2015 CAASPP Online Test Administration Workshop

2015 CAASPP Online Test Administration Workshop
California Assessment of Student Performance and Progress (CAASPP) 2015 CAASPP Online Test Administration Workshop January 28, 2015 1

Agenda Morning Session Topic 8:30–8:45 Welcome 8:45–8:55 Overview
8:55–9:00 Roles and Responsibilities 9:00–9:10 Technology Infrastructure 9:10–9:20 Practice Tests and Training Tests 9:20–9:50 Using the Test Operations Management System (TOMS) 9:50–10:00 Break 10:00–10:30 Test Administration 10:30–10:40 Test Security 10:40–11:30 Questions 11:30–11:45 Digital Library 11:45–12:00 Interim Assessments

Purpose By the end of this workshop, attendees will understand:
The administration of the Smarter Balanced summative assessments using appropriate procedures Proper technology infrastructure for the local educational agency (LEA) Student test registration in the Test Operations Management System (TOMS) Identifying and documenting students that need designated supports and accommodations The Smarter Balanced interim assessments and the Digital Library

Overview

Student Participation
Q: Who will take the online Smarter Balanced summative assessments? A: All students in grades 3–8 and 11 are required to take the summative assessments.

Student Participation: Early Assessment Program
The Early Assessment Program (EAP) will be using the grade 11 Smarter Balanced summative assessments in English language arts/literacy (ELA) and mathematics in place of the grade 11 CSTs in ELA and/or mathematics, additional 15 test questions and the ELA essay Grade 11 students taking the Smarter Balanced summative assessments may choose to release their test results to the California State University (CSU) and participating California Community Colleges (CCC) at the end of the computer adaptive tests Students who do not authorize the release of their test results at the time of testing may need to provide a copy of the score report upon request of the campus.

Student Participation (cont.)
The only students exempt from participating in the Smarter Balanced summative assessments are: Students participating in the California Alternate Assessments (CAA) in English language arts/literacy (ELA) and mathematics English learners (ELs) who have been attending school in the United States for less than 12 months (for the ELA test only)

About the Summative Assessments
Content areas: English language arts/literacy (ELA) Mathematics Two components per content area: Computer adaptive test (CAT) Performance task (PT)

About the Summative Assessments (cont.)
Q: What is the CAT component of the online summative assessment? A: The computer adaptive portion of the online test includes a wide variety of item types. As students progress throughout a CAT, the computer program adjusts the difficulty of questions throughout the assessment based on their responses. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question.

About the Summative Assessments (cont.)
Q: What is the PT component of the online summative assessment? A: The PT is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario. Prior to the PT, teachers or instructional staff conduct a Classroom Activity for all students to ensure that a lack of understanding of the context of the task does not interfere with a student’s ability to address the content of the task.

Systems and Processes for Online Administration
Test Administrator Interface & Student Testing Site Administer online Smarter Balanced assessments TOMS Set up test administration windows Verify student demographic data Configure online test settings (designated supports and accommodations) CALPADS (California Longitudinal Pupil Achievement Data System) Manage student demographic data 1 2 3

Roles and Responsibilities

Important Roles LEA CAASPP coordinator Test Site Coordinator (SC)
Test Administrator (TA) Technology Coordinator CALPADS Administrator

LEA CAASPP Coordinator
Add SCs and TAs into the TOMS Ensure that SCs and TAs are appropriately trained regarding the state and Smarter Balanced assessment administration as well as security policies and procedures Report all test security irregularities and/or breaches that occur before, during, or after test administration to the California Department of Education (CDE) Oversee all CAASPP administration activities in schools Note: LEA CAASPP Coordinators were designated by the district superintendent at the beginning of the 2014–15 school year.

