Transcript California Alternate Assessments (CAA) Field Test Training

California Assessment of Student
Performance and Progress (CAASPP)
California Alternate Assessments
(CAA) Field Test Training for Site
Coordinators
April 9-10, 2015
Melody Hartman-Palmero
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Agenda
Overview
Student Eligibility Requirements
Purpose of the CAA
Features of the CAA
Roles and Responsibilities
Test Security
Verifying Students for CAA
Universal Tools, Designated Supports, and
Accommodations
 Preparing Technology
 Administering the Tests
 After Testing
Overview—Test Name
 A new alternate assessment for California as part of the
CAASPP program
 The California Alternate Assessments (CAA)
 English–language arts (ELA)
 Mathematics
 Replaces the California Alternate Performance Assessment
(CAPA) for ELA and mathematics
 Commonalities with other “next generation” alternate
assessments
Overview—Testing Window
 Testing window is April 15 through June
10, 2015.
 All testing must take place within
window, including make-ups
TAM pg 4
Overview—Test Takers
 All eligible students in grades 3–8 and grade 11 must
participate
 Students in grades 5, 8, and 10 still take the CAPA for
Science paper test (in addition to CAA at grades 5 and 8)
Overview—Test Delivery
 Testing is online only, using a compatible Web-browser
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with no software installation necessary.
One-on-one test sessions with a Test Examiner, who is
familiar with the student.
All items are grade level, aligned with the Common Core
State Standards (CCSS) and based on the Core Content
Connectors developed by NCSC.
Three different levels of complexity, and all three levels
will be administered to all students.
Items are being tested, not students.
Overview—Resources
Key resources for CAA Field Test:
 CAA Field Test Administration Manual (TAM)
 Sample Directions for Administration (DFA)
 Will be paired for use with the CAA Training Test
 Grade-level DFAs
 Individual Student Assessment Accessibility Profile
(ISAAP) Tool
 Test Administration Tutorial
TAM pg 6
http://caaspp.org/about/caa/
Student Eligibility Requirements
The student has a significant cognitive disability.
2. The student is learning content derived from the
Common Core State Standards (CCSS).
3. The student requires extensive direct individualized
instruction and substantial supports to achieve
measurable gains in the curriculum.
1.
Additional detail on these requirements can be found in
the TAM on page 5.
Purpose of the CAA
 Give students with significant cognitive disabilities the
opportunity to demonstrate their achievement of the
Common Core State Standards (CCSS) by taking a test
commensurate with their abilities.
 Assessed through Core Content Connectors (CCCs)
that are rewritten main achievement standards from
the CCSS.
 Provide more access to students with significant
cognitive disabilities.
Features of the CAA
 CAA is a grade-level assessment only not levels like with
the CAPA
 Student grade levels are taken from CALPADS.
 For the Field Test, students in the same grade will see
items reflecting all levels of difficulty, from least
complex to more complex.
 Approximately 15 items per content area that take 30–60
minutes to administer.
TAM pg 4
Features of the CAA (cont.)
 Tests are administered with grade-specific and version-
specific DFAs.
 Versions are assigned at the school level.
 Version assignments for each school in California
will be posted to caaspp.org in late March, shortly
before DFAs are available for download in TOMS.
TAM pg 16
http://caaspp.org/about/caa/
Roles and Responsibilities—
CAASPP Test Site Coordinator
For the CAA Field Test, CAASPP Test Site Coordinators are
responsible for the following activities:
 Identifying certificated CAA Test Examiners, ensuring that
they view the CAA Test Administration Tutorial, and
collecting the resulting certificate of completion.
 CAA does not use the train-the-trainer model of providing
instruction to Test Examiners. Instead, Test Examiners
must participate in the Test Administration Tutorial.
 The Test Administration Tutorial is required for all Test
Examiners.
http://caaspp.org/about/caa/
TAM pg 7-10
Roles and Responsibilities—
CAASPP Test Site Coordinator (cont.)
