Presentation on theme: "MAP Grade-Level Examiner’s Manual Training Spring 2009 Produced by the Missouri Department of Elementary and Secondary Education in collaboration with."— Presentation transcript:
1 MAP Grade-Level Examiner’s Manual Training Spring 2009 Produced by the Missouri Department of Elementary and Secondary Education in collaboration with CTB/McGraw-Hill
2 OverviewThe Missouri Assessment Program (MAP) is one of several educational initiatives mandated by the Outstanding School Act of 1993.The State Board of Education mandated the Department of Elementary and Secondary Education (DESE) to identify the knowledge, skills, and competencies that Missouri students should acquire.
3 DESE uses testing information to: Monitor the progress of Missouri students in meeting the Show-Me standardsInform the public and state legislature about student performanceDecide state and federal accountability issuesMake informed decisions about educational issuesImprove the services provided to Missouri students
4 Missouri Assessment Program Grade-level Assessments for Spring 2009 Communication Arts: Grades 3-8Mathematics: Grades 3-8Science: Grades 5 and 8
5 Testing Time Guidelines Testing times vary by grade level.Testing time has increased given the factthat additional Field Test Items areembedded.
6 Types of QuestionsStudents’ content knowledge is measured using three types of test items.Selected Response (multiple choice)Constructed Response (short answer)Performance Events or Writing Prompts
7 Field Test Items Field test items are embedded throughout the test. The testing times reflect additional time for the embedded field test items (EFT).
8 Test Examiner’s Manual An Examiner can administer more than onecontent area in a grade level using onemanual.Steps 1-4: Contain the same information in all content areasStep 5: Contains test administration directions specific to Communication Arts, Mathematics, and Science for relevant grade levelSteps 6-8: Contain the same information in all content areas
9 Table of ContentsStep 1 Preparing for Testing and Testing Schedule Step 2 Organize Your Classroom Step 3 Check Your Testing Materials Step 4 Before Testing Step 5 Administer the Test Step 6 Invalidations and Make-ups Step 7 After Testing: Student Status Coding Step 8 Assemble Materials for Return Glossary
10 Glossary Located on the last 2 pages in each Examiner’s Manual. An extensive list of terms and definitions used for testing materials and administering the assessment.Helpful resource while reviewing the procedures/guidelines for administering the grade-level test.
11 Step 1: Preparing for Testing (Pages 1-3) Testing Schedules are on Page 1 for all content areas.Review test directions in the Examiner’s Manual in advance.Student testing materials shall not be viewed by examiners, with the exception of translators, before testing.Some sessions are strictly timed. Other sessions allow students who are making adequate progress to complete the test.Examiners Manuals – Step 1, page 1-4Working with Proctors – see Step 1, page 2Accommodations for IAP, IEP and ELL are discussed in Step 7, page 33, under the heading, “How to Fill in the Student Information Section.”
12 Step 1: Preparing for Testing (Continued) Each test session must be completed in one sitting.One proctor for every 20 students in excess of 30 is allowed.Accommodations – Discussed in Step 7 (ELL and IEP).
13 Use Standardized Testing Procedures Follow the instructions to ensure that similar testing conditions are used in all classrooms.Read test directions exactly as written.Observe time allowances for strictly-timed sections.Verify that students understand the directions and how to mark answers -Test directions from the manual can be clarified ifnecessary.Test directions and items in student test booksCANNOT be clarified or paraphrased.
14 Large Print and Braille Braille and Large Print test books have special instructions that accompany the test books rather than the Test Coordinator Kit.Accommodations must be coded on SIS inside front cover of the test book.Brailler can be used for the Braille edition.Manipulatives are included with Braille and Large Print editions.Braille and Large Print test books must be transcribed to regular test book (Form A).Mark the Braille and Large Print book “Contents transcribed to a regular test book. DO NOT SCORE” and return to CTB/McGraw-Hill with the unused test books.Page 3 -- Refer to BRAILLE-OMIT Instruction Sheet which is not in the TC Kit but comes separately with the Braille test books.
15 Step 2: Organize Your Classroom (Page 4) Plan and organize for:Distributing and collecting materialsMaking seating arrangementsUsing a “Do Not Disturb Sign”Noting starting and stopping times on the board for the timed sections of the test
16 FOUR DOs FOR EXAMINERS Do eliminate noise distractions. Do remove all information from the room that might cue students about test content or process.Do prepare students the daybefore the test to get a good night’s sleep.Do remind students to useONLY No. 2 non-mechanical pencilsto bubble in their answers.
