1. MAP™ Administration Proctor Training Supplementary Component
Materials: None
Reports: None
Key Concepts:
To introduce the Proctor Training Supplementary Component
Talking Points:
Invite the District Leadership Team to make opening remarks
Activity: None
Facilitator Notes:
If participants for this module have been present for the entire training day, please hide the following slides, which will be redundant:
Slide 5: Design and Features of MAP Assessments
Slide 6: Features of MAP Assessments
Slide 7: Types of Tests
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

2. Setting the Stage Welcome/introductions Structure of the training
Materials review
Materials: Proctor Handbook (printed for participants and included in the MAP Administration box when this component is chosen)
Reports: None
Key Concepts:
To introduce the Proctor Training Supplementary Component
Talking Points:
Introduce yourself and welcome the participants of this supplementary component if they were not included in the Main Module of the MAP Administration training.
Your Proctor Handbook will be the main reference resource. Please feel free to capture notes in your handbook as we work through this training.
Inform participants of the meaning of the circular icons on this initial page.
M – Materials, A – Activity
Activity: None
Facilitator Notes: None M
Materials A
Activity M
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

3. Topics for Today Successful Proctoring Section 1
Choosing the Right Test
Scheduling
Accommodations and Invalidations
Proctoring Reminders
Planning for Ongoing Training
Section 1
Successful Proctoring
Choosing the Right Test
Scheduling
Accommodations and Invalidations
Proctoring Reminders
Planning for ongoing training
Demonstration
TestTaker
Materials: None
Reports: None
Key Concepts:
To introduce the two sections of this training
Talking Points:
This training is organized around two main sections – Successful Proctoring and Demonstration.
Our focus in the first section will be on the key elements of successful proctoring which includes:
Choosing the right test
Scheduling
Accommodations and invalidations
Reminders for proctoring
Planning for on-going Proctor training
Activity: None
Facilitator Notes: None 3
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

4. Intended Accomplishments
Introduce the skills and knowledge necessary for successful proctoring
Introduce resources that will support you in your ongoing efforts to train Proctors
Materials: None
Reports: None
Key Concepts:
To introduce the intended accomplishments for this training
Talking Points:
This training will help you plan and prepare for successful proctoring of your MAP assessments. Our intended accomplishments for this session are to:
Introduce the skills and knowledge necessary for successful proctoring.
Introduce resources that will support you in your ongoing efforts to train Proctors for all testing locations.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

5. Design and Features of MAP™ Assessments
Adult Reading
MAP Test - x
Materials: None
Reports: None
Key Concepts:
To describe the adaptive features of MAP assessments
Talking Points:
The MAP test is an adaptive test designed to meet the needs of a wide range of learners.
Every student in their testing lab will be receiving a customized or unique test.
The software chooses items for students based on how they answer previous questions on the test. If a student misses an item, the next one displayed is a little easier. If a student correctly answers a question, the next one displayed is a little more difficult.
The information that the MAP test provides to teachers is unique, and teachers will use this information to make diagnostic decisions about instruction.
Activity: None
Facilitator Notes:
These concepts are covered in the Main Module of the MAP Administration training, but this is an additional opportunity to have participants decide how much of the why of MAP testing that their Proctors will find beneficial. If the participants are the same as in the Main Module, hide this slide. - + x +
215 x + x + x
5th Grade x x x x x x x x x x
Beginning Literacy 5
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

6. Features of MAP™ Assessments
Challenging and appropriate
Dynamically developed
Accurate data
Untimed
Measures growth
Immediate results
May test up to four times a year (Science assessment can be given up to 3 times per year.)
Materials: None
Reports: None
Key Concepts:
To discuss some of the unique features of MAP assessments
Talking Points:
Let’s go over some of the features of the MAP system:
It provides a challenging test for every student. Students are not expected to get every question right or every question wrong.
It is dynamically built based on the achievement level of the student and will give accurate and reliable information for every student.
It is an untimed test. Students should be given as much time as needed as long as they are making progress.
It measures growth through capturing how students are progressing from testing season to testing season. Because the data can be looked at historically and it is consistent data from season to season, growth can be measured.
Results are received immediately at the end of the test.
With all assessments in the standard MAP package (Mathematics, Reading, and Language Usage), students may be tested up to four times per academic year in order to monitor their growth. Science assessments, however, should only be given three times a year.
Activity: None
Facilitator Notes:
These concepts are covered in the Main Module of the MAP Administration training, but this is an additional opportunity to have participants decide how much of the why of MAP testing that their Proctors will find beneficial. If the participants are the same as in the Main Module, hide this slide.
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

