WELCOME CAASPP Test Administrator Workshop March, 2014.

WELCOME CAASPP Test Administrator Workshop March, 2014

CAASPP Workshop OBJECTIVES
Ensure all materials are handled securely and appropriately Ensure your school follows correct, current CAASP procedures Train and oversee test administrators and proctors

Purpose of the Smarter Balanced Field Test
Evaluate testing software Ensure quality of test questions Evaluate the effectiveness of the test administration and training materials Establish scoring and reporting levels “Dress rehearsal” for operational assessments in 2015 “Stress test” LEA technology Familiarize educators, administrators, and students with online testing ONLY FAILURE IS SECURITY FAILURE

Field Test Participation: Who Will Take the Field Test?
Grades 3–6: All students The only students exempt from participating in the Field Test are: Students participating in the California Alternate Performance Assessment (CAPA) For the English language arts/literacy (ELA) test only, English learners (ELs) who have been attending school in the United States for less than 12 months Students who have SIGNED OPT OUT LETTERS ON FILE IN SCHOOL (TO BE UPDATED YEARLY) under Ed Code Section 60615

Test Administrator Responsibilities
READ and sign security affidavit Ensure all policies and procedures are followed including… TEST SECURITY Complete Smarter Balanced test administration training (TODAY) Review all policies and administration documents prior to testing Verify student information in the TIDE system Administer Smarter Balanced Assessment Report all potential test security incidents to SC IMMEDIATELY Site Coordinators should emphasize in training and monitoring: Before testing Check individualized education programs (IEPs) to see whether students should take California Standards Tests (CSTs) with accommodations and/or modifications, the California Modified Assessment CMA) with accommodations, or CAPA.

Additional Resources Smarter Balanced Manuals & User Guides
California Online Field Test Administration Manual TIDE User Guide for California Users Technical Specifications Manual for Online Testing Smarter Balanced Training Modules (Video)

Site Coordinators’ Responsibilities
#1 Responsibility—Security No unauthorized electronic devices used in classroom during testing (NO CELL PHONES) For testing purposes, any electronic device that is not specifically designated as an accommodation or modification in the student’s IEP or Section 504 plan is unauthorized.

Security Affidavits  Breaches Irregularities Improprieties
Section 1 Security Affidavits  Breaches Irregularities Improprieties

Test Security Security Affidavits NEW!!
ANYONE with direct contact with materials must sign one Sign & place in envelope today Return in envelope to District at the end of CAASPP testing ALL materials must be kept SECURE… no review of test items… secure destruction of any materials that result from testing. Visit from state auditors (before, during, or after testing)

Security ONGOING FOCUS
No unauthorized electronic devices are being used. 400 instances of test item posting to social media sites last year (after security emphasis began)

Securing Student Information
SSIDs and Student Info are Confidential Must be securely destroyed May not be communicated over Mishandling is a violation of State and Federal Law including the Family Educational Rights and Privacy Act School Sites May: Collect and secure log-on cards to be handed out each day to students

Site Coordinators Train Examiners: (A few obvious reminders)
Test Administrators CANNOT: Review test questions before, during, or after testing. Check students’ answers including (but not limited to): Advise students of wrong answer or to check an answer; or Halt a student from continuing their test until they demonstrate that they have the right answers.

What is a Testing Impropriety?
Test Administration Errors Not following testing schedule Not collecting/ accounting for STAR tests before dismissing Disruptions Fire alarms Power outages Evacuations Formerly Called ‘Incidents’

What is a Testing Irregularity?
Student Cheating Discussing tests Copying tests Inappropriate Test Preparation Reviewing test questions Providing instruction related to test Coaching Students Guiding students in marking correct answers Discussing questions with students during test Assisting students during testing Leaving informational materials on the wall Allowing students to use books, calculators, tables, etc. Irregularities affect the results of a testing administration

What is a Testing Breach?
Social Media Posting Posting Items Posting Passages Inappropriate Handling of Materials Failure to destroy printed test items Printing to public, non-secure printer Saving / Reviewing Test Items Taking Screenshots and Saving Copying questions with paper and pencil Breaches affect the security of the test

Testing Timeline and Schedules
Section 2 Testing Timeline and Schedules

Examples of Field Test Participation in California
Example: Elementary School X Grade 3 was assigned a single content area (ELA), which includes an ELA performance task (PT). Grade 4 was assigned both ELA and math, with a mathematics PT. Grade 5 was assigned both ELA and math, with an ELA PT.

