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

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Presentation on theme: "California Assessment of Student Performance and Progress (CAASPP) 2015 CAASPP Online Test Administration Workshop January 28, 2015."— Presentation transcript:

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

2 2015 CAASPP Online Test Administration Workshop 2 Agenda Morning Session Topic 8:30–8:45Welcome 8:45–8:55Overview 8:55–9:00Roles and Responsibilities 9:00–9:10Technology Infrastructure 9:10–9:20Practice Tests and Training Tests 9:20–9:50Using the Test Operations Management System (TOMS) 9:50–10:00Break 10:00–10:30Test Administration 10:30–10:40Test Security 10:40–11:30Questions 11:30–11:45Digital Library 11:45–12:00Interim Assessments

3 2015 CAASPP Online Test Administration Workshop 3 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

4 Overview

5 2015 CAASPP Online Test Administration Workshop 5 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.

6 2015 CAASPP Online Test Administration Workshop 6 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.

7 2015 CAASPP Online Test Administration Workshop 7 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)

8 2015 CAASPP Online Test Administration Workshop 8 About the Summative Assessments Content areas: –English language arts/literacy (ELA) –Mathematics Two components per content area: –Computer adaptive test (CAT) –Performance task (PT)

9 2015 CAASPP Online Test Administration Workshop 9 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.

10 2015 CAASPP Online Test Administration Workshop 10 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.

11 2015 CAASPP Online Test Administration Workshop 11 Systems and Processes for Online Administration Test Administrator Interface & Student Testing Site Administer online Smarter Balanced assessments 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) 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 CALPADS (California Longitudinal Pupil Achievement Data System) Manage student demographic data 123

12 Roles and Responsibilities

13 2015 CAASPP Online Test Administration Workshop 13 Important Roles LEA CAASPP coordinator Test Site Coordinator (SC) Test Administrator (TA) Technology Coordinator CALPADS Administrator

14 2015 CAASPP Online Test Administration Workshop 14 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.

15 2015 CAASPP Online Test Administration Workshop 15 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

16 2015 CAASPP Online Test Administration Workshop 16 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

17 2015 CAASPP Online Test Administration Workshop 17 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

18 2015 CAASPP Online Test Administration Workshop 18 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

19 2015 CAASPP Online Test Administration Workshop 19 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

20 Technology Infrastructure

21 2015 CAASPP Online Test Administration Workshop 21 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

22 2015 CAASPP Online Test Administration Workshop 22 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.

23 2015 CAASPP Online Test Administration Workshop 23 High-level Technology Overview State hosted- test delivery servers TA using standard Web browser Student using Smarter Balanced California Secure Browser software application

24 2015 CAASPP Online Test Administration Workshop 24 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

25 2015 CAASPP Online Test Administration Workshop 25 Secure Browser Availability Windows XP (Service Pack 3), Vista, 7, 8.0, and 8.1, Server 2003, 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 Apple iOS 6.0–8.0 Android 4.0.4–4.4 Chrome OS 31–39

26 2015 CAASPP Online Test Administration Workshop 26 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

27 2015 CAASPP Online Test Administration Workshop 27 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

28 2015 CAASPP Online Test Administration Workshop 28 Hardware Requirements 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

29 2015 CAASPP Online Test Administration Workshop 29 Hardware Requirements External keyboards required for tablets –Mechanical –Manual –Bluetooth-based –Avoid keyboards with additional “shortcut” buttons

30 2015 CAASPP Online Test Administration Workshop 30 Technology Resources Diagnostic testing tool to test school’s bandwidth: −Available on the CAASPP Web site at Secure Browser Installation Manual: −http://caaspp.org/rsc/pdfs/CAASPP.secure-browser- manual.2015.pdfhttp://caaspp.org/rsc/pdfs/CAASPP.secure-browser- manual.2015.pdf Technology Specifications Manual: −http://caaspp.org/rsc/pdfs/CAASPP.tech-specs- manual.2015.pdfhttp://caaspp.org/rsc/pdfs/CAASPP.tech-specs- manual.2015.pdf