7. Types of Tests Survey w/ Goals 42-64 questions
Overall score for subject
Goal area scores
Average time for each test 50 minutes
Survey
20 questions
Overall score for subject
No goal area scores
Average time for each test 20 minutes
Materials: None
Reports: None
Key Concepts:
To describe the difference between Survey w/ Goals and Survey tests
Talking Points:
The two main types of tests are Survey w/ Goals tests and Survey tests. Even though the names of these tests are similar the end results of each are very different. The average time for the Survey w/Goals test is approximately 50 minutes. The average time for the Survey test is 20 minutes.
The Survey w/ Goals test is the longer form of the test (between 42 and 64 items) and is the primary test given in the fall and the spring. There are 42 questions on the Reading test, 52 on the Mathematics and Language Usage, and 64 on the Science test.
This test will report not only an overall score for the subject, but it will also report how a student performed in each of the goal areas of the test; for example, Computation or Geometry in the Mathematics test.
This gives teachers more data in order to make instructional decisions about a particular student and about an entire class.
The Survey test is a short test (20 items). This test will only report an overall score for the subject. It is primarily given as an intake test when a student enters the district or as a monitoring tool mid-year to determine how a student is progressing.
It is important that the decision about which test to give be made by the district leadership and then communicated to the Proctors. This is not a decision that is made locally by each Proctor.
This information is in the Proctor Handbook.
The Guidelines for Choosing the Correct Test document outlines this information and can be found at >> Partner Support.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

8. Proctors Teachers Before Testing During Testing After Testing
Ready all computers for testing
MAKE SURE CORRECT TESTS ARE ASSIGNED
Number class lists to computers, share with teachers
Have scratch paper and pencils available
Let students know computer assignments
Show MAP Student PowerPoint® Presentation to students
Have students bring a book to read or assignment to work on
Bring class to computer lab at designated time – help find computers
During Testing
Read directions to students
Monitor test event
Terminate tests as needed
Log scores or print screen at end of test
Remain in lab to help monitor test event
After Testing
Prepare computer for next group to test between testing sessions
Upload data to NWEA at end of every day during testing if designated by the district to do so
Access teacher reports hours after data is uploaded
Analyze class and teacher reports
Discuss student scores with parents and students
Implement necessary instructional modifications
Materials: None
Reports: None
Key Concepts:
To highlight the roles of the Proctor and the teacher
Talking Points:
It takes two to make this a successful experience… both the Proctor and the teacher play important roles!
Role of Proctor/lab supervisor– this is not usually the classroom teacher. This person should be responsible for setting up the lab in the mornings for the first group and giving directions to the students before they begin testing; setting up for the following groups and giving directions, and so on. This person also helps organize the assignment of computers to the appropriate students and may be the one who distributes numbered class lists to each teacher which should be communicated to students before entering the lab.
Proctors need to be prepared for the testing sessions – having correct materials needed for students (paper, pencils for the Mathematics test), having class lists numbered for each scheduled session, working with teachers to have students assigned to computers, working with teachers to know what students should do when testing is completed, planning a couple of free computers in case students need more time or a computer fails, etc. The Proctor Handbook has a wealth of information to support the Proctor in that work.
Teachers - the teacher should work with the Proctor to make sure his/her students know which computer to go to when they come to the lab. The teacher will remain in the lab during the testing session and help monitor students’ progress. They should also prepare their students for what will happen when they complete their test; e.g., have them bring a book to read. The teacher should talk to their class about the importance of the test.
Activity: None
Facilitator Notes: None 8
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

