Transcript Document 7204514

TEST
ADMINISTRATOR
TRAINING
(REQUIRED FOR DTCS,
STCS, AND TAS)
Test Administrators
Big Picture Objectives




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
2
Test Administrators
Training Overview
Training will cover the following topics:
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TA Training Overview
Accommodations
Test Security
OAKS Online*
ELPA*
Writing*
Test Administrators
TA Roles and Responsibilities


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
During testing:


Ensure that students receive the
appropriate test (includes settings such as
language and print size)
Enforce test environment requirements
4
Test Administrators
Test Environment Requirements

Supervision at all times by a trained TA
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Quiet environment void of distractions
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Only allowable resources made available to
students upon request
Limited interaction with students
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Read student directions
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Administer accommodations appropriately

No coaching
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Test Administrators
What’s new ?

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For students in grades 3 – 8, there are 2
OAKS test opportunities per subject
Retesting students in grades 3 – 8 who
have already met requires explicit
parental consent
3 test opportunities for students in High
School; no restriction on retesting
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TA TRAINING (Optional)
Test Schedule
http://www.ode.state.or.us/search/page/?id=499

OAKS Online
11/6 – 5/22
*includes Braille Interface and Grade 3 Spanish Reading
 1st Opportunity
 Subsequent Opportunities
11/6 – 1/2
1/3 – 5/22

OAKS Writing (Paper/Pencil)
 Winter (Grades 11 & 12 Only) 1/9 – 2/21
 Spring (Grades 11 Only)
4/10 – 5/22

OAKS Writing (Online)
 Winter
(Grades 11 & 12 Only) 1/9 – 3/22
 Spring
(Grades 11 Only)
4/1 –5/22

Extended Assessment
ELPA
PSAT/NMSQT
NAEP
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2/21 – 4/25
1/9 – 4/30
10/17 or 10/20
1/28 – 3/8
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TA TRAINING (Optional)
Required Assessment Options
Required OAKS Online Assessments*
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Reading and Mathematics: grades 3 – 8, and 11
Science: grades 5, 8, and 11
Optional OAKS Online Assessment*
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Social Sciences: grades 5, 8, and 11
OAKS Online Grade 3 Spanish Reading Assessment
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Native language Spanish Reading assessment
(not an English-Spanish side-by-side test)
Eligible ELL students may use Grade 3 Spanish
Reading for accountability purposes
* Available through Braille Interface of OAKS Online
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TA Training (Optional)
Required Assessment Options, cont’d
Writing Performance Assessment

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Only available for students in Grades
11 & 12
1 opportunity per student
 Students
may not take both online and
paper/pencil format
 11th grade students may test in either
Winter or Spring test window
 12th grade students may only test in the
Winter test window
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TA Training (Optional)
Required Assessment Options, cont’d
English Language Proficiency
Assessment (ELPA)
 1 opportunity for the following grade bands:
K – 1, 2 – 3, 4 – 5, 6 – 8, and 9 – 12
 Students must have LEP flag marked in
the SSID system in order to access the
ELPA
 New for 2012-13: the ELPA window will
close on April 30th
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TA Training (Optional)
Required Assessment Options, cont’d
OAKS Extended Assessments

Reading : 1 opportunity at Grades 3 – 8,
and 11
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Mathematics: 1 opportunity at Grades 3
– 8, and 11.
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Science: 1 opportunity at Grades 5, 8,
and 11
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Writing: 1 opportunity at Grade 11
only
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TA Training (Optional)
Targeting Up
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Targeting up to a higher grade level is
available for students through grade 7 for
OAKS Math and Reading.
Students in grades 9 and 10 may take the high
school level OAKS tests. Students in grade 12
may also take the high school level OAKS
tests.
Students in grade 8 may only take the high
school level OAKS tests if they have received
instruction at the depth and breadth of the
high school standards.
Best Practices Guide available
12
Test Administrators
Do’s and Don’ts
Do’s
 TAs 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.

