cim re-tests - ode.state.or.us re-tests mathematics, ... assembling materials for knowledge and...
TRANSCRIPT
OREGON STATEWIDE
ASSESSMENTS
FALL ASSESSMENT WINDOW 2002
Test Administration
Manual
EARLY Graduating Seniors Only
CIM Re-tests
MATHEMATICS,
READING/LITERATURE,
SCIENCE, MATHEMATICS PROBLEM
SOLVING, AND WRITING
September 26, 2002
It is the policy of the State Board of Education and a priority of the Oregon Department of
Education that there will be no discrimination or harassment on the grounds of race, color,
sex, marital status, religion, national origin, age or handicap in any educational programs,
activities, or employment. Persons having questions about equal opportunity and
nondiscrimination should contact the State Superintendent of Public Instruction at the
Oregon Department of Education.
Developed by the
Office of Assessment and Evaluation
Oregon Department of Education
255 Capitol Street NE
Salem, Oregon 97310-0203
www.ode.state.or.us/asmt
Special appreciation is expressed to the educators who served on the Assessment and Content
Panels. Their contributions were invaluable in shaping the direction of the testing program.
A product of the Oregon Statewide Assessment Program, Oregon Department of Education
Stan Bunn, State Superintendent of Public Instruction Cathy Brown, Specialist, Assessment and Evaluation
Bill Auty, Associate Superintendent, Assessment and Evaluation Ken Hermens, Specialist Assessment and Evaluation
Phyllis Rock, Director, Assessment and Evaluation Elaine Hultengren, Specialist, Assessment and Evaluation
Steve Slater, Coordinator, Assessment and Evaluation Leslie Phillips, Specialist, Assessment and Evaluation
Pat Almond, Specialist, Assessment and Evaluation
2002 OREGON STATEWIDE ASSESSMENT
CIM Re-Test in Mathematics, Reading/Literature , Science,
Mathematics Problem Solving and Writing
FALL 2002
INTRODUCTION ............................................................................................................................................................1
PART 1: BACKGROUND AND PREPARATION FOR TESTING .............................................................................1
WHO WILL BE TESTED?.............................................................................................................................1
PART 2: GENERAL ADMINISTRATION....................................................................................................................2
GENERAL INFORMATION..........................................................................................................................2
STANDARD TEST ADMINISTRATION.......................................................................................................2
IMPORTANT PROCEDURES .......................................................................................................................3
COMPLETING STUDENT INFORMATION ON THE ANSWER SHEET ................................................4
PART 3: KNOWLEDGE AND SKILLS TESTS ...........................................................................................................5
ACCOMMODATIONS/TABLE .....................................................................................................................5
ASSEMBLING MATERIALS FOR KNOWLEDGE AND SKILLS TESTING..........................................7
PART 4: ADMINISTERING THE MATHEMATICS TEST........................................................................................9
SIDE-BY-SIDE TESTS....................................................................................................................................9
PART 5: ADMINISTERING THE READING/LITERATURE TEST .......................................................................11
PART 6: ADMINISTERING THE SCIENCE TEST...................................................................................................13
PART 7: RETURNING KNOWLEDGE AND SKILLS TEST MATERIALS ...........................................................14
PART 8: ADMINISTERING THE MATHEMATICS PROBLEM SOLVING TEST...............................................15
ASSEMBLING MATERIALS FOR TESTING............................................................................................15
SOME HELFUL PROCEDURES .................................................................................................................15
ACCOMMODATIONS/ACCOMMODATIONS TABLE............................................................................16
CHECKING AND COMPLETING MATERIALS ......................................................................................20
RETURNING TEST MATERIALS ..............................................................................................................20
PART 9: ADMINISTERING THE WRITING TEST.................................................................................................21
ASSEMBLING MATERIALS FOR TESTING............................................................................................21
SOME HELFUL PROCEDURES .................................................................................................................22
ACCOMMODATIONS/ACCOMMODATIONS TABLE............................................................................23
CHECKING AND COMPLELTING TEST MATERIALS.........................................................................28
CHECKING FOR CRISIS PAPERS.............................................................................................................28
RETURNING TEST MATERIALS ..............................................................................................................29
PART 10: GUIDELINES FOR INCLUDING ALL STUDENTS IN TESTING ..........................................................30
JURIED ASSESSMENTS.............................................................................................................................30
PART 11: ADDITIONAL QUESTIONS OR INFORMATION ...................................................................................30
POLICY DOCUMENTATION ENDNOTES ..............................................................................................31
IMPORTANT
IMPORTANT
IMPORTANT
IMPORTANT
IMPORTANT
IMPORTANT
IMPORTANT
REVISED
Oregon Statewide Assessment 1 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
INTRODUCTION
Thank you for participating in the Oregon Statewide Assessments. Before administering any of
the tests, please thoroughly familiarize yourself with the procedures and directions in this manual.
The information in this manual should answer most questions regarding the administration of the
Knowledge and Skills (K/S, multiple choice format) and the Performance Assessments. A
separate Test Coordinator’s Guide provides information for test coordinators at the district and
school levels.
Oregon Statewide Assessment Schedule for Knowledge and Skills and Performance Benchmark Tests
For information regarding the 2002-2003 testing windows, see the Oregon Assessment Schedule
at http://www.ode.state.or.us/asmt/administration/schedule.htm. Exact dates of testing within
these windows are left to the discretion of the school or district.
PART 1: BACKGROUND AND PREPARATION FOR TESTING
The primary purpose of the Oregon Statewide Assessment is to determine or measure the achievement
level of individual students and compare that achievement with Performance Standards established by
the State Board of Education at each benchmark. Local school districts will obtain valuable information
about the performance of their students.
WHO WILL BE TESTED?
Only students enrolled in grade 12 who are early graduating seniors may participate in these
Knowledge and Skills and Performance Assessments. While re-tests are not mandatory, districts
should have some tests available for those students who wish to re-test.
English Language Learners
For this test window, side-by-side Spanish/English versions of the Mathematics Knowledge and
Skills Test, the Mathematics Problem Solving and the Writing Performance Assessment are
available. Your School Test Coordinator can provide the materials. Contact your District Test
Coordinator if additional copies are needed.
