Transcript 2012 STAR Pre-Test Workshop

California Assessment of Student Performance and
Progress
(CAASPP)
TEACHER (TA) TRAINING
SBAC ONLINE TEST ADMINISTRATION
AGENDA
2
Insert your training agenda
OBJECTIVE
• By the end of this training, attendees will understand:
3
• The administration of the SBAC summative assessments
using appropriate procedures
4
OVERVIEW
OVERVIEW
STUDENT PARTICIPATION
Q: Who will take the online SBAC summative
assessments?
A: All students in grades 3-8 and 11 are required to
take the summative assessments.
The only students exempt from participating in the
SBAC summative assessments are:
• Students participating in the California Alternate Assessments
(CAA)
• English learners (ELs) who have been attending school in the
United States for less than 12 months (for the ELA test only)
5
• Students will be required to take the math assessment
OVERVIEW
Pgs. 32-33 TAM
STUDENT PARTICIPATION: EARLY
ASSESSMENT PROGRAM
The Early Assessment Program (EAP) will be using the grade
11 SBAC summative assessments in ELA and mathematics in
place of the grade 11 CSTs in ELA and/or mathematics,
additional 15 questions and the ELA essay
Grade 11 students taking the SBAC summative assessments
may choose to release their results to the CSU and
participating CCCs at the end of the computer adaptive test
6
Students who do not authorize the release of their test
results at the time of testing may need to provide a copy of
the score report upon request of the campus
OVERVIEW
ABOUT THE SUMMATIVE ASSESSMENTS
Content areas;
• English language arts/literacy (ELA)
• Mathematics
Two components per content area:
• Computer adaptive test (CAT)
• Performance task (PT)
7
Test Item Types: Page 59 in the TAM
OVERVIEW
ABOUT THE SUMMATIVE ASSESSMENTS (CONT.)
Q: What is the CAT component of the online summative
assessment?
8
A: The computer adaptive portion (CAT) of the online test
includes a wide variety of item types. As students progress
throughout a CAT, the computer program adjusts the
difficulty of questions throughout the assessment based on
their responses. For example, a student who answers a
question correctly will receive a more challenging item,
while an incorrect answer generates an easier question.
OVERVIEW
ABOUT THE SUMMATIVE ASSESSMENTS (CONT.)
Q: What is the PT component of the online summative
assessment?
9
A: The PT is designed to provide students with an
opportunity to demonstrate their ability to apply their
knowledge and high-order thinking skills to explore and
analyze a complex, real world scenario. Prior to the PT,
teachers or instructional staff conduct a Classroom
Activity for all students to ensure that a lack of
understanding of the context of the task does not
interfere with a student’s ability to address the content of
the task.
OVERVIEW
SYSTEMS AND PROCESSES FOR ONLINE
ADMINISTRATION
1
2
3
CALPADS
TOMS
Test Administrator
Interface & Student
Testing Site
•Manage student
demographic data
• Verify student
demographic data
• Configure online test
settings (designated
supports and
accommodations)
• Administer online
Smarter Balanced
assessments
10
(California Longitudinal
Pupil Achievement Data
System)
Roles and Responsibilities
Test Site Coordinator
Test Administrator
Technology Coordinator
11
CALPADS Administrator
ROLES AND RESPONSIBILITIES
SCHOOL COORDINATOR (SC)
Identify TAs, ensure that they have submitted signed CAASPP Test
Security Affidavits
Add TAs into TOMS
Ensure TAs are properly trained so they can administer the assessments
Enter and/or verify students test settings in TOMS
Ensure that testing in the school is conducted in accordance to test
security policies
Create/approve test schedules and security procedures for the school
Work with technology staff to ensure that necessary secure browsers are
installed and any other technical issues are resolved
Monitor testing progress and ensure that all eligible students participate
Report test security incidents to the DC
Relay issues/questions to the DC
12
