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Grades 3-8 Test Administrator Training

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1 Grades 3-8 Test Administrator Training
2009 Assessment Grades 3-8 Test Administrator Training

2 Test Security Test Security Law T.C.A. 49-1-607 states:
Any person found not to have followed security guidelines… placed on immediate suspension grounds for dismissal includes dismissal of tenured employees grounds for revocation of state license

3 Test Security Test Audits
State Test Security Measure: Conduct random visits during testing to ensure test security and consistency of administration. 83 school testing audits conducted during 2008 Achievement Test Random audits may take place during any test administration We had 3 schools audited last spring: Dandridge Elementary, White Pine School, and Maury Middle School. The role of the auditor is to: Verify that the school has standardized security procedures, request a copy of any forms used; Request to see the secure location used for materials storage before and after testing; Verify that a secure method of inventory management has been established; request a copy of any logs or other documentation used (sign ins) Confirm that halls and common areas are free of instructional and/or reference materials Confirm that a building wide testing schedule ahs been established; Confirm that security procedures are in place – unused materials remain secure, disturbances are at a minimum Observe Classroom Testing Procedure

4 Test Security The Scope of the Law
Standard copyright laws must be maintained at all times. Secure assessment materials may not be reproduced or distributed in any way, for any reason, by any person. Secure assessment materials may not be paraphrased for use directly in instructional activities, study guides, or classroom resources.

5 Test Security The Scope of the Law
Secure assessment materials include pilot and field test materials. Secure assessment materials should not be read, reviewed, or analyzed before, during, or after test administration unless indicated in test instructions or special accommodations. Discussion of test content or specific test items with students, parents, or professional colleagues is prohibited before, during, or after the test to protect the validity of the test.

6 State Test Security Guidelines
All personnel involved in the testing process must be trained and training documentation retained for system records. All test materials must be kept secure by implementing check-in, check-out and quantity verification procedures for all test materials at the system level, at the school level, and for each test session. Handling of test materials must be restricted to authorized personnel at all times.

7 State Test Security Guidelines
All test materials must be secured before and after the test administration. All test materials must be stored in a locked room that is inaccessible to unauthorized persons. All paper and online inventory verifications must be completed. A secure environment must be ensured during testing.

8 Secure Testing Environment
Test Security Secure Testing Environment Test administrators must be sure to follow all test specific directions and time limits. Test administrators must ensure that all students receive the correct test materials and that all students receive the appropriate accommodations. Test administrators must ensure appropriate monitoring that does not include coaching or illegal assistance.

9 Secure Testing Environment
Test Security Secure Testing Environment Create a secure, yet positive, environment for testing. Turn off all electronic communication devices (cell phones, pagers, PDAs, etc.) in the test setting. Confirm each student is the person named on the answer document for every testing session. A photo ID may be required if administrators are not responsible for normal classroom instruction.

10 Secure Testing Environment
Test Security Secure Testing Environment Require Test Administrators and Proctors to carefully adhere to all test administration and accommodation instructions, following appropriate schedules and time limits, outlined in all test directions. Require Test Administrators and Proctors to remain with the students and be observant and nondisruptive throughout the testing session.

11 Secure Testing Environment
Test Security Secure Testing Environment Prohibit coaching students in any way during State assessments. Prohibit reading test items and passages by anyone other than the students being tested, unless indicated in test instructions or accommodations.

12 Secure Testing Environment
Test Security Secure Testing Environment Ensure students respond to test without assistance from anyone. Ensure that test items are not reproduced, duplicated, or paraphrased in any way, for any reason, by any person. Maintain confidentiality of student-specific accountability demographic information and test results at all times.

13 Test Security Breach Document test security concerns, including missing materials, on the Breach of Testing Security Report form. Failure to report a breach of security compromises the integrity of the testing process and should be treated as a breach of testing security.

14 Secure Testing Environment
Test Security Secure Testing Environment Any information regarding the content being measured on the test must be concealed during the test administration. Including but not limited to the following: Maps Charts Posters Student Work Bulletin Board Items Writing Formulas Word Lists Parts of Speech Graphic Organizers Number Lines Definitions Word Walls Displays Models We have also been told that teachers are not to cover the windows of their doors during testing.

15 Appropriate Calculator Use
Test Security Appropriate Calculator Use Calculators may be used on Mathematics subtests only (Gateway, End of Course, Achievement). Calculators must be cleared before and after each test administration. Sharing calculators during testing is not permitted.