Extended Assessments
There are no extended assessments available for this testing window. Please see the 2002-2003
Testing schedule at http://www.ode.state.or.us/asmt/administration/schedule.htm for further
information.
Challenging Another Benchmark
There are no opportunities to challenge another benchmark during this testing window.
Oregon Statewide Assessment 2 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
IMPORTANT
IMPORTANT
PART 2: GENERAL ADMINISTRATION
GENERAL INFORMATION
Any students may take a re-test assessment in this testing window if the student is:
• A grade 12 student
• Preparing to graduate mid-year during 2002-2003
• Has not yet met the CIM Benchmark standard in Mathematics, Mathematics Problem Solving,
Reading/Literature, Science and Writing.
Please note: Any student residing in the district who is not enrolled in a public (or private) school may
request to participate in this state test.
OPTIONS FOR PARTICIPATION
Standard Test Administration (with or without accommodations) is the ‘one single option’ for
assessment participation in the Fall CIM Re-test.
Definition Standard administration conditions essentially mean that the student takes the test in a
manner consistent with the test administration manual and listed accommodations. A score obtained
under standard administration conditions is a valid score determining whether a student did not meet,
met, or exceeded the benchmark standard. Oregon Statewide Assessments are power tests, not timed
tests (see page 3 for more information). Any student may be given additional time to complete the test
or may take the test in an environment conducive to working effectively. These options increase the
opportunities for all students to take regular assessments.
Who All students, including students with disabilities, English Language Learners, disadvantaged
students, and low performing students are eligible to take regular statewide assessments under
standard administration conditions.
� Accommodations: An accommodation is an alteration in how a test is presented to or
responded to by the person tested, including a variety of alterations in test presentation,
response format, the setting in which the test is taken as well as timing or scheduling. The
alterations do not substantially change level, content or performance criteria. The changes are
made in order to provide a student equal access to learning and equal opportunity to
demonstrate what is known. (See the table on pages 5-7 for clarification of the
accommodations allowed under the standard test administration.)
� Side-By-Side Tests: For the Fall assessment window, standard administration includes
students taking the Spanish/English version of the Mathematics Knowledge and Skills tests
and the Writing test, and the Russian/English and Spanish/English versions of the
Mathematics Problem Solving tests. The Russian/English Knowledge and Skills tests are
are not available as standard administraion.
REVISED
Oregon Statewide Assessment 3 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
IMPORTANT
IMPORTANT PROCEDURES
Test Security
All test forms are secure and SPECIFIC TO A PARTICULAR TEST WINDOW. DO NOT use
these tests for any other testing window. Conversely, do not use test materials from any other
test window during this testing window. No part of the test materials may be reproduced in any
way during, or after the testing. Nor may any copies of the materials be kept in the school
building or district office after the test administration is complete. Descriptions of individual test
items should not be released to the general public. Any breach of security measures could result
in a loss of licensure.
Testing Times These are power tests, not strictly enforced timed tests. Students should be allowed to continue
working as long as they are making reasonable progress. Most students will finish within the times
suggested. Allowing additional time for administering sections of the test in smaller segments is an
acceptable practice for any student. Remember to add time for distribution and collection of the tests.
Subject Area Approximate Working Time
Mathematics 60-75 minutes
Reading/ Literature Two 50-minute sessions
Science Two 40-50 minute sessions
Mathematics Problem Solving ONE 45-minute session (this session may NOT be split)
Writing THREE 45-minute sessions
(For Block Scheduling – 2 longer sessions with a
significant break between may be desired).
Test Administrators should have test administration manuals as soon as possible.
Student test materials should NOT be in Test Administrators’ hands prior to the day before
actual administration.
You may administer the tests in whatever order you wish, according to what is convenient for the
schedule in your school or district. The “boxed-in” student directions provided are for Test
Administrators to read verbatim before each test is administered to ensure statewide consistency
of test administration.
SOME HELPFUL PROCEDURES
1. Sign the Assurance of Test Security, acknowledging all materials will be kept secure and that
no inappropriate assistance will be provided to students.
Oregon Statewide Assessment 4 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
2. Sufficient numbers of each test have been sent to your School Test Coordinator. In advance
of the actual testing date, you should let your School Test Coordinator know how many of
each test to provide for each of the classes you will be testing.
3. Several days prior to the day of the testing, review this manual and ask your School Test
Coordinator any questions you have. Student test materials should NOT be in teachers’
hands prior to the day before actual administration.
4. When you receive your test materials, count to make sure you have the proper quantity of
materials, including test booklets and answer sheets. Notify your School Test Coordinator if
you need more.
5. Minimize interuptions or disturbances during testing. Post a “TESTING – PLEASE DO
NOT DISTURB” sign on the door while testing is in progress.
6. Plan time for make-up testing for students who are absent for any portion of the regular
testing periods. Every effort should be made to assure that all students have an opportunity
to complete the assessment.
COMPLETING STUDENT INFORMATION - ON THE ANSWER DOCUMENT
1. Give each student a blank answer sheet to bubble in all information by hand using a
number 2 pencil.
2. Demographic information will be collected on each answer sheet. This information includes:
• District Name
• School Name
• Teacher Name
• Period No. (optional)
• Student Name (left justify)
• District Student ID Number
• District Institution Identification
• School Institution Identification
• Secure State Student Identification
• Date of Birth
• Ethnic Background
• Gender
It is important that teachers/Test Administrators review this information carefully for
completeness and accuracy prior to submitting the finished test materials to the School Test
Coordinators. This information, especially the name of the school and school institution identification
will be used to generate individual student reports.
Administration Codes Note:
For purposes of the CIM re-test there are no relevant administration codes. For further
information, see “General Administration” beginning on page 2 of this manual.
Oregon Statewide Assessment 5 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
KNOWLEDGE AND SKILLS TESTS
ACCOMMODATIONS
As well as allowing additional time to any individual student, there are other accommodations
available. Accommodations provide any student equal access and equal opportunity to demonstrate
what he or she knows and can do. Accommodations include a variety of changes in test presentation,
response format, the setting in which the test is administered, along with timing and/or scheduling.
