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