31 2015 CAASPP Online Test Administration Workshop 31 Technology Resources (cont.) Preparing Technology for 2015 Online Testing archived Webcast: –http://caaspp.org/rsc/videos/archived- webcast_ htmlhttp://caaspp.org/rsc/videos/archived- webcast_ html Call or CalTAC for help with troubleshooting − −Phone:

32 Practice Tests and Training Tests

33 2015 CAASPP Online Test Administration Workshop 33 Preparing Students and Staff There are multiple ways to prepare students and staff for the Smarter Balanced summative assessments: –Practice Tests –Training Tests

34 2015 CAASPP Online Test Administration Workshop 34 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

35 2015 CAASPP Online Test Administration Workshop 35 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

36 2015 CAASPP Online Test Administration Workshop 36 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.htmlhttp://caaspp.org/ta- resources/index.html All universal tools, designated supports, and accommodations are available

37 2015 CAASPP Online Test Administration Workshop 37 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

38 2015 CAASPP Online Test Administration Workshop 38 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

39 2015 CAASPP Online Test Administration Workshop 39 Practice Tests vs. Training Tests Practice TestTraining Test 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

40 2015 CAASPP Online Test Administration Workshop 40 There are two means for accessing the Practice and Training Tests: 1.Through on a Web browserhttp://caaspp.org 2.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

41 2015 CAASPP Online Test Administration Workshop 41 Accessing the Practice and Training Tests Students and parents who wish to access the Practice Test and/or Test via an Internet browser will select the button below

42 2015 CAASPP Online Test Administration Workshop 42 Practice and Training Tests Resources Using the Online Practice and Training Tests archived Webcast –http://caaspp.org/rsc/videos/archived- webcast_ htmlhttp://caaspp.org/rsc/videos/archived- webcast_ html

43 Using the Test Operations Management System (TOMS)

44 2015 CAASPP Online Test Administration Workshop 44 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

45 2015 CAASPP Online Test Administration Workshop 45 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

46 2015 CAASPP Online Test Administration Workshop 46 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 upload-file.2015.xlsx  Online form:

47 2015 CAASPP Online Test Administration Workshop 47 Adding and Managing SCs and TAs

48 2015 CAASPP Online Test Administration Workshop 48 Adding and Managing SCs and TAs Resources TOMS Adding and Managing User Guide: –http://caaspp.org/rsc/pdfs/CAASPP.adding_man aging_users.2015.pdfhttp://caaspp.org/rsc/pdfs/CAASPP.adding_man aging_users.2015.pdf Adding and Managing Users in TOMS video tutorial: –http://caaspp.org/rsc/videos/archived- webcast_toms-users.htmlhttp://caaspp.org/rsc/videos/archived- webcast_toms-users.html

49 2015 CAASPP Online Test Administration Workshop 49 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

50 2015 CAASPP Online Test Administration Workshop 50 Setting Up Test Administrations Steps to take in TOMS: 1.Set non-delivery and non-working dates 2.Set instructional start and end dates 3.Set non-instructional dates 4.Set and activate testing administrations 5.Assign schools to testing administrations

51 2015 CAASPP Online Test Administration Workshop 51 TOMS Testing Windows Summary

52 2015 CAASPP Online Test Administration Workshop 52 Setting Up Test Administrations Resources TOMS Test Administration Setup Guide: −http://caaspp.org/rsc/pdfs/CAASPP.test_admin_setup pdfhttp://caaspp.org/rsc/pdfs/CAASPP.test_admin_setup pdf Assign Schools to Test Administrations instructions: −http://caaspp.org/rsc/pdfs/CAASPP.assign- schools.2015.pdfhttp://caaspp.org/rsc/pdfs/CAASPP.assign- schools.2015.pdf 2015 TOMS Test Administration Setup archived Webcast −http://caaspp.org/rsc/videos/archived- webcast_ htmlhttp://caaspp.org/rsc/videos/archived- webcast_ html

53 2015 CAASPP Online Test Administration Workshop 53 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

54 2015 CAASPP Online Test Administration Workshop 54 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

55 2015 CAASPP Online Test Administration Workshop 55 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

56 2015 CAASPP Online Test Administration Workshop 56 Student Profile in TOMS: Demographics All demographic data is read- only

