t est a dministrator t raining (r equired for dtc s, stc s, and ta s ) note: information noted in...
Post on 06-Jan-2018
218 Views
Preview:
DESCRIPTION
TRANSCRIPT
TEST ADMINISTRATOR
TRAINING(REQUIRED FOR DTCS,
STCS, AND TAS)Note: Information noted in light gray or strike through is not relevant to the Kindergarten Assessment.
Understand the roles and responsibilities of test administrators
Understand how to use valid test administration practices
Learn where to find test administration resources and tools
Be aware of what’s new this year in the statewide assessment system
Test Administrators
Big Picture Objectives
Training will cover the following topics:TA Training OverviewAccommodationsTest SecurityAdministering the Kindergarten Assessment
Test Administrators
Training Overview
Before testing: Provide students with an opportunity to
become familiar with the test format and procedures
Review student IEPs or education plans to identify appropriate test formats and accommodations
Make arrangements for students who are not testing
Review Test Administration Manual
Test Administrators
TA Roles and Responsibilities
During testing: Ensure that students receive the
appropriate test (includes settings such as language)
Enforce test environment requirements
Supervision at all times by a trained TA Quiet environment void of distractions Only allowable resources made available
to students upon request Limited interaction with students
Read student directions Administer accommodations
appropriately No coaching
Test Administrators
Test Environment Requirements
Kindergarten Assessment added to Oregon’s Statewide Assessment System
New Appendix L for Kindergarten Assessment
ODE will post the final 2013-14 Test Administration Manual by August 1, 2013.
Test Administrators
What’s new ?
ODE has identified the following practices as standard testing conditions available for all students: Dividing testing into several testing events, including providing students with extended time or frequent breaks as needed. Reading or rereading student directions to students.
Test Administrators
What’s new ?
Do’sTAs must:
Read the Test Administration Manual Receive annual test administration and
security training, and Sign an Assurance of Test Security form before administering state tests.
Test AdministratorsDo’s and Don’ts
Test AdministratorsDo’s and Don’ts, cont’dDo’sTAs may only provide students with allowable resources listed by content area in the Test Administration Manual. TAs must read verbatim the student directions provided in the Assessor Materials of the Kindergarten Assessment.
Don’tsTAs may not allow untrained aides, volunteers, or substitutes to assist with test administration.TAs may not coach students (including requiring students to show their work).Students may not access non-allowable resources such as textbooks, class notes, or cell phones during testing.Students may not talk to or help other students during testing.
Test AdministratorsDo’s and Don’ts, cont’d
TA reviews the Test Administration Manual before testing, focusing on test security and content-specific allowable resources and accommodations.TA seeks clarification from STC on any rules that are unclear before administering testsTA spaces students appropriately or provides visual barriers to prevent students from seeing others’ tests.TA reads student directions verbatim and ensure proper testing conditions.TA makes available but does not require students to use allowable resources.
Test Administrators
Promising Practices
TAs must receive training each yearTAs enforce valid test environment
for studentsWhen in doubt about a particular
testing practice, before testing begins: Check the Manual Check your training notes Ask your School Test Coordinator If all else fails, assume the answer is
“no”
Test Administrators
In a Nutshell
Test Administration Manual
Accommodations Manual http://www.ode.state.or.us/search/page/?id=487Best Practices Guide
Promising Testing Practices
http://www.ode.state.or.us/go/tam
http://www.ode.state.or.us/search/page/?=2444
http://www.ode.state.or.us/go/tam
Test Administrators
Test Administration Resources
What 3 things must a test administrator do before administering a state test?
What are some examples of assistance to students that are not allowed?
What are some methods we can use to reduce test improprieties?
Test Administrators
Acorns for Storage
ACCOMMODATIONS
(REQUIRED FOR DTCS, STCS, AND TAS)
Note: Information noted in light gray or strike through is not relevant to the Kindergarten Assessment.
Identify and understand the purpose of accommodations
Administer accommodations appropriately
Accommodations
Big Picture Objectives
Know the differences between the following:
Allowable Resources Restricted Resources Accommodations Modifications
Always refer to the current year’s Test Administration Manual and Accommodations Manual for updates
Accommodations
Know the Options
Accommodation“Practices and procedures in
presentation, response, setting, and timing or scheduling that, when used in an assessment, provide equitable access to all students.”
Accommodations do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment.
Only approved accommodations by the Accommodations Panel are allowed during testing.
