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Florida Interim Assessment Item Bank and Test Platform (FL IBTP)

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1 Florida Interim Assessment Item Bank and Test Platform (FL IBTP)
Local Assessment Part 2 February 17 and 18, 2014 – Lake Mary, FL February 20 and 21, 2014 – Tallahassee, FL

2 Learning Goals At the end of this workshop, you will understand how to: Part One Create assessment blueprints Part Two Build test maps Part Three Create and schedule assessment forms Administer forms Enter scores for open response items View assessment data and reports

3 Training Overview Today, participants will work in groups to create portions of a sample blueprint, test map, and assessment. Participants will learn the necessary skills and processes to create blueprints, test maps, and assessments. They will leave with the knowledge, skills, and resources to train district personnel to create assessments.

4 Agenda Introduction to materials Training overview
Demonstration of the assessment development process Guided practice Creating a blueprint Creating a test map and searching for items Creating, scheduling, administering, and scoring an assessment

5 List of Materials Participants’ Workbook Tab 1: Blueprints
Tab 2: Test maps and searching for items Tab 3: Assessment form creation Tab 4: Blueprint template, sample blueprint, test map template, and sample test map Job Aids Materials available for download at: Trainer note: Introduce the participants to the printed and electronic materials that are available – workbook, blueprint template, test map template, blueprint sample, test map sample, and job aids (10 quick reference cards that are to be used as supplemental materials after the training; posted on the SN redirect site).

6 Trainer note: introduce the entire process and then walk them through the whole process.
Trainer note: Ask participants to locate the sample blueprint and test map (grade K math) under Tab 4 of the workbook. Participants will take out those two documents and the trainer will walk through them beginning on the next slide.

7 Step 1: Create a Blueprint
Grade K math fall interim assessment example: Trainer note: Define blueprint. Explain that participants should begin with a blueprint that is based on the standards and benchmarks outlined in the course description, as well as the instructional time spent on each standard or benchmark. : When participants take this out, the trainer should go to cpalms.org. Click on Courses, Grades Pre-k/12, Pre-k5, Mathematics General Mathematics, Kindergarten, 34 related standards. Scroll down to all of the math standards at the bottom. Identify the areas that we will be working with are in the areas of Counting and Cardinality ( MACC.K.CC.) and Geometry (MACC.K.G). Show them where we recorded those in the spreadsheet. Explain that the decision on the item types and the rest of the information will be explained in the next part of the presentation. This is to give them an idea of how they begin with a test blueprint and that the test blueprint will result in a test map seen on the next slide. Don’t worry about the terms right now; we’re just looking at the big picture of the process right now.

8 Step 2: Create a Test Map The following is an example of the first columns of the grade K mathematics test map: Trainer note: define test map. Explain that the test map is based on the information in the blueprint, but lists the exact items that will be included on the assessment. This is done outside of the system on an Excel spreadsheet. How to get all this information will be explained, but this is all done before you go into the system to create the assessment. Go into the system and show them that they will be able to search items (search for 1 item that will be used on the K assessment). Explain that you will walk them through this in detail – they do not need to take notes or remember the how to’s on this. This will demonstrate how they UIN gets on the test map. While the test blueprint is a high-level overview of the contents of the assessment, the test map is a list of specific items, in the sequence in which they should appear on the assessment.

9 Create a Test Map The following is an example of the last columns of the grade K mathematics test map: Trainer note: Explain that the test map is based on the information in the blueprint, but lists the exact items that will be included on the assessment. This is done outside of the system on an Excel spreadsheet. How to get all this information will be explained, but this is all done before you go into the system to create the assessment. Go into the system and show them that they will be able to search items (search for 1 item that will be used on the K assessment). Explain that you will walk them through this in detail – they do not need to take notes or remember the how to’s on this. This will demonstrate how they UIN gets on the test map. Trainer should be on the search page. While the test blueprint is a high-level overview of the contents of the assessment, the test map is a list of specific items, in the sequence in which they should appear on the assessment.

10 Step 3: Create an Assessment
Using the test map, create the assessment in the system. Then schedule, administer, and score the assessment. Trainer note: Explain that participants will use the test map to create the assessment in the system. Go into the system and show them Manual Test – Add 1 item – we will be showing them this again later; this is just to give them the overview. Pause for questions or for a break.