Oversee CAASPP administration activities in the school
ROLES AND RESPONSIBILITIES
TEST ADMINISTRATOR (TA)
Read and sign the CAASPP Test Security Affidavit
Carefully and completely read and sign security affidavit
Complete training and review all SBAC policy and
administration documents prior to administering any SBAC
assessments
View student information prior to testing to ensure it is correct
Ensure that appropriate designated supports and
accommodations have been set prior to testing
Administer the SBAC assessments
Report all potential test security incidents to the SC
Relay issues/questions to the SC
13
Encourage students to do their best
ROLES AND RESPONSIBILITIES
TECHNOLOGY COORDINATOR
Assist District in setting up and overseeing technology
infrastructure
Support each school site
Work closely with the LEA CAASPP Coordinator to
ensure network and testing devices are properly
prepared by installing the most current secure browser
14
Help troubleshoot during time of testing
ROLES AND RESPONSIBILITIES
CALPADS ADMINISTRATOR
Ensures student demographic, enrollment, and program
participation data is correct in the CALPADS
15
Work closely with the District CAASPP Coordinator
16
TECHNOLOGY
INFRASTRUCTURE
TECHNOLOGY INFRASTRUCTURE
Prior to the test administration, District CAASPP
Coordinator with Technology Coordinator should review
the technology infrastructure
17
• Testing devices are working
• Ensure that secure browsers are properly installed a minimum of
two weeks before testing
• Ensure the necessary hardware is available and working (i.e.,
headphones, external keyboards, printers)
• Content filters, firewalls, and proxy servers configured
• Stable (wired or wireless) internet connection
SECURE BROWSER
Pgs. 74-75 TAM
Students must use the secure browser to log in to the
Student Interface and access the summative test
• Prevents students from accessing other hardware and software
functions
• Prior to testing, TAs should verify that:
• External user applications are closed, secure browser will not work if
the computer detects that a forbidden application is running
• Volume must be tested before launching browser
Test Administrators (TA) will use a standard browser
• No testing on computers with dual monitors
18
• Students must not take the test on computers connected to more
than one monitor
HARDWARE REQUIREMENTS
Headphones are required for each test station
• English language arts/literacy (ELA) tests
• Text-to-speech accommodation
• Job Access with Speech (JAWS)
19
Microphones are not required
20
Test Administration
PREPARING STUDENTS AND STAFF
PRACTICE AND TRAINING TEST
There are multiple ways to prepare students and staff for the
SBAC summative assessments:
• Practice Test
• Training Test
Purpose of the Practice Tests
• Allows students and administrators to become familiar with the
format and structure of the operational assessments
Scoring rubrics and answers are available on the TA Resource
Web page at http://caaspp.org/ta-resources/index.html
21
All universal tools, designated supports, and accommodations are
available
PREPARING STUDENTS AND STAFF
PRACTICE AND TRAINING TEST
(CONT.)
There are two ways for accessing the Practice and Training
Test:
• Through caaspp.org on a Web browser
• Through the secure browser
• Simulates operational online testing environment
22
• TAs may create test sessions for the Practice or Training
Tests on the TA Practice and Training Site
TEST ADMINISTRATION
SCHEDULING TESTING TIME
Computer
Adaptive Test
(CAT) items
Content Area
English
Language
Arts/Literacy
Mathematics
Both
Grades
hrs : mins
Performance
Task (PT)
Total
Classroom
Activity
(administered
prior to the
PT)*
hrs : mins
hrs : mins
hrs : mins
hrs : mins
Total
3–5
1:30
2:00
3:30
:30
4:00
6–8
1:30
2:00
3:30
:30
4:00
11
2:00
2:00
4:00
:30
4:30
3–5
1:30
1:00
2:30
:30
3:00
6–8
2:00
1:00
3:00
:30
3:30
11
2:00
1:30
3:30
:30
4:00
3–5
3:00
3:00
6:00
1:00
7:00
6–8
3:30
3:00
6:30
1:00
7:30
11
4:00
3:30
7:30
1:00
8:30
23
Pgs. 27-31 TAM
TEST ADMINISTRATION
SCHEDULING TESTING TIME (CONT.)
