settings. They should,
however, be tested, either individually or in small groups, within two
weeks of intake or up to a month after class placement, but no longer.
This page will help you handle administering the REEP writing assessment
to individual students or small groups.
FOR TESTING INDIVIDUALS
testing should be done only with students at SPL 4 and above because
the intense oral work involved in the warmup is more difficult
for an individual than for a group of students working together.
pre and posttests should be administered to individual students
by the classroom teacher to lower her/his anxiety about the test. (Please
remember, though, that the tests are not scored by the student's teacher.)
scheduled large-group testing, photocopy warm-up activity sheets and
writing test forms (A, B, C, and D) from the REEP Writing Rubric,
Test and Activities Guide. The scoring Rubric, score sheets, and
anchor essays are provided in the formal trainings now being conducted
across the state.
students and small groups should be given the same form at the beginning
of the year as what was given to classsized groups. For example,
begin with Form A, then use Form B at the next assessment, and then
use Form A again if you administer a third assessment. The scoring process
will be smoother for scorers if all are scoring the same Form of the
to test and warm-up activities:
With the following slight modifications, you must use the same introduction
to the test and warmup activities that are ordinarily given to
the students. Adhere to the time limit of 30 minutes set for the introduction
to the test, warmup activities, etc. as described in the REEP
Writing Rubric, Test and Activities Guide.
keep in mind as you begin the warm-up activities that the student or
students might not have been familiarized with such activities by attending
classes in your program. You might have to explain or model the activities
a bit, but be very careful not to turn the time into a session on learning
these techniques; the students should be concentrating on preparing
to take the test.
the test (5 minutes): Complete as described in the Guide.
Brainstorming (10 Minutes): Ask the individual student the questions
as stated in the Guide. If you use a blackboard or chartpad to
note any brainstorming ideas or warmup activity notes prior to
the test, erase them before you administer the test.
Conversation Activity (10 Minutes): Use Option A (Oral Practice)
in the Guide, as it will work better with individual students,
or for small groups. (Option B was designed to work with a classsized
group, and is not recommended to use in this setting. The individual
student will be at a disadvantage in using Option B, and his/her work
may not reflect what the student is capable of doing.) Ask the individual
student the questions as stated in the Guide. The goal of the
warmup activities is to make students feel comfortable with completing
the test, so steps 14 are also important for individuals or small
groups. Brainstorming about a topic related to the writing task, and
the conversation activity are both designed to stimulate the thinking
process and ensure that students comprehend the writing task. You can
do all of the activities listed above even though they are not be in
a classroom setting. For example, you can do the brainstorm activity
with the student where you would interview the student. (The student
should not interview you).
test instructions: (5 minutes) Complete as described in the Guide.
Adhere to time limits for the test. Tell students they have 30 minutes
to complete the test (this is usually more than enough time for a beginning
level student.) Students who require additional time may be given an
additional 15 minutes. Our experience has shown that that students being
tested generally spend more time on their writing if they know they
will be there the full 30 minutes. Do not tell students at the outset
that they have 45 minutes because teachers have found that this prospect
scares students at beginning levels. Intermediate and advanced level
students, on the other hand, often need the full 45 minutes.
students may NOT:
dictionaries during the test.
assistance from you or from other students during the test.
notes taken during the warmup activities.
the Tests: The directions for scoring the test remains the same
for individual students or classes, as described in the Guide.
have any questions, please contact your SABES Curriculum and Assessment
Coordinator, Carey Reid at the
SABES central resource center, or Jane
Schwerdtfeger, the Curriculum and Assessment Development Specialist
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.
(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, and
D) from the Guide. The scoring Rubric, score sheets, and anchor
essays are provided in SABES trainings.