 Collecting signed CAASPP Test Security Affidavits from
CAA Text Examiners
 Adding each new CAA Test Examiner into TOMS and
tracking completion of the Test Administration Tutorial
 Entering and/or verifying test settings for students in
TOMS (universal tools, designated supports, and
accommodations [UDAs] that were uploaded into TOMS
with the ISAAP tool)
 Creating or approving testing schedules and procedures
for the school
Roles and Responsibilities—
CAASPP Test Site Coordinator (cont.)
 Working with technology staff to ensure that testing devices
are functioning properly
 Coordinating with CAA Test Examiners so they administer
all assessments
 Reporting all test security incidents
 Collecting secure DFAs and any print-on-demand items
from Test Examiners following testing and securely
destroying them by shredding.
Roles and Responsibilities—
CAA Test Examiner
For the CAA Field Test, CAA Test Examiners are
responsible for the following activities:
 Reading and submitting a signed CAASPP Test Security
Affidavit
 Viewing the Test Administration Tutorial, printing the
resulting certificate, and submit to you.
 Reviewing designated supports and accommodations in
TOMS for each student you are testing
 Downloading from TOMS and reading the DFAs before
testing
TAM pg 11-13
Roles and Responsibilities—
CAA Test Examiner (cont.)
 Conducting a student response check for each student
(required)
 Completing the learner characteristics inventory for
each student (optional)
 Administering the tests in accordance with the CAA
Field Test Administration Manual
 After testing, give any paper copies of the DFAs to your
SC for secure destruction and work with your SC to
permanently delete any PDF copies
Test Security
 Follow the same security guidelines as for other CAASPP
assessments.
 Information about Field Test items, including DFA content,
should not be shared with anyone not directly responsible
for test administration.
TAM pg 12
Registering Students for CAA
 Students are registered for CAA in TOMS
 Any students previously registered for “alternate”
using the CAPA flag in the CAASPP registration
upload template (available since November) should
automatically be registered for CAA by TOMS.
 Registrations were accepted for all CAA/CAPA grades (3–8,
10, 11).
 Because tests are grade-level only, students must be
assigned a grade for testing.
 Confirm the grade assignment is correct for each
student.
TAM pg 14
Registering Students for CAA (cont.)
 One-by-one student registration available in
TOMS
 Registration for CAA/CAPA automatically un-registers
the student for any other CAASPP assessments
 When CAPA or CAA is selected, the student will be
registered for both.
 To unregister a student from CAPA/CAA, a CST or CMA
must be selected and CAA must have a selection of “No”.
Registering Students for CAA in TOMS
 Log in to TOMS
Registering Students for CAA in TOMS
 Click on Students and enter first and last name to search
Click the magnifying glass next to the students’ name
Registering Students for CAA in TOMS
 Click on Test Mode
Make sure that CAA is Yes and if in 5, 8 or 10th grade Science is CAPA
Click
Update
Registering Students for CAA (cont.)
 There is no specific deadline for registering students for
CAA, however:
 Registration should be completed as soon as possible so
that student rosters will accurately reflect the correct test
assignments.
 Students should be registered for the correct assessments
before test settings (designated supports and
accommodations) are configured for those students in
TOMS.
Universal Tools, Designated Supports, and
Accommodations
The CAA field test makes many of the same universal tools, designated
supports, and accommodations (UDAs) available as for other CAASPP
assessments.
 Universal tools are available to all students by default, although they
can be disabled if they are distracting for a student.
 Designated supports can be provided at the discretion of a teacher
familiar with the student’s needs.
 Accommodations must be specified in a student’s IEP.
 Note that, for the field test, students may use any
accommodation routinely used in the classroom, even if not
currently in IEP.
 During the next cycle of IEP review, you may update with state
testing accommodations.
TAM pg 14-15
Universal Tools, Designated Supports,
and Accommodations (cont.)
Many of the same UDAs available for other CAASPP assessments are
available in the same way for the CAA field test, with the following
exceptions listed below:
 Text-to-speech, which is not available as an embedded support but
may be provided as a non-embedded support and/or through an
assistive device.
 Braille, which is not available for the CAA field test.
 American Sign Language, which is not available as an embedded
support.
 Translations/Glossaries, which are not available as embedded
supports.
 Closed Captioning, which is not available for the CAA field test.