Field Test Format Two components:
The Field Test is computer-based, not computer adaptive. Need to try out the test questions during the Field Test before tests can be made adaptive for the first operational administration in 2015. Two components: Performance task (PT) A set of complex questions that is centered on a common theme or problem; requires classroom activity Non–performance task (non-PT) E.g., Selected Response, Drag and Drop, Matching Tables

Testing Times (p. 35 and 36) 95% of students

NEVER begin a part that cannot be completed in one sitting
Reminders… NEVER begin a part that cannot be completed in one sitting Students may NOT go back to previous segments of test after they end the segment Specifies Universal Tools - EVERYONE Designated Supports – POTENTIALLY ANYONE Accommodations – STUDENTS WITH IEPs & 504s Embedded – Part of the computer-based test in the “virtual environment” Non-embedded – Offered by the classroom teacher in the “physical environment”

Universal Tools, Designated Supports and Accommodations
Section 3 Universal Tools, Designated Supports and Accommodations

New Guidelines Specifies Universal Tools - EVERYONE
Designated Supports – POTENTIALLY ANYONE Accommodations – STUDENTS WITH IEPs & 504s

Universal Tools Available to all students (no documentation is needed)
Can be digitally delivered or in real world Nothing must be turned on… it is automatically there Can be turned on or off by teacher on TIDE system if it is distracting Already there for everyone… nothing is needed to set up Two types of supports: Embedded – Part of the computer-based test in the “virtual environment” Non-embedded – Offered by the classroom teacher in the “physical environment”

Designated Supports Available to students identified as English learners, struggling readers, students with attention deficits, or any student Determined by educators who know the student’s instructional and assessment needs Can be turned on or off by teacher on TIDE system Communicated to parents Awaiting guidelines “Consistent with state designated practices” Embedded – Part of the computer-based test in the “virtual environment” Non-embedded – Offered by the classroom teacher in the “physical environment”

Accommodations Available to students with IEPs or 504 plans
Determined by IEP teams or educators responsible for 504 plans Can be turned on or off by TIDE system

Invalidation of Scores
Students who use these accessibility supports will have invalidated scores on both Smarter Balanced and / or CST/CMA. English Dictionary for Listening, Math, Science Thesaurus for Reading, Listening, Math, Science Translated Test directions for Reading, Writing, Listening Bilingual dictionary for Reading, Listening, Math, Science Translations (glossary) for Reading, Writing, Listening

Invalidation of Scores (cont’d)
Students who use these accessibility supports will have invalidated scores on both Smarter Balanced and / or CST/CMA. Read aloud for Reading Passages in grades 3 – 5 ASL for Reading passages in grades 3 – 5 Calculator for Non-specified Math or Science items Math tools(ruler, protractor) for Non-specified Math Multiplication Table for Math in grade 3 All Requests Must Be Submitted 10 Days Prior to CDE

Who Decides Who Gets What?
Students with 504s and IEPs IEP Team Non-504 or IEP Students Recommended by an school site individual who knows the child’s educational abilities. Should only receive a designated support if it is already regularly done in class. School Team reviews the recommendation and will approve or deny.