Such changes do not substantially affect level, content or performance criteria. Accommodations are
available to all students including both students with and without disabilities.
The Accommodations Table on the following page provides a finite list of accommodations that
students may use when taking the tests under standard administration conditions.
Clarification Regarding Accommodations for the
Oregon State Assessment – February 2, 2001 9
In February 2001, the Oregon Department of Education (ODE) entered into an agreement with
Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the Oregon
State Assessments. In the past, ODE created a list of allowable testing accommodations judged to
provide valid test scores. The use of these accommodations are considered standard administration.
The agreement with ASK revised the way these testing accommodations are added to the
accommodations table.
Current accommodations will continue to be listed in the administration manual on the
accommodations table. New accommodations will be recommended by educators.
The IEP team on an individual student-by-student and test-by-test basis should make decisions about
how students with disabilities participate in Oregon’s statewide assessments.
Educators may recommend assessment adaptations that they believe should be added to the
accommodations or modifications tables by sending an e-mail or letter to Pat Almond, facilitator of the
Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310,
(503) 378-3600, ext. 2267, or e-mail [email protected].
These recommendations will be considered at regularly scheduled Accommodations Panel meetings
conducted by the Oregon Department of Education, Office of Assessment and Evaluation.
Oregon Statewide Assessment 6 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
2002 AACCCCOOMMMMOODDAATTIIOONNSS TABLE as of October 2001 KNOWLEDGE AND SKILLS TEST ADMINISTRATION
Accommodations appearing on this table have been reviewed and do not change the content and/or performance standards of what is
being measured by the test. Note: Both Accommodations and Modifications tables in test administration manuals are updated
periodically by the ODE through a formal review process that employs the Accommodations Panel. For the initial update year,
additions to the tables appear with an underscore and deletions from the table appear with a strike through. These markings are
provided to facilitate visual comparisons between 2001 and 2002 tables. Updated tables can be found on the ODE web site
http//www.ode.state.or.us.
Type of
Adaptation
Standard Administration with Accommodations
Testing with Accommodations is considered a standard administration. Accommodations listed on this table
are available to all students including both students with and without disabilities. Accommodations should
reflect the instructional approaches used in the classroom. Scores obtained under standard administration
conditions with or without accommodations allow students to meet Benchmarks 1, 2, 3, and CIM.
Changes in timing
or scheduling of
the assessment
• Extended time
• Frequent breaks
• Divide testing over several sessions
• Administer at time of day most beneficial to student
Changes in the test
directions
• Read or reread directions to student *
• Sign directions++
• Translate directions orally
• Provide written version of oral directions
• Simplify language in directions
• Clarify directions
• Highlight words in directions
• Auditory amplification devices, hearing aids, noise buffers
• Provide written translations of oral directions
Changes in how
the test questions
are presented
• Large print version of the test +
• Braille version of the test +
• Read mathematics and science, (not reading/literature) items and response choices aloud to the
student * **
• Student reads test aloud or sub-vocalizes text to listener or self #
• For mathematics and science, (not reading/literature), proctor highlights vowel combinations in
passages, items and distractors
• Student highlights vowel combinations independently without assistance
• Visual magnification devices
• Auditory amplification devices, noise buffers
• Administration of side-by-side Spanish/English version of the mathematics test • For mathematics and science only, electronic word-for-word, text-to-voice scanning of assessment
(problems, passages, distractors); for example, computer reads verbatim science or math test to student. �
Changes in how
the student
responds
• Answers marked in test booklet and transcribed onto regular answer sheet by school staff
• Students using any assistive technology device that serves as their primary communication mode
• Point to or dictate multiple-choice responses to a scribe* • Student retells story to proctor or educational assistant in his or her own words before
responding to the multiple-choice items #
Changes in test
setting
• Test an individual student in a separate location
• Test a small group of students in a separate, but familiar location
• Minimize distractions (e.g., study carrel)
• Encourage a student’s work habits during test taking—only involves reinforcing consistent
engagement with testing activity*
References and
tools
• Calculator
• Manipulatives
• Masks/markers to limit distractions
• Abacus
Oregon Statewide Assessment 7 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
FOOTNOTES FOR THE PRECEDING ACCOMMODATIONS TABLE
* Test Administrators, proctors, scribes, page-turners, educational assistants, and others supporting a
student’s test taking must be neutral in responding to the student during test administration.
Assistance in test administration must not give away the correct answer. The student’s response
must accurately represent the student’s own choice.
** Reading passages or test items on the reading/literature test is a modification, not an accommodation.
+ Braille and large print versions must be obtained from the Oregon Textbook and Media Center for
the Visually Impaired, phone (503) 916-5840 x421.
++ Signing directions must be done carefully. Some signs may be an interpretation of the concept
tested. In such cases, finger spelling may be more appropriate.
# Another accommodation may need to be used (e.g. separate setting or extended time) for
implementation. No response or feedback should be given by the listener.
� Student may need headphones so as not to distract or disturb fellow students.
� Electronic language translation devices are not allowed as accommodations.
If you would like to nominate modifications that should become accommodations or if you know of instructional
modifications that you would like included on the modifications table, please send an e-mail or letter to Pat
Almond, facilitator of the Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE,
Salem, OR 97310, (503) 378-3600 ext. 2267 or e-mail [email protected].
Oregon Statewide Assessment 8 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
ASSEMBLING MATERIALS FOR TESTING
Prior to opening any of the test materials School Test Coordinator.
In addition to this Administration Manual, you should have the following materials for testing:
• Answer Documents
For CIM retests, one answer sheet is provided for each of the subject areas being tested —
mathematics, reading/literature, and science. Students using the Spanish/English mathematics test
booklet will use the standard answer sheet. The School Test Coordinator has extra answer sheets
should you need them.
• Test Booklets For Each Student
For this CIM Re-test, there is one test booklet each in mathematics, reading/literature, and science.
• Side By Side Mathematics Test Materials
Side-by-Side Spanish/English mathematics test booklets are available. See your School Test
Coordinator for copies of the test booklets and translated Spanish student directions.