11 Take an Assessment Now take a three-question test to see how students will see the test in the system. Trainer note: Explain that participants will use the test map to create the assessment in the system. Go into the system and show them Manual Test – Add 1 item – we will be showing them this again later; this is just to give them the overview. Ted and Beth talk about process. Pause for questions or for a break.

12 Break into Groups Groups of five or six
Participants in each room will be divided into groups of 5 or 6. During Direct Instruction, participants will walk through each of the processes for the same grade level and content area. After each process is demonstrated, participants will be released to work on one of two content areas to apply the processes. Participants will be split into groups by content area, rather than by district. Two content areas: middle school science (Grade 7 Life Science) or middle school social studies (Grade 8 American History).

13 Part One: Creating blueprints
While the test blueprint is a high-level overview of the contents of the assessment, the test map is a list of specific items, in the sequence in which they should appear on the assessment. Trainer Notes: Trainer should pause before beginning and explain the format. We will take you through each step: Part 1: Creating a Blueprint, Part 2: Creating a Test Map; Part 3: Creating and Assessment. In each section, we will walk through and explain necessary terms and concepts, provide some practice, and then have them work independently in groups on an assessment in either science or social studies. For each part, we will also hear from a district that has been through the process. Participants should have two sheets out now: the Kindergarten blueprint and the blank blueprint template.

14 Assessment Blueprints
Use a blueprint to see the content and structure of an assessment. The blueprint is based on the standards or benchmarks listed in the course description. Blueprints include the following: Total number of items Number of items by standard or benchmark Percentage of items at each cognitive complexity level (Depth of Knowledge, or DOK level) Percentage of items at each difficulty level (if item difficulty statistics are available in the FL IBTP) Trainer note: Item Difficulty - You can only use this if items have statistical data from field testing. Most items in the bank won’t have item difficulty statistics until the item has been responded to by 30 or more students. Item difficulty values include P-Value for Selected Response items and Item Mean for Constructed Response. Item difficulty values are system-generated, based on student responses.

15 Blueprint Considerations
When building an assessment blueprint, consider the following: Purpose of the assessment Overall assessment design Overall time allocated to assessment administration Time considerations for item types DOK levels of individual standards and benchmarks DOK levels of items When building a blueprint, begin with the standards and benchmarks that are to be assessed. Those standards and benchmarks either have a stated DOK level (see or an implied DOK level based on the language of the standard or benchmark. Items that are aligned to standards or benchmarks may also have a stated DOK level. The blueprint should include items with a range of DOK levels for each standard or benchmark. When developing the blueprint, determine the percentage of items by DOK level. (If imported into Schoolnet version 15.3, DOK levels of items appear in the item details in the “Webb” field.)

16 Step 1: Category Breakdown
Before drafting the blueprint, determine the purpose and type of assessment. In this example, create a blueprint for a grade K mathematics interim assessment that will be administered in the fall to gauge how students are progressing towards mastery of the course standards. Based on the instructional time spent on each strand of standards or benchmarks (reporting category), determine the percentage of items by reporting category. Grade K math fall interim assessment example: Counting and Cardinality = 70–80% Geometry = 20–30% Participants should come to the training session with courses identified for which assessments need to be created. They must also come prepared with knowledge about which standards or benchmarks (reporting categories) will be assessed for each course, as well as knowledge about how much instructional time is spent on each standard or benchmark in the classroom. If available, participants should bring their own curriculum maps. The course descriptions in CPALMS (www.cpalms.org) include the standards and/or benchmarks (reporting categories) included in each course.

17 Step 2: Define the Item Range
Next, determine the number and types of items to be included in the assessment. Consider the typical time allocation for each item type when designing the assessment. Item range Approximate the number of items Use increments of 5 when determining an item range (i.e., 5–10 items) For the purposes of this workshop, the example blueprint will include only 5-10 items so that it’s easier for participants to understand the concepts of building a blueprint. When participants create their own blueprints, the number of items will most likely be higher.