Who Codes the Support in TIDE?
Students with 504s and IEPs Test Site Coordinator (based on information attained from Case Managers) Non-504 or IEP Students Test Site Coordinator and Principal are responsible for ensuring that all students are adequately coded in TIDE

Hand or Arm Injuries Use a scribe Use a computer
School must complete an emergency 504 Plan prior to testing Use a scribe Use a computer Use a speech to text converter The 504 Plan options are:

Test Site Coordinator, Test Administrator, Proctor Responsibilities
Section 4 Test Site Coordinator, Test Administrator, Proctor Responsibilities

Test Site Coordinator Responsibilities (before, during, after testing)
Planning/ Staff Training Send Parent Reminder week of March 17✔ Add Test Administrators in TIDE✔ Determine Supports & Accomodations Send Supports & Accommodations to District for upload by March14 Have teachers verify student info in TIDE (March 17 – 21) ✔ Report / Correct Student Demographics Changes Administer Tests According to Schedule Resolve Technical Issues Calmly Report Security Issues to District (If Necessary) Test Site Coordinator Responsibilities (before, during, after testing)

Staff Training Reminders
BEFORE TESTING Staff Training Reminders Security Affidavits Testing Schedule Room Environment Training Modules Test Administrator Checklist

Preparing Test Environment
BEFORE TESTING Preparing Test Environment Check rooms to make sure teachers covered or removed instructional materials: Tables of mathematical facts or formulas Vocabulary or spelling lists Phonics charts Help charts SECURE from technology and Free from noise and interruptions Make arrangements for students with IEPs/504s

Directions for Administration (DFA)
BEFORE TESTING Directions for Administration (DFA) Examiners and Proctors must familiarize themselves with DFA before administering tests Review DFA Must be read verbatim Say Boxes in DFA Anything is the Say Box can be orally translated (on the spot) for EL students if regularly done in the classroom (no test questions or test passages… just DFA directions) Say Boxes for ELs

Test Administrator Checklist
BEFORE TESTING Test Administrator Checklist Pages 84 – 89 of the Online Field Test Administration Manual

Proctors Need to be trained & must sign Security Affidavit
BEFORE TESTING Proctors Need to be trained & must sign Security Affidavit It is strongly recommended every classroom has a proctor in addition to the teacher during all testing administration. Proctors may cover multiple rooms.

Section 5 Secure Browser

Secure Browser Specifically designed by Smarter Balanced to provide secure access to the Field Test. Prevents students from accessing other hardware and software functions. Volume must be UP prior to start of testing A secure browser must be installed on all student computers/devices. Updated and reinstalled annually Any Site Tech can install…

Section 6 TIDE

Access to TIDE Log On and Change Password Teachers Verify Student Info
BEFORE TESTING Access to TIDE Site Coordinators Receive An TIDE PASSWORD Log On and Change Password Enroll Teachers as Test Administrators Teachers Will Log On and Change Password Teachers Verify Student Info Students Receive Confirmation Code and SSID Students Log On for Testing

Student Sign In Test Session: CARR1234 (generated by computer when TA signs in to open a session) Confirmation Code: Robert (first name in CALSPADS) CA – (SSID) SECURE!!

Test Information Distribution Engine (TIDE)
TIDE is a password-protected Web site that provides administrators with tools to manage users and students participating in the Smarter Balanced Field Test. Database of student information, including initial test settings and accommodations

TIDE: First-Time Users
When a user is added to TIDE, the user will receive an automated from that contains the following: User role Temporary password that must be changed upon initial login If user has not received the with temporary password, he or she should contact the school coordinator.

Accessing TIDE Select the Online TIDE System for California Users card. Use password sent in . When logging into TIDE for the first time, users will be prompted to change their password.

Accessing TIDE

Navigating TIDE The TIDE interface uses tabs as the principal means of navigating between tasks. Some tasks in the TIDE interface contain multiple sub- tasks. TIDE shows only the features that are available to the user based on his or her role.

TIDE: Manage Users Tab The Manage Users tab may be used to:
Upload users (group of users) Add new user (individual user) Search for existing user records Export a list of existing user records View and/or edit existing user records Delete an existing user record

TIDE: Export a List of Users
For reference purposes, a user may choose to export a list of users in his or her school or district. Users may conduct a search for other users. To export the resulting list of users, select [Export] and select the desired format (Excel or CSV). You may select a subgroup of users for export by selecting the check box next to each record you want to include in the export.