You will also need to make sure that students have:
• Number 2 Pencils
Have a supply of extra pencils for students who may not have brought their own. Be sure the
pencils are sharpened and have erasers.
• Scratch Paper
Students may need scratch paper for some of the tests. Be sure to have it available. Sufficient
quantities of the test booklets have been provided so that students may do their “scratch” work in
the booklet, provided the Test Administrator ensures that another student does not use the same
booklet.
• Calculator-for use with the Mathematics Tests
Oregon Statewide Assessment 9 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
PART 4: ADMINISTERING THE MATHEMATICS TEST
The Mathematics Assessment will take approximately 60-75 minutes of working time. Schools may
administer the test in one sitting if sufficient time is available. Otherwise, schools may wish to break
the test into two segments, planning for approximately 30 minutes of actual testing time in each. In this
case, students should be instructed to complete the first five pages and then stop, completing the
remaining items on the second day.
In addition to allowing additional time, there are a number of other supportive administration
conditions that are allowed. See pages 5-7 of this manual for more details on accommodations.
The mathematics test ends with survey questions. These questions do not have correct answers
(except course of enrollment); however, they do provide valuable information for schools and districts
about their instructional programs. Students should be instructed to select the answer that best
represents what is true for them.
Make sure that all students have several number 2 pencils. If only one student is using a test booklet,
he or she may do his or her work in the test booklet. Make sure that students mark their answers on
the answer sheet and not only in the test booklet.
Students should have access to calculators, manipulatives, rulers, and other mathematics tools.
Textbooks, wall charts with mathematical content shown or described (i.e., “to find the
perimeter you…..”), computers, and notes should not be available. Conversely, wall charts with
mathematical processes (i.e., “make a list”) are allowed. Scientific or graphing calculators are
recommended for use. Calculators with keyboards or “solve-it” buttons are not allowed.
SIDE-BY-SIDE TESTS
Use of the Spanish/English side-by-side test is considered a standard administration. For students
who would benefit from the side-by-side tests, be sure they have the following materials:
A Mathematics re-test 2002 answer sheet
A test booklet for the re-test in Spanish/English
A copy of a translated version of Student Directions.
If additional copies of the above materials are needed, contact your School Test Coordinator.
Read verbatim to all students the information that appears in the boxes.
1. Hand each student his or her own answer sheet and test booklet. Students will need to follow
the instructions for completing the information on the front of the answer sheet. This
information is located on page 4 of this manual. Have each student write his or her name in the
space provided on the cover. When you are finished, say:
Oregon Statewide Assessment 10 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
Today you are taking a mathematics test. Most students will finish in about 60-75 minutes. If
you are not finished after 60 minutes but are making progress, you will have additional time to
finish the test.
OR
Today you are taking the first part of a mathematics test. You are to finish the first five pages.
Do not open your booklet or write anything until I tell you what to do.
The last questions are survey questions. (For course enrollment, please bubble in the response
your teacher indicates is accurate for you.)
This test may be different from others you’ve taken. Do not spend too much time on any one
question. You should try to answer all of the items.
If you come to an item anywhere in the test that you can’t answer, skip it and go on to the next
one. When you have made it through the entire test, go back to the questions you skipped. Try
to eliminate one or two of the answers you know are wrong. Find the best answer even if you
are not sure; there is no penalty for guessing.
If you think more than one answer COULD be correct, pick the BEST answer. Remember, you
are not expected to know all the answers. Just do the best you can. Are there any questions?
You should use a calculator. Any other manipulatives may be used for any mathematics
problems where you think they might be helpful.
2. Monitor the students’ progress as they are working on the test, and answer any procedural
questions.
3. If students are working in two sessions, after day 1 have them place their answer sheet into the test
booklet (with their name showing) prior to handing them in.
4. When it appears that nearly all of your students have finished the major portion of the test or have
stopped making progress on the test, say:
We are nearing the end of this testing period. If you need additional time to work on this test,
let me know. You should check to see that you have tried to answer every item on the test. If
there are items where you might know the answer but did not mark it on your answer sheet, go
back and review them now.
5. When the test period is complete, collect the booklets and answer sheets.
Oregon Statewide Assessment 11 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
PART 5: ADMINISTERING THE READING/LITERATURE TEST
The Reading/Literature Assessment will take approximately two 40 - 50 minute sessions. As always,
individual students at any grade level should be given additional time, if needed, as long as they are
making progress.
In addition to allowing additional time, there are a number of other supportive administration
conditions that are allowed. However, please note: reading items or passages from the
Reading/Literature test to students is a modification, not an allowable accommodation. See
pages 5-7 of this manual for more details on accommodations.
During the administration of the reading/literature test, the use of resources such as dictionaries,
thesauruses, literature texts, or literary glossaries is not permitted. Wall charts which contain literary
definitions need to be removed or covered during the testing session.
Make sure that all students have a number 2 pencil and that additional pencils are available.
Read verbatim to all students the information that appears in the boxes.
1. Distribute the answer sheets. Students will need to follow the instructions for completing the
information on the front of the answer sheet. This information is located on page 4 of this
manual. When you are finished, say:
Today you are taking Part 1 of a test on reading and literature. Most students will finish in
about 50 minutes. If you are not finished after 50 minutes, but you are making progress, I will
give you additional time to finish Part 1 of the test.
Each of you will have a test booklet and answer sheet. Do not open your booklet or write
anything until I tell you what to do.
2. Part 1. Hand out the test booklets. Have students write their names in the space provided on
the test booklet cover so that they will receive the same booklet when they complete Part 2 on
the next scheduled day of testing.
Before you do anything else, look at the cover of your test; write your name in the space
provided.
This test may be different from others you’ve taken. Do not spend too much time on any one of
the questions. You should try to answer all of the questions. If you come to a question
anywhere in the test that you can’t answer, skip it and go on to the next one. When you have
made it through Part 1 of the test, go back to the questions you skipped. Try to eliminate one or
two of the answers you know are wrong. Find the best answer even if you are not sure; there is
no penalty for guessing.