Test Site Coordinator Identify TAs, ensure that they have submitted signed CAASPP Test Security Affidavits Add TAs into TOMS Ensure TAs are properly trained so they can administer the assessments Enter and/or verify student test settings in TOMS Create or approve testing schedules and procedures for the school

Test Site Coordinator (cont.)
Work with technology staff to ensure that necessary secure browsers are installed and any other technical issues are resolved Monitor testing progress and ensure that all eligible students participate Address testing problems at the school site Mitigate and report all test security incidents to the LEA CAASPP coordinator Oversee CAASPP administration activities in the school

Test Administrator Read and sign the CAASPP Test Security Affidavit
Complete training and review all Smarter Balanced policy and administration documents prior to administering any Smarter Balanced assessments Review student information prior to testing to ensure that the correct student receives the proper test with the appropriate supports/test settings Administer the Smarter Balanced assessments Report all potential test security incidents to the SC and LEA CAASPP Coordinator in a manner consistent with Smarter Balanced, state, and LEA policies

Technology Coordinator
Assist LEAs in setting up and overseeing technology infrastructure Support each school site Work closely with the LEA CAASPP Coordinator to ensure network and testing devices are properly prepared by installing the most current secure browser Help troubleshoot during time of testing

CALPADS Administrator
Ensure student demographic, enrollment, and program participation data is correct in the CALPADS (3 files total) Work closely with the LEA CAASPP Coordinator

Technology Infrastructure

Technology Infrastructure
Prior to the test administration, LEA CAASPP coordinators with technology coordinators should review the technology infrastructure at their schools. Testing devices are working Secure browsers properly installed a minimum two weeks before testing (uninstall old browsers, if necessary) Necessary hardware available and working (i.e., headphones, external keyboards, printers) Content filters, firewalls, and proxy servers configured Stable (wired or wireless) Internet connection

Internet and Network Requirements
For testing to occur, a stable, high-speed Internet connection is required since the Test Delivery System (TDS) administers tests via the Internet.

High-level Technology Overview
State hosted-test delivery servers Internet TA using standard Web browser Student using Smarter Balanced California Secure Browser software application

Secure Browser Specifically designed for California to provide secure access Prevents students from accessing other hardware and software functions A secure browser must be installed on all student computers/devices Updated and reinstalled annually Note: Test Administrator computers will use a standard Web browser

Secure Browser Availability
Windows XP (Service Pack 3), Vista, 7, 8.0, and 8.1, Server , 2008 Mac 10.4 (PowerPC or Intel processors) Mac 10.5 (Separate versions for PowerPC and Intel processors) Mac OS X 10.6–10.10 Linux Fedora 16–20, openSUSE 13.1, Red Hat 6.5, and Ubuntu (LTS) 10.04, 12.04, and 14.04 Apple iOS 6.0–8.0 Android 4.0.4–4.4 Chrome OS 31–39

Secure Browser (cont.) Students must use the secure browser to log on to take a summative test Prior to testing, TAs should verify that: External user applications are closed The secure browser will not work if the computer detects that a forbidden application is running Testing does not occur on computers with dual monitors

Hardware Requirements
Device displays 10″ diagonal display or larger (iPads with 9.5″ screens are acceptable) 1024 x 768 display resolution or better Check monitor settings and brightness On-site printers Print out test session information Print test stimuli or items for students with the print- on-demand accommodation Only the TA’s computer should have access to a single local or network printer in the testing room

Headphones are required for each test station English language arts/literacy (ELA) tests Text-to-speech accommodation Job Access with Speech (JAWS) Supported headphones: Wired headphones with a 3.5 mm connector USB headphones with a wired or wireless connection Bluetooth headphones: Logitech H800, SoundBot SB270, and ECO Sound ECO-V300 Microphones not required

External keyboards required for tablets Mechanical Manual Bluetooth-based Avoid keyboards with additional “shortcut” buttons

Technology Resources Diagnostic testing tool to test school’s bandwidth: Available on the CAASPP Web site at Secure Browser Installation Manual: manual.2015.pdf Technology Specifications Manual: manual.2015.pdf

Technology Resources (cont.)
Preparing Technology for 2015 Online Testing archived Webcast: webcast_ html Call or CalTAC for help with troubleshooting Phone:

Practice Tests and Training Tests

Preparing Students and Staff
There are multiple ways to prepare students and staff for the Smarter Balanced summative assessments: Practice Tests Training Tests

Important Notes About Practice and Training Tests
Practice Tests and Training Tests do not: Assess all of the standards that will be in the operational tests Predict or gauge a student’s success on the operational assessments Produce scores

Purpose of the Practice Tests
Allow students and administrators to become familiar with: The experience of a grade-level assessment A variety of grade-specific items and difficulty levels Performance tasks (PTs) The format and structure of the operational assessments