TIDE: Student Information Tab
The Student Information tab may be used to: Search for existing student records Export a list of existing student records View an existing student record View and update student test settings

TIDE: View Student Information
To search for existing student records, select the sub-tab [View Students]. Select a district and school from the drop-down menu.

TIDE: Export a List of Students
The search will result in a table similar to the one shown below. Results may be sorted by selecting the column header above the data. It may be helpful to export a list of students in order to verify the correctness of their information and assist them in logging in to the test. Users may export the full results table or a subset of those results in Excel or CSV format.

TIDE: View Student Information
Student demographic data is read-only. Changes must be submitted to CALPADS via correction in eSchoolPlus and submission to R&E and will be reflected in 48 hours AT EARLIEST.

Field Test Administration
Section 7 Field Test Administration

Establishing Appropriate Testing Conditions
Testing students in classroom-sized groups is preferable. Reduces test fear and anxiety Facilitates monitoring and control for TAs Administer in a room that does not crowd students. Room should have good lighting, ventilation, and freedom from noise and interruptions. Displayed information (on bulletin boards, chalkboards, or dry-erase boards, etc.) that might be used by students to help answer questions must be removed or covered, including: Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

Establishing Appropriate Testing Conditions (cont.)
Cell phones or other electronic devices are not allowed to be used during testing (i.e., turned off and put away). Place a “TESTING—DO NOT DISTURB” sign on the door. Post an “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” sign so that it is clearly visible to all students. May also be helpful to post signs in halls and entrances rerouting hallway traffic.

Establishing Appropriate Testing Conditions (cont.)
Make appropriate seating arrangements prior to test administration. Students should be seated so that they cannot view the answers of others**** to the best extent possible****. Establish procedures to maintain a quiet testing environment throughout the test session. Remember that some students will finish more quickly than others. A student may read a book following the completion of testing – Field Test Manual

General Rules During the Field Test
Students must answer all test items on a page before moving on to the next page. Students may not return to a test segment once it has been completed and submitted. Students must answer all test items before the test can be submitted. Students may not return to a test once it has been completed and submitted. There is a difference between “segment” and “session.” Expiration and pause rules vary between PT and non-PT.

Test Administrator Interface
TAs need to use the interface to administer a test session. The Test Administrator User Guide will be available on the California Smarter Balanced portal under Field Test > Resources and Documentation. This document will contain complete instructions on how to complete tasks in the Test Delivery System (TDS). Reminder: The easiest way to reach the California Smarter Balanced Portal is by visiting and selecting the portal button.

Test Administrator Interface
Accessing the Test Administrator Interface On the California Smarter Balanced Portal, select [Field Tests] on the left-hand side of the page. The TA Interface button will be available to select.

Test Administrator Home Page
After you log in, you will see the home page of the TA Interface. Figure 1. Before Starting a Test Session Figure 2. After Starting a Test Session

Starting a Test Using the TA Interface (not TIDE), TAs must start a test session before students can log in to a test. A test can be selected by selecting the checkbox next to the test’s name.

Student Login To log in to the FT, each student will need:
Confirmation Code: Student’s legal first name as spelled in CALPADS State-SSID: State abbreviation (CA) followed by a hyphen and the student’s Statewide Student Identifier Session ID Note: TAs must follow the “DFA SAY” script exactly each time a test is administered. Refer to the DFA section of the Test Administration Manual PAGE 51 – PAGE 62

Distributing Student Login Information
TAs need to provide students with the Test Session ID, SSID, and confirmation code (CALPADS student first name) for login. This may be provided on a card or piece of paper. TAs may also write the Test Session ID on the board or where students can see it. Make sure students know that the Test Session ID must be entered exactly as it is written, without extra spaces or characters. NOTE: Student personal information is secure and must be collected and securely destroyed at the end of a test session.