16 Appropriate Calculator Use
Test Security Appropriate Calculator Use Students may not use the following types of calculators: pocket organizers cell phones, PSPs and IPODS electronic writing pads or input devices A list of unacceptable calculators can be found in the Test Administration Manual.

17 Test Security The following types of calculators/devices may NOT be used during the test: • pocket organizers • electronic writing pads or input devices • calculators that can communicate (transfer data or information) wirelessly with other calculators/devices • calculators with symbolic algebra capabilities (e.g., multiply or factor polynomials)

18 Test Security The following types of calculators/devices may NOT be used during the test: • Casio models: CFX-9970G and Algebra FX 2.0 • Hewlett-Packard models: HP-40G and HP-49G • Texas Instruments models: TI-89, TI-92, and Voyage 200 • Cell phones, PSPs, and/or iPods Students may use any four-function, scientific, or graphing calculator that does not have any of the above features. The Test Administrator should verify that calculators used by the students do not have prohibited functions.

19 State Test Security Guidelines
Return test materials immediately after each test session and when the entire administration is completed. Store test materials in a centrally located locked room that is inaccessible to unauthorized persons.

20 Test Security Your principal will review your individual school’s test security plans and assessment procedures with you. Required Documentation: Security Acknowledgement Form Training Documentation Form

21 Breach of Test Security Procedures
All Test Administration Manuals contain a flowchart provided for guidance in handling potential breach of testing security concerns.

22 Don’t forget to complete Report of Irregularity.
Breach of Test Security Report Investigate, document, and report any test security concerns. Don’t forget to complete Report of Irregularity.

23 New Achievement Contract
Achievement Updates New Achievement Contract Grades K-2 (Optional NRT) Grades 3-8 (Mandated CRT) Modified Academic Achievement Standards Assessment (MAAS) English Linguistically Simplified Assessment (ELSA)

24 New Achievement Contract
Achievement Updates New Achievement Contract TCAP T: Spring 2009 (Operational items assess current SPIs) TCAP A: Spring 2010 New Operational Assessment (Assess revised SPIs for RLA, Math, & Science) Summer 2010: New Cut Scores Established (Standard Setting Required)

25 Achievement Updates Online Resources Item Samplers & Practice Tests
Educators Guide to Test Interpretation Teacher Directions Frequently Asked Questions

26 PearsonAccess PEMSolutions
Achievement Updates PearsonAccess PEMSolutions Fall 2008 TDOE will upload EIS student data to PEMSolutions (pre-id) Spring 2009 Testing Coordinators will use the PEMSolutions tool of Pearson Access to: -manage student data (before and after testing) -access reports

27 PearsonAccess PEMSolutions
Achievement Updates PearsonAccess PEMSolutions November 2008 TDOE will upload student data to PEMSolutions (pre-id) Last name, First name, MI Student ID number Birthdate Gender Ethnicity Code A/B Grade

28 TCAP T Spring 2009 Administration
Achievement Updates Grade 3 SUBTEST TEST ITEMS TIME LIMIT Science, Part 1 39 55 Science, Part 2 38 Social Studies, Part 1 Social Studies, Part 2 Time Limits TCAP T Spring Administration Grades 4-8 SUBTEST TEST ITEMS TIME LIMIT Science, Part 1 39 50 Science, Part 2 38 Social Studies, Part 1 49 Social Studies, Part 2 48

29 Third Grade Answer Document
Achievement Updates Third Grade Answer Document Pilot results are in… Results are positive! ALL students grades 3 – 8 will now use a separate answer document. ALL students (3 – 12) may mark in test booklets.

30 Practice Answer Document
Achievement Updates Practice Answer Document Available online at: Practice answer document created as a resource for teachers of grades 3-8. Designed for practice in filling in bubbles on a document similar to the TCAP Achievement answer document.

31 Practice Answer Document
Achievement Updates Practice Answer Document Please note: On the actual answer document, a space will be provided to indicate the completion of each subtest.

32 Item Development Cycle
Achievement Updates Item Development Cycle

33 Achievement Updates Testing Window April 20-April 24, 2009
Districts select 5 consecutive school days for testing and make-ups All schools must adhere to district-selected testing window

34 Achievement Updates Testing Window
All students in a grade level within a school must adhere to the same test schedule with the exception of students who require extended time and/or flexible setting accommodations and students who are taking make-ups. (same subtest at the same time on the same day).