If you’re administering OAKS through the Braille
Interface, you must also receive ODE-provided
Braille Interface training

If you’re administering the Extended Assessment,
you must also receive ODE-provided Qualified
Trainer or Qualified Assessor training
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Test Administrators
Do’s and Don’ts, cont’d
Do’s
 TAs may only provide students with allowable
resources listed by content area in the Test
Administration Manual.

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TAs may only provide the restricted resource
of printed test items to students for whom the
district has identified individual student need.
TAs must read verbatim the student
directions provided in the Test Administration
Manual.
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Test Administrators
Do’s and Don’ts, cont’d
Don’ts
 TAs
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.
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Test Administrators
Promising Practices
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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 tests
TA spaces students appropriately or provides
visual barriers to prevent students from seeing
others’ tests.
TA reads student directions verbatim and
circulates through test environment to ensure
proper testing conditions.
TA makes available but does not require
students to use allowable resources.
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Test Administrators
In a Nutshell
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TAs must receive training each year
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Special training requirements for Braille
Interface and Extended Assessments
TAs enforce valid test environment for
students
When in doubt about a particular
testing practice, before testing begins:
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Check the Manual
Check your training notes
Ask your School Test Coordinator
If all else fails, assume the answer is “no”
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Test Administrators
Test Administration Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam
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Accommodations Manual
http://www.ode.state.or.us/search/page/?id=487

Best Practices Guide
http://www.ode.state.or.us/wma/teachlearn/testing/admin/best_practices_guide.pdf
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Promising Testing Practices
http://www.ode.state.or.us/search/page/?=2444
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Test Administrators
Acorns for Storage

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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?
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ACCOMMODATIONS
(REQUIRED FOR DTCS,
STCS, AND TAS)
Accommodations
Big Picture Objectives


Identify and understand the
purpose of accommodations
Administer accommodations
appropriately
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Accommodations
Know the Options

Know the differences between the following:
Allowable Resources
 Restricted Resources
 Accommodations
 Modifications
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Always refer to the current year’s Test
Administration Manual and
Accommodations Manual for updates
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Accommodations
Definitions
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.
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Accommodations
Definitions, cont’d
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
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 Modifications result in an invalid test
Accommodations
Purpose and Eligibility
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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.
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Accommodations
How to Document
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Students on IEPs or 504 Plans must have
any 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 any needed
accommodations documented within their
cumulative file.
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Accommodations
When to Identify
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Necessary accommodations should be
identified and implemented during classroom
instruction prior to the student’s participation
in the state assessment.
Accommodations used in state assessment
must have been previously approved by the
Accommodations Panel and listed in the
Accommodations Manual.
The Accommodations Manual
provides guidance on how and when
to appropriately identify
accommodations for a student.
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Accommodations
Five Step Process
1. Expect participation and academic
achievement in statewide assessments for
all students
2.
3.
4.
5.
Learn accommodations
Select accommodations
Administer accommodations
Evaluate and improve accommodation use
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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
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Accommodations
Five Step Process
 STEP
4 – Administer accommodations
 STEP
5 – Evaluate and improve
accommodation use
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Accommodations
Test Directions & Presentation Accommodations
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.
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Accommodations
Response Accommodations
Who benefits?

Students with physical, sensory, or
learning disabilities
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Students who have difficulty with
memory, sequencing, directionality,
alignment, and/or organization.
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Accommodations
Setting 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.
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Students with physical limitations
might need a more accessible location,
specific room conditions or special
equipment.
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Accommodations
Scheduling Accommodations
Who benefits?

Students who cannot concentrate
continuously for an extended period of time.
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Students who become frustrated or stressed
easily and may need frequent or extended
relaxation breaks.
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Students with health-related disabilities
which cause varying levels of functioning
from day to day.
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Students who fatigue easily should take
testing before physical activities.
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Accommodations
Read-Aloud Accommodation
 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
Accommodations
Read-Aloud Accommodation
“In the Moment” Request

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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 should not provide any
accommodation to a student that was not
selected based on an assessment of
individual student need.
Accommodations
Coding Accommodations