18 Approximate Time Allocations
Item Type Minutes Allocated Point Value Selected Response (SR) 1–3 minutes 1 Gridded Response (GR) Short Response (SHR) 3 minutes Constructed Response (CR) 5 minutes 2 Extended Response (ER) 10–15 minutes 4 Essay Response (ESR) 20–30 minutes 6 Performance Task (PT) Varies 1–10 (depending on complexity and content area)

19 Step 3: Percentage of Items by DOK Level
Determine the percentage of items by DOK level. DOK level: 1, 2, 3, 4 Should total 100% Give minimum range of 5–10 percentage points (i.e., 20–30% DOK level 1) Grade K math fall interim assessment example: DOK level 1 = 50–60% DOK level 2 = 40–50% DOK level 3-4 = 10–20%

20 Step 4: Number of Items by DOK Level
Multiply the cognitive complexity level percentage by the total number of items to get the item range for each DOK level. Start with the low complexity items. Grade K math fall interim assessment example: 50–60% DOK level 1 x 10 items = 5–6 DOK level 1 items

21 Number of Items by DOK Level
Multiply the cognitive complexity level percentage by the total number of items to get the item range for the DOK level 2 items. Grade K math fall interim assessment example: 40–50% DOK level 2 x 10 items = 4–5 DOK level 2 items

22 Number of Items by DOK Level
Multiply the cognitive complexity level percentage by the total number of items to get the item range for the DOK level 3 or 4 items. Grade K math fall interim assessment example: 10–20% DOK level 3–4 x 10 items = 1–2 DOK level 3–4 items

23 Number of Items by Reporting Category
Multiply the reporting category percentage by the total number of items to get the item range for each reporting category. Grade K math fall interim assessment example: 70–80% Counting and Cardinality x 10 items = 7–8 Counting and Cardinality items 20–30% Geometry 2–3 Geometry items The course descriptions in CPALMS (www.cpalms.org) include the standards and/or benchmarks (reporting categories) included in each course. Participants can refer to their own curriculum maps, if available.

24 Completed Example Blueprint
Grade K math fall interim assessment example: Trainer note: Walk through the process of completing a blueprint using the grade K Math example shown on previous slides.

25 Step 5: Guided Practice Complete the assessment blueprint using a blueprint template such as the one shown here: Item Difficulty - You can only complete these columns if items have statistical data from field testing. Most items in the bank won’t have item difficulty statistics until the item has been responded to by 30 or more students. In the system, item difficulty values are listed under P-Value for Selected Response items and Item Mean for Constructed Response items. Item difficulty values are system-generated, based on student responses. Trainer Notes: Go to cplams.org. Click on Courses, Grades Pre-k/12, 6-8, Social Studies, World and Eastern Hemispheric, M/J World History, 105 related standards. Scroll down to all of the social studies standards at the bottom. Identify the areas that we will be working with are in the areas of Geography (SS.6.G.) and World History (SS.6.W). Have them record standards SS.G.6.2.1, SS.G.6.2.3, SS.G and SS.G.6.3 on the spreadsheet. Have them look for the DOK level of the standard. Ted and Beth talk about standards Lead them through the calculations to fill out the rest of the spreadsheet based on DOK levels, and the item ranges for each DOK level.

26 District Presentation
Trainer Note: Heather Wright / CFAC members will share sample blueprints and the steps CFAC members use to create blueprints. (See CFAC materials.)

27 Hands-On Practice: Create a Blueprint
Using the course information from work in groups to create an assessment blueprint. Create blueprints for one of the following courses: Grade 8 American History (Social Studies) Grade 7 Life Science (Science) Create at least four lines of the blueprint. Trainer Note: Release the participants into groups so that they can work on blueprints on their own. Instruct participants to use the Blueprint Template (Excel file) we provided to create their blueprints.

28 Hands-On Practice: Create a Blueprint
Review the course description on Add the standard or benchmark identifiers to the blueprint template. Based on the instructional time spent on each strand of standards or benchmarks (reporting category), determine the percentage of items by reporting category (use district resources, such as a curriculum map, pacing guide, or scope and sequence). Determine the number and types of items to be included in the assessment. Determine the percentage of items by DOK level. Multiply the cognitive complexity level percentage by the total number of items to get the item range for each DOK level. Trainer Note: Instruct participants use the Blueprint Template (Excel file) we provided to create their blueprints in groups, following the steps shown on this slide.