Student Lookup Feature

Viewing Student Test Settings
and Approvals [Approvals] button is not selectable. [Approvals] button says “[Approvals (0)].” Preview table says “No students awaiting approval.” [Approvals] button is selectable. [Approvals] button says “[Approvals (#)].” Preview table lists each student and his or her selected test.

Approving Students for Testing
TAs can either select [Approve] for each individual student (recommended) or select [Approve All Students]. Reminder: If any student’s test settings are incorrect, do NOT approve that student. To refresh the list of students awaiting approval at any time, select the [Refresh] button at the top of the pop-up window.

Test Settings and Accommodations
Confirm or select settings. Select [Set] to confirm the current test settings and return to the list of students awaiting approval. You will still have to approve the student for testing. Select [Set & Approve] to establish the updated settings and approve the student for testing. Select [Cancel] if you want to return to the Approvals and Student Test Settings screen.

Monitoring Student Progress
The “Students in Your Test Session” table displays students who have logged in and been approved for testing.

Pausing Tests Through the TA Interface, TAs may:
Stop an entire session; or Pause individual student tests. Users should exit or log out of the Test Administrator Interface only after stopping the test session. If there is a technical issue (i.e. power outage or network failure), students will be logged out and the test will automatically be paused. Regardless of when or how users log out or navigate away from the Test Administrator Interface, student data will NOT be lost. Note: If a test is paused for any reason or length of time, the student must log in again to resume testing. Highlighted text and item notes will not be preserved.

Pause Rules During the Field Test: Non–Performance Task
During the non-PT test, if testing is paused for more than 20 minutes, the student is: Presented with the test page containing the test item he or she was last working on (if page contains at least 1 unanswered item) OR Presented with the next test page (if all items on the previous test page were answered); NOT permitted to review or change any test items on previous test pages.

Pause Rules During the Field Test: Performance Task
There is no pause rule for the performance task. Even if a test is paused for 20 minutes or more, the student can return to the current section and continue. ELA PTs are divided into 2 parts. After a student completes Part 1, he or she cannot return to it.

Test Timeout Due to Inactivity
As a security measure, students are automatically logged out of the test after 20 minutes of inactivity. Activity means: Selecting an answer Using a navigation option in the test (i.e. selecting [Next] or [Back], using the Past/Marked Questions drop-down list) NOTE: Moving the mouse or selecting an empty space on the screen is NOT considered activity.

Test Timeout Due to Inactivity (cont.)
Before the system logs out, a warning message will be displayed. If a student does NOT select [Ok] within 30 seconds, the student will be logged out. Selecting [Ok] will restart the 20 minute inactivity timer.

Stopping Tests: Entire Session
To stop the session (and pause tests for all students in the session): Select the [Stop Session] button in the upper-left corner of the screen. An “Important!” box will appear, requesting verification to end the session and log students out. Select [OK] to continue or [Cancel] to keep the test session open.

Pausing Tests: Individual Students
TAs may pause an individual student’s test in the Students in Your Test Session table. This will not affect other students’ tests.

Student View of Testing
When the secure browser is launched, it opens to this page.

Student View of Testing: Verifying Information
ALL Demographics must be verified but this is all that students will see….

Student View of Testing:
Test Selection

Student View of Testing: Test Administrator Approval
The student will see the display above while waiting for the Test Administrator to approve the request for entry into the session.

Student View of Testing: Is This Your Test?

Sound Check

Test Instructions

Universal Tools All students have the ability to:
Highlight text in passages and test questions Zoom in and out of test pages (affects all item content) Mark specific items for review Strikethrough (cross out answer options) Use the Notepad or Calculator (depending on the test) Use the [Expand] button to display a reading passage or a science simulation

Context Menus Context Menu for Questions Context Menu for
Answer Options

Proceeding Through the Test
To answer multiple-choice items, students must select the desired answer option or select the circle with A, B, C, or D. To answer machine-scored constructed-response items, students need to carefully follow the instructions given for each question.