Required code for IEP students:
 “Number of Accommodations”
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Optional code:
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Select “none” or “one or more”
“Accommodation Code”
District can identify up to six specific
accommodations by unique 4-digit code
Update in TIDE, TA Interface, or Student
Centered Staging
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Accommodations
Do’s and Don’ts
Do’s
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Refer to the Accommodations Manual
for accommodations implementation
guidance.
Refer to student’s IEP, 504 Plan or
cumulative file to determine which
accommodations should 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.
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Accommodations
Do’s and Don’ts, cont’d
Do’s (cont’d)
 TAs may read numerals and math symbols
aloud on the 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.”
 However, numbers greater than 99
should be read as individual
numbers. For example, 579 would
be read as “five seven nine.”

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Accommodations
Do’s and Don’ts, cont’d
Don’ts

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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
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Accommodations
Do’s and Don’ts, cont’d
Don’ts

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TAs 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
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Accommodations Manual, don’t do it.
Accommodations
Promising Practices

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Schools/Districts should have a process of
determining appropriate accommodations for
students not on IEPs or 504 Plans, such as students
in general education
Schools/Districts should have a system in place 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” if
they appear to lose focus
42
Accommodations
In a Nutshell

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Accommodations are determined and
administered for individual students
Accommodations used during state
assessments must be selected from the
Accommodations Manual
Administration of accommodations for
one student must not interfere with the
testing conditions of another student
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DTC TRAINING
Online Resources

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
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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
Accommodations
Acorns for Storage

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What are some common errors in the
administration of accommodations and
how can they be avoided?
Why should an accommodation be
provided to a student?
May decisions regarding accommodations
be made for:
 Individual students?
 Groups of students?
45
TEST SECURITY
(REQUIRED FOR DTCS,
STCS, AND TAS)
Test Security
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
47
Test Security
Definition and Purpose


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 OAR 581-0220610 Administration of State Tests.
48
Test Security
Test Impropriety Statistics
Some numbers from the 2011-12 school year:

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106 districts reported at least one test impropriety
470 total improprieties were reported
785 student tests were impacted
Test Impropriety Trends:
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Non-allowable resources (including cell phones)
Student cheating
Student coaching
Mishandling of secure test materials
Student given the wrong test
Student tested under wrong SSID
Unsecure test environment
Missing the shipping / data entry deadline
TA review/analysis of test items
49
Test Security
Secure Testing Environment

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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
50
Test Security
Student Coaching



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
51
Test Security
Student Coaching, cont’d
Examples:
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Leading students through instructional
strategies such as Think Aloud
Asking students to point to the correct
answer or otherwise identify the source of
their answer
Requiring or rewarding students for
showing their work
Requiring students to raise their hands
and receive permission before moving on to
the next item
Reading aloud the Reading or ELPA
test or improperly reading aloud the
Math test
52
Test Security
Potential Consequences

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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.
53
Test Security
Do’s and Don’ts
Do’s

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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.
54
Test Security
Do’s and Don’ts, cont’d
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
DTCs, STCs, and TAs must not share their
OAKS log-in information with anyone
(even other authorized OAKS users)
55
Test Security
Promising Practices
Non-allowable resources


TAs closely review the allowable resource tables prior to testing
and examine the test environment to ensure that all nonallowable 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 cheating


TAs provide space or visual barriers between students.
TAs circulate through the test environment to monitor students.
Student coaching


TAs 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
56
testing.
Test Security
Promising Practices, cont’d
Mishandling of Secure Test Materials



Using 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.
57
Test Security
Promising Practices, cont’d
Student given wrong test



TA works with STC and other appropriate staff to identify
students designated to take the Extended Test or to take
OAKS in Braille or English-Spanish. For students on an
IEP, TA reviews IEP to identify needed accommodations
STC 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 settings
Student tested under wrong SSID


For young students or newcomer ELLs, the school includes
student picture on student SSID card
TA carefully reviews student names before
approving students to test
58
Test Security
Promising Practices, cont’d
Unsecure test environment

TA does not leave the test environment unsupervised or
allow untrained staff to enter the test environment (this
includes substitute teachers).
Missing shipping / data entry deadline