Universal Tools, Designated Supports,
and Accommodations (cont.)
The Individual Student Assessment Accessibility Profile
(ISAAP) tool should be used to identify the right UDAs for each
student taking the CAA.
 Same tool for Smarter Balanced is now enhanced to work for
CAA. Select the “CAA” checkbox to configure the tool
according to UDA availability for the CAA Field Test.
 Enter the specific needs of students and tool will
automatically generate a file that can be uploaded into TOMS.
 ISAAP tool is available from caaspp.org, from
http://caaspp.org/about/caa/.
Preparing Technology
 The CAA are designed for one-on-one administration
between a student and a certificated Test Examiner.
 Online testing using a supported Web browser (secure
browser not used)
 Chrome or Firefox
 A single device is needed to launch a test session and
administer the test. (TA Interface not used)
 Other technology and device specifications, including
headphones and keyboard requirements, are generally
the same as for Smarter Balanced.
 Assistive devices may be used, according to the
communication and response method of each
student.
Administering the Tests
 A separate, grade- and version-specific Directions for
Administration (DFA) document guides Test Examiners through the
CAA with item-specific administration instructions, including
scoring rubrics for writing items.
 Version assignments for each school in California will be posted
at http://caaspp.org/about/caa/ and DFAs will be available for
download from TOMS before the testing window opens.
 DFAs are in PDF format and may be printed or used
electronically according to local preference.
 Because these DFAs contain live testing material, they must be
kept secure at all times and must be securely destroyed after
testing.
 Site coordinators must ensure that electronic copies are
securely destroyed on each device they were loaded to.
TAM pg 16
Administering the Tests (cont.)
Administration steps on test day:
1. On the device that will be used for testing, Test Examiner opens
a supported Web browser and navigates to the CAA Online
Testing Interface, with DFA in-hand or on a separate device.
2. Test Examiner logs on using TOMS username and password.
3. Test Examiner logs onto student test session using student first
name and SSID.
4. Test Examiner is presented with three testing options:
a.
Learner Characteristics Inventory (LCI)
b.
ELA
c.
Mathematics
5. Test Examiner completes the LCI (optional)
TAM pg 15-16
Administering the Tests (cont.)
Administration steps on test day:
6.
Test Examiner launches ELA or mathematics test and engages student for
the start of testing
7.
Test Examiner is prompted to administer a Student Response Check
(SRC) to observe and record the student response mode and how the
student will indicate their responses during testing. Answering these SRC
questions is required for all students. Examples of student responses
include:
 Mouse/keyboard
 Verbal response
 Touch screen, gestures, or point
 Augmentative and/or alternate communication device
 Eye gaze
8.
ELA and mathematics tests are untimed, and the Test Examiner may
administer as many sessions over as many days as necessary according to
individual student needs.
Administering the Tests (cont.)
Learner Characteristics Inventory
 An optional Learner Characteristics Inventory (LCI) is
available after logging in to a student’s tests. If completed,
the LCI questions should be answered by the Test Examiner
before the start of ELA and mathematics testing for each
student, based on his/her familiarity with that student.
 Please note that LCI responses will be aggregated; neither
Test Examiners nor student(s) will be identified in or by
the results.
TAM pg 16
Administering the Tests (cont.)
Student Response Check
 CAA Test Examiners must administer the Student
Response Check (SRC) to each student at the beginning of
testing. The purpose of the SRC is to document that the
student has a consistent and observable way to
communicate his/her response to the test items, using the
intended response mode(s).
 Hand-over-hand or other physical prompting by the test
examiner is not permitted in the CAA field test.
 The SRC does not need to be administered twice. (Can be
skipped at the start of the second content area).
TAM pg 10
Administering the Tests (cont.)
Student Response Check (Cont.)
There are three possible outcomes from the SRC:
1. The student demonstrates an observable, consistent
response
2. The student demonstrates an observable, but
inconsistent, response
3. The student does not demonstrate any observable
responses
Administering the Tests (cont.)
Student Response Check (Cont.)
 If the outcome is “1,” Test Examiners administer the entire
assessment.