Oregon Statewide Assessment 12 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
If you think more than one answer COULD be correct, pick the BEST answer. Remember that
you are not expected to know all the answers. Just do the best you can. Are there any
questions?
3. Answer any procedural questions, then say:
Please begin your test by turning to page R1.
4. Monitor the students’ progress as they are working on the test, and answer any
procedural questions.
5. When it appears that nearly all of your students have finished this portion of the test or have
stopped making progress on the test, say:
We are nearing the end of this testing period. If you need additional time to work on this test,
let me know. You should check to see that you have tried to answer every question on this part
of the test. If there are questions where you thought you might know the answer but did not
mark it on your answer sheet, go back and review them now.
After you have finished, place your answer sheet inside the front cover of your test booklet.
6. Collect the test booklets. Make sure that the answer sheets are placed under the front cover
of the appropriate test booklets so that students receive the same materials back during the
next testing session.
7. Part 2. Hand out the test booklets and answer sheets, making sure that each student is continuing
the test in the same test booklet as for Part 1. Ask the students to turn to the part of the
reading/literature test booklet that is marked Part 2 and continue working until they have reached
the end of the test.
8. When it appears that nearly all of your students have finished this portion of the test or have
stopped making progress on the test, have students close their test booklets. Collect the booklets
and answer sheets.
Oregon Statewide Assessment 13 Mathematics Reading/Literature,
Test Administration Manual Science, Mathematics Problem Solving and Writing
2002 Fall CIM Re-test
PART 6: ADMINISTERING THE SCIENCE TEST
The Science Assessment will take approximately two 40 - 50 minute sessions. Students should be
given additional time if needed as long as they are making progress.
In addition to allowing additional time, there are a number of other supportive administration
conditions that are allowed. See pages 5-7 of this manual for more details on accommodations.
During administration of the science test, students should not have access to notes, textbooks, maps,
charts, or globes. A Periodic Table is provided in the back of each test booklet.
Make sure that all students have access to several number 2 pencils.
Read verbatim to all students the information that appears in the boxes.
5. Distribute the answer sheets. Students will need to follow the instructions for completing the
information on the front of the answer sheet. This information is located on page 4 of this
manual. When you are finished, say:
Today you are taking Part 1 of a test in science. Most students will finish in about 50 minutes.
If you are not finished after 50 minutes but you are making progress, I will give you additional
time to finish Part 1 of the test.
Each of you will have a test booklet and answer sheet. Do not open your booklet or write
anything until I tell you what to do.
6. Part 1. Hand out the test booklets. Have students write their names in the space provided on
the test booklet cover so that they will receive the same booklet when they complete Part 2 on
the next scheduled day of testing. Then say:
Before you do anything else, look at the cover of your test; write in your name in the space
provided.
This test may be different from others you’ve taken. Do not spend too much time on any one of
the questions. You should try to answer all of the questions. If you come to a question you can’t
answer, skip it and go on to the next one. When you have made it through Part 1 of the test, go
back to the questions you skipped. Try to eliminate one or two of the answers you know are
wrong. Find the best answer even if you are not sure; there is no penalty for guessing.
If you think more than one answer COULD be correct, pick the BEST answer. Remember that
you are not expected to know all the answers. Just do the best you can. There is a copy of the
periodic table in the back of your test booklet. You may use it at any time during the test.
Are there any questions?
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7. Answer any questions, then say:
Please begin your test.
4. Monitor the students’ progress as they are working on the test, and answer any
procedural questions.
5. When it appears that nearly all of your students have finished this portion of the test or have
stopped making progress on the test, say:
We are nearing the end of this testing period. If you need additional time to work on this part
of the test, let me know. You should check to see that you have tried to answer each question in
Part 1. If there are questions where you thought you might know the answer but did not mark
it on your answer sheet, go back and review them now.
After you have finished, place your answer sheet inside the front cover of your test booklet.
6. Collect the test booklets. Make sure that the answer sheets are placed under the front cover
of the appropriate test booklets so that students receive the same materials back during the
next testing session.
7. Part 2. Hand out the test booklets and answer sheets, making sure that each student is continuing
the test using the same test form used for Part 1. Ask the students to turn to the part of the
science test booklet that is marked Part 2 and continue working until they have reached the end of
the test.
8. When it appears that nearly all of your students have finished this portion of the test or have
stopped making progress on the test, have students close their test booklets. Collect the booklets
and answer sheets.
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IMPORTANT
PART 7: RETURNING KNOWLEDGE AND SKILLS TEST MATERIALS
CHECKING AND COMPLETING MATERIALS
Carefully review each answer sheet to ensure that students have correctly entered all requested
information. If any information is missing, incorrect, or incomplete, please add or revise the information
as necessary. It is important that teachers/Test Administrators review this information carefully
for completeness and accuracy prior to submitting the completed materials to the School Test
Coordinator. This information, especially the name of the school and school institution identification
will be used to generate individual student reports.
When you are certain that all answer sheets have been completed correctly, assemble the completed
answer sheets in an appropriate envelope or bag. Return these completed answer sheets, unused
answer sheets and any other secure test materials to your School Test Coordinator. This test
administration manual may be retained for future reference.
MATHEMATICS, READING/LITERATURE AND SCIENCE MATERIALS MUST BE RETURNED TO
YOUR SCHOOL TEST COORDINATOR ON THE DAY THAT TESTING IS COMPLETED, BUT NO
LATER THAN NOVEMBER 1, 2002.
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NEW
PART 8: ADMINISTERING
THE MATHEMATICS PROBLEM SOLVING TEST
ASSEMBLING MATERIALS FOR TESTING
Prior to opening any of the test materials, you should read and sign the Assurance of Test Security
form and return it to your School Test Coordinator.
In addition to this Administration Manual, you should have the following materials for testing:
� Mathematics Response Folders – One mathematics response folder is provided for
each student. The School Test Coordinator has extra response folders. The
response folder contains: student information, three problems, bubbles for the
survey responses, and space to write the solution completely.
� Survey Question/Student Directions – A slip sheet is provided for each student. The
sheet lists student directions and survey questions on one side, and at Benchmarks 3
and CIM a helpful formula page is on the opposite side of the same sheet.