9. Scheduling Suggestions
Plan well in advance
Connect with the teacher to arrange the seating assignment in the lab
Test one subject at a time
Materials: None
Reports: None
Key Concepts:
To stress the importance that scheduling plays in successful implementation
Talking Points:
It is critical that you plan well in advance of the testing session. Scheduling may well be the trickiest issue districts have to face in implementing MAP testing.
Conducting a detailed run-through is a best practice to be certain that the lab environment is ready for students.
Survey tests take about 20 minutes to administer and Survey w/ Goals tests take approximately 50 minutes to administer. Schedule students so they will have adequate time to finish the test.
Build in setup time between groups to prepare computers for the next group. It is recommended that Proctors have 10 – 15 minutes to do this.
Plan to test students one subject at a time. You may want to schedule different days for different subjects.
The optimum testing window is 2 – 3 weeks.
Timeline for administration – every student needs an hour per subject. Most students should not be tested on multiple subjects in one day.
This information is in the Proctor Handbook.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

10. Appropriate Testing Environment
Plan ahead for students with special needs
Keep testing location secure
Maintain a relatively quiet location
Reduce glare on monitors
Keep power cords out of the way
Make sure the Proctor can easily see screens
Materials: None
Reports: None
Key Concepts:
To highlight considerations that affect the testing environment
Talking Points:
Be sure to carefully consider the following points:
Students with special needs may need to be tested in another environment or for shorter periods. Plan ahead for these students.
Make sure that the lab is secure. After a Proctor has logged on to TestTaker, no one should have access to the computers.
Make sure that the lab remains quiet during testing. Put a testing-in-progress sign on the door.
Check to see that there is no glare on the monitors, close the blinds in the lab if necessary.
Check to make sure that all power cords are firmly plugged in and neatly arranged out of the way.
Proctors need to be able see the monitors in order to check on the progress of the students.
This information is in the Proctor Handbook.
Activity: None
Facilitator Notes:
Stop and ask for questions at this point.
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

11. Accommodations and Modifications
May not read any part of the Language Usage or Reading tests
May help with a difficult word in Mathematics and Science as long as no additional clues are given
May read Mathematics and Science tests if the Individual Education Plan (IEP) allows
Materials: Proctor Handbook pp. 8-9
Reports: None
Key Concepts:
To emphasize some of the accommodations that are allowed
Talking Points:
NWEA has developed a set of accommodations and modifications in order to keep data consistent from site to site and season to season. The most critical ones for the Proctor are:
Students may NOT be read any part of the Reading or Language Usage tests.
Proctor may help with a difficult word in the Mathematics or Science test as long as no additional clues are given.
Other points are discussed in the materials provided for the MAP Coordinator for the implementation of MAP testing.
Activity: Modifications Review (10 minutes)
Discuss with your table group:
What modifications might you need to be prepared for when considering your special needs students?
Who will be responsible for making sure that Proctors and teachers are aware of these modifications?
Make a list of the types of modifications that would be allowable in your setting.
Facilitator Notes: None A M
Proctor Handbook pp. 8-9
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

12. Proctoring the Test Maintain password security
Confirm that students have a book to read or assignment after testing
Verify that each machine shows the correct student name
Remind students that there is to be no talking
Stagger student start times by a few seconds
Be ready to pause tests as needed
Materials: None
Reports: None
Key Concepts:
To emphasize the responsibilities of the Proctor
Talking Points:
The Proctor’s job is very important. Giving consistent directions to the students is very important. Specific directions for each test are provided in the Proctor Handbook.
The key points are as follows:
Password security is critical – Proctors have to be extremely careful that students do not see or hear the Password, either when logging on at the beginning of the testing session or when they need to pause or terminate a test. Also, do NOT leave the Password written on anything the students may find.
No textbooks or other instructional materials should be available to the students during the testing session. They may read a library book or complete an assignment approved by the teacher after they have completed the test.
The machine should be checked to make sure the correct student name is shown for that student.
No talking is allowed, except to the Proctor. The Proctor cannot help the student unless there is a modification allowed.
Stagger the time when students hit the start button on the tests to minimize spiking bandwidth demand. This can be as simple as asking all students whose names start with A – H to begin; pause; ask students whose names start with I – P to begin; pause; ask students whose names start with Q – Z to begin. Running the test in a lab with 30 students taking the test typically uses 2 M of bandwidth, while 30 students starting a test at the same time can spike bandwidth need to 100 M.
The tests are not timed, so be prepared to pause tests for students to resume later as needed. Students should be allowed to continue as long as they are making progress. Remind students that they are not expected to know the answer to every question, but should use their best test-taking strategies on each question they encounter.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