DTC 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.
TA review/analysis of test items


If 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
59
Test Security
In a Nutshell




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
60
DTC TRAINING
Online Resources



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
Test Security
Acorns for Storage




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?
62
OAKS ONLINE
(REQUIRED FOR DTCS, STCS,
AND OAKS ONLINE TAS)
OAKS Online
Objectives
 Understand
how to navigate the OAKS
Online Test Delivery System and the
processes related to online testing
 Administer
OAKS Online appropriately
64
OAKS Online
Schedule



2012-13 OAKS Online Test Window:
Nov. 6 – May 22
Only one opportunity available between
Nov. 6 and Jan. 2
Each test opportunity is subject to a 45day expiration period
OAKS Online
Before Testing


Review Appendix B of the Test Administration Manual,
as well as the appropriate subject-specific Appendix
(Appendix C – F) and your training notes
Identify students to be tested and their test settings
Make sure you have the correct SSID for each student
 Identify students who need side-by-side EnglishSpanish or who are taking the Braille or Extended
formats
 Identify students who need accommodations


Provide students with opportunities to
become familiar with the test format
and technology
66
OAKS Online
Overview of Test Delivery System
TA Interface



Administer online tests , track progress, and manage
students testing in your session
Adjust test settings for individual students before they
are approved to start the test
Approve and submit print requests from students
Student Interface

Secure online test that must be accessed via a
secure browser


General Education Student Interface
Braille Interface
OAKS Online
TA Interface at A Glance


Used to create and manage test sessions and approve students
All information is visible on one screen




Tests in session
Students needing approval to start testing
Students with tests in progress
Print requests
OAKS Online
TA Interface, cont’d
Create and Manage Test Sessions

List of available tests automatically
displays upon logging in and remains
on screen while monitoring students

Select the tests for inclusion in the
session and click [Start Session]

System generates a Session ID that students will use to log in

Test sessions automatically expire upon TA logout
 Sessions cannot be resumed
 Students may resume a paused test in any new test session that
includes the applicable test subject and grade
 Example: TA creates a test session for students on Tuesday. To
resume testing on Wednesday, the TA will create another test
session for students to resume testing
OAKS Online
TA Interface, cont’d
Student Test Settings and Approvals

Approvals Preview (right) allows TAs
to see students that need to be
approved while monitoring test
progress

The complete list of students awaiting
approval will display on a pop-up
screen
OAKS Online
TA Interface, cont’d
Student Test Settings
and Approvals, cont’d
OAKS Online
Student Test Settings
Language
Configurable by test subject via TIDE (but can also be
adjusted in TA Interface for that specific test opportunity)


English
Spanish
 Mathematics, Science, Social Sciences, and
Writing can be administered in side-by-side
English-Spanish
 For Grade 3, Reading can be administered in
Spanish only as a native-language assessment
(this is not an English-Spanish side-by-side
test)

Braille
 Mathematics, Reading, Science, and Social
Sciences can be administered in Braille
 Directs Student Interface to the Braille
Interface
Important: Language
setting must be set before a
test opportunity is approved
to start. Once approved,
language cannot be edited!
OAKS Online
Student Test Settings, cont’d
Computer-Based Read-Aloud
 Computer-based read-aloud accommodation
available in English for OAKS Math, Science, and
Social Sciences; available in Spanish for OAKS
Math
 Recommended for use with Windows 7 or Mac 10.6
or higher for optimal results (note: Spanish
computer-based read-aloud requires purchase and
installation of Spanish voice pack)
 Remember: The same decision-making process
applies for assigning the computer-based readaloud accommodation for a student as applies to the
human-provided read-aloud
Headsets
 USB headsets
 Ensure sound works with headsets on each computer
prior to testing. The student login screen contains a
diagnostic tool to verify that audio is working within
the secure browser. The student will also be
prompted with a sound-check as part of the approval
process.
OAKS Online
Student Test Settings, cont’d
Print Size



Available in 4 levels of magnification
Students can manually adjust for individual
items
Selected magnification for a given item will
persist for print requests
Print on Request