About the Practice Tests
Practice Tests are available in each grade level for grades 3–8 and 11 for English language arts/literacy (ELA) and mathematics Each Practice Test contains approximately 30 items Performance tasks are available for both ELA and mathematics Scoring rubrics and answers are available on the TA Resource Web page at resources/index.html All universal tools, designated supports, and accommodations are available

Purpose of the Training Tests
Allow students and administrators to become familiar with the test delivery system and interface features Allow students to become familiar with: Accessing the tests (log on process) The testing software The navigational tools

About the Training Tests
Training Tests are available by grade bands for: Grades 3–5 Grades 6–8 High school Each Training Test contains approximately 14–15 items 6 ELA items 8–9 math items There are no performance tasks included in the Training Tests No scoring rubrics or answer keys All universal tools, designated supports, and accommodations are available

Practice Tests vs. Training Tests
Purpose Provide students with a grade specific testing experience similar in structure and format to the summative assessments Provide students with an opportunity to quickly become familiar with the software and interface features. There are no performance tasks (PTs). Grade Levels Each grade: 3–8, 11 Grade bands: 3–5 6–8 High school Number and Types of Items Approximately 30 items in ELA and 30 items in math per grade level Includes 1 ELA PT and 1 math PT per grade level Approximately 15 items per grade band (6 in ELA and 8–9 in math); PTs are not available Universal Tools, Designated Supports, and Accommodations All Scoring Results are not scored, however answer keys and scoring rubrics are available Results are not scored

Accessing the Practice and Training Tests
There are two means for accessing the Practice and Training Tests: Through on a Web browser Through the secure browser Simulates operational online testing environment TAs may create test sessions for the Practice Tests or Training Tests on the TA Practice and Training Site Students may return to a Practice Test and/or Training Test session

Accessing the Practice and Training Tests
1 Students and parents who wish to access the Practice Test and/or Test via an Internet browser will select the button below 2 3

Practice and Training Tests Resources
Using the Online Practice and Training Tests archived Webcast webcast_ html

Using the Test Operations Management System (TOMS)

Tasks to Complete in TOMS for the Online Administration
Add and manage SCs and TAs Set up test administrations Review student data Demographic data from CALPADS Test enrollment Assign online test settings to students

Accessing TOMS LEA CAASPP coordinators were given access to TOMS after the superintendent designation form and test security agreement were submitted to the California Technical Assistance Center (CalTAC) LEA CAASPP coordinators received an with a username and temporary password that allows access to TOMS If an LEA CAASPP coordinator has not received the e- mail with temporary password, he or she should contact CalTAC. TOMS can be accessed from the CAASPP portal at

Adding and Managing SCs and TAs
LEA CAASPP coordinators are responsible for adding SCs and TAs to TOMS Two methods: One by one in TOMS Template upload through online form Template: upload-file.2015.xlsx Online form:

Adding and Managing SCs and TAs

Adding and Managing SCs and TAs Resources
TOMS Adding and Managing User Guide: aging_users.2015.pdf Adding and Managing Users in TOMS video tutorial: webcast_toms-users.html

Setting Up Test Administrations
Testing windows for 2015 Smarter Balanced online summative assessments: Grades 3–8 At least 66% of a school’s annual instructional days must be completed Grade 11 At least 80% of a school’s annual instructional days must be completed EAP information is derived from a subset of the students’ summative assessment item responses

Setting Up Test Administrations
Steps to take in TOMS: Set non-delivery and non-working dates Set instructional start and end dates Set non-instructional dates Set and activate testing administrations Assign schools to testing administrations

TOMS Testing Windows Summary

Setting Up Test Administrations Resources
TOMS Test Administration Setup Guide: 15.pdf Assign Schools to Test Administrations instructions: schools.2015.pdf 2015 TOMS Test Administration Setup archived Webcast webcast_ html

Reviewing Student Data
Each student profile in TOMS includes: Demographic data Read-only; must be modified in CALPADS Test enrollment All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced summative assessments Online test settings Universal tools, designated supports, and accommodations