 If the outcome is “2,” Test Examiners administer the first four
ELA or mathematics items. If a consistent, observable response
is elicited for any of these four items, administer the entire
assessment.
 The response does not need to be correct but rather the
student orients to the test and attempts to respond.
 If no observable response for the first four items, the Test
Examiner should stop testing and report this to the Site
Coordinator.
 If the outcome is “3,” Test Examiners do not administer the
assessment.
Administering the Tests (cont.)
Pause Rules
The following pause rules apply regardless of whether the student
or the Test Examiner pauses the test or there was a technical issue
that resulted in the student being logged off. The CAA may be
paused and resumed as many times as necessary to elicit the
student’s best testing performance.
 When a test is paused, you must log back on to resume testing.
Upon resumption, students will automatically be directed to the
first page that has an unanswered item.
 In the event of a technical issue (e.g., power outage or network
failure), student’s test will be paused and the students will be
logged off.
 Students will return to their last unanswered test question when
logged on again.
TAM pg 17
Administering the Tests (Cont’d)
Test Timeout (Due to Inactivity)
 As a security measure, test sessions are automatically logged off after
30 minutes of test inactivity. This timeout also results in the test being
paused automatically.
 Activity is defined as selecting an answer or navigation option in the
test (e.g., selecting [Next] or [Back] or using the Questions dropdown list to navigate to another item). Selecting an empty space on
the screen is not considered activity.
 Before the system logs off of the test, a warning message will be
displayed on the screen. If you do not select [OK] within 30
seconds after this message appears, he or she will be logged off.
CAA Training Test
 For practice and training purposes, Test Examiners will
have access to an online training test.
 Used in conjunction with the sample DFA, this training
test can help both Test Examiners and students become
familiar with the new testing format and functionalities
of the CAA assessments.
Let’s take a look!
CAA Training Test
Go to CAASPP.org and Click on CAA Field Test
CAA Training Test
CAA Training Test
CAA Training Test
CAA Training Test
CAA Training Test
After Testing
 Site Coordinators ensure all DFAs are collected and securely
destroyed
 Shred or otherwise destroy printed copies
 Permanently delete electronic PDF copies from all devices
 As necessary, enter any special testing condition codes in
TOMS.
 After testing, you may be asked to complete a survey about
your field-testing experience. This information will help to
improve the test.
TAM pg 18
TAM pg 20
CAA Items Types
 Set Leader
 Multiple Choice
 Inline Choice List
 Numeric
 Grid
 Zones
 Graph
 Match
 Student Generated ELA Writing Items (TA rates)
TAM pg 21
Comparing CAPA to CAA
Aspect
CAA FT
CAPA
Training methodology for Test Examiners
Training is provided via an on-demand test
Train-the-trainer model: Training was provided
administration tutorial and is required in order to by SCs who were trained by LEA CAASPP
administer the CAA.
Coordinators.
Testing mode
Online only (A print-on-demand accommodation Paper only
is available through the online system for test
items by request)
Test is administered one on one.
Test administered one on one.
Training
Administration
Testing format
Levels
Grade level only; calculation is used to assign
grades to students in un-graded program for
testing.
No physical prompting of any kind is permitted.
Levels and grades
Entering responses
The student may enter their responses using a
mouse or keyboard or the CAA Test Examiner
enters responses into the online testing interface
reflecting the student’s indicated response.
CAPA Examiner filled in the answer document.
Scoring
CAA Test Examiner provides scores for writing
items as directed in the DFA. Scoring of other
items is done by the online system. No student
scores will be available for the Field Test.
CAPA Examiner provided scores.
Second Rating for Test Examiner-scored items.
There is no second rater.
A second rater scored 10% of exams.
Physical prompting of students
Hand-over-hand prompting was permitted.
Tools
Physical stimulus, manipulatives
None
Test used physical stimuli and manipulatives.
Availability
Similar universal tools, designated supports, and
accommodations to other CAASPP assessments,
with some exceptions.
Accommodations
None; the CAPA was administered and adapted
based on student need.
TIME
Please go to
http://caaquiz.questionpro.com
Taking the quiz will certify that you have been trained
on the CAA.
Thank you!
Questions?
EMAIL: [email protected]