Reviewing Items

Ending the Test

Classroom Activity Administration Guidelines
Classroom Activity Purpose: To provide students with important context, concepts, and key terms prior to taking the PT. All students will have a classroom activity before they complete a PT in the assigned content area. May be administered in a classroom or any other appropriate space. Takes place on a separate day from the PT. Recommended: One day prior to PT administration. TA may need a chalkboard or dry-erase board.

Classroom Activity Administration Guidelines (cont.)
Computers, projectors, and other technology are allowed but not required for the classroom activity. Involves the participation of all students in an instructional task. PT will be completed by individual students in the computer-based test delivery system. Students may take notes during the classroom activity, but the notes must be collected before proceeding to the PT.

Classroom Activity Administration Guidelines (cont.)
Designed to fit into a 30-minute window. Will vary due to complexity of topic and individual student needs. After receiving the activity from the SC, the TA or classroom teacher should administer the classroom activity. Provide the appropriate accommodations for students who normally use them during instruction.

Classroom Activity and Performance Task Administration
(SCs) Step 1: Download the classroom activity. Materials will be provided 1-2 days prior to the classroom activity. (TAs) Step 2: Review the teacher directions for the classroom activity carefully.

Step 3: Complete the classroom activity. SCs should ensure that the TA has presented the classroom activity prior to PT administration. Classroom activities include directions associated with that specific classroom activity. Note: The classroom activity does not require computers.

Step 4: Administer the make-up classroom activity. For students who are absent on the day of the classroom activity, it is recommended that a make-up session be scheduled. Teacher may want to record or videotape the activity to show to students who are absent.

Step 5. Administer the performance task. The students must work independently The PT is administered online ELA PT: 2 parts (Part 1 and Part 2) Recommended: Each part administered on separate days. Part 1: Students will read sources and answer three research questions. Part 2 (full write): Students will provide a written response using those sources. Mathematics PT: 1 part The mathematics PT should be administered in 1 session.

Preparing Students & Teachers
Section 8 Preparing Students & Teachers

Practice Tests Released in May, 2013.
Available for grades 3–8 and grade 11 in ELA and mathematics. Approximately 30 items per test, including one PT and scoring guide. Students can practice with content, question types.

Training Tests Released on January 30, 2014.
Available by grade band (3–5, 6–8, and high school) There are 6–8 items per content area per grade band Allow students to experience interface features and functionality… universal tools, etc. Do not include PTs or scoring guides. Recommendation: All teachers and students should access the Training Test Site before the FT. Conduct a group walk-through with students. Two ways to access Training Tests: Web TA interface

Accessing the Training Tests and Practice Tests
CDE Web site: OR California Smarter Balanced Portal: NOT YET AVAILABLE NOW

Test Administrator Practice and Training Site
California Smarter Balanced Portal: Projected Release: Next Week

Video Training Modules for Students
Let’s Talk Universal Tools – Very student friendly Let’s Talk Universal Tools [14:07 RUNTIME] Student Interface for Online Testing Student Interface for Online Testing [22.48 RUNTIME] Performance Task Overview Performance Task Overview [11:13 RUNTIME] What is a Field Test? – Made for students What is a Field Test? [5:52 RUNTIME]

Create a Schedule Ensure that your students have an opportunity to explore the practice tests, training tests, video training modules prior to testing. Plan for keyboard typing skills (will be important factor in Operational Test Performance).

Student Data Corrections
AT LEAST one week prior to testing, have your Test Administrators log on and view and confirm student information. Report any errors. Will need to be fixed in eSchoolPlus BY SCHOOL SITE and in CALPADS by DISTRICT. 48 Hour MINIMUM Turnover in CALPADS to correct student data before the student can test.