57 2015 CAASPP Online Test Administration Workshop 57 Student Profile in TOMS: Test Mode All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced summative tests

58 2015 CAASPP Online Test Administration Workshop 58 Student Profile in TOMS: Test Settings

59 2015 CAASPP Online Test Administration Workshop 59 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: 1.One-by-one through student profile 2.Template upload Assigning Accessibility Supports in TOMS

60 2015 CAASPP Online Test Administration Workshop 60 TOMS Online Test Settings File Upload

61 2015 CAASPP Online Test Administration Workshop 61 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)

62 2015 CAASPP Online Test Administration Workshop 62 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)

63 2015 CAASPP Online Test Administration Workshop 63 *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. EmbeddedNon-Embedded Designated SupportAccommodationDesignated SupportAccommodation Color Contrast American Sign Language (ELA listening and math items) Bilingual Dictionary (ELA performance task full writes) Abacus MaskingBrailleColor Contrast Alternate Response Options Text-to-Speech (math and ELA items) Closed Captioning (ELA listening items) Color OverlaysCalculator Translated Test Directions (math items) Streamlined InterfaceMagnificationMultiplication Table Translations (glossaries) (math items) Text-to-speech (ELA reading passages) Noise BuffersPrint 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 ModeSeparate SettingSpeech-to-Text Print SizeTranslated Test DirectionsIndividualized Aids Translation (glossaries) (math items) Special Lighting or Acoustics Translated Test Directions (math items) What are Accessibility Supports? (cont.)

64 2015 CAASPP Online Test Administration Workshop 64 Reviewing Student Data Resources TOMS Student Paper-Pencil Test Registration User Guide: −http://caaspp.org/rsc/pdfs/CAASPP.ppt-registration.2015.pdfhttp://caaspp.org/rsc/pdfs/CAASPP.ppt-registration.2015.pdf Student Paper-pencil Test Registration in TOMS archived Webcast: −http://caaspp.org/rsc/videos/archived-webcast_ htmlhttp://caaspp.org/rsc/videos/archived-webcast_ html TOMS Online Student Test Settings User Guide: −http://caaspp.org/rsc/pdfs/CAASPP.student-test- settings.2015.pdfhttp://caaspp.org/rsc/pdfs/CAASPP.student-test- settings.2015.pdf Configuring Online Student Test Settings in TOMS archived Webcast: −http://caaspp.org/rsc/videos/archived-webcast_ htmlhttp://caaspp.org/rsc/videos/archived-webcast_ html

65 2015 CAASPP Online Test Administration Workshop 65 Accessibility Supports Resources Smarter Balanced Usability, Accessibility, and Accommodations Guidelines: –http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/08/SmarterBalanced_Guidelines.pdfhttp://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/08/SmarterBalanced_Guidelines.pdf Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide: –http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/03/Usability-Accessibility-and-Accommodations- Implementation-Guide.pdfhttp://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/03/Usability-Accessibility-and-Accommodations- Implementation-Guide.pdf Guidelines: Frequently Asked Questions: –http://www.smarterbalanced.org/wordpress/wp- content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdfhttp://www.smarterbalanced.org/wordpress/wp- content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf Accessibility and Accommodations for CAASPP 2014–15: An Overview archived Webcast –http://caaspp.org/rsc/videos/archived-webcast_ htmlhttp://caaspp.org/rsc/videos/archived-webcast_ html

66 2015 CAASPP Online Test Administration Workshop 66 Accessibility Supports Resources (cont.) Matrix One: −http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdfhttp://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf Using the CAASPP Individual Student Assessment Accessibility Profile (ISAAP) Tool video tutorial: −http://caaspp.org/rsc/videos/archived-webcast_ISAAP- overview-and-demo.htmlhttp://caaspp.org/rsc/videos/archived-webcast_ISAAP- overview-and-demo.html Embedded Universal Tools and Online Features training module: −http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk= http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=