35 Achievement Updates Testing Window
Make plans now for calculators if your system chooses to use them. An entire content area is tested in the same day.

36 Achievement Updates Begin work on Medical Exemption documentation as soon as possible. Do not send in homebound forms as documentation. We must have a physician’s statement detailing why the student cannot test (including homebound students). Be sure we have your current contact information so that you will receive updates.

37 Pre-coding At this time we are being told that the test will be pre-coded. You must assure that the name on the bar code label correctly matches the student. Test administrators will still be required to code the following information: Special Ed Information Gifted Information Free/Reduced lunch information

38 Accommodations Allowable Accommodations must be used consistently by the student throughout curricular instruction during the school year. Many of the Allowable Accommodations require planning by school personnel prior to TCAP test administration. The teacher must discuss the accommodations with the student prior to testing.

39 Accommodations for Anyone
Instructions: Questions for the Teacher: 1. Does the student use large print or braille during regular classroom instruction and similar classroom assessments? 2. How will the student record responses to the large print or braille version of the test (e.g., mark in test booklet or dictate to a scribe)? 3. Does the student need magnification devices? 4. Does the student qualify for the Special Accommodation of Extended Time? 5. Will the student require Flexible Scheduling? 6. Will the student require Flexible Setting? 7. Will the student require a “Reader” for illustrations and graphs? If so, is it documented on the student’s IEP? 8. If using braille, will the student need the accompanying audio version of the test?

40 Accommodations for Anyone
Large Print or Braille Extended Time is allowed if student has this accommodation documented on the IEP or 504 Service Plan. Questions for the Teacher: 1. Does the student use large print or braille during regular classroom instruction and similar classroom assessments? 2. How will the student record responses to the large print or braille version of the test (e.g., mark in test booklet or dictate to a scribe)? 3. Does the student need magnification devices? 4. Does the student qualify for the Special Accommodation of Extended Time? 5. Will the student require Flexible Scheduling? 6. Will the student require Flexible Setting? 7. Will the student require a “Reader” for illustrations and graphs? If so, is it documented on the student’s IEP? 8. If using braille, will the student need the accompanying audio version of the test?

41 Sign Oral Instructions Verbatim
Accommodations for Anyone Sign Oral Instructions Verbatim Allowable accommodation on TCAP and writing assessment. Questions for the Teacher: 1. Does the student typically use sign language during regular classroom instruction and similar classroom assessments? 2. Have arrangements been made for the Test Administrator to sign the test being administered? 3. Is the Test Administrator proficient in sign language or the student’s individual communication modality? 4. Is the student familiar with the Test Administrator (interpreter)? 5. Will the student require Flexible Scheduling? 6. Will the student require Flexible Setting?

42 Repeating Instructions
Accommodations for Anyone Repeating Instructions Directions normally read aloud or signed to students may be re-read/signed verbatim as needed. This includes prompts for the Writing Assessment. Questions for the Teacher: 1. Does the student typically require repetition of instructions during classroom instruction and similar classroom assessments? 2. Is Flexible Setting required due to numerous requests for repetition?

43 Accommodations for Anyone
Calculator /Mathematics Tables Four-function calculators (not provided with test materials) may be used on Part 1 and 2 of the Math Test (Page 28 and 32 in Teacher Directions). Math Tables: multiplication, addition, subtraction, and/or division Questions for the Teacher: 1. Does your system allow use of the Calculator/Mathematics Tables on approved tests/subtests? 2. Does the student typically use a Calculator/Mathematics Tables during classroom instruction and similar classroom assessments (e.g., assessments that do not measure computation)? 3. Will the student require Flexible Setting? 4. Has the memory in the calculator been cleared prior to testing? Memory must also be cleared after testing. 5. If the student has an IEP, does s/he qualify for use of Calculator/Mathematics Tables on all math tests/subtests?

44 Accommodations for Anyone
Flexible Setting Students may take TCAP assessments in an individual or small group setting, seated in a designated area of the room, in a study carrel or in another classroom setting (e.g., library). Homebound students may take the test at home or another approved location with appropriate documentation. Note: Recommended size for small group setting is two to five (2–5) students. Small group setting should NOT exceed ten (10) students. Questions for the Teacher: 1. Does the student typically require classroom assessment in an alternate setting or location? 2. Is the student familiar with the setting in which s/he will be tested? 3. Have arrangements for Flexible Setting been made with the Building Level Testing Coordinator prior to the assessment? 4. If the student is assessed in a small group, have arrangements been made to accommodate a group of no more than five (5) students?