Field Test Student Registration
(eSchoolPlus) LEA CDE CALPADS System TIDE Student demographic data 3 Designated supports and accommodations Student registration

CAASPP Paper- Based Testing CST Science CMA Science CAPA
Part II CAASPP Paper- Based Testing CST Science CMA Science CAPA

CAASPP Paper Based Assessment Responsibilities Overview
Section 9 CAASPP Paper Based Assessment Responsibilities Overview

Site Coordinators: Train Examiners
READ and sign affidavits. Emphasize NO unauthorized electronic devices. MAKE SURE CORRECT TESTS ARE GIVEN. REMINDER: Students who are not testing may not stay in the classroom where a test is being administered. REMINDER: If students need to be taken to another room to finish testing, BE SURE THEY ARE ESCORTED BY SCHOOL DISTRICT STAFF. Do not allow students to walk to another room with test materials by themselves. If students go to use the restroom, they may not take a phone with them. Site Coordinators should emphasize in training and monitoring: Before testing Check individualized education programs (IEPs) to see whether students should take California Standards Tests (CSTs) with accommodations and/or modifications, the California Modified Assessment CMA) with accommodations, or CAPA.

1 Affidavit Covers ALL CAASPP Smarter Balanced, CST, CMA, CAPA

Resources California TAC Web Site Directions for Administration CAASPP Paper-Based Training Videos

Test Administrator Responsibilities
#1 Responsibility—Security No unauthorized electronic devices used in classroom during testing For testing purposes, any electronic device that is not specifically designated as an accommodation or modification in the student’s IEP or Section 504 plan is unauthorized.

Mark Discrimination Analysis
Train examiners to Erase NOTHING in answer circles. Site Coordinators should emphasize in training and monitoring: After testing NEVER, EVER, EVER ERASE ANYTHING in the answer sections of test booklets or answer documents. Call the California Department of Education (CDE) to discuss the situation if you are not sure what to do. 2012 STAR Pre-Test Workshop || Slide 112

Mark Discrimination Analysis
Avoid teaching students in second and third grade to mark through answer circles to eliminate answers. Such marks MAY NOT be erased by adults. Site Coordinators should emphasize in training and monitoring: After testing NEVER, EVER, EVER ERASE ANYTHING in the answer sections of test booklets or answer documents. Call the California Department of Education (CDE) to discuss the situation if you are not sure what to do. Remind second and third grade teachers that they should not teach students to mark through answer circles to eliminate answers. Those marks may not be erased by school staff after testing. 2012 STAR Pre-Test Workshop || Slide 113

Erasing Stray Marks No Erasure Parties
Test Site Coordinator or Administrator ONLY May not re-question student regarding answers, intentions, etc. Answer documents Stray Marks YES! Stray Marks in Bubbles NO!

NEVER begin a part that cannot be completed in one sitting
Reminders… NEVER begin a part that cannot be completed in one sitting Students may NOT go back to previous parts of test

California Standards Test (CST)
Students with IEP or 504 Plan may use variations/accommodations/modifications if decided by IEP Team (MATRIX forthcoming) Accommodations and Modifications must be written in IEP or 504 Students in Grades 5, 8, 10 (SCIENCE)

Before Multiple-Choice Testing (Cont’d)
Confirm which tests each student takes. Confirm any accommodations or modifications students will use and where they will be tested. Prepare materials: (Listed in DFAs) Test booklets No. 2 pencils Scratch paper Whatever materials the DFA Requires Signs

During Multiple-Choice Testing
Monitor for use of unauthorized electronic devices. Give correct test booklets and answer documents to students whose names are on answer documents. Make sure students are taking the correct test and marking answers in the correct section of the answer document. Ensure students complete all parts of each test. Site Coordinators should emphasize in training and monitoring: During Testing Remind examiners that they cannot check student work or advise students that they have an answer wrong or tell them to go back and check an item. They cannot withhold answer docs until students demonstrate they have the right answers. Closely monitor students during testing to make sure they are working in the correct part of the test booklet and answer document. Make sure that students do not go on to other parts of the test. Also make sure that students don’t skip a question on their answer document (so that they are off by one). Make sure that they have enough time to administer the test in one sitting (i.e., make sure that administration does not run into lunch time, etc.) MAKE SURE YOU ARE GIVING THE RIGHT TEST! (CST, CMA, end-of-course test, etc.) Students should mark the correct test subject for high school mathematics and science. Students who are not testing may not stay in the classroom where a test is being administered. If students need to be taken to another room to finish testing, be sure they are escorted by an adult. Do not allow students to walk to another room with test materials by themselves.