The survey question regarding computer use in the home will be used for demographic
reporting to the public and federal government. Please be sure that all students answer this
question.
� Russian/English and Spanish/English Response Folders – The mathematics problem
solving assessment is available in Spanish or Russian for students who would benefit
from having the test questions in this form. Student responses in Spanish and/or
Russian are considered an accommodated administration, and will be scored as well
as included in the school and district summaries. Contact your School Test
Coordinator for the translated test materials, including student direction in Russian
and Spanish.
You will also need to make sure that students have:
Number 2 Pencils– Have a supply of extra pencils for students who may not have pencils or pens of
their own. Be sure the pencils are sharpened and have erasers.
SOME HELPFUL PROCEDURES
The following procedures for mathematics problem solving will help to create conditions for a
successful test administration.
1. Sign the Assurance of Test Security acknowledging that all materials will be kept secure
and that no inappropriate assistance will be provided to any student.
2. Observe test security measures prior to testing. The problem solving tasks are “released”
after the testing window. This means that the tasks and any copies of the student work
must be kept under lock and key until the assessment window is complete. Do not share
them with anyone prior to this date. (For more information see page 3.)
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3. Minimize interruptions or disturbances during testing. Post a “TESTING – PLEASE DO
NOT DISTURB” sign on the door while testing is in progress.
4. Plan time for make-up testing for students who are absent for the regular testing
period. Every effort should be made to assure that all students have an opportunity to
complete the assessment.
5. Let students know that they may bring their own calculators, or use
calculators/manipulatives supplied by the school for problem solving.
6. Remember that the mathematics problem solving assessment is to be completed in
one session, and must be written in the response folder. “Worksheets” sent with the
response folders, or extra pages other than the single page allowed for completing
thoughts will not be scored.
ACCOMMODATIONS FOR MATHEMATICS PROBLEM SOLVING
TEST ADMINISTRATION
As well as allowing additional time to any individual student, there are other accommodations
available. Accommodations provide any student equal access and equal opportunity to demonstrate
what he or she knows and can do. Accommodations include a variety of changes in test presentation,
response format, the setting in which the test is administered, along with timing and/or scheduling.
Such changes do not substantially affect level, content or performance criteria. Accommodations are
available to all students including both students with and without disabilities.
The Accommodations Table for the Mathematics Problem Solving Test on the following page
provides a finite list of accommodations that students may use when taking the tests under
standard administration conditions.
CLARIFICATION REGARDING ACCOMMODATIONS FOR
THE OREGON STATE ASSESSMENT 9.
In February 2001, the Oregon Department of Education (ODE) entered into an agreement with
Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the
Oregon State Assessments. In the past, ODE created a list of allowable testing accommodations
judged to provide valid test scores. The use of these accommodations are considered standard
administration. The agreement with ASK revised the way these testing accommodations are added
to the accommodations table.
Current accommodations will continue to be listed in the administration manual on the
accommodations table. New accommodations will be recommended by educators.
The IEP team on an individual student-by-student and test-by-test basis should make decisions about
how students with disabilities participate in Oregon’s statewide assessments.
Educators may recommend assessment adaptations that they believe should be added to the
accommodations or modifications tables by sending an e-mail or letter to Pat Almond, facilitator of the
Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310,
(503) 378-3600, ext. 2267, or e-mail [email protected].
These recommendations will be considered at regularly scheduled Accommodations Panel meetings
conducted by the Oregon Department of Education, Office of Assessment and Evaluation.
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2002 AACCCCOOMMMMOODDAATTIIOONNSS TABLE as of October 2001
MATHEMATICS PROBLEM SOLVING TEST ADMINISTRATION
Accommodations appearing on this table have been reviewed and do not change the content and/or
performance standards of what is being measured by the test. Note: Both Accommodations and Modifications
tables in manuals are updated periodically by the ODE through a formal review process that employs the
Accommodations Panel. For the initial update year, additions to the tables appear with an underscore and
deletions from the table appear with a strike through. These markings are provided to facilitate visual
comparisons between 2001 and 2002 tables. Updated tables can be found on the ODE web site
http://www.ode.state.or.us/asmt/administration/.
Type of
Adaptation
Standard Administration with Accommodations (Applies to All Students)
Testing with Accommodations is considered a standard administration. These
accommodations are available to all students including both students with and without
disabilities. Accommodations should reflect the instructional approaches used in the
classroom. Scores obtained under standard administration conditions with or without
accommodations allow students to meet the standards for Benchmarks 2, 3, and CIM.
These scores will also appear in school and district group statistics for 2002 assessments.
Changes in timing or
scheduling of the
assessment
• Extended time
• Frequent breaks for individuals who need them #
• Administer at time of day most beneficial to student
Changes in the test
directions
• Read or reread directions to student
• Sign directions
• Translate directions orally
• Provide written version of oral directions
from the Administration Manual
• Simplify language in directions
• Clarify directions
• Highlight words in directions
• Auditory amplification devices, hearing aids,
noise buffers
• Large print version of prompts +
• Braille version of prompts +
• Read math problems aloud to student *
**
• Sign math prompts * ++ • Student reads aloud or sub-vocalizes text
to listener or self �
• Proctor highlights vowel combinations in math
prompts
• Visual magnification devices
• Auditory amplification devices, noise buffers
• Administration of the Spanish/English and
Russian/English versions of mathematics
problem solving assessment
Changes in how the test
questions are presented
• Electronic word-for-word, text-to-voice scanning of assessment problem, for example computer
reads problem to student.