Reviewing Student Data (cont.)
Students’ grade levels must be correct in TOMS before testing Grade levels are only correctable in CALPADS All students who are going to test must appear in TOMS If a student’s designated supports and accommodations information is incorrect, it must be updated in TOMS before he or she tests

Importance of CALPADS CALPADS is the sole source for student demographic, enrollment and program participation data LEAs cannot update student demographic data in TOMS It is critical for LEAs to update CALPADS regularly Processing time from CALPADS to TOMS is 24–48 hours Student accessibility supports are uploaded and maintained in TOMS, not in CALPADS

Student Profile in TOMS: Demographics
All demographic data is read-only

Student Profile in TOMS: Test Mode
All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced summative tests

Student Profile in TOMS: Test Settings

Assigning Accessibility Supports
in TOMS Student online test settings must be configured at least 24 hours prior to testing Allow up to 24 hours from when you configure test settings in TOMS to when the changes appear in the TA and Student Testing Interface LEA CAASPP coordinators and SCs are authorized to set accessibility supports for students in TOMS Two methods: One-by-one through student profile Template upload

TOMS Online Test Settings File Upload

What are Accessibility Supports?
Universal Tools: Available to all; based on student preference and selection (e.g., strikethrough, highlighter) Designated Supports: Need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification) Accommodations: Based on individualized education programs (IEPs) or Section 504 plans (e.g., American Sign Language, scribe)

What are Accessibility Supports? (cont.)
The online assessments include embedded and non-embedded accessibility supports. Embedded: part of the computer administration (e.g., digital notepad, calculator) Non-embedded: provided outside the computer administration (e.g., scratch paper, multiplication table)

What are Accessibility Supports? (cont.)
Embedded Non-Embedded Designated Support Accommodation Color Contrast American Sign Language (ELA listening and math items) Bilingual Dictionary (ELA performance task full writes) Abacus Masking Braille Alternate Response Options Text-to-Speech (math and ELA items) Closed Captioning (ELA listening items) Color Overlays Calculator Translated Test Directions (math items) Streamlined Interface Magnification Multiplication Table Translations (glossaries) (math items) Text-to-speech (ELA reading passages) Noise Buffers Print on Demand** Translations (stacked) (for math items)* Read Aloud (math and ELA items) Read Aloud (ELA reading passages) Turn off any universal tools* Scribe (ELA non-writing and math items) Scribe Permissive Mode Separate Setting Speech-to-Text Print Size Translated Test Directions Individualized Aids Translation (glossaries) (math items) Special Lighting or Acoustics *Must be activated in the test delivery system. **Print on demand for stimuli only can be activated in TOMS. If a student(s) need print on demand for items and/or items and stimuli, contact CalTAC at least 24 hours prior to testing.

Reviewing Student Data Resources
TOMS Student Paper-Pencil Test Registration User Guide: Student Paper-pencil Test Registration in TOMS archived Webcast: TOMS Online Student Test Settings User Guide: settings.2015.pdf Configuring Online Student Test Settings in TOMS archived Webcast:

Accessibility Supports Resources
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines: content/uploads/2014/08/SmarterBalanced_Guidelines.pdf Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide: content/uploads/2014/03/Usability-Accessibility-and-Accommodations- Implementation-Guide.pdf Guidelines: Frequently Asked Questions: content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf Accessibility and Accommodations for CAASPP 2014–15: An Overview archived Webcast

Accessibility Supports Resources (cont.)
Matrix One: Using the CAASPP Individual Student Assessment Accessibility Profile (ISAAP) Tool video tutorial: overview-and-demo.html Embedded Universal Tools and Online Features training module:

Test Administration

Scheduling Testing Time
Estimated testing times: Content Area Grades Computer Adaptive Test (CAT) items hrs : mins Performance Task (PT) Total Classroom Activity (administered prior to the PT)* English Language Arts/Literacy 3–5 1:30 2:00 3:30 :30 4:00 6–8 11 4:30 Mathematics 1:00 2:30 3:00 Both 6:00 7:00 6:30 7:30 8:30

Scheduling Testing Time (cont.)
The estimates do not account for any time needed to start computers, load secure browsers, and log in students To help estimate number of days and associated network bandwidth required, schools should access the Smarter Balanced Technology Readiness Calculator at Based on number of students, computers, and hours per day computers are available