The estimates do not account for any time needed to start
computers, and log in students
Recommended: CAT first, PTs second
• The classroom activity should be completed within 3 days prior to
administering a PT
• ELA PTs have 2 parts and can be completed over 2 days
• Mathematic PTs have 1 part and can completed in 1 day
• PTs should not be administered on the same day as the classroom
activity or the CAT
Classroom
Activity
Performance
Task
24
CAT
TEST ADMINISTRATION
ESTABLISHING APPROPRIATE TESTING
CONDITIONS
Testing students in classroom-sized groups is preferable
• Facilitates monitoring and control for TAs
Remove or cover displayed information that might be used
by students to help answer questions
• Rubrics, vocabulary charts, student work, graphs, charts, etc.
Establish procedures to maintain a quiet testing environment
• Remember some students will finish more quickly than others
Cell phones or other electronic devices are not allowed to be
used during testing
25
Post an “Unauthorized Electronic Devices” sign so that it is
clearly visible to students and place a testing “Do Not
Disturb” sign on doors to testing rooms
TEST ADMINISTRATION
GENERAL TESTING INFORMATION
Students must answer all test items on a page before moving
on to the next page
Students may not return to a test segment once it has been
completed and submitted
Students must answer all test items before the test can be
submitted
TAs must follow the “SAY” script exactly each time a test
session is administered
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• Refer to the “SAY” boxes of the Online Test Administration
Manual or Online Directions for Administration
USING THE TEST OPERATIONS
MANAGEMENT SYSTEM (TOMS)
Task in Toms
• Add and manage TAs
• Gives them access to TA
interface
• Review student data
• Demographic Data from
CALPADS
• Test enrollment
Assign online test setting to
students
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• Designated Supports and
Accommodations
TOMS can be accessed from the
CAASPP Portal at http://caaspp.org
REVIEWING STUDENT DATA
Each student profile in TOMS includes:
• Demographic data
• Read-only; must be modified in CALPADS
• Test enrollment
•
All students in grades 3-8 and 11 are automatically enrolled in
the online SBAC summative assessments
• Online test settings
Universal tools, designated supports, and accommodation
28
•
REVIEWING STUDENT DATA (CONT.)
Students’ grade levels must be correct in TOMS before
testing
• Grade levels are only correctable in CALPADS
All students who are going to test must appear in TOMS
29
If a student’s designated supports and accommodations
information is incorrect, it must be updated in TOMS before
he or she tests
STUDENT PROFILE IN TOMS:
DEMOGRAPHICS
30
All
demographic
data is readonly
STUDENT PROFILE IN TOMS:
TEST MODE
31
All students in
grades 3–8 and 11 are
automatically
enrolled in the online
Smarter Balanced
summative tests
32
STUDENT PROFILE IN TOMS:
TEST SETTINGS
ASSIGNING ACCESSIBILITY SUPPORTS IN
TOMS
Student online test settings must be configured at least 24 hours
prior to testing
• Allow up to 24 hours from when you configure test settings in
TOMS to when the changes appear in the TA and Student Testing
Interface
• LEA and School Coordinators are authorized to set accessibility
supports for students in TOMS. TAs do not have the ability
One-by-one through student profile
Special Ed will initially upload students settings from SEIS
Coordinators will verify that information is correct
33
1.
2.
3.
WHAT ARE ACCESSIBILITY SUPPORTS?
Universal Tools:
• Available to all; based on
student preference and
selection (i.e., strikethrough,
highlighter)
Designated Supports:
• Need to be indicated by an
educator or guardian (i.e.,
color contrast, read aloud,
glossary, magnification)
Accommodations:
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• Based on individualized
education programs (IEPs)
or Section 504 plans (i.e.,
American Sign Language,
scribe)
WHAT ARE ACCESSIBILITY SUPPORTS?
(CONT.)