13. Proctoring the Test (continued)
Allow students to use calculators if it appears on the screen
No hand-held calculators are allowed.
Have scratch paper and pencils available for Mathematics test
Check progress occasionally
Notify NWEA of any problem items
Materials: None
Reports: None
Key Concepts:
To emphasize the responsibilities of the Proctor
Talking Points:
Students should be told generally that this computerized system will build a unique test for each of them as they go along. They are not expected to know the answer to every question, but should use their best test-taking strategies on each question they encounter.
Allow the students to use a calculator if it appears on the test. This is due to the way the items were assigned a difficulty level. No hand-held calculators are allowed for any reason.
Make sure scratch paper and pencils are available for the Mathematics test.
Check student progress occasionally without hovering. It could make students nervous and makes it more tempting to help the student over a rough spot.
Be aware of what number the student is on. It is important to monitor this in order to help students slow down or encourage progress if needed. Remind students of good test-taking strategies when they don’t know the answer; e.g., elimination of answers they know are incorrect and making the best choice of the remaining answers. Students cannot skip questions, nor can they go back. Students also need to know what to do when they come to the end of the test.
First try refreshing an item that does not display properly. If there is still a problem, fill out the Problem Item Report Form found at >> Partner Support and it to NWEA.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

14. Invalidations and Retesting
Reasons to invalidate a test
Retesting when necessary
Testing absent students
Materials: None
Reports: None
Key Concepts:
To bring awareness to the group about issues surrounding retesting and invalid test events
Talking Points:
Invalidations
Both Proctors and teachers need to know when to terminate/invalidate a test. A list of reasons for termination of a test can be found in the Proctor Handbook. It is rare that this occurs, but the Proctor should be prepared.
Invalid Test Events
Students may receive an invalid test event on the final screen. These reasons are listed on the screen and those students could be retested within the testing window if there is reason to believe that a different result would occur in the retest. (Examples: There may be times when a very low-performing student who has done his/her best receives an invalid score. That student should not be retested. There are times when a student takes the test too quickly and, if he/she tried harder, could receive a valid score. In this case, that student has a good chance of getting a better result and could be retested.)
The decision to retest should be made together with the teacher and school administrator and should follow the district policy set up for this situation.
Absent Students
Students who were absent on the designated testing day should be tested within the testing window.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

15. Ongoing Considerations
What is the backup plan for Proctor substitutes and for training new Proctors the next time you test?
View the MAP Proctor recorded online training
>> Partner Support
Materials: None
Reports: None
Key Concepts:
To raise important questions about ongoing Proctor training
Talking Points:
There are many decisions that the District Leadership Team will need to make to ensure successful MAP testing. Many of those decisions may have impact on the Proctor.
Consider the following questions:
Are there some people you can train as substitute Proctors in case a Proctor is absent? It is nearly impossible to have someone not trained come in and do it accurately, so a back-up plan is necessary.
Who will be able to train new Proctors next season if needed? Next season, it will be a good idea to do refreshers with Proctors and current staff so they can remember how to implement the test.
NWEA provides an online recorded Proctor Training to assist districts in training Proctors. It is located at >> Partner Support.
Activity: None
Facilitator Notes:
If the audience includes representatives from the District Leadership Team, you might want to give participants time to discuss these issues in their table groups.
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

16. Ongoing Considerations (continued)
District decisions that need to be made:
Will Proctors be required to use forms for record keeping?
How will new students be added?
Who will upload the data everyday?
Will the Proctor need to keep a log of scores? Print the final screen?
Materials: None
Reports: None
Key Concepts:
To raise critical questions about ongoing Proctor training
Talking Points:
Other questions to consider include:
Who will add new students and do the uploading of data every day? If that is to be the Proctor, the training around the use of the TAA is critical and needs to be added to this basic course of training Proctors.
Will Proctors be required to use certain forms to record the activities surrounding the testing? NWEA provides a number of sample forms that can be used. Check the NWEA web site under Partner Support and choose the ones that are appropriate for your specific need.
Activity: None
Facilitator Notes:
If the audience includes representatives from the District Leadership Team, you might want to give participants time to discuss these issues in their table groups.
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