Scheduling Testing Time
Scheduling is a collaborative effort Recommended: CAT first, PTs second The classroom activity should be completed within 3 days prior to administering a PT ELA PTs have 2 parts and can be completed over 2 days Mathematics PTs have 1 part and can be completed in 1 day Recommended: PTs should not be administered on the same day as the CAT CAT Classroom Activity Performance Task

Example Testing Schedules
Monday Tuesday Wednesday Thursday Friday All Math CAT Math classroom activity Math PT All ELA CAT ELA classroom activity Next Monday Next Tuesday Next Wednesday Next Thursday Next Friday ELA PT Part 1 ELA PT Part 2 Monday Tuesday Wednesday Thursday Friday Math CAT Session 1 Math CAT Session 2 Math PT ELA CAT Session 1 ELA CAT Session 2 ELA classroom activity Math classroom activity Next Monday Next Tuesday Next Wednesday Next Thursday Next Friday ELA PT Part 1 ELA PT Part 2

Establishing Appropriate Testing Conditions
Testing students in classroom-sized groups is preferable Reduces test fear and anxiety Facilitates monitoring and control for TAs Room should have good lighting, ventilation, and freedom from noise and interruptions Remove or cover displayed information (on bulletin boards, chalkboards, or dry-erase boards, etc.) that might be used by students to help answer questions Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

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 Establish procedures to maintain a quiet testing environment Remember that some students will finish more quickly than others

Establishing Appropriate Testing Conditions (cont.)
Cell phones or other electronic devices are not allowed to be used during testing (e.g., turned off and put away) 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 Place a “TESTING—DO NOT DISTURB” sign on the door

General Test Rules 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 TAs must follow the “SAY” script exactly each time a test session is administered Refer to the “SAY” boxes of the Online Test Administration Manual and/or Online Directions for Administration

Administering a Test Session
The TA logs on to the TA Interface from on a standard Web browser

Administering a Test Session (cont.)
The TA selects the test category or the grade and content area

Administering a Test Session
The TA selects the tests to administer Additional tests can be added to a session; you will receive a confirmation message box The TA starts a test session

The TA informs students of the test Session ID Write or display clearly in a place all students can see Session IDs are automatically generated upon selecting the [Start Session] button Additional tests can be added to a session; you will receive a confirmation message box

Distributing Student Logon Information
TAs need to provide students with the Session ID, the student’s Statewide Student Identifier (SSID), and confirmation code (student first name in CALPADS) for logon May be provided on a card or piece of paper TAs may write the Session ID on a board or where students can see it Important: Student personal information is secure and must be collected and securely stored at the end of a test session, then securely destroyed at the end of the test administration.

Students log on through the secure browser Recommended: Secure browsers are already launched on testing devices before students sit down to test To log on, students need: First Name (Confirmation Code): Student’s legal first name as spelled in CALPADS State-SSID: “CA” followed by a hyphen “-” and the student’s SSID Session ID: TA-generated Session ID

Students verify their identity After logging on, students will see the “Is This You?” screen Students should select [Yes] to continue

Students selects the test All grade-level tests that the student is eligible to take are displayed Only the tests that the TA selected for the test session and those that have not been completed are selectable by students

Upon selecting a test, students will wait for TA approval As students select tests, the TA will see approvals populate in the Approvals queue of the TA Interface

The TA selects the [Approvals (#)] button to access the Approvals and Student Test Settings screen

The TA verifies the student has selected the appropriate test and reviews the students’ test settings by selecting [See/Edit Details] button next to each student

The TA selects [Set] to confirm the current test settings and return to the list of students awaiting approval The TA will still have to approve the student for testing OR The TA selects [Set & Approve] to establish the existing settings and approve the student for testing Note: If a student’s test settings are incorrect, TAs should deny the student, contact the LEA CAASPP coordinator or SC to correct the test settings in TOMS, and test the student on another day

Upon reviewing test settings for all students, the TA approves students to test on the Approvals and Student Test Settings screen Select [Approve] to approve a specific student for testing Select [Approve All Students] to approve all students

After the TA has approved a student for testing, the student will verify the test information and settings The student will select [Yes, Start My Test] to begin testing or [No] if their settings are incorrect