17 Don’t limit students -- encourage students to attempt all items. THREE DON’Ts FOR EXAMINERSDon’t correct answersthat are wrong.Don’t limit students -- encourage students to attempt all items.Don’t return books to studentsto have them revise or complete answers.
18 Step 3: Check Your Testing Materials (Pages 5-7) Examiner materials:Examiner’s ManualStudent barcode labelsTest BooksManipulatives - Prepare by having all manipulatives “punched-out” prior to testingOne Group Information Sheet (GIS) per Examiner/GradeLarge white envelopesA box or envelope for unused test booksDo Not Disturb sign
19 Student MaterialsItems not provided but specified for use in various testing sessions are:Writing instruments – students must use non-mechanical, No. 2 pencilsScratch paper for Communication Arts and MathematicsBookmarks (such as blank paper strips or index cards)This information is also listed on the DESE website “MAP Grade-Level Assessments, Spring 2009
20 Ancillary Materials for Communication Arts Grade 3: A standard dictionary and extra paper for writing first drafts may be used only during Session 2.Grades 7: A standard dictionary, thesaurus, grammar handbook, and extra paper for writing first drafts may be used during Session 2.Grades 4, 5, 6, 8: No tools may be used for any session of the test.
21 Ancillary Materials for Mathematics Manipulatives:Students will be provided with a standard set of manipulatives for use during the test if needed. No other classroom sets of manipulatives are allowed.Reference Sheets:Grades 3 through 7 are provided all necessary formulas and conversions within the items. No separate reference sheet will be provided.Grade 8 will be provided with a reference sheet that contains formulas and conversions.Calculators:Grades 3 through 5 are not allowed to use calculators during any session of the test.Grades 6 through 8 may use calculators except during Session 2, Parts 1 and 3. If schools choose to use calculators on the other parts of the test, students should be given advanced notice and given access to a calculator.This information is listed on the DESE website“Expanded MAP PowerPoint” regarding the blue print presentation by Michael Muenks
22 Ancillary Materials for Science Reference Sheets:Grade 5 will not be provided a reference sheet. Necessary formulas and conversions will be included within the item.Grades 8 will be provided with a reference sheet that contains formulas and conversions when required by particular items.Calculators:Grade 5 and 8 will not be allowed to use calculators during any session of the test.
23 Security “Shall Nots”Testing materials shall not be photocopied, duplicated or made accessible to non-testing personnel.Testing materials shall not be viewed by examiners before testing.Testing materials shall not be discussed between examiners.Testing materials shall not be left in an unsecured area at any time, for any reason -- must be locked in a secure cabinet or in a secure room before, between, and after testing sessions.Test books shall not be shared between schools.
24 Security BarcodeEach test book has a unique barcode, numbered in consecutive order for security and inventory.Security barcodes are located on the lower right-hand corner of the student test book.Barcodes should be checked by DTC and STC, and books counted by the examiner.Examiner’s Manual page 6Test Coordinator’s Manual pages 13-17
25 TranslatorsTranslators should be a contracted employee and must be trained in giving the assessments.All tests, except Communication Arts, may be read to ELL students in their native language.ELL students may give responses orally or in writing in their native language in all content areas.All native language written responses must be transcribed verbatim to another test book.Note: Accommodation Codes for ELL have been added in back of manual.
26 Step 4: Before Testing (Pages 7-9) When all informationon the studentpre-code roster is correctAffix the barcode labelDo not complete the SISDo not use the barcode labelBubble in ALL info on SISError inStudent Name, Birth Date, Race/Ethnicity, Gender, MOSIS State IDPlace one blank labelover the incorrect labelThen affix correct labelWrong student labelis affixed
27 Using Student Barcode Labels Label attached with error inStudent Name, Birth Date,Race/Ethnicity, Gender,MOSIS State IDPlace 2 blank labels overincorrect labelBubble in all info on SISNo student barcodelabelEnroll/submit to core dataLeave barcode area blankBubble in all info on SIS
28 How to Fill Out the SIS ( if needed) (Page 8) Student NameBirth DateRace/EthnicityGenderMOSIS State IDCheck pp. 7-9 in Examiner’s Manual
30 Step 5: Administer the Test (Begins on Page 11 Step 5: Administer the Test (Begins on Page 11. Section 5 will vary in length depending on grade level or content being tested).Help students relax and be positive.Explain the purpose of the test.Point out that some items may be more difficult or may be new to students –they are not expected to know all theanswers. They are only expected to dotheir best.Everybody Smile!To find out What you know and are able to do on material we have studied this year or in previous yearsUse time wisely
31 Specific Instructions for Test Examiner’s instructions are given for each content area at each grade level.Content area is in alphabetical order– Communication Arts, Mathematics, and Science.Sample questions are illustrated and printed in the Examiner’s Manual for each content.A starting/stopping time graphic is printed for examiner’s to follow.