17. Proctor Handbook
Provides a detailed activity checklist for the entire testing window
One stop shop for all Proctor information
Materials: None
Reports: None
Key Concepts:
To remind participants that the Proctor Handbook can be downloaded and printed for all Proctors
Talking Points:
Accessed at >> Partner Support, the Proctor Handbook provides detailed information about proctoring MAP tests.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

18. Section 1 Wrap-up Critical components of this section
Choosing the right test
Scheduling
Accommodations and invalidations
Proctoring reminders
Planning for ongoing training
Materials: None
Reports: None
Key Concepts:
To go over the most important components of successful proctoring
Talking Points:
We have covered the key components of proctoring in this section. These include choosing the correct test, scheduling considerations, allowable accommodations and adaptations as well as knowing when to invalidate a test. Other important proctoring reminders and planning for ongoing Proctor training needs were also covered in this section.
All of this information is included in the Proctor Handbook.
Activities: None
Facilitator Notes:
If the audience includes representatives from the District Leadership Team, you might want to give participants time to discuss these topics in their table groups.
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

19. Topics for Today Demonstration TestTaker Section 2
Successful Proctoring
Choosing the right test
Scheduling
Accommodations and invalidations
Proctoring reminders
Planning for ongoing training
Demonstration
TestTaker
Materials: None
Reports: None
Key Concepts:
To introduce the second section – Demonstration
Talking Points:
Our focus for this section will be on demonstrating TestTaker.
Activity: None
Facilitator Notes: None 19
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

20. Now let’s try it! A 20 Materials: None Reports: None Key Concepts:
To demonstrate TestTaker
Talking Points:
(see Facilitator Notes below)
Activity: Demonstration (15 minutes)
Facilitator Notes:
Demonstrate TestTaker in the lab, if possible, or show the training school through your laptop. There are also screenshots on the following slides if no lab access is available or if you cannot show TestTaker as a demo.
There are a few things to point out during the demonstration.
Even though there are two different series of Mathematics and Reading tests for 2-5 and 6+, there is no effect on how high the student can score on the test. A student who takes a 2-5 test can score just as high as a student on a 6+ test, but the content is limited – in Reading the length of the passage and in Mathematics the content such as ratio and proportion.
Calculators may appear on some items on the test. Items are considered calculator available, not calculator necessary. Items have their difficulties assigned in Mathematics based on whether a calculator was available or not. If their tests were built with a calculator available, Proctors must let students use them. Otherwise, the students’ scores will be skewed and not valid and reliable.
Take the participants through an exercise in a hands-on way that would describe what the Proctor does to both set up the test and to monitor during the test. You may have time to actually share your desktop and allow the participants the opportunity to control TestTaker for themselves. In situations where the number of participants is high or the time is limited, you will do a demo only.
Make sure to cover the following:
Logging on – Proctor User Name and Password.
Choosing the correct subject area.
Choosing the correct test.
Choosing the correct student.
Reading instructions to the students prior to testing. These can be found in the Proctor Handbook and at the NWEA web site.
Awareness of the blue strip at the top of the screen. It has all the information Proctors need to monitor the progress of testing.
Understanding the sound features for the MAP™ for Mathematics with Spanish Audio test if the district has that option.
Pausing the test.
Terminating the test.
Preparing for the next student. A 20
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

21. Log In Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
This is the Proctor log on screen. The Proctor User Name and Password can be obtained from the MAP Coordinator. It is important that students do not have access to the Proctor Password.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

22. Test Selection Choose the Subject Materials: None Reports: None
Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
On the Test Selection screen, choose the subject from the <Subject> drop-down box.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

23. Choose the Correct Test
Test Selection
Choose the Correct Test
Click Add
Materials: None
Reports: None
Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
Choose the correct test and click the <Add> button. The test will appear in the Tests Selected pane. When the correct test has been chosen, click the <Next> button.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