45 Accommodations for Anyone
Visual/Tactile Aids Aids may include magnifying devices, use of templates to reduce the amount of visible print on a page, masks, pointers and abacus. Questions for the Teacher: 1. Does the student typically require visual/tactile aids during classroom instruction and similar classroom assessments? 2. Is the student proficient with the visual/tactile aids to be used during the assessment? 3. Will the student require Flexible Scheduling in order to appropriately use visual/tactile aids? 4. Is the student using a magnification device? Will s/he tire more easily than other students, requiring the need for Multiple Testing Sessions? 5. Will the student require Flexible Setting?

46 Accommodations for Anyone
AUDITORY AIDS Auditory aids include amplification devices and devices that are used as noise buffers. This includes white noise machines. Questions for the Teacher: 1. Does the student typically require visual/tactile aids during classroom instruction and similar classroom assessments? 2. Is the student familiar and proficient with the visual/tactile aids to be used during the assessment? 3. Will the student require Flexible Scheduling in order to appropriately use visual/tactile aids? 4. Will the student require Flexible Setting?

47 Accommodations for Anyone
Multiple Testing Sessions (within school day) TCAP tests or subtests may be given in smaller segments adhering to the allotted time for that test/subtest as specified in the Test Administration Manual. Use of this accommodation requires individual or small group setting. Breaks taken by the student during the testing period must be closely supervised.

48 Accommodations for Anyone
Multiple Testing Sessions (within school day) As an Allowable Accommodation, “Multiple Testing Sessions” does not apply to an entire general education classroom, but may be appropriate for a few students within that class. Prior arrangements must be made with the Principal. Questions for the Teacher: 1. Does the student typically require classroom assessments to be administered during several “mini-sessions”? 2. Has the Test Administrator worked with the Building Level Testing Coordinator to determine Flexible Setting needs, as well as Flexible Scheduling needs? 3. Is the student familiar with the setting/environment in which s/he will be tested? 4. Has the building testing coordinator determined who will supervise the student during any scheduled breaks?

49 Accommodations for Anyone
Flexible Scheduling Extended breaks between subtests may be given to the student. Achievement subtests may be given at a different time of day than the recommended assessment schedule for individual students who may perform better (e.g., medication schedule, behavioral issues) during a specific period of the day. The content test must be completed within the school day. Questions for the Teacher: 1. Does the student easily fatigue or lose ability to concentrate, requiring extended breaks between testing sessions? 2. Does the student perform better during a specific period of the day (e.g., morning or afternoon)? 3. Has the Test Administrator worked with the Building Level Testing Coordinator to determine flexible scheduling and flexible setting needs? 4. Is the student familiar with the setting/environment in which s/he will be tested?

50 Accommodations for Anyone
Flexible Scheduling As an Allowable Accommodation, Flexible Scheduling does not apply to an entire general education classroom, but may be appropriate for a few students within that class. Prior arrangements must be made with the Principal. All testing must be completed within the system’s testing window. Questions for the Teacher: 1. Does the student easily fatigue or lose ability to concentrate, requiring extended breaks between testing sessions? 2. Does the student perform better during a specific period of the day (e.g., morning or afternoon)? 3. Has the Test Administrator worked with the Building Level Testing Coordinator to determine flexible scheduling and flexible setting needs? 4. Is the student familiar with the setting/environment in which s/he will be tested?

51 Scribe/Recording Answers
Accommodations for Anyone Scribe/Recording Answers Students who cannot mark their own answer documents may use an impartial Scribe. A Scribe may be used to record responses or to transcribe the student’s answers from a modified answer document or test booklet. Students who cannot utilize the answer document may record directly in the test booklet or on a separate piece of paper. Questions for the Teacher: 1. Is the student able to mark answers on the answer document provided for the test? 2. Does the student typically have difficulty with fine-motor skills to the extent that a Scribe would be required for accuracy of recording responses? 3. Does the student have a short-term reason s/he is unable to record answers (e.g., broken arm)? 4. Does the student have excessive difficulty with visually tracking answers from the test booklet to the answer document (e.g., loses his/her place)? 5. Is the student able to mark answers on the answer document provided for the test? 6. Does the student use a Scribe during regular classroom instruction and similar classroom assessments? 7. Will the Scribe have prior experience working with the student? 8. How will the Scribe record student responses (e.g., use a clean sheet of paper, code the answer sheet, or write in the test booklet)? 9. Will the student dictate to the Scribe by: a) saying the letter of the answer choice, b) reading aloud the entire answer choice, or c) pointing to the correct answer choice? 10. Who will ensure that the student’s answers are transcribed accurately on the answer document? 11. Will the student require Flexible Setting? 12. Is Flexible Scheduling required?