The online assessments include embedded and nonembedded accessibility supports
• Embedded: part of the computer administration (i.e., digital
notepad, calculator)
35
• Non-embedded: provide outside the computer administration
(i.e., scratch paper, multiplication table)
WHAT ARE ACCESSIBILITY SUPPORTS? (CONT.)
Designated Support
Color Contrast
Accommodation
American Sign Language (ELA
listening and math items)
Non-Embedded
Designated Support
Accommodation
Bilingual Dictionary (ELA
Abacus
performance task full writes)
Alternate Response
Color Contrast
Options
Masking
Braille
Text-to-Speech (math and
ELA items)
Translated Test Directions
(math items)
Translations (glossaries)
(math items)
Translations (stacked) (for
math items)*
Closed Captioning (ELA
listening items)
Color Overlays
Calculator
Streamlined Interface
Magnification
Multiplication Table
Text-to-speech (ELA reading
passages)
Noise Buffers
Print on Demand**
Read Aloud (math and ELA
items)
Scribe (ELA non-writing and
math items)
Separate Setting
Translated Test Directions
Translation (glossaries) (math
items)
Special Lighting or Acoustics
Translated Test Directions
(math items)
Read Aloud (ELA reading
passages)
Turn off any universal tools*
Permissive Mode
Print Size
*Must be activated in the test delivery
system.
**Print on demand for stimuli only can be
activated in TOMS. If a student(s) need
print on demand for items and/or items
and stimuli, contact CalTAC at least 24
hours prior to testing.
Scribe
Speech-to-Text
Individualized Aids
36
Embedded
ADMINISTERING A TEST SESSION
Pg. 41 TAM
The TA logs on to the TA
Interface from
http://caaspp.org on a
standard Web browser
37
The TA logs on using
his/her username and
password
ADMINISTERING A TEST SESSION (CONT.)
38
The TA selects the test category or the grade and content area
ADMINISTERING A TEST SESSION (CONT.)
The TA selects the tests to administer
• Additional test can be added to a session; you will receive a
confirmation message box
39
The TA starts a test session
ADMINISTERING A TEST SESSION (CONT.)
The TA informs students of the test Session ID
• Write or display clearly in a place all students can see
• Session IDs are automatically generated upon selecting the
[Start Session] button
40
Additional test can be added to a session. You will receive a
confirmation message box
DISTRIBUTING STUDENT LOGON
INFORMATION
TAs need to provide students with the Session ID , the
students Statewide Student Identifier (SSID), and
confirmation code (student first name in CALPADS) for logon
• May be provided on a card or piece of paper
• TAs may write the Session ID on a board where students can
see it
41
Note: if the session ID is not written down or known and
the TA tries to log on to the session after getting
involuntarily logged off of the system, the TA will be
logged off for eight hours before he or she is able to start
a new session
ADMINISTERING A TEST SESSION (CONT.)
Students log on through the secure browser
• To log on, students need:
42
• First Name (Confirmation Code): Student’s legal first name
as spelled in CALPADS
• State-SSID “CA” followed by a hyphen “-” and the student’s
SSID
• Session ID: TA-generated session ID
ADMINISTERING A TEST SESSION (CONT.)
Students verify their identity
43
• After logging on, students will see the “Is This You” screen
• Students should select [Yes] to continue
ADMINISTERING A TEST
SESSION (CONT.)
Students select the test
44
• All grade-level tests that the student is eligible to take are
displayed
• Only the tests that the TA selected for the test session and
those that have not been completed are selectable by
students
ADMINISTERING A TEST SESSION (CONT.)
Upon selecting a test, students will wait for TA approval
45
As students select tests, the TA will see approvals populate
in the Approvals queue of the TA Interface
ADMINISTERING A TEST SESSION (CONT.)
46
The TA selects the [Approvals (#)] button to access the
Approvals and Student Test Settings screen
ADMINISTERING A TEST SESSION (CONT.)