If a student has a text-to-speech accommodation or is taking a test with ELA listening items, he or she will verify the audio checks through headphones Test with listening items audio check Text-to-speech audio check

Finally, students will see the Test Instructions and Help page before they begin testing Students will select [Begin Test Now] to begin testing

Monitoring Student Progress
TAs can monitor student testing through the Students in Your Test Session table on the TA Interface Displays students who have logged in and been approved for testing

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

General Pause Rules If there is a technical issue (e.g., power outage or network failure), students will be logged out and the tests will automatically be paused If a test is paused, the student must log in again to resume testing Highlighted text and global notes will not be preserved

Pause Rules: Computer Adaptive Test
If a CAT 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 the 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 If a CAT is paused for less than 20 minutes, the student is: Presented with the test item or passage he or she was working on when the test was paused Permitted to answer previously shown items within a segment

Pause Rules: Performance Task
There are no pause rules for PTs Even if a PT is paused for more than 20 minutes, the student can return to the current section and continue ELA PTs are divided into two parts After a student completes the first part, 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 30 minutes of inactivity Activity means: Selecting an answer Using a navigation option in the test (e.g., selecting [Next] or [Back], using the Questions drop-down list) Note: Moving the mouse or selecting an empty space on the screen is not considered activity Before the system logs out, a warning message will be displayed

Stopping an Entire Test Session
TAs can stop a test session (and therefore pause tests for all students in the session) Select the [Stop Session] button in the upper-left corner of the TA Interface 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

Reaching the End of the Test
After students answer the last item on the test, the [End Test] button will appear in the upper-left corner of the screen

Upon selecting the [End Test] button, an “Attention” message will appear Students will select [Yes] to proceed with reviewing answers and submitting the test

Students may review answers before submitting a test

When a student is ready to submit the test, he or she will receive a confirmation screen

Test Expiration Rules A student’s CAT test remains active until the student completes and submits the test or 45 calendar days after the student has begun the CAT A student’s PT remains active for 10 calendar days after the student has begun it

Classroom Activity Administration Guidelines
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 May be administered in a classroom or any other appropriate space Recommended: ELA Classroom Activity should take place on a separate day from the PT No more than a 3-day lapse between the classroom activity and the PT administration

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 on the testing device 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 The SC should download the assigned classroom activity and provide to TAs at least 1–2 days prior After receiving the activity from the SC, the TA or classroom teacher should administer the classroom activity

Test Security

Test Security There are three different types of test security incidents: Impropriety Irregularity Breach

Test Impropriety Unusual circumstance that has a low impact on the testing individual or group of students Low risk of affecting student performance, test security, or test validity Correctable and containable at local level Must be reported to the LEA CAASPP Coordinator or SC using the Test Administration Testing Incident or Impropriety Report Form on the CAASPP Forms Web page at May be reported in the Appeals module should an Appeal be required Example: Students talking during testing

Test Irregularity Unusual circumstance that impacts the testing individual or group of students May affect student performance, test security, or test validity Correctable and containable at the local level Must be reported to the LEA CAASPP Coordinator or SC using the online Test Administration Testing Incident or Impropriety Report Form at who must then report it to the CDE within 24 hours Submitted in the Appeals module for resolution Examples: Student cheating or providing answers to another; student accessing or using electronic equipment (e.g., cellphone)

Test Breach Event that threatens test validity (e.g., release of secure materials) External implications for the Consortium A breach incident must be reported to the CDE within 24 hours Examples: Administrator or coordinator modifying student responses or record at any time Administrator allowing students to take home test items, passage, prompts, or scratch paper

Test Security Resources
2015 CAASPP Test Security live Webcast Wednesday, February 18, 2014 from 1–2 p.m. Smarter Balanced Online Test Administration Manual: pdf

Questions

Help Desk Support The California Technical Assistance Center (CalTAC) is there to support all LEA CAASPP coordinators! Monday–Friday from 7 a.m.–5 p.m. Phone: Web site:

Senior Assessment Fellows Kathy Caric Gina Koency Mary Tribbey
Interim Assessments and the Digital Library Senior Assessment Fellows Kathy Caric Gina Koency Mary Tribbey