29 Share Your Learning Share what you’ve learned about creating blueprints. Record notes about the process on your T-chart. Trainer Note: Facilitate the discussion. Have groups share what they learned about the process. Direct participants to record questions, information, and challenges on their t-charts that they can use when they train their district personnel.

30 Part Two: Building Test Maps
For this next part, participants need to have out the Kindergarten Test map template and a blank test map template. Walk them through the Kindergarten template to explain terms and concepts.

31 What is a test map? A test map provides item-level details so that the assessment developer is able to search for and select specific items to build an assessment. While the test blueprint is a high-level overview of the contents of the assessment, the test map is a list of specific items in the sequence in which they should appear on the assessment.

32 Test Planning Discuss naming conventions for assessments. For example:
Discuss workflow. Assign responsibility for blueprint and test map creation, test creation, scheduling the test, assigning the test, and monitoring the collection of test results. Math Spring 2014 Gr K Form 1 Math Spring 2014 Gr K Form 2 Subject Season Year Grade Form Trainer note: FL IBTP naming convention: SUBJECT SEASON YEAR Gr X Form XX. Emphasize how important it is to establish conventions before you start. If you’re making school-based tests, conventions are especially important, because you want the menus in Classrooms to be easy to use. Naming conventions: Don’t add the word “test.” The test map is created outside of the FL IBTP system, using a spreadsheet template. The information in the test map is then used to create the test in the system.

33 Test Map Template The following is an example of a test map template:
The test map is created outside of the FL IBTP system, using a spreadsheet template. The information in the test map is then used to create the test in the system.

34 Step 1: Complete the First Columns
Using the information from the blueprint, complete the first columns on the test map. These columns are completed without going into the system. Test Name Subject Grade Level or Grade Band Course Code Course Title Test ID (to be completed later) Standards Source Document Standard or Benchmark Code Sequence Provide hard copies of sample test map template.

35 Example The following is an example of the first columns of the grade K mathematics test map.

36 Step 2: Search for Items Now go into the system to search for items. In the Florida Item Bank and Test Platform, search for the items to be included in the assessment by subject, grade, or standard. Items will then be listed on the test map. “Layer” filters to locate desired items, such as by keyword, grade, and subject Advanced search options This is why it’s important to add metadata to items

37 Complete the Next Columns
Complete these columns by going into the system: UIN (Name) Test ID Manipulatives (math tools) Item Type You’ll find the Schoolnet Test ID in the system when you generate your test. Manipulatives may be included at the individual item level for students to use while answering the item, such as a ruler or calculator. Specify on the test map whether a manipulative may be used by students for each item (yes/no). [trainer note: Schoolnet version 15.3 includes manipulatives at the item level.]

38 Step 3: Locate the Item UIN
Locate the Unique Identification Number (UIN) of the item under Properties on the right side of the Item Central page. On the Item Detail page, click the arrow next to Properties to view the UIN number. To view all of the item’s content, click View. To view rationales for the responses in a Selected Response item, click Show Explanations. If you need to see the point value of an item, click Edit or go to slide 18 of this presentation to see the point values for each item type.

39 Step 4: Record the UIN Record the item UIN in the appropriate column on the test map.

40 Step 5: Test ID Column The Test ID column cannot be completed until the system generates the assessment. The system then assigns a test ID number and displays it on the Test Detail page. Be sure to fill in the Test ID column on the test map after the assessment is created. Math Fall 2014 Gr 6 Form 1 [2251]

41 Step 6: Manipulatives Indicate whether or not tools will be used to answer this item. Manipulatives may be included at the individual item level for students to use while answering the item, such as a ruler or calculator. Specify on the test map whether a manipulative may be used by students for each item (yes/no). [trainer note: Schoolnet version 15.3 includes manipulatives at the item level.]

42 Step 7: Item Type Each item lists the item type. Record the abbreviation for the item type on the test map. Trainer Note: Discuss that Selected Response items will be labeled as “Multiple Choice” items in the system. All open-response items will be labeled at “Open Response,” regardless of whether it’s a Constructed Response or Essay Response item.