Changes in how the
student responds
• Assistance with spelling (needs to be discrete) ◊
• Student responds to mathematics problem solving in English, Spanish, or Russian
• Respond to mathematics problem solving assessment in Braille + +++
• Students should be allowed any assistive technology device that serves as their primary
communication mode (e.g., word processing)
• Student responds in sign-language +++ o
• Student requiring a scribe dictates mathematics problem solving. �
Changes in test setting
• Test an individual student in a separate location
• Test a small group of students in a separate, but familiar location
• Minimize distractions (e.g., study carrel)
• Encourage a student’s work habits during test taking—only reinforcing engagement with the
performance activity. *
References and tools
• Dictionary - English or other language/English
• Scissors, tape
• Calculator
• Manipulatives
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FOOTNOTES FOR THE PRECEDING ACCOMMODATIONS TABLE
If you would like to nominate modifications that should become accommodations or if you know of instructional
modifications that you would like included on the modifications table, please send an e-mail or letter to Pat
Almond, facilitator of the Accommodations Panel (503) 378-3600 ext. 2267 [email protected].
# Breaks must be monitored to insure test integrity. A student should not have access to information during a
break that informs a response.
+ Braille and Large Print Versions must be obtained from the Oregon Textbook and Media Center for the
Visually Impaired, phone (503) 916-5840 x421.
++ Signing math problems must be done carefully. Some signs may be an interpretation of the answer or
concept tested. In such cases finger spelling may be more appropriate. The purpose of signing math
problems is to give low-readers access to performance assessment problems without changing the content of
the concepts and processes assessed. Problems should be signed without extra explanations and
interpretations unavailable to other students.
++
+
If a student will be responding in Braille or sign language, please inform the School Test Coordinator and
separate that student’s response folders so that it can be sent to a site for transcription.
* Test Administrators, proctors, scribes, page-turners, educational assistants, and others supporting a student’s
test taking must be neutral in responding to the student during test administration. Assistance in test
administration must not give away the correct answer. The student’s response must accurately represent the
student’s own work.
** The purpose of reading math problems aloud is to give non-readers access to performance assessment
problems without changing the content of the concepts and processes assessed. Problems should be read
aloud without extra explanations and interpretations unavailable to other students.
� Other accommodations may need to be used (e.g., separate setting or extended time) to implement this
accommodation. The listener should give no response or feedback.
◊ Provide assistance one-on-one without disturbing or cueing other students. (Spelling is NOT a part of the
assessment.)
� A scribe needs to provide a literal transcription of the students response without inserting any information not
presented directly by the student. The following three clarifications should be followed and assume that the student
has the scoring guide or knowledge of it. The purpose of these clarifications is to ensure the response is that of the
student’s not the scribes.
1. When the scribe does not understand (e.g., misses or tracks) what the student has said, s/he may ask
a clarifying question such as “could you repeat that?” Scribes may not ask any other questions.
2. Scribes may not ask questions to clarify information when they know what the student has said but
do not understand what it means or why it was said.
3. If asked by the student, the scribe is allowed to read what the student has said. They are then
allowed to make changes, insertions, or deletions that are initiated by the student.
At the end of the session the scribe should ask as a final question “Did I accurately record what you have
said?” Students should review (look at) what they have had scribed to edit the total response. Both the student
and the scribe need to sign off at the bottom of the test protocol to reflect agreement that all recorded
information is correct.
Scribes need to be familiar with the needs of the student (and have worked with students and scribing before)
and not be scribing for the first time with a student during the test. Training of scribes needs to address three
important issues to ensure accurate recording: (a) speed or rate of recording, (b) conventions for (en)coding
symbols, and (c) format and layout of the response. Practice sessions should be held with students and scribes
in advance of actual use so the scribe understands students’ articulation. During the administration of the
test, school districts, students and/or parents have the option to request an audio or videotape of the session.
o Videotape the problem solving solution and submit along with paper/pencil solution on the student’s
mathematics problem solving response booklet.
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Student Directions
Problem Solving Directions
After students are finished filling in the information on the front of the response folder, tell them
that using scratch paper is discouraged on the problem solving assessment. Unlike the writing
assessment where rough drafts are not included, in problem solving the readers need to see the
first attempts as well as the final approaches to student solutions.
Read the information in the following double lined boxes verbatim to all students. The
directions have been translated into Russian and Spanish, and are available from your School Test
Coordinator.
Read aloud:
Today you will be completing a mathematics problem solving test that asks you to
show how you solve a problem. All work must be completed in this ONE testing
session (which may be longer than 45 minutes). If you finish early, please read a
book or do other “quiet” work.
Inside of your response folder, you will find three problems. Read all of the
problems and select the one you believe will best allow you to show your ability to
solve a problem.
You should do all of your work in the space provided on pages 3 and 4 of the
response folder. ONE extra page may be attached ONLY if necessary to complete a
process or idea. If more than one page is attached, these pages will be discarded.
Only solutions written in the response folder will be scored.
Create your work as neatly as you can so that it is easy for others to read. For this
test, it is important to show all of the steps that you used to solve the problem, so
please don’t use scratch paper when solving the problem.
The “student directions,” printed on the separate sheet will tell you what the raters
will be looking for when they score your work. Review them before you begin to
work the problem and after you have finished it to be sure that you have included
all of the information needed. (The other side of this sheet has formulas that you
may find useful for Benchmarks 3 and CIM.)
Make sure your name and your teacher and school’s name are on the front of the
response folder, also include them on page 3. When you finish solving the problem,
you should bubble your answer to the survey questions (found on the separate
sheet) into page 2 of the response folder.
You may use a calculator, manipulatives, or any other math tool that we normally
use in the classroom. Computers, textbooks, or notes may not be used.
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Local Rater Option – To discover how closely your scores compare to the raters at the state sites,
many teachers have found it helpful to first score the student papers themselves. If there is not enough
time to score the student’s work before the tests are sent in, pages 3 and 4 of the response folder may
be copied. For the 2000-2002 scoring guide go to http://www.ode.state.or.us/asmt/resource.
Checking and Completing Materials
Carefully review each response folder to ensure that students have correctly entered all requested
information. If any information is missing, incorrect, or incomplete, please add or revise the information
as necessary. The information on them, especially the name of the school and school institution
identification will be used to generate individual student reports.
RETURNING YOUR MATERIALS
When you are certain that all response folders have been completed correctly, assemble the used
response folders in an appropriate envelope or bag. Return the completed response folders, unused
folders and any other secure test materials to your School Test Coordinator. This test administration
manual may be retained for future reference.