67 Test Administration

68 2015 CAASPP Online Test Administration Workshop 68 Scheduling Testing Time Estimated testing times: Content AreaGrades Computer Adaptive Test (CAT) items hrs : mins Performance Task (PT) hrs : mins Total hrs : mins Classroom Activity (administered prior to the PT)* hrs : mins Total hrs : mins English Language Arts/Literacy 3–51:302:003:30:304:00 6–81:302:003:30:304:00 112:00 4:00:304:30 Mathematics 3–51:301:002:30:303:00 6–82:001:003:00:303:30 112:001:303:30:304:00 Both 3–53:00 6:001:007:00 6–83:303:006:301:007:30 114:003:307:301:008:30

69 2015 CAASPP Online Test Administration Workshop 69 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

70 2015 CAASPP Online Test Administration Workshop 70 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

71 2015 CAASPP Online Test Administration Workshop 71 Example 1: Example 2: Example Testing Schedules MondayTuesdayWednesdayThursdayFriday All Math CAT Math classroom activity Math PT All ELA CAT ELA classroom activity Next MondayNext TuesdayNext WednesdayNext ThursdayNext Friday ELA PT Part 1ELA PT Part 2 MondayTuesdayWednesdayThursdayFriday Math CAT Session 1 Math CAT Session 2 Math PTELA CAT Session 1 ELA CAT Session 2 ELA classroom activity Math classroom activity Next MondayNext TuesdayNext WednesdayNext ThursdayNext Friday ELA PT Part 1ELA PT Part 2

72 2015 CAASPP Online Test Administration Workshop 72 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.

73 2015 CAASPP Online Test Administration Workshop 73 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

74 2015 CAASPP Online Test Administration Workshop 74 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

75 2015 CAASPP Online Test Administration Workshop 75 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

76 2015 CAASPP Online Test Administration Workshop 76 Administering a Test Session 1.The TA logs on to the TA Interface from on a standard Web browser

77 2015 CAASPP Online Test Administration Workshop 77 Administering a Test Session (cont.) 2.The TA selects the test category or the grade and content area

78 2015 CAASPP Online Test Administration Workshop 78 Administering a Test Session 3.The TA selects the tests to administer –Additional tests can be added to a session; you will receive a confirmation message box 4.The TA starts a test session

79 2015 CAASPP Online Test Administration Workshop 79 Administering a Test Session (cont.) 5.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

80 2015 CAASPP Online Test Administration Workshop 80 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.

81 2015 CAASPP Online Test Administration Workshop 81 Administering a Test Session (cont.) 6.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

82 2015 CAASPP Online Test Administration Workshop 82 Administering a Test Session (cont.) 7.Students verify their identity –After logging on, students will see the “Is This You?” screen –Students should select [Yes] to continue

83 2015 CAASPP Online Test Administration Workshop 83 Administering a Test Session (cont.) 8.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

84 2015 CAASPP Online Test Administration Workshop 84 Administering a Test Session (cont.) 9.Upon selecting a test, students will wait for TA approval 10.As students select tests, the TA will see approvals populate in the Approvals queue of the TA Interface

85 2015 CAASPP Online Test Administration Workshop 85 Administering a Test Session (cont.) 11.The TA selects the [Approvals (#)] button to access the Approvals and Student Test Settings screen

86 2015 CAASPP Online Test Administration Workshop 86 Administering a Test Session (cont.) 12.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

87 2015 CAASPP Online Test Administration Workshop 87 Administering a Test Session (cont.)

88 2015 CAASPP Online Test Administration Workshop 88 Administering a Test Session (cont.) 13.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 14.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

89 2015 CAASPP Online Test Administration Workshop 89 Administering a Test Session (cont.) 15.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

90 2015 CAASPP Online Test Administration Workshop 90 Administering a Test Session (cont.) 16.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

91 2015 CAASPP Online Test Administration Workshop 91 Administering a Test Session (cont.) 17.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 Text-to-speech audio check Test with listening items audio check

92 2015 CAASPP Online Test Administration Workshop 92 Administering a Test Session (cont.) 18.Finally, students will see the Test Instructions and Help page before they begin testing –Students will select [Begin Test Now] to begin testing

93 2015 CAASPP Online Test Administration Workshop 93 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

94 2015 CAASPP Online Test Administration Workshop 94 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