43 Step 8: Complete the Last Columns
Complete the last six columns of the test map. Key (correct response) DOK Level (Webb) Item Difficulty Maximum Points Associated Passage UIN Passage Type

44 Key For Gridded Response and Selected Response items, record the correct response in the Key column on the test map. For open-ended items, enter “NA” for not applicable.

45 DOK Level The DOK level, or context complexity level, is associated with the standard or benchmark listed in the course description for the CCSS in mathematics and English language arts, and for the NGSSS benchmarks in science. Find the content complexity/depth of knowledge rating in CPALMS. Determine the DOK level of the item and record it in the DOK Level column. Depth of Knowledge levels have been designated for the CCSS in mathematics and English language arts, and for the NGSSS benchmarks in science. Some NGSSS benchmarks, including those for social studies and Spanish, do not have designated DOK levels.

46 Item Difficulty Item difficulty is a statistical measure of the proportion of students who have correctly answered an item. Item difficulty statistics may not be available initially in the FL IBTP system.

47 Maximum Points Determine the maximum points for the item and record that number in the Max Points column.

48 Associated Passage UIN
Look for the Passage ID on the right side of each passage and record it on the test map, as appropriate.

49 Passage Type Look for the passage type in the same list and record it on the test map. Trainer notes: This is where you will show them how to search for an item in the system.

50 Repeat the Process Repeat the process for all the items on the assessment until the test map is complete. Trainer Note: Rubrics are separate from an item in Schoolnet, but in the FL IBTP, the rubric is attached to the item in the Item Score field. (Pulled in from Equella to Schoolnet and attached to the item.)

51 Guided Practice: Search for Items
Use this URL: https://flademo.schoolnet.com To start an item search, roll the cursor over Assessment Admin and select Find an Item, Passage or Rubric. Trainer notes: This is where you will show them how to search for an item in the system. Using the Test Blueprint for the World History course, demonstrate how to search in a variety of ways to find items associated with the standards for the world history assessment. First show: Trainer shows a search by subject, grade, and standard. Second search: The second search uses part of the standard name in the keyword field. A third search is an advanced search using item type (category – Constructed Response, Selected Response). A fourth search uses part of the course name as a keyword. Have participants record UIN and other information the Test Map Template.

52 District Presentation
Trainer Note: Heather Wright / CFAC members will share sample test maps and the steps CFAC members use to create test maps. (See CFAC materials.)

53 Hands-On Practice: Create a Test Map
Using the blueprint you created earlier, work in groups to create a test map. Create test maps for one of the following courses: Grade 8 American History (Social Studies) Grade 7 Life Science (Science) Create at least four lines of the test map. Trainer Note: Instruct participants to follow the steps in the workbook for signing in to the FL IBTP production site using their district-level usernames and passwords. This portion of training, where participants create their own test maps, takes place in the FL IBTP production site so that they can locate items from the actual FL IBTP item bank. The workbook contains the step-by-step instructions for searching for items and locating the UIN number of items, which they’ll then record on their test map spreadsheets. Instruct participants to use the Test Map Template (Excel file) we provided to create their test maps. Tell participants that they have access to only a portion of the items in the bank at this time, but they should have enough to complete their test maps.

54 Hands-On Practice: Create a Test Map
Sign in to the training site. Roll the cursor over Assessment Admin and click Find an Item, Passage or Rubric. Use the subject, grade, and standards filters to refine the search. Use Advanced Search to search for multiple items by standard group. When the search is narrowed sufficiently, click View Results to view the items that match the selected criteria. Review the items that resulted from the search. Record the appropriate information found under Properties on the right side of the screen. To change the search criteria, click Open Filters and change the selections. To start a new search, roll the cursor over Assessment Admin and select Find an Item, Passage or Rubric. Trainer Note: Instruct participants to follow the steps in the workbook for signing in to the FL IBTP production site using their district-level usernames and passwords. This portion of training, where participants create their own test maps, takes place in the FL IBTP production site so that they can locate items from the actual FL IBTP item bank. The workbook contains the step-by-step instructions for searching for items and locating the UIN number of items, which they’ll then record on their test map spreadsheets. Instruct participants to use the Test Map Template (Excel file) we provided to create their test maps. Tell participants that they have access to only a portion of the items in the bank at this time, but they should have enough to complete their test maps.