The TA verifies the student has selected the appropriate test
and reviews the students’ test settings by selecting [See/Edit
Details] button next to each student
47
• Only need to check for students in session that are using
special accommodations, etc.
ADMINISTERING A TEST SESSION (CONT.)
The TA selects [Set] to confirm the current test settings and
return to the list of students awaiting approval
• The TA will still have to approve the student for testing
OR
The TA selects [Set & Approve] to establish the existing
settings and approve the student for testing
48
Note: If a student’s test settings are incorrect, TAs should
deny the student, contact the School CAASPP Coordinator to
correct the test settings in TOMS, and test the student on
another day
ADMINISTERING A TEST SESSION (CONT.)
Upon reviewing test settings for all students, the TA
approves students to test on the Approvals and Student Test
Setting screen
49
• Select [Approve] to approve a specific student for testing
• Select [Approve All Students] to approve all students
ADMINISTERING A TEST SESSION (CONT.)
After the TA has approved a student for testing, the student
will verify the test information and settings
50
• The student will select [Yes, Start My test] to begin testing or
[No] if their settings are incorrect
ADMINISTERING A TEST SESSION (CONT.)
If a student has a text-to-speech accommodation or is taking
a test with ELA listening items, he or she will verify the audio
checks through headphones
Test with listening items audio
check
51
Text-to-speech audio check
ADMINISTERING A TEST SESSION (CONT.)
Finally, students will see the Test Instructions and Help page
before they begin testing
52
• Students will select [Begin Test Now] to begin testing
MONITORING STUDENT PROGRESS
TAs can monitor student testing through the Students in
Your Test Session table on the TA Interface
53
• Displays students who have logged in and been approved for
testing
PAUSING TEST
Pgs. 24-25 TAM
54
TAs may pause an individual student’s test in the
Students in Your Test Session table
− This will not affect other students’ tests
GENERAL PAUSE RULES
If there is a technical issue (i.e., power outage, network
failure), students will be logged out and the test will be
automatically paused. Student work will not be lost it will be
saved.
• Students log back on with Session ID that was written on
board to pick up where they left off
If a test is paused, students will have to log back in to
resume testing
Note:
55
Highlighted text and global notes will not be preserved
PAUSE RULES: COMPUTER ADAPTIVE TEST (CAT)
If a CAT is paused for more than 20 minutes, the student is:
• Presented with the test page containing the test item he or she was
working on (if the page contains at least 1 unanswered item) OR
• Presented with next test page (if all items on the previous test page
was answered)
• Not permitted to review or change any test items on previous test
pages
If a Cat is paused for less than 20 minutes, the student is:
56
• Presented with the test item or passage he or she was working on
when the test was paused
• Permitted to answer previously shown items within a segment
PAUSE
RULES: PERFORMANCE TASK
There are no pause rules for PTs
• Even if a PT is paused for more than 20 minutes, the student
can return to the current section and continue
ELA PTs are divided into two parts
57
• After a student completes the first part, he or she cannot
return to it
• A message is given to students letting them know they cannot
return
TIMEOUT DUE TO INACTIVITY
As a security measure, students are automatically logged out
of the test after 30 minutes of inactivity
Activity means
58
• Selecting an answer
• Using a navigation option in the test (i.e. selecting [Next] or
[Back], using the questions drop-down list)
• NOTE: Moving the mouse or selecting an empty space on the
screen is NOT considered activity
STOPPING AN ENTIRE TEST SESSION
TAs can stop a test session ( and therefore pause tests for all
students in a session
• Select the [Stop Session] on the upper-left corner of the TA
Interface
59
• An “Important!’ box will appear, requesting verification to end
the session and log students out
• Select [OK] to continue or [Cancel] to keep the test session
open
REACHING THE END OF THE TEST
60
After students answer the last item of the test, the [End] test
button will appear in the upper-left corner of the screen
REACHING THE END OF THE TEST
Upon selecting the [End Test] button, an “Attention”
message will appear
61
• Students will select [Yes] to proceed with reviewing answers
and submitting the test
REACHING THE END OF THE TEST
62
Students may review answers before submitting a test
REACHING THE END OF THE TEST
63
When a student is ready to submit the test, he or she will
receive a confirmation screen
TEST EXPIRATION RULES
A student’s CAT test remains active until the student
completes and submits the test or 45 calendar days after the
students have begun the CAT
A PT test remains active for 10 calendar days after a student
has begun it
64
Important: Student personal information is secure
and must be collected and securely stored at the end
of a test session, then securely destroyed at the end
of the test administration.