A Balanced Assessment System
Summative: Tests used for end-of-year accountability and evaluation Teachers and schools have information and tools they need to improve teaching and learning All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness Formative resources: Educator resources that support measuring student learning in real-time during instruction Interim Assessments: Tests used for timely and periodic information based on local needs/goals

Purpose of the Interim Assessments
Designed to support teaching and learning throughout the year. Feedback to inform instruction including: Global measures of early and midyear progress Identify specific areas of strength and weakness Assess skills of incoming students Local use

Interim Assessments: Two Types
Interim Comprehensive Assessments (ICAs) Assess the same claims and standards Interim Assessment Blocks (IABs) Assess smaller sets of assessment targets Address specific content areas More flexible

Interim Assessment Items
Same as summative items assess Common Core State Standards same accessibility resources provide evidence to support claims in mathematics and English language arts/literacy Different from summative items Separate, non-secure pool

IABs for ELA, Grades 3 to 5 Grades 3–5 Read Literary Texts
Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research *Narrative Performance Task (Grades 4–5 only in 2014–15) *Informational Performance Task *Opinion Performance Task (Grade 3 only in 2014–15) *Will be available in 2015–16

IABs for ELA, Grades 6 to 8 Grade 6-8 Read Literary Texts
Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research *Narrative Performance Task *Explanatory Performance Task Argument Performance Task *Will be available in 2015–16

IABs for ELA, High School
Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research Explanatory Performance Task *Argument Performance Task *Will be available in 2015–16

IABs for Mathematics Grades 3 to 5
IAB Name Grade 3 4 5 Operations and Algebraic Thinking a * Numbers and Operations in Base 10 Fractions Geometry Measurement and Data Mathematics Performance Task *Will be available in 2015–16

IABs for Mathematics Grades 6 to 7
IAB Name Grade 6 7 Ratio and Proportional Relationships a Number System * Expressions and Equations Geometry Statistics and Probability Mathematics Performance Task *Will be available in 2015–16

IABs for Mathematics Grade 8
*Expressions & Equations I (and Proportionality) *Expressions & Equations II Functions Geometry Mathematics Performance Task *Will be available in 2015–16 (available as a single Expressions & Equations Block in 2014–15)

IABs for Mathematics for High School
Algebra and Functions – Linear Functions Algebra and Functions – Quadratic Functions *Algebra and Functions – Exponential Functions *Algebra and Functions – Polynomials Functions *Algebra and Functions – Radicals Functions *Algebra and Functions – Rational Functions *Algebra and Functions – Trigonometric Functions *Geometry – Transformations in Geometry Geometry – Right Triangle Ratios in Geometry *Geometry – Three-Dimensional Geometry *Geometry – Proofs *Geometry – Circles *Geometry – Applications *Interpreting Categorical and Quantitative Data *Probability *Making Inferences and Justifying Conclusions Mathematics Performance Task *Will be available in 2015–16

Administration of ICAs and IABs
Administered online (no paper/pencil administration) Same teacher registration process and test delivery interface as the summative assessment Fixed length test format for 2014−15 Computer adaptive tests (CATs) for

Grades Supported by Interim Assessments for 2014–15

Scoring of the Interim Assessments
Most items are scored by the Smarter Balanced test delivery engine Scoring of constructed-response items and performance tasks is a local responsibility Reports are generated after the constructed-response item scores and performance task scores are input into the system Scoring is supported by rubrics and anchor papers

Interim Blocks That Do Not Require Local Scoring in 2014–15
ELA, all grade levels: Edit/Revise Listen/Interpret Research Mathematics, all grade levels All blocks (Performance task blocks in both ELA and math require local scoring)

Results from the Smarter Balanced Interim Assessments
The ICAs and the IABs provide individual student results that teachers can examine in order to adjust instruction. ICA: Overall scale score and Score of “Below” “At/Near” or “Above” Standard for each Claim IAB: Score of “Below” “At/Near” or “Above” Standard for each Block

Smarter Balanced Mockup: Individual Interim Student Report

Suggested Uses of the Interim Assessments in 2014−15

Inform Teaching and Learning
Administer IAB(s) that align with current curriculum and pacing Use IAB results with other sources of evidence to identify student strengths and weaknesses Use ICAs or IABs to evaluate progress and plan adjustments to increase student learning

Authentic Experience Create test sessions, pause the test, experience the interface, experience the technology Experience content and items reflective of the summative Use ICAs to gauge time needed for students to complete the summative

Accessibility Supports
Universal tools, designated supports, and accommodations are modifiable on the TA Interface for the interim assessments Provides an excellent opportunity to try out accessibility supports with students and actual test items Note: Only universal tools will be modifiable on the TA Interface for the summative assessments.