Accommodations
Definitions
Allowable Resource Subject-specific resources identified as
allowable in the Test Administration Manual Restricted Resource Computer-based application, tool, functionality,
or non-electronic resource approved by the Accommodations Panel that does not interfere with the measured construct, but has restricted availability and requires district documentation of individual student need prior to use
Modification Any change away from a standard
administration Modifications result in an invalid test
AccommodationsDefinitions, cont’d
Provide a student equal access and equal opportunity to meet or exceed grade level achievement standards.
Accommodations are available to all students, although the decision to apply accommodations must be based on an assessment of individual student need.
Accommodations must be documented within a student’s cumulative file, IEP and/or 504 Plan.
Accommodations
Purpose and Eligibility
Students on IEPs or 504 Plans must have needed accommodations documented within their plans.
Students who are English Language Learners or General Education and not on an IEP or 504 Plan should have needed accommodations documented within their cumulative file.
Accommodations
How to Document
Necessary accommodations must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment, unless precluded by the local test window.
Accommodations used in state assessment must have been previously approved by the Accommodations Panel and listed in the Accommodations Manual.
Accommodations
When to Identify
The Accommodations Manual provides guidance on how and when to appropriately identify accommodations for a student.
Changes in Test Directions: Sign directions Interpret directions orally Simplify language in directions
Accommodations
What is NEW for Kindergarten:
Changes in how questions are presented: Large print version of test For Mathematics, TA may point to each answer choice to support students who need this option to indicate their answer choice by blinking, head movement, eye gaze or other form of identified non-verbal communication
Accommodations
What is NEW for Kindergarten:
Changes in how student responds: Student may respond to multiple choice questions using any assistive technology device that serves as their primary communication mode
Accommodations
What is NEW for Kindergarten:
Changes in Test Setting: Test an individual student in a separate location Support physical position of student (e.g., preferential seating, special lighting, increase/decrease opportunity for movement, provide position assistance, adaptive equipment/furniture)
Accommodations
What is New for Kindergarten:
Changes in Test Schedule: Administer at a time of day most beneficial to the student
Accommodations
What is New for Kindergarten:
1. Expect participation and academic achievement in statewide assessments for all students
2. Learn accommodations3. Select accommodations4. Administer accommodations5. Evaluate and improve accommodation
use
Accommodations
Five Step Process
STEP 1 – Expect participation and academic achievement in statewide assessments for all students.
STEP 2 – Learn accommodations
STEP 3 – Select accommodations
Accommodations
Five Step Process
STEP 4 – Administer accommodations
STEP 5 – Evaluate and improve accommodation use
Accommodations
Five Step Process
Who benefits? Students who have difficulty or an
inability to read and comprehend directions presented in standard print.
Students with language processing challenges.
Students who are deaf or hard of hearing.
Students who require a multisensory approach to learning.
AccommodationsTest Directions & Presentation Accommodations
Who benefits? Students with physical, sensory, or
learning disabilities Students who have difficulty with
memory, sequencing, directionality, alignment, and/or organization.
Accommodations
Response Accommodations
Who benefits? Students who are easily distracted in
large group settings and who concentrate best in small groups or an individual setting.
Students who receive accommodations (e.g. read aloud, sensory supports) that might distract other students.
Students with physical limitations might need a more accessible location, specific room conditions or special equipment.
Accommodations
Setting Accommodations
Who benefits? Students who cannot concentrate
continuously for an extended period of time.
Students who become frustrated or stressed easily and may need frequent or extended relaxation breaks.
Students with health-related disabilities which cause varying levels of functioning from day to day.
Students who fatigue easily should take testing before physical activities.
AccommodationsScheduling Accommodations
Available for Math, Science, and Social Sciences (not for Reading)
OAKS Online supports a computer-based read-aloud feature English computer-based read-aloud available for
Math, Science, and Social Sciences Spanish computer-based read-aloud available for
Math Human-administered read-aloud is still
permitted Math read-aloud follows special guidelines
(posted at Accommodations Webpage) Must not distract other students testing
AccommodationsRead-Aloud Accommodation
If a student requests this accommodation while testing and it was not previously identified as a needed accommodation for the particular student, read verbatim the student directions provided in Appendix B.
The TA may not provide an accommodation to a student that was not selected based on an assessment of individual student need.
AccommodationsRead-Aloud Accommodation“In the Moment” Request
Required code for students with IEPs: “Number of Accommodations” Select “none” or “one or more”
Optional code: “Accommodation Code” District can identify up to six specific
accommodations by unique 4-digit code
Update in TIDE, TA Interface, or Student Centered Staging
AccommodationsCoding Accommodations
Do’sRefer to the Accommodations Manual
for accommodations implementation guidance.