32 Specific Instructions for Test Sessions cannot be split over 2 days or over lunch periods.Break times are printed in the Examiner’s Manual.Notice the wording about not paraphrasing test questions and pronouncing only one word per sentence.Allow time for participants to review Step 5 and ask questions.
33 Step 6: Invalidations and Make-ups (Page 37 – Page numbers will vary due to variation in length of Step 5)Six categories for test invalidation:Student discovered cheating.Examiner reads any part of the C.A. test to student(s) other than students who are Blind/Visually impaired who do not read Braille.Examiner signs any part of the C.A. test.Examiner paraphrases test questions in any content area.Examiner reads any part of the C.A. test to a student in the student’s native language.A student uses a bilingual dictionary for any part of the C.A. test.
34 Examiner’s and STC’s Responsibilities Regarding Invalidations The examiner must provide STC with student information and the reason for the invalidation.The examiner and STC must be in agreement about the invalidation due to cheating.The STC is responsible for filling in appropriate bubble in Accommodations Section of SIS.
35 Make-upsStudents who are absent during one or more sessions of testing should make-up the sessions.If a student cannot participate in make-up testing sessions, follow the procedures in the Examiner’s Manual listed in Step 6.Step 6 has an “IF/Then” table of how to handle different types of student absences. For Grade 3 the table is on page 38.
36 Step 7: Student Status Coding (Page 39– Page numbers will vary due varying length of Step 5) How to fill in SISExaminers /school personnel are responsible for completing the SIS after the last day of testing.The lower portion of the SIS is used for student status coding.Accommodation Codes are for ELL and IEP students ONLY.Descriptions for accommodations for ELL and IEP students are provided in the back of the manual.
37 Accommodations Footnotes Please observe the footnotes at the bottom of Accommodations pages.Oral reading of CA except for blind students who do not read BrailleParaphrasing test questions invalidates that student’s scores for accountability purposes.If paraphrasing is used, student scores cannot be compared with scores generated under standard conditions.Use of magnifying equipment, amplification equipment, graph paper, and testing with the teacher facing student are not listed as accommodations because these are no longer required to be reported as accommodations for the MAP tests.
38 Students Not Tested in Content Area Assessments Only two groups of students are not required to be tested -MAP Alternate (MAP-A) studentsELL (English Language Learner) in the United States 12 months or fewer at the time of administration of MAP assessments may be exempted from the Communication Arts test. All other content areas must be assessed.
39 Step 8: Assemble Materials for Return (Pages 43-48 Page numbers will vary due to Step 5.) Checklist after testing:Student barcode labels are accurate and attached correctly.Student identifying information is correct and complete.The SIS should not be damaged or torn.All applicable accommodations are completed accurately.Non-mechanical, No. 2 pencil was used.Test books with issues/problems weretranscribed and recorded.
40 Assemble Materials for Return (cont.) All loose papers, scratch paper, etc., are removed and securely destroyed.Examiners must count the test books against the pretest total – both used and unused.The STC completes and checks Group Information Sheets (GIS).Organize test books whose scores are to be reported together.
41 Assemble Materials for Return (cont.) Organize materials as shown in picture of the envelope -MAP test books – each with a student barcode label or with a completed SISGIS for class/groupNOTE: Do not seal the envelopes.The DTC will verify the contentsbefore sealing them.
42 Large White EnvelopesEach envelope will hold approximately 5–10 test books, depending on grade level.If an Examiner has more than one envelope, put the GIS in the Examiner’s first envelope with as many test books as will fit.If multiple envelopes are needed to hold large groups of books, the envelopes should be bundled together and marked on the front upper-left corner “1 of X,” “2 of X,” “3 of X,” etc., with “X” being the total number of envelopes.The information requested on the front of each envelope must be completed.
43 Assemble Materials for Return (cont.) Unused test books, Large Print and Braille test books can be placed in a box together labeled “Unused Test Books”.Draft copies of writing prompt and scratch paper should be given to STC for secure destruction.
44 What should an examiner do if a problem occurs? For any problems or questions, contact the STC who will, in turn, contact the DTC.The DTC is the sole channel for all communication between districts and the CTB/McGraw-Hill customer service line.The DTC should also be the channel of communication regarding testing issues with DESE.