Local Scoring Builds content knowledge Supports collaboration
Provides a sense of the student’s strengths and weaknesses Builds teacher comfort with the process of online scoring Helps LEAs estimate the time required to conduct local scoring of ICAs and IABs.

Sample Implementation Plan for LEAs for 2015–16
Become familiar with the ICAs and IABs Consider the district’s available technology Plan how to use the Interim Assessments next year: Locus of control/roles and responsibilities Student registration Accessibility supports Teacher log-ins and security agreements Scoring (training and time to score) Technology Scheduling Troubleshooting

Log-ins required to support Interims
TOMS Verify student demographic data Test Administrator Interface Administer assessments Interim Handscoring System Handscore students’ constructed responses 1 2 3 Requires same logon credentials used for the Digital Library: User Name: LEA Password: ****** (6 characters) Data Warehouse Receive and view student reports 4 Requires TOMS logon credentials: User Name: First Name.Last Name Password: ********* (9 characters)

A Balanced Assessment System
Summative: Tests used for end-of-year accountability and evaluation Teachers and schools have information and tools they need to improve teaching and learning All students leave high school college and career ready Common Core State Standards specify K-12 expectations for college and career readiness Formative resources: Educator resources that support measuring student learning in real-time during instruction Interim Assessments: Tests used for timely and periodic information based on local needs/goals

Digital Library On-line collection of resources:
?? COE date On-line collection of resources: Aligned with the intent of the Common Core State Standards Contributed by educators for educators Vetted against a set of quality criteria Supports implementation of the formative assessment process Incorporates collaboration features Supports diverse groups of learners Senior Assessment Fellow, Mary Tribbey

Definition of the Formative Assessment Process
?? COE date Definition of the Formative Assessment Process Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals. Senior Assessment Fellow, Mary Tribbey

Four Attributes of the Formative Assessment Process
?? COE date Four Attributes of the Formative Assessment Process Clarify intended learning Elicit evidence Act on Interpret Senior Assessment Fellow, Mary Tribbey

Digital Library Resources
Assessment Literacy Modules Interactive Professional Learning Modules Resources for educators, students, and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools Instructional Modules Interactive Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Education Resources High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Create Professional Learning Communities

Assessment Literacy Modules
Interactive Professional Learning Modules Resources for educators, students, and families Frame Formative Assessment within a Balanced Assessment System Articulate the Formative Assessment Process Highlight Formative Assessment Practices and Tools

Instructional Modules
Interactive Professional Learning Modules Instructional coaching for educators Instructional materials for students Demonstrate/support effective implementation of the formative assessment process Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Literacy

Education Resources High-quality vetted instructional resources and tools for educators High-quality vetted resources and tools for students and families Reflect and support the formative assessment process Reflect and support the Common Core State Standards for Mathematics and English Language Arts Literacy Create Professional Learning Communities

Digital Library Features

Interim Assessment Blocks Interactive Module

Using Interim Assessment Blocks
Clarify Intended Learning Elicit Evidence Act on Interpret Digital Library Elicit Baseline Evidence Using an Interim Assessment Block Clarify Intended Learning Elicit Evidence Act on Interpret Digital Library Check Progress Using an Interim Assessment Block

Log-in Credentials for Teachers
Each LEA must: Register Schools (Institutions) Register Teachers Important to complete forms Accurately Help: CalTAC at Role AssociatedEntityID Level District Coordinator CDS Code for the District DISTRICT DL_EndUser CDS Code for the School INSTITUTION

Digital Library Implementation
Think through what the teachers might need Provide hands-on training and support Embed into existing meetings Encourage collaborative exploration Build the knowledge base around formative assessment practice

Questions?

For Further Information
Smarter Balanced Web Page CalTAC (for Digital Library: )

2015 CAASPP Online Test Administration Workshop

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