Refer to student’s IEP, 504 Plan or cumulative file to determine which accommodations must be provided.
Note that although writing prompts may be translated locally, they must be completed in advance by a trained translator endorsed by the district and must be stored securely. Translator also needs to be trained in Test Security and sign an Assurance of Test Security form.
AccommodationsDo’s and Don’ts
Do’s (cont’d) TAs may read numerals and math symbols
aloud on the early math test if they follow the guidance and examples posted on the ODE website. In general, numbers and symbols can be read
according to their common English usage. For example, > would be read as “is greater than.”
Numbers 99 and less should be read using standard place value language. For example, 23 would be read as “twenty-three.”
AccommodationsDo’s and Don’ts, cont’d
However, numbers greater than 99 should be read as individual numbers. For example, 579 would be read as “five seven nine.”
Don’ts Indicate “as needed” or “as appropriate”
when documenting accommodations Choose every accommodation available
for an assessment “just to be safe” Assume the same accommodations
remain appropriate year after year Provide an accommodation for the first
time on the day of testing Provide the same accommodations for
every student in the class, grade, or program
AccommodationsDo’s and Don’ts, cont’d
Don’tsTAs may not provide instruction or give suggestions regarding process.TAs may not choose to administer an accommodation for all students in a class or a grade. TAs may not read Reading items or response
choices aloud.TAs may not read ELPA items or response
choices aloud. Items may not be translated. If you can’t find it in the TAM or Accommodations Manual, don’t do it.
AccommodationsDo’s and Don’ts, cont’d
Develop a process to determine appropriate accommodations for students not on IEPs or 504 Plans
Develop a system to inform students of available accommodations and allow them to request consideration for use of an accommodation during testing
Encourage students to “do their best” Ask a student if he/she “needs a break”
ifthey appear to lose focus
AccommodationsPromising Practices
Accommodations are selected and administered for individual students
Accommodations used during state testing must be selected from the Accommodations Manual
Providing accommodations for the first time during state testing is not allowed
Administration of accommodations for one student must not interfere with the testing conditions of another student
AccommodationsIn a Nutshell
Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam
Accommodations Manual and Webpage: http://www.ode.state.or.us/search/page/?=487
Math Read Aloud Guidelines: http://www.ode.state.or.us/teachlearn/testing/manuals/tables/math-read-aloud-accommodation-guidelines.pdf
Promising Practices: http://www.ode.state.or.us/search/page/?=2444
DTC TRAINING
Online Resources
What are some common errors in the administration of accommodations and how can they be avoided?
Why are accommodations provided to students?
May decisions regarding accommodations be made for: Individual students? Groups of students?
AccommodationsAcorns for Storage
TEST SECURITY
(REQUIRED FOR DTCS,STCS, AND TAS)
Note: Information noted in light gray is not relevant to the Kindergarten Assessment.
Objectives Understand principles of secure
test administration Understand how to maintain
security of printed test materials Learn how to avoid and respond to
test improprieties
Test Security
Purpose: To protect the integrity and confidentiality of secure test items, prompts, and passages. The security of these materials is necessary so that they can be used in later years to measure trends in performance. In addition, test security helps to ensure test results can be used in accountability reporting.
Definition: A test impropriety is any instance where a test is not administered in a manner consistent with the
Test Administration Manual or the OAR 581-022-0610 for Administration of State Tests.
Definition and PurposeTest Security
Some numbers from the 2011-12 school year:106 districts reported at least one test impropriety470 total improprieties were reported785 student tests were impactedTest Impropriety Trends:Non-allowable resources (including cell phones)Student cheatingStudent coachingMishandling of secure test materialsStudent given the wrong testStudent tested under wrong SSIDUnsecure test environmentMissing the shipping / data entry deadlineTA review/analysis of test items
Test Impropriety StatisticsTest Security
A quiet environment, void of distractions and supervised by a trained test administrator
Visual barriers or adequate spacing between students
Student access to only allowable resources
All paper test materials collected and accounted for after each testing event – including printed reading passages (or test items)
Student data is treated as confidential – no e-mailing names and SSIDs together
Secure Testing EnvironmentTest Security
Definition: Providing students with any type of assistance that may affect how a student responds
Includes both verbal cues and nonverbal cues to the correct answer
172 reported instances accounting for 22% of all reported improprieties in 2011-12
Student CoachingTest Security
Examples:Leading students through instructional strategies such as Think AloudAsking students to point to the correct answer or otherwise identify the source of their answer- allowed for the Kindergarten AssessmentRequiring or rewarding students for showing their workRequiring students to raise their hands and receive permission before moving on to the next itemReading aloud the Reading or ELPA test or improperly reading aloud the Math test
Student Coaching, cont’dTest Security
Test opportunities may be invalidated in cases where test validity was compromised. Students will not receive additional test opportunities.