CLASSROOM ACTIVITY
ADMINISTRATION GUIDELINES
Pgs. 28-29
TAM
Purpose: to provide students with important context,
concepts, and key terms prior to taking the PT
• All students will have a classroom activity before they
complete a PT
• A class activity may be administered in a classroom or any
other appropriate space
Class activity will take place on a separate day from the PT
65
• No more than a 3-day lapse between the class activity and
the PT administration
CLASSROOM ACTIVITY
ADMINISTRATION GUIDELINES (CONT.)
Computers, projectors, and other technology are allowed but
not required for the class activity
Involves the participation of all students in an instructional
tasks
PT will be completed by individual students on the testing
device
66
Students may take notes during the class activity, but notes
must be collected prior to taking the PT
CLASSROOM ACTIVITY ADMINISTRATION
GUIDELINES (CONT.)
Class activity is designed to fit into a 30-minute window
• It will vary due to complexity of topic and individual student
needs
The SC should download the assigned classroom activity
and provide to the TAs at least-1-2 days prior to test
67
After receiving the activity from the SC, the TA or classroom
teacher should administer the classroom activity
TEST SECURITY
Pg. 64 TAM
There are three different types of test security incidents:
1.
2.
3.
Impropriety
Irregularity
Breach
Test Impropriety
• Unusual circumstance that has a low impact on the testing individual
or group of students
• Low risk of affecting student performance, test security, or test validity
• Correctable and containable at the district level
• Must be reported to the District Coordinator using the Test
Administration Testing Incident or Impropriety Report Form
• May be reported in the Appeals module should an Appeal be required
68
• Example: Students talking
TEST SECURITY (CONT.)
Test Irregularity
• Unusual circumstance that impacts the testing individual or group
of students
• May affect student performance, test security, or test validity
• Correctable and containable at the district level
• Must be reported to the District Coordinator using the Test
Administration Testing Incident or Impropriety Report Form, who
must them report it to the CDE within 24 hours
• Submitted in the Appeals module for resolution
• Read pgs. 20-21 for appeals information
69
• Examples: student cheating or providing answers to another,
student accessing or using electronic equipment (i.e., cellphones)
TEST SECURITY (CONT.)
Test Breach
• Event that threatens test validity (i.e., release of secure
materials)
• A breach incident must be reported to the CDE within 24
hours
• Examples:
70
• Administrator or coordinator modifying student responses or
record at any time
• Administrator allowing students to take home test items,
passage, prompts, or scratch paper
• Adult or student posting items or test materials on social
media
RESOURCES
CAASPP TA Training Modules
• http://caaspp.org/training/caaspp/
TA Directions for Administration
• http://caaspp.org/rsc/pdfs/CAASPP.ta-odfa.2015.pdf
Accessibility Supports Resources
SBAC Usability, Accessibility and Accommodations Guidelines
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/08/SmarterBalanced_Guidelines.pdf
Guidelines Frequently Asked Questions
• http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
TOMS online Student Test Settings User Guide
71
• http://caaspp.org/rsc/pdfs/CAASPP.student-test-settings.2015.pdf
RESOURCES (CONT.)
Accessibility Supports Resources (Cont.)
Matrix One
• http://www.cde.ca.gov/ta/tg/ai/documents/caasppm
atrix1.pdf
Embedded Universal Tools and Online Features
Training Module
72
• http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0
cZz0&intk=37891690
73
QUESTIONS