Printed reading passages are an allowable
resource for all students
Printed items in all subjects and stimuli in
Science and Social Sciences are a restricted
resource for individual students only
Must be set in TIDE by DTSA or DSA-level
users. This setting is not editable in the TA
Interface.
All print requests must be approved by the TA
in the TA Interface
OAKS Online
Student Test Settings, cont’d
Color Choice


The Student Interface can be
set to present the test
background with different
options
Text and background color
combinations are predefined for a colored
overlay over test content
OAKS Online
1
Student Log-in
2
Student Login
1. Log in using First Name, SSID,
Session ID
2. Confirm identity – “Is This
You?” screen
– First Name (same as in SSID
upload), Enrolled Grade,
DOB, School, SSID
3
4
3. Select Test
– Student will see available
tests by subject
5
4. TA Approval required to start
test
5. Confirm test -- “Is this your
test?” screen
OAKS Online
Student Interface at A Glance
OAKS Online
Student Interface with Passage
Click on arrow to
expand the
passage
OAKS Online
Student Interface with Passage Expanded
Click on arrow to return
passage to original size.
OAKS Online
Test Administration



Monitor to ensure that students only have access
to the allowable resources listed in appropriate
content-area Appendix (Appendix C – F).
If breaking up the test into multiple sessions,
allow students to finish all presented items on the
screen before pausing the test.
If students pause the test for more than 20
minutes, they will no longer be able to return to
previously answered or marked items when they
log back in.
80
OAKS Online
Do’s and Don’ts
Do’s




Do use the TA Training Site and Practice Tests to
become familiar with both the TA and Student
Interfaces before testing begins
Do review the OAKS Online TA User Guide for
descriptions of all features of the TA and Student
Interfaces before testing begins
Do review Appendix B and the applicable subjectspecific Appendix of the TAM before testing
begins
Do carefully review student settings for each
student before approving them to test
OAKS Online
Do’s and Don’ts, cont’d
Don’ts
OAKS Online users must not share their login
information and passwords, even with other
authorized users.
 Do not use last year’s OAKS Secure Browser. Old
secure browsers should be uninstalled before
installing the new secure browsers.
 Do not approve students to test until you are sure the
students are taking the correct test at the right time.
 Do not let tests linger; they will expire after 45
calendar days.

OAKS Online
Promising Practices



Before the start of the testing window, the
district exposes students to the online test
environment using the practice test site.
The district uses the practice test to identify
students who may need accommodations to fully
access the online test.
The district restricts students who should not
use the system from accessing the online test.
OAKS Online
Online Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam

OAKS Online User Guides
http://www.ode.state.or.us/search/page/?=391

OAKS Portal (includes Training Site
and Practice Tests)
http://www.oaks.k12.or.us
OAKS Online
Acorns for Storage

How can TAs ensure that students are familiar
with the online test system prior to testing?

What steps should TAs take before approving
students to test?

What resources are available to help TAs
prepare?
WRITING
PERFORMANCE
ASSESSMENT
(REQUIRED FOR DTCS, STCS,
AND WRITING TAS)
Writing
Objectives
 Understand
the ways in which the
writing assessment differs from other
assessments
 Administer
the Writing Performance
Assessment appropriately
87
Writing
Purpose




Authentic performance assessment where
students produce an essay over 2-3 days.
Measures student proficiency on adopted state
standards in the area of Writing.
Identifies student strengths and weaknesses
through analytic trait scoring to inform
classroom instruction.
Participation, not performance, is included in
the Report Card ratings.
88
Writing
Grades 11 and 12 Only
Based on legislative action:


Grades 4 and 7 suspended for 2012-13
(Projected to return in 2013-2014)
High School restricted to Grade 11 and
Grade 12 students who have not previously
met or exceeded the writing standard.

Grade 11 may test in either window; Grade
12 may test in Winter window only.