52 Scribe/Recording Answers
Accommodations for Anyone Scribe/Recording Answers This accommodation may require special return packing procedures. Please contact your System Testing Coordinator for packing instructions. This accommodation is considered a Special Accommodation for the Writing Assessment, and students must meet the required conditions for Special Accommodation J prior to its use. Questions for the Teacher: 1. Is the student able to mark answers on the answer document provided for the test? 2. Does the student typically have difficulty with fine-motor skills to the extent that a Scribe would be required for accuracy of recording responses? 3. Does the student have a short-term reason s/he is unable to record answers (e.g., broken arm)? 4. Does the student have excessive difficulty with visually tracking answers from the test booklet to the answer document (e.g., loses his/her place)? 5. Is the student able to mark answers on the answer document provided for the test? 6. Does the student use a Scribe during regular classroom instruction and similar classroom assessments? 7. Will the Scribe have prior experience working with the student? 8. How will the Scribe record student responses (e.g., use a clean sheet of paper, code the answer sheet, or write in the test booklet)? 9. Will the student dictate to the Scribe by: a) saying the letter of the answer choice, b) reading aloud the entire answer choice, or c) pointing to the correct answer choice? 10. Who will ensure that the student’s answers are transcribed accurately on the answer document? 11. Will the student require Flexible Setting? 12. Is Flexible Scheduling required?

53 Scribe/Recording Answers
Accommodations for Anyone Scribe/Recording Answers When there is a short-term situation (e.g., broken dominant arm) where a student without an IEP or 504 Service Plan will require the use of a Scribe for the Writing Assessment, directions for IEP or 504 Plan documenting consistent use in classroom instruction and testing must be applied. In this case, the System Testing Coordinator should submit a Unique Adaptive Accommodations Request Form for review and approval. Questions for the Teacher: 1. Is the student able to mark answers on the answer document provided for the test? 2. Does the student typically have difficulty with fine-motor skills to the extent that a Scribe would be required for accuracy of recording responses? 3. Does the student have a short-term reason s/he is unable to record answers (e.g., broken arm)? 4. Does the student have excessive difficulty with visually tracking answers from the test booklet to the answer document (e.g., loses his/her place)? 5. Is the student able to mark answers on the answer document provided for the test? 6. Does the student use a Scribe during regular classroom instruction and similar classroom assessments? 7. Will the Scribe have prior experience working with the student? 8. How will the Scribe record student responses (e.g., use a clean sheet of paper, code the answer sheet, or write in the test booklet)? 9. Will the student dictate to the Scribe by: a) saying the letter of the answer choice, b) reading aloud the entire answer choice, or c) pointing to the correct answer choice? 10. Who will ensure that the student’s answers are transcribed accurately on the answer document? 11. Will the student require Flexible Setting? 12. Is Flexible Scheduling required?

54 Accommodations for Anyone
Student Answers in Test Booklet Not Allowed

55 Marking in Test Booklet
Accommodations for Anyone Marking in Test Booklet Allowable: This includes highlighting or underlining words or phrases. Careful attention must be given to ensure that students record all responses on their answer documents. The principal must ensure that all transparent overlays are erased after testing. Questions for the Teacher: 1. Does the student typically use this accommodation during classroom instruction and similar classroom assessments? 2. If a transparent overlay is used (for grades K-3), does the student typically use this accommodation during classroom instruction and similar assessments? 3. Has the student practiced completing assessments on the appropriate type of answer document?

56 Student Reads Aloud to Self
Accommodations for Anyone Student Reads Aloud to Self The student may read aloud the test being administered to himself/herself if in an individual setting. Questions for the Teacher: 1. Does the student typically read aloud (or move lips when reading) to himself/herself during regular classroom instruction and similar classroom assessments? 2. If the test has time limits, has the student practiced using this accommodation on a timed test? If so, has the student practiced assessment in an individual setting? 3. Has the Test Administrator worked with the Building Level Testing Coordinator to determine who will administer the test in an individualized setting? 4. Is the student familiar with the setting/environment in which s/he will be tested?