55 Share Your Learning Share what you’ve learned about creating test maps. Record notes about the process on your T-chart. Trainer Note: Facilitate the discussion. Have groups share what they learned about the process. Direct participants to record questions, information, and challenges on their t-charts that they can use when they train their district personnel.

56 Part Three: Assessments – Creating, Administering, Scoring, and Reporting

57 Part Three (A): Creating and Scheduling A Form/Assessment

58 Benchmark Assessments
In the Florida IBTP system: In Florida, the term “benchmark” refers to the NGSSS learning targets, but in the FL IBTP system, “benchmark assessments” is a generic term that describes all interim assessments not loaded as standardized tests. Tests are created at the district or school level for the purpose of institution-wide data collection. Results appear in the School & District Data and Classrooms modules. Benchmark is a generic term that covers all interim assessments not loaded as standardized tests. You might call them progress checks, baselines, minis, and the like. You can make tests required or optional for teachers.

59 Using Assessment Admin
Use Assessment Admin to build tests and monitor the collection of results. View data and report options in the Classrooms and School & District Data modules. The Assessment Admin module is the focus of today’s training. The links that you see under the Assessment Admin tab are the ones you have been given permission to access. The links may be different from what is shown here, depending on your district-level permissions.

60 Ways to Create a Test Express test Manual test
Express test (with or without existing items), add passages manually Manual test—either create it from within Item Central or start a new one Naming conventions Review test categories If teachers have access to create common classroom, they also have the school benchmark category (be sure to pick appropriately) All multiple choice options Explain AKO option Score type Customization options on test: Numbering, cut scores, attach resources

61 Create a Test Manually Use the test map to search for and select test items. Trainer note: Remind users that the workbook contains step-by-step instructions on this process. Walk through the process in the system. Discuss adding instructions, customization options, and associated resources.

62 Building a Test Math Fall 2014 Gr 6 Form 1 [2251] Trainer note: Demonstrate the process of creating a manual test in Schoolnet. The step-by-step process is included in the participants’ workbook. FL IBTP naming convention: SUBJECT SEASON YEAR Gr X Form XX.

63 Hands-On Practice: Create an Assessment
Create a test using the items from the sample test maps using grade 8 American History and grade 7 Life Science. Use the website: https://flademo.schoolnet.com Trainer Note: Pass out (or assign) the usernames and passwords for the Schoolnet training site. Participants should use the sample test map we provided, and should follow the steps in the Participants’ Workbook to practice creating a test manually in the Schoolnet Training site.

64 Test Stages Private Draft Public Draft Ready for Scheduling Scheduled
In Progress Complete Trainer note: The main point of this slide is to detect problems early. Once an assessment has been scheduled, it cannot be edited. Note that when teachers create tests they will not have the Public Draft phase, as their test is not shared. It’s better to detect problems earlier when they are easier to fix. Show stages on top of the Test Detail page. Discuss who can see what at each stage?

65 Scheduling the Test Math Fall 2014 Gr 6 Form 1 [2251] When entering dates, take the following into consideration: The dates must be within the current school year You can scan paper tests any time after the start date, even beyond the end date You can administer online tests any time within the window, even afterward if the window restriction option is not selected Remember, students can’t actually take the test until they are provided with the online passcode The score date is the recommended date for the test proctor to complete and score open response items and scan test results Unless granted additional permissions, teachers do not have access to test content until the start date; however, they can print answer sheets once the test is scheduled Benchmark assessments created at the highest level institution are used to calculate Key Performance Indicators in the School & District Data module If benchmark KPIs are enabled, and if there are multiple tests assigned to the same grade level and subject, you may wish to consider coordinating the start date within the same window For example, if 10th-grade students may take either a geometry or an algebra assessment in October, enter the same start date for each to include both tests in the calculation.