Students enrolled in Grades 9 and 10 may
not access the Writing Assessment
Writing
Test Schedule

Winter Window (Grades 11 and 12):
 Online (Jan. 9 – March 22)
 Paper-Based (Jan. 9 – Feb. 21)
(order window Oct. 18 – Dec. 10)
(shipping deadline is March 4)

Spring window: (Grade 11 only)
 Online (April 1 – May 22)
 Paper-Based (April 10– May 22)
(order window Jan. 24 – March 14)
(shipping deadline is June 3)
90
Writing
Before Testing


Review Appendix G of the Test Administration
Manual and your training notes
Provide students with opportunities to become
familiar with the test format, especially for the
online test

Make sure students only have access to the
allowable resources identified in Appendix G

Read the student directions in Appendix G
aloud to students verbatim
91
Writing
Test Administration (Online)


Writing is a Test Subject that can be
selected for inclusion in a test session
from the OAKS Online TA Interface.
While the Online Writing test is not
timed, estimate that it will take
approximately 2 – 3 class sessions to
complete.
Note: Tests that are not completed
within 45 days of starting will expire.
92
Writing
Test Administration (Online), cont’d


Students can either create and revise their
drafts in the Student Response screen or print
their selected prompt and create and revise their
drafts on paper, entering their final draft in the
Student Response Screen. Note: any printed
test materials, including outlines or rough
drafts, must be collected by the TA and
securely stored between test sessions.
When breaking up the test over multiple
sessions, remind students to pause the test
rather than clicking “end test” and submitting
their test for scoring. Students should
only click “end test” after entering
and reviewing their final response.
93
Writing
Test Administration (Paper-based)



While the Paper-Based Writing test is not timed,
estimate that it will take approximately 2 – 3 class
sessions to complete.
TAs must collect student test booklets at the end of each
test session. Note: all notes, outlines, and rough
drafts must also be collected by the TA and
securely stored between test sessions.
Students must enter their final draft into the student
test booklet.
Students may use an additional sheet of paper to finish
a thought begun on the previous page, not to exceed
one half a page
 Typed responses may be inserted into the test booklet


Follow the instructions on pp. G-19 – G-20 of
Appendix G to ensure that additional or typed
pages are correctly inserted
94
Writing
Scoring




All tests are scored through a central, online
scoring system.
Tests will be distributed to Oregon raters around
the state.
Both paper and online assessments will be double
scored.
Scores of papers may be appealed, but must
follow the process and timelines described in
Appendix G of the Test Administration Manual.
95
Writing
Do’s and Don’ts
Do’s

Do review Appendix G before testing

Do test all students in Grade 11 who have not
yet met or exceeded the standard.


Do test Grade 12 students in the Winter window
who have not yet met the standard and would
benefit from this additional opportunity.
Do collect and securely store all printed test
materials between test sessions (for both online
and paper-based Writing)
96
Writing
Do’s and Don’ts, cont’d
Don’ts

Do not allow students enrolled in Grade 9 or 10 to test
using a blank writing booklet

Do not allow Grade 11 students to test more than once

Do not test Grade 12 students in the Spring window.


Do not provide resources to students unless they are
explicitly identified as allowable resources in Appendix
G.
Do not retain copies of pp. 1 and 2 of paper writing
booklets
97
Writing
Promising Practices


Local scoring of classroom assessments
using the official scoring guide to provide
feedback in some or all of the writing traits
to prepare students for the writing
assessment.
Districts create a system where teachers
trade papers for double scoring, thus
ensuring rater accuracy.
98
Writing
In a Nutshell


Writing administration is essentially
the same as last year
Testing in 2012-13 restricted to Grade
11 students who have not yet met or
exceeded and Grade 12 students
(Winter window) who have not yet met
or exceeded the writing standard.
99
OAKS Online
Online Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam

OAKS Online User Guides
http://www.ode.state.or.us/search/page/?=391

OAKS Portal (includes Training Site
and Practice Tests)
http://www.oaks.k12.or.us
Writing
Acorns for Storage
 How
can TAs be sure that they are only
administering the writing test to eligible
students?
 What
factors should weigh in the decision as
to which window and what format are used to
administer the test?
 What
local expertise could be tapped for an
accurate and timely review and return of
writing appeals?
101