57 Special Education Accommodations
Special Accommodations are posted on the TDOE Special Education website.

58 Special Education Accommodations
Have Not Significantly Changed Changes were made in the areas of: Math Tables Manipulatives Marking in Test Booklet

59 Special Education Accommodations
Math Tables Include: Multiplication, Addition, Subtraction, Division The tables listed above are the ONLY acceptable Math Tables

60 Special Education Accommodations
Manipulatives Number Line is an acceptable manipulative. For more details, please refer to Instructions for TCAP Accommodations for Students with Disabilities.

61 Special Education Accommodations
Marking in the Test Booklet Now acceptable for the 3rd grade test book Acceptable for grades NOT acceptable for K-2

62 Special Education Accommodations
Scribe Allowable Accommodation for Achievement, EOC, and MAAS Special Accommodation for Writing

63 Special Education Accommodations
Unique Adaptive Request Must be sent in one month BEFORE the assessment is given. UAARF can be found:

64 Special Education Accommodations
Read Aloud Same as previous years Special Accommodation IEP-all content areas 504-not Language Arts/Reading

65 Special Education Accommodations
Calculator Allowable accommodation Exception - If your system does not allow, it becomes a Special Accommodation. Only bubble accommodation G if your system does not allow calculators.

66 Before Assessment Check Your Test Materials (If any materials are missing, notify your principal. PROVIDED FOR THE TEACHER: Teacher Directions test book(s) Group Information Sheet PROVIDED FOR EACH STUDENT: Understanding the TCAP Achievement Test/Practice Test answer sheet punch-out ruler (to be separated prior to testing)

67 Before Assessment Check Your Test Materials (If any materials are missing, notify your principal. ADDITIONAL MATERIALS NEEDED FOR EACH STUDENT: No. 2 pencil with eraser extra eraser scratch paper for solving mathematics problems OPTIONAL: four-function calculators (not provided with test materials)

68 Plan Your Testing Schedule
Before Assessment Plan Your Testing Schedule Review the test and test directions in advance. Plan test administration for students requiring accommodations. Contact your principal if any student requires an accommodation such as a scribe due to a recent injury. Allow sufficient time to fill in the student accountability demographic information. For students marking their answers on separate answer sheets, the student accountability demographic information, including the student’s name, should be filled in on the answer sheet.

69 Plan Your Testing Schedule
Before Assessment Plan Your Testing Schedule Allow sufficient time to complete a content area test in a single testing session. Scheduled breaks are indicated in the specific directions for each content area. Be sensitive to students’ fatigue level and attention span and be prepared to alter your schedule as necessary. Allow time for make-up sessions for students who miss a testing session.)

70 Review your plans with proctors prior to testing.
Working with Proctors Review your plans with proctors prior to testing. Proctors can help you: arrange the testing room fill in student accountability demographic information on all test books or answer sheets separate punch-out rulers distribute test materials make sure students are working in the correct place and are marking only one answer for each test question prevent talking or sharing of answers collect materials at the end of the testing session

71 Organize Your Classroom
Plan for the distribution and collection of materials. Plan seating arrangements. Allow enough space between students to prevent sharing of answers. Conceal all instructional or reference materials in the test setting that are related to the content area being assessed, such as maps, posters,student samples, bulletin board items, etc. Eliminate distractions such as bells or telephones. Do not cover door windows

72 Organize Your Classroom
Use a Do Not Disturb sign on the door of the testing room. On the board, indicate starting and stopping times for each test session. Plan a quiet activity for students who finish testing early. Plan for accommodations to be provided as specified for individual students. Avoid calling attention to students who require accommodations. Plan testing so that students using accommodations do not distract other students or affect administration procedures.

73 Help students approach the testing in a relaxed, positive way.
Prepare Your Students Help students approach the testing in a relaxed, positive way. Explain that the purpose of taking an achievement test is to find out which skills have been learned and which skills need further development. Point out that some test questions may be more difficult than others and that some material may be new to students; students are not expected to know all the answers.

74 Reassure students that they will be given ample time to do their best.
Prepare Your Students Reassure students that they will be given ample time to do their best. Emphasize that the test requires no special preparation.

