Accredition: Sold only to accredited/approved schools & school districts
Age Range: Pre K-12
Completion Time: Approximately 40 minutes – 2 hours (untimed)
Forms: Stanford ELP: Form A for Readiness and Preliteracy levels; Forms A, B, and C for Primary – High School levels.
Scores/Interpretation: Criterion-references scores via local scanning, Ready Results or hand scoring
Guide for Ordering: Click here for pdf price sheets
The Stanford ELP and Stanford SLP help you evaluate the listening, reading, comprehension, writing, and speaking skills of English language learners in PreK–12.
These instruments provide a comprehensive ELL assessment solution for native Spanish speakers, helping you determine whether your students speak and understand English well enough to succeed in school. In addition, the Stanford ELP can be used to assess the English language proficiency not only of Spanish speakers, but of any non-native English speakers.
Rely on the Stanford ELP and Stanford SLP to help you:
Readiness level is individually administered. For Preliteracy level, Listening and Speaking subtests are individually administered; other subtests are group-administered. For Primary-High School levels, Speaking subtest is individually administered; other subtests are group-administered.
Test levels, Recommended Grade Ranges, Subtests, and Approximate Administration Times
The Listening subtest measures students’ comprehension of conversational English or Spanish and their understanding of sentence-level and longer discourse. At the Primary–High School levels, the teacher reads the script or plays an audiocassette or CD that gives a standardized presentation of directions and stimuli.
The subtest includes two tasks. The first task assesses the student’s skill in listening for specific information. At the Readiness–Preliteracy levels, the Listening items move from assessing simpl word/phrase comprehension to comprehension of short stories accompanied by visual prompts. At the Primary level, students listen to a short speech and/or question and then choose the picture that answers the question. At the higher levels, students listen to longer speeches and answer oral and printed questions.
The second task measures the student’s skill in responding to authentic, task-based questions. For Elementary–High School levels, students read and listen to a prompt related to a scenario represented by a large graphic. A number of items depict situations related to this scenario. For each item, students listen to a short speech and a question before choosing the correct response from among graphic options. For Readiness–Primary levels, the short scenarios are read to the students.
The Writing Conventions subtest for Primary–High School levels measures student’s achievement in applying the principles that form effective writing. The subtest assesses students’ recognition of English or Spanish language grammatical structure, of correctly spelled words, and of conventions, punctuation, and capitalization. These concepts are measured in age-appropriate ways for the youngest ELLs.
The Reading subtest measures word understanding and comprehension of different varieties of text. Questions mirror the developmental nature of good reading instruction and the kinds of materials used in exemplary programs. At the Readiness–Preliteracy levels, items are developmentally appropriate and are ordered according to increasing difficulty. At the Primary–High School levels, item types increase in difficulty, from sight-word recognition and sentence comprehension to vocabulary acquisition and comprehension of discourse.
The Reading subtest aligns with the National Assessment of Educational Progress (NAEP) and
assesses reading with three types of text: literary, informational, and functional. Questions measure two modes of comprehension: 1) initial understanding and interpretation, and 2) vocabulary/idioms in context.
The direct Writing subtest provides authentic information about students’ productive skills in English or Spanish and can be used to facilitate quick results for placement of students. At the Readiness–Preliterary levels, this subtest elicits developmentally appropriate writing performance. At the upper levels, it requires a written response to a picture prompt.
The subtest measures objectives that cannot be assessed with multiple-choice questions. For example, at the lower grade levels it assesses correct letter and word formation; at the upper levels it evaluates appropriate and precise word choice, varied sentence structure, organization of sentences, and degree of fluency.
The Speaking subtest elicits a variety of discourse samples with efficient, individually administered teacher-scored tasks. This subtest measures phonemic and linguistic accuracy, informational appropriateness, and overall intelligibility in the language. Teachers read the script; or, for Primary–High School levels, the teacher also has the option of playing an audiocassette or CD with a standardized recording of all stimuli and directions.
At the Preliteracy–High School levels, the Speaking subtest includes four tasks. For the Repeat/Read Aloud task, the student repeats a word, phrase, or sentence using written and spoken prompts. For the Sentence completion tasks, the student completes the beginning of a sentence using auditory and visual prompts. For the Storytelling tasks, the student tells a story about three sequenced pictures. For the Social Interaction task, the student responds to an utterance with a single sentence.
At the Readiness level, the Speaking subtest includes three tasks. For the Repeat/Read Aloud task, the student repeats a word, phrase, or sentence using spoken prompts. For the Oral Vocabulary task, the student names objects that are presented in pictures. For the Answer Questions task, the student retells a story that is presented with a series of three pictures.
Because a wide variety of language groups and levels of proficiencies describe English Language Learners, the most meaningful information compares performance to benchmarks of proficiency. Stanford ELP and Stanford SLP both provide five performance levels—Pre-Emergent, Emergent, Basic, Intermediate, and Proficient—based on a total score and each content area assessed.
Score reports also group scores into Communication Skills to provide more instructionally related information:
Take advantage of Ready Results that allows you to scan, score, generate reports, and import test results locally.
If you are ordering OMR locally scannable documents, please allow 2–5 weeks for printing/delivery since these are print-on-demand documents.
View results by performance level. The report can be generated for any group or sub-group as well for multiple test administrations—on one report.
View Scaled Score or Raw Score results over time—for groups of students or individual students.
View detailed results for each student. Select only the subtests that were given. Let Ready Results find the students who are in need of intervention.
View score results for each student along with his/her test date and demographic details.
Download our brochure to learn more about this assessment solution.
SELP/SSLP Brochure (PDF - 591 KB)