If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to TSPC within 30 days. Personnel may then be subject to disciplinary action as determined by TSPC.
Districts may also evaluate cases according to their own Human Resource policies.
Private schools and programs may have their access to state tests revoked.
Potential ConsequencesTest Security
TAs must ensure that students use the correct SSID and take the correct test.
TAs must securely shred test materials such as printed test items or reading passages, scratch paper, or other paper hand-outs written on by students after each testing event.
Test materials must be securely stored at all times.
Test improprieties must be reported within 1 day of learning of them and the district investigation must be completed within 30 days.
If a DTC cannot investigate an impropriety, the district must assign someone else to the task.
Do’s
Test SecurityDo’s and Don’ts
TAs must not review or analyze secure test items
Students must not access non-allowable resources such as notes, text books, cell phones, iPods, or e-mail
Students must not remove test materials from the test environment
TAs must not copy or retain any test materials, including secure test booklets, writing prompts, or reading passages
Don’tsDo’s and Don’ts, cont’dTest Security
Non-allowable resourcesTAs closely review the allowable resource tables prior to testing and examine the test environment to ensure that all non-allowable resources are removed. This includes covering up posters that contain non-allowable content.TAs remind students of the rules and post reminders outside the lab. For cell phones, TAs create procedures for collecting all cell phones before students enter the test environment.Student cheatingTAs provide space or visual barriers between students.TAs circulate through the test environment to monitor students.Student coachingTAs limit interactions with students to the verbatim student directions in the Test Administration Manual and appropriately administer accommodations such as read-aloud.TAs do not require students to show their work or
otherwise provide students with feedback during testing.
Promising PracticesTest Security
Mishandling of Secure Test MaterialsUsing colorful materials to identify which students have printed reading passages remaining at their stations.When setting up the test environment, the TA should ensure that the TA’s computer is set to print in the computer lab where the students are testing. The TA uses the class roster to mark which students received printed test materials (e.g., reading passages or test items) and how many each student received. The TA then matches the class roster to the printed test materials collected at the end of the testing event to account for all printed test materials.
Promising Practices, cont’dTest Security
Student given wrong testTA works with STC and other appropriate staff to identify students designated to take the Extended Test or to take the assessment OAKS in Braille or English-Spanish. For students on an IEP, TA reviews IEP to identify needed accommodationsSTC and DTC ensure that student settings are updated in TIDE to restrict access to OAKS for students taking the Extended Test and to update other test settings (e.g., language, print size) for students Before approving students to start a test, the TA reviews student settingsStudent tested under wrong SSIDFor young students or newcomer ELLs, the school includes student picture on student SSID cardTA carefully reviews student names before
approving students to test
Promising Practices, cont’dTest Security
Unsecure test environmentTA does not leave the test environment unsupervised or allow untrained staff to enter the test environment (this includes substitute teachers).Missing shipping / data entry deadlineDTC communicates with staff ahead of time about upcoming deadlines. In case of unplanned staff absences, staff cross-train.Several days before the deadline, the DTC ensures that all necessary materials are collected.
Promising Practices, cont’dTest Security
TA review/analysis of test itemsIf students have a concern about a test item, the TA reads the script from the Test Administration Manual directing the student to the Student Comment Feature.To identify content covered on the test, the TA refers to the Test Specifications and Blueprints published by ODE
Only authorized staff who have signed an Assurance of Test Security Form may have access to the test environment or secure test materials.
TAs must limit interactions with students during testing to what is permitted by the Test Administration Manual or Accommodations Manual.
Scratch paper and all other printed materials written on by students during testing must be collected and securely shredded at the end of each testing event.
DTCs must report all test improprieties to ODE ODE within 1 day of learning of them. Report form is available online
In a NutshellTest Security
DTC TRAINING
Test Administration Manual and Best Practices Guide: http:www.ode.state.or.us/go/tam
Promising Practices: http://www.ode.state.or.us/search/page/?=2444
Test Security Forms: http://www.ode.state.or.us/go/testsecurity
Online Resources
Why is test security so important? How might you or your students be
affected if someone else violates test security or administers tests incorrectly?
What are some strategies to minimize the risk of test security violations or test improprieties in general?
If you think an impropriety has occurred, what steps should you take?
Acorns for StorageTest Security
top related