24. Student Selection Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
The Student Selection screen allows the Proctor to search for the correct student in a variety of ways – student name, student ID, or grade. Once the search is complete, highlight the correct student from the list. The student, along with his or her ID number, will populate the Selected Student box at the bottom of the screen. Click the <Finish> button.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

25. Start Screen Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
The Start Test screen will appear. The Proctor may leave the computer screen at this position and ask the students to find their computer once directions have been given. The student may click the <Start Test> button once the Proctor has verified that the correct student is at the computer.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

26. Mathematics Item Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
This is an example of a Mathematics item. Remember, students may use scratch paper and a pencil on the Mathematics test. Calculators may also appear in some items on the test. Items are considered calculator available, not calculator necessary. Items have their difficulties assigned in Mathematics based on whether a calculator was available or not. If the tests were built with a calculator available, Proctors must let students use them. Otherwise, the students’ scores will be skewed and not valid and reliable. Students may hide the calculator by clicking the <Hide Calculator> button at the bottom of the screen.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

27. Reading Item Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
This shows an item from the MAP Reading test. Some reading items have longer passages and students will need to use the scroll bar in order to read all of the passage.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

28. Proctor Administration Menu
To access this screen:
Ctrl+Shift+P (Windows® operating system)
Apple+Shift+P (Mac OS®)
Materials: None
Reports: None
Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
MAP tests are not timed. Tests may be terminated with the capability of being resumed at the point where the student left off. To terminate a test, Proctors must access the Proctor Administration Menu by using <Ctrl+Shift+P> (Windows® operating system) or <Apple+Shift+P> (Mac OS®). The Proctor must supply his or her Password to access this screen.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

29. Terminate Test Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
Once a test has been terminated, the Proctor can choose to make the test resumable or not. The default is to make the test resumable.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

30. Student Selection Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
When a test is terminated, TestTaker returns to the Student Selection screen. This allows the Proctor to prepare the computer for the next student.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

31. Resume Test Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
When preparing the computer for the same student (the one whose test was terminated), the Proctor will once again be asked whether to make the test resumable.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

32. Mathematics Item Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
If the Proctor chooses to resume the test, the test will resume at the same item number but display a different question.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

33. End of Test Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
At the end of the test, the results are immediately available. Some districts choose to print this screen so that the teacher has immediate results. Others choose to wait for the results to be available within hours after data has been uploaded to the Reports Site.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

34. Student Selection Materials: None Reports: None Key Concepts:
To show integral features of TestTaker for Proctors
Talking Points:
Once testing is complete for a class, the Proctor begins to set up the computers for the next class.
Activity: None
Facilitator Notes: None
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

35. Section 2 Wrap-up Critical components of this section
TestTaker demonstration
Test selection
Selecting students
Terminating and resuming a test
Printing the End-of-Test Score Screen Report
Materials: None
Reports: None
Key Concepts:
To go over the important components of the TestTaker software
Talking Points:
You have had a chance to see or experience the TestTaker software. We have talked about selecting tests, selecting students, terminating and resuming a test and printing the End-of-Test Score Screen Report. These are the key components of getting the computers ready for testing.
Activity: None
Facilitator Notes:
If the audience includes representatives from the District Leadership Team, you might want to give participants time to discuss these topics in their table groups.
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

36. Questions? 36 Materials: None Reports: None Key Concepts:
To ensure all participants are prepared to proctor MAP™ assessments or to train those who will be proctoring
Talking Points:
Ask for any final questions.
Activity: None
Facilitator Notes: None 36
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association

37. Help Us Learn From You
Please complete the Evaluation Form and place it in the designated location.
Thank you for your attention and hard work.
Materials: Evaluation Form
Reports: None
Key Concepts:
To gather feedback from participants through the Evaluation Form
Talking Points:
Ask participants to complete their Evaluation Form and to place it in the designated area.
Activity: Help Us Learn From You (5 minutes)
Facilitator Notes: None A M
Proctor Training (Supplementary Component)
Revised 1/2010
© 2010 Northwest Evaluation Association