95 2015 CAASPP Online Test Administration Workshop 95 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

96 2015 CAASPP Online Test Administration Workshop 96 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

97 2015 CAASPP Online Test Administration Workshop 97 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

98 2015 CAASPP Online Test Administration Workshop 98 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

99 2015 CAASPP Online Test Administration Workshop 99 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

100 2015 CAASPP Online Test Administration Workshop 100 Reaching the End of the Test 1.After students answer the last item on the test, the [End Test] button will appear in the upper-left corner of the screen

101 2015 CAASPP Online Test Administration Workshop 101 Reaching the End of the Test 2.Upon selecting the [End Test] button, an “Attention” message will appear –Students will select [Yes] to proceed with reviewing answers and submitting the test

102 2015 CAASPP Online Test Administration Workshop 102 Reaching the End of the Test 3.Students may review answers before submitting a test

103 2015 CAASPP Online Test Administration Workshop 103 Reaching the End of the Test 4.When a student is ready to submit the test, he or she will receive a confirmation screen

104 2015 CAASPP Online Test Administration Workshop 104 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

105 2015 CAASPP Online Test Administration Workshop 105 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

106 2015 CAASPP Online Test Administration Workshop 106 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

107 2015 CAASPP Online Test Administration Workshop 107 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

108 Test Security

109 2015 CAASPP Online Test Administration Workshop 109 Test Security There are three different types of test security incidents: 1.Impropriety 2.Irregularity 3.Breach

110 2015 CAASPP Online Test Administration Workshop 110 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

111 2015 CAASPP Online Test Administration Workshop 111 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 Submitted in the Appeals module for resolution Examples: Student cheating or providing answers to another; student accessing or using electronic equipment (e.g., cellphone)

112 2015 CAASPP Online Test Administration Workshop 112 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

113 2015 CAASPP Online Test Administration Workshop 113 Test Security Resources 2015 CAASPP Test Security live Webcast –Wednesday, February 18, 2014 from 1–2 p.m. Smarter Balanced Online Test Administration Manual: –http://caaspp.org/rsc/pdfs/CAASPP.online_tam pdfhttp://caaspp.org/rsc/pdfs/CAASPP.online_tam pdf

114 Questions

115 2015 CAASPP Online Test Administration Workshop 115 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:

116 TOM TORLAKSON State Superintendent of Public Instruction CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Senior Assessment Fellows Kathy Caric Gina Koency Mary Tribbey Interim Assessments and the Digital Library

117 TOM TORLAKSON State Superintendent of Public Instruction A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning 117 Summative: Tests used for end-of- year accountability and evaluation Interim Assessments: Tests used for timely and periodic information based on local needs/goals Formative resources: Educator resources that support measuring student learning in real-time during instruction

118 TOM TORLAKSON State Superintendent of Public Instruction 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 118

119 TOM TORLAKSON State Superintendent of Public Instruction Interim Assessments: Two Types 119 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

120 TOM TORLAKSON State Superintendent of Public Instruction 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 120

121 TOM TORLAKSON State Superintendent of Public Instruction IABs for ELA, Grades 3 to 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

122 TOM TORLAKSON State Superintendent of Public Instruction IABs for ELA, Grades 6 to *Will be available in 2015–16 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

123 TOM TORLAKSON State Superintendent of Public Instruction IABs for ELA, High School 123 *Will be available in 2015–16 High School Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research Explanatory Performance Task *Argument Performance Task

124 TOM TORLAKSON State Superintendent of Public Instruction IABs for Mathematics Grades 3 to IAB Name Grade 345 Operations and Algebraic Thinking  * Numbers and Operations in Base 10 *  Fractions  Geometry ** Measurement and Data  *  Mathematics Performance Task  *Will be available in 2015–16

125 TOM TORLAKSON State Superintendent of Public Instruction IABs for Mathematics Grades 6 to IAB Name Grade 67 Ratio and Proportional Relationships  Number System *  Expressions and Equations  Geometry  * Statistics and Probability ** Mathematics Performance Task  *Will be available in 2015–16

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

127 TOM TORLAKSON State Superintendent of Public Instruction IABs for Mathematics for High School 127 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