During Multiple-Choice Testing (cont.)
Give breaks only at end of a part as indicated by stop sign. Mark answer documents: Correctly mark test name Note: if the test name is not marked, the test will not be scored. Tests that are hand scored in the fall do not go into API/AYP. Correctly mark version # Still True for CMA Science! Site Coordinators should emphasize in training and monitoring: During Testing Remind examiners that they cannot check student work or advise students that they have an answer wrong or tell them to go back and check an item. They cannot withhold answer docs until students demonstrate they have the right answers. Closely monitor students during testing to make sure they are working in the correct part of the test booklet and answer document. Make sure that students do not go on to other parts of the test. Also make sure that students don’t skip a question on their answer document (so that they are off by one). Make sure that they have enough time to administer the test in one sitting (i.e., make sure that administration does not run into lunch time, etc.) MAKE SURE YOU ARE GIVING THE RIGHT TEST! (CST, CMA, end-of-course test, etc.) Students should mark the correct test subject for high school mathematics and science. Students who are not testing may not stay in the classroom where a test is being administered. If students need to be taken to another room to finish testing, be sure they are escorted by an adult. Do not allow students to walk to another room with test materials by themselves.

During Multiple-Choice Testing (cont.)
Use Directions for Administration (DFAs) correctly. Read ALL “SAY” boxes exactly as written. Be sure to read and complete “First Day of Testing” section with students. ONLY translate boxes with “T” (NO CST/CMA questions, prompts, or passages may be translated). Site Coordinators should emphasize in training and monitoring: During Testing DFAs Remind examiners to carefully read all of their DFA before testing. The DFAs answers many of the questions that examiners have and will remind them what to do and what not to do. Remind examiners to read all of the directions to students when they administer the tests do not skip any directions. H 5

CMA California Modified Assessment

CMA Eligibility Criteria
Students in Grades 5, 8, 10 must meet the following criteria: Student has an IEP Scored FBB or BB on previous CST Scored ADV/PROF. on CAPA in two previous years Grade level goal on IEP IEP Team determines if CMA is appropriate Students can take CMA only if “directed” by IEP, not 504 plan.

2013 CMA Materials for Grades 5, 8, 10
CMA for grades 5, 8, 10: CST and CMA in same answer document Must mark Section 7c for CMA tests taken.

CAPA California Alternate Performance Assessment (CAPA)

CAPA Eligibility Criteria
Eligibility requirement: Significant Cognitive Disabilities IEP Team determines if CAPA is appropriate Assign correct CAPA level (1-4)

Before, During, After Testing
Section 11 Before, During, After Testing

Staff Training Reminders
BEFORE TESTING Staff Training Reminders Security Affidavits Testing Schedule (CST Science /CMA Science /CAPA) Room Environment Review DFA Examiner Training Checklist

Directions for Administration (DFA)
BEFORE TESTING Directions for Administration (DFA) Examiners and Proctors must familiarize themselves with DFA before administering tests Review DFA Must be read verbatim Say Boxes in DFA “T” in Say Box indicates that everything in Say Box can be orally translated (on the spot) for EL students if regularly done in the classroom (no questions or passages) Say Boxes for ELs

Section 13 Packing Up

Packing-up SCORABLES Place CMA documents on the bottom of CSTs
Bundle entire grade level together with one band (TAPE band) 1. Alphabetize CSTs (class or grade level) 2. List any make-ups on your daily log

WELCOME CAASPP Test Administrator Workshop March, 2014.

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WELCOME CAASPP Test Administrator Workshop March, 2014.

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Presentation on theme: "WELCOME CAASPP Test Administrator Workshop March, 2014."— Presentation transcript:

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About project

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