75 Use Standard Testing Procedures
To ensure that test results are valid, reliable, and equitable, standardized tests are to be administered using standard testing procedures. These procedures indicate the exact directions, time limits, and scoring criteria to be used with the test. It is very important that these standard testing procedures be followed, and that any deviations from standard testing conditions be documented so that scores may be interpreted appropriately. ASSESSMENT ACCOMMODATIONS When students have documented education plans indicating that they may participate in educational tests only under nonstandard conditions (e.g., extra testing time), appropriate accommodations should be made.

76 Use Standard Testing Procedures
COACHING Be sure students understand the directions and how to mark answers. Assist them with test-taking mechanics, but be careful not to inadvertently give hints or clues that indicate an answer or help eliminate answer choices.

77 Use Standard Testing Procedures
GUESSING Encourage students to attempt all questions. Tell them to read each question carefully and make their best attempt at answering. Be careful not to imply that they should guess randomly.

78 Use Standard Testing Procedures
INVALIDATION OF TESTS Students must mark only one response for a question and erase completely any response they do not want. Students who mark randomly will be processed normally. Do not fill out a Report of Irregularity for random marking situations. Special circumstances, interruptions, or distractions that affect individual or group performance can invalidate test results. Complete a Report of Irregularity form for students who experience sudden illness or become unduly disturbed by the testing situation. If you are not certain about how to treat a particular situation, consult your principal.

79 Administer the Practice Activities
Administer the Understanding the TCAP Achievement Test/Practice Test. Give the test a day or two in advance of the actual testing. It will take about 20 minutes to complete. If additional practice seems necessary, repeat the Practice Test.

80 TDOE will upload student data to PEMSolutions (pre-id)
Student Accountability Demographic Information November/December 2008 TDOE will upload student data to PEMSolutions (pre-id) Last name, First name, MI Student ID number (State EIS ID) begin with zeros to complete the field Birthdate Gender Ethnicity Code A/B Grade

81 Make SURE students write their test version on the answer document!
IMPORTANT! Make SURE students write their test version on the answer document!

82 Administering the Test

83 These elements are used throughout the specific directions.
Administering the Test Be sure to review the test directions in advance. (http://www.state.tn.us/education/assessment/doc/3_teacher_inst-R.pdf) These elements are used throughout the specific directions.

84 Administering the Test
Before administering each content area, take a moment to have your students look through the test. Point out the various locations of the STOP signs within the test. Tell the students that when ever they see one of these STOP signs, they should stop and wait quietly until they are told what to do next. Be very careful to check that students do not skip or overlook any of the test questions. Remind students to look for and answer every question on each page. Tell students that each content area test is identified by name at the bottom of each page. Remind students that they must mark answers ONLY in the spaces provided on the answer sheet. Stray pencil marks could be processed as incorrect answers.

85 Administering the Test
The Teacher Directions Manual provides space to record time. Follow content area test administration directions in the Teacher Manual.

86 A) all punch-out rulers, markers, and scratch paper are removed.
After Testing After your testing is complete, check students’ test books and answer sheets to ensure that: A) all punch-out rulers, markers, and scratch paper are removed. Punch-out rulers and markers should not be returned with the testing materials. B) all student accountability demographic information is complete and correct. The BIRTH DATE section must be fi lled in properly. This information is used to verify student identity when other infor mation is insuffi cient. C) all applicable special codes fi elds are fi lled in according to instructions from your Testing Coordinator. D) all circles that students in tend ed to mark are fi lled in completely. E) all stray pencil marks are erased. F) all erasures are complete.

87 A) scratch paper, signed by students B) list of absentees
After Testing Assemble and return all test materials to the Building Testing Coordinator, separated according to school procedures. A) scratch paper, signed by students B) list of absentees C) completed GIS, per school instructions D) used answer sheets stacked with demographic grids face up and cut corners aligned at upper right side E) modified format tests and transcribed answer documents F) completed Report of Irregularity, Breach of Testing Security forms, and Medical Exemption Request, as needed G) paper-banded Inactive Test Material (ITM) form and related materials

88 H) other used and unused test materials (1) used test books
After Testing H) other used and unused test materials (1) used test books (2) unused answer sheets and test books I) ancillary materials (1) Test Administration Manual (2) Teacher Directions (3) blank and inaccurately completed State assessment forms J) materials with manufacturing defects (notify the Building Testing Coordinator) NOTE: CHECK TO BE SURE THAT PUNCH-OUT RULERS AND MARKERS HAVE BEEN REMOVED FROM ALL TESTING MATERIALS. DO NOT RETURN THE RULERS TO THE TENNESSEE TEST DISTRIBUTION CENTER.


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