128 TOM TORLAKSON State Superintendent of Public Instruction 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

129 TOM TORLAKSON State Superintendent of Public Instruction Grades Supported by Interim Assessments for 2014–15 129

130 TOM TORLAKSON State Superintendent of Public Instruction 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 130

131 TOM TORLAKSON State Superintendent of Public Instruction 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) 131

132 TOM TORLAKSON State Superintendent of Public Instruction 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 132

133 TOM TORLAKSON State Superintendent of Public Instruction 133 Smarter Balanced Mockup: Individual Interim Student Report

134 TOM TORLAKSON State Superintendent of Public Instruction Suggested Uses of the Interim Assessments in 2014−15 134

135 TOM TORLAKSON State Superintendent of Public Instruction 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 135

136 TOM TORLAKSON State Superintendent of Public Instruction 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 136

137 TOM TORLAKSON State Superintendent of Public Instruction 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. 137

138 TOM TORLAKSON State Superintendent of Public Instruction 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. 138

139 TOM TORLAKSON State Superintendent of Public Instruction 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 139

140 TOM TORLAKSON State Superintendent of Public Instruction Log-ins required to support Interims Requires TOMS logon credentials: User Name: First Name.Last Name Password: ********* (9 characters) Requires same logon credentials used for the Digital Library: User Name: LEA Password: ****** (6 characters) Data Warehouse Receive and view student reports Data Warehouse Receive and view student reports 4 4 Interim Handscoring System Handscore students’ constructed responses Interim Handscoring System Handscore students’ constructed responses

141 TOM TORLAKSON State Superintendent of Public Instruction A Balanced Assessment System Common Core State Standards specify K-12 expectations for college and career readiness Common Core State Standards specify K-12 expectations for college and career readiness All students leave high school college and career ready Teachers and schools have information and tools they need to improve teaching and learning 141 Summative: Tests used for end-of- year accountability and evaluation Interim Assessments: Tests used for timely and periodic information based on local needs/goals Formative resources: Educator resources that support measuring student learning in real-time during instruction

142 TOM TORLAKSON State Superintendent of Public Instruction Digital Library 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 142

143 TOM TORLAKSON State Superintendent of Public Instruction 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. 143

144 TOM TORLAKSON State Superintendent of Public Instruction Four Attributes of the Formative Assessment Process Clarify intended learning Elicit evidence Act on evidence Interpret evidence 144

145 TOM TORLAKSON State Superintendent of Public Instruction Digital Library Resources 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 Assessment Literacy 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 Instructional Modules 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 Education Resources 145

146 TOM TORLAKSON State Superintendent of Public Instruction 146 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 Assessment Literacy Modules

147 TOM TORLAKSON State Superintendent of Public Instruction 147 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 Instructional Modules

148 TOM TORLAKSON State Superintendent of Public Instruction 148 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 Education Resources

149 TOM TORLAKSON State Superintendent of Public Instruction Digital Library Features 149

150 TOM TORLAKSON State Superintendent of Public Instruction Interim Assessment Blocks Interactive Module 150

151 TOM TORLAKSON State Superintendent of Public Instruction Using Interim Assessment Blocks Check Progress Using an Interim Assessment Block Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence Digital Library Elicit Baseline Evidence Using an Interim Assessment Block Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence 151 Digital Library

152 TOM TORLAKSON State Superintendent of Public Instruction Each LEA must: Register Schools (Institutions) Register Teachers Important to complete forms Accurately Help: CalTAC at Log-in Credentials for Teachers 152 RoleAssociatedEntityIDLevel District CoordinatorCDS Code for the DistrictDISTRICT DL_EndUserCDS Code for the DistrictDISTRICT DL_EndUserCDS Code for the SchoolINSTITUTION DL_EndUserCDS Code for the SchoolINSTITUTION

153 TOM TORLAKSON State Superintendent of Public Instruction 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 Digital Library Implementation 153

154 TOM TORLAKSON State Superintendent of Public Instruction Questions? 154

155 TOM TORLAKSON State Superintendent of Public Instruction For Further Information Smarter Balanced Web Page CalTAC (for Digital Library: ) 155


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