66 Test Schedule Dates Math Fall 2014 Gr 6 Form 1 [2251]

67 Online Test Options If Schoolnet Secure Tester is installed on all student test computers, you have the option to create a “locked down” test environment where students cannot access the desktop, other web sites, or programs Students use the passcode to access the test online; the code must be unique site-wide for each test Scramble questions - Do not use this option if your test has multiple passages with multiple linked questions - This feature could hinder students by forcing them to answer multiple questions on the same passage out of order Can lock down the IP address Compare browser vs. secure tester Point out highlighting, hide, flag, manipulatives (if applicable), test summary, and timer Can experience test tunnel via test preview

68 Assigning a Test Teachers can accept quick assignment (based on subject and grade level), choose specific sections, or pick students Test admins can assign or recommend by course: Assign – Teachers are required to administer the test Recommend to teachers – Select to recommend this test to students based on their course enrollment; teachers may assign the test to students, but are not required to do so Recommend to schools – Select to recommend this test to administrators who may assign the test to a teacher or section Use the option to recommend to schools when you do not have sufficient knowledge of the courses at each school to assign the tests to courses. You will need to set up a test admin at the school.

69 Hands-On Practice: Schedule an Assessment
Preview the online test, then schedule the test.

70 Part Three (B): Administering A Form/Assessment

71 Test Administration The assessments created in the FL IBTP system will be administered to students online. Online assessments are administered in two ways: Secure Tester Browser-based Trainer Note: Although other administration methods are supported in the system, discuss the online administration method for the purposes of this training. Online Student Response Systems (clickers)* Paper - option for paper-based administration in future Scanning Other (bulk upload results)

72 Proctor Dashboard: Monitor an Online Test
Math Fall 2014 Gr 6 Form 1 [2251] Graphic representation of the progress of the class Links to individual student scores, answer sheets, and PDF test booklets The Proctor Dashboard is a tool that teachers use to monitor student progress during a test administration. The click path for teachers to get to the Proctor Dashboard is different from that of district administrators. Don’t use the username or password links here (or in Assessment Admin) if students sign in through PowerSchool or another portal.

73 The Student Online Test Experience
Make sure computers are ready for testing. Students sign in and enter online passcodes. Trainer note: Refer to QRC. Signing in does not apply to Access Points students.

74 The Student Online Test Experience
Compare browser vs. secure tester Point out highlighting, hide, flag, manipulatives (if applicable), test summary, and timer Can experience test tunnel via test preview

75 Part Three (C): Entering Scores for Open Response Items

76 Entering Scores Open-ended items must be scored manually. After scoring each open response item, click Save at the bottom of the Score page. Trainer note: Show how to print rubrics and scoring instructions from the Test Detail page.

77 Part Three (D): Reporting

78 Finding the Results View assessment results using the data and reports found in the School & District Data and the Classrooms modules.

79 Benchmark Tests Dashboard
Benchmark is a generic term that covers all interim assessments not loaded as standardized tests. You might call them progress checks, baselines, minis, and the like. You can make tests required or optional for teachers. Current-year tests only Defaults to your institution Trainer note: Show the filter options Expand tests to show details Drill in to a few reports

80 Additional Reports A variety of published reports may be available to you. Benchmark reports that contain multiple tests are available here instead of the dashboard.

81 Pre-formatted Reports
Pre-formatted reports are a set of easy-to-create reports that allow for some modifications Some of these reports may already be available from the Benchmark Dashboard or Report Bank Trainer note: Show Demographic Overview report with current enrollment Show Standardized Test Math report by all subtopics, use it to discuss current vs. total enrollment, and add paging by subgroup

82 Save and Access Your Reports
So data is always current, save the report parameters rather than the results. Trainer: Address the issue of how long data may remain in Schoolnet. (Data remains in the system year to year.) Can data and reports be exported? (yes) Rather than recreate a report, you can save the parameters to run later. Trainer note: Demonstrate how to save a report and access it.

83 Hands-On Practice: View Data and Report Options
View available assessment data and reports in the School & District Data and the Classrooms modules.

84 Using IBTP in Your District
In district groups, discuss what resources are needed to plan and deliver professional development in your district.

85 Evaluation Your feedback is valuable. We invite you to respond to a short set of questions. Thank you very much for your time.

86 Copyright © 2014 Florida Department of Education. All rights reserved.
Thank You NOTE: These materials were developed under a grant from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Copyright © 2014 Florida Department of Education. All rights reserved.


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