All assessment materials MUST BE RETURNED to your School Test Coordinator by the end of
the last day of the test, but no later than December 18, 2002.
IMPORTANT
IMPORTANT
Oregon Statewide Assessment 22 Mathematics Reading/Literature,
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PART 9: ADMINISTERING THE WRITING TEST
ASSEMBLING MATERIALS FOR TESTING
Prior to opening any of the test materials, you should read and sign the Assurance of Test Security
form and return it to your School Test Coordinator.
In additions to this Administration Manual, you should have the following materials for testing:
� Writing Response Folders – One writing response folder is provided for each
student. The School Test Coordinator has extra response folders. The response
folder contains: student information, three choices of writing prompts, and space to
write the final copy.
� Survey Question/Guide to Revision – A slip sheet with the “Guide to Revision” is
provided for each student. The guide provides a checklist of the criteria raters will
look for in scoring the writing. Additional student directions specify conditions under
which papers might not be scored.
� A Spanish version – A Spanish/English version of the writing test is available for
students who would benefit from reading the test in this form. Responding in a
language other than English on the writing assessment is considered a modified
administration; it does not count toward meeting the standard. These papers are
scored at the Spanish scoring site, but are not included in school or district
summaries. Contact your School Test Coordinator or District Test Coordinator for
the test materials.
You will also need to make sure that students have:
� Number 2 Pencils and Black or Blue ink Pens – Have a supply of extra pencils and pens
for students who may not have pencils or pens of their own. Be sure the pencils are
sharpened and have erasers. The students may write their final draft in pen or in pencil (if
they write darkly enough).
� Extra Lined Paper – Students may need extra lined paper for rough drafts, so you should
have it available.
Resources –
� Students may use resources as identified on the Accommodations to all students both those
with and without disabilities. The Accommodations Tables also clarifies use of word
processing as an allowable accommodation for all students. Review the footnotes following
the table for clarification about automated spelling and grammar-check functions.
� Teachers may not proofread or edit student work. Teachers may not lead students in pre-
writing activities or discussions related to the provided prompts. Note that “Peer editing or
response groups during writing process” is a modification .
� Accepted “references and tools” are listed on the Accommodations Table. Other reference
sources such as textbooks, encyclopedias, or almanacs may not be used during the testing
session, though students may have consulted such a resource on their own outside of class.
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Note that the use of a word processor is an allowable accommodation. As long as spelling and
grammar checks are disabled, students will receive scores that count toward meeting the
standard. If spelling and grammar checks are left on, it is a modified administration, and scores
will not count toward meeting the standard.
SOME HELPFUL PROCEDURES
The following procedures for writing will help to create conditions for a successful test administration.
1. Sign the Assurance of Test Security acknowledging that all materials will be kept secure and
that no inappropriate assistance will be provided to any student.
2. Sufficient numbers of response folders have been sent to your School Test Coordinator. In
advance of the actual testing date, you should let your School Test Coordinator know how
many response folders to provide for each of the classes you will be testing.
3. Several days prior to the day of the testing, review this manual and ask your School Test
Coordinator any questions you have. Student response folders should NOT be in teachers’
hands prior to the day before actual administration.
4. When you receive your test materials, count to make sure you have the proper quantity
of materials. This would include the slip sheet and response folders. Notify your School
Test Coordinator if you need more.
5. Minimize interruptions or disturbances during testing. Post a “TESTING – PLEASE
DO NOT DISTURB” sign on the door while testing is in progress.
6. Plan time for make-up testing for students who are absent for any portion of the regular testing
periods. Every effort should be made to assure that all students have an opportunity to complete
all assessments if they have been absent for one or more of the regular testing periods.
ADMINISTERING THE WRITING TEST
General Guidelines – The following are general guidelines for administering the writing test.
� Three testing sessions are standard for the writing assessment. Generally students seem to benefit from time between testing sessions (i.e., 3 separate sessions on 3 separate days) rather than one or two extended length sessions.
� Schools on a block schedule with class periods longer than 45-50 minutes should carefully consider how to structure the assessment.
� Students must use the student response folder assigned to them. Copying the prompts from a different form is a modification; also, assigning a student a specific prompt or mode is a modification. These papers will be scored as “off topic” and the student’s scores would not count toward meeting benchmark standards.
� Most students will use some of the first session and part of the second to pre-write/brainstorm, and write rough drafts. The remainder of the second session is often used to revise and edit rough drafts. The third session is often used to complete revisions and recopy final papers into the writing folders.
� The final copy should not exceed the space provided in the writing response folder, except for one additional paragraph to complete a thought begun on the previous page, not to
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NEW
exceed one-half of a page. Students may not draw additional lines between the existing lines of the response folder to circumvent space limitations.
� As much as possible, students should be allowed to proceed at their own pace. Students who finish ahead of other students should have reading materials or other planned activities available so that they will not disturb those who need additional time for writing.
� Be sure that students know that papers may be disqualified from scoring under certain conditions which are listed on the back of the slip sheet. Papers that are written on a topic other than those specifically provided in that student’s response folder may be scored, but would not count toward meeting that benchmark’s standards. As Day 2 and Day 3 activities begin for writing, summarize the instructions again. Answer any questions students might have about why the assessment is being given, how the paper will be scored, etc.
ACCOMMODATIONS FOR WRITING TEST ADMINISTRATION
As well as allowing additional time to any individual student, there are other accommodations available.
Accommodations provide any student equal access and equal opportunity to demonstrate what he or she
knows and can do. Accommodations include a variety of changes in test presentation, response format, the
setting in which the test is administered, along with timing and/or scheduling. Such changes do not
substantially affect level, content or performance criteria. Accommodations are available to all students
including both students with and without disabilities.
The Accommodations Table for the Writing Test on the following page provides a finite list of
accommodations that students may use when taking the tests under standard administration conditions.
CLARIFICATION REGARDING ACCOMMODATIONS FOR
THE OREGON STATE ASSESSMENT 9
In February 2001, the Oregon Department of Education (ODE) entered into an agreement with
Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the
Oregon State Assessments. In the past, ODE created a list of allowable testing accommodations
judged to provide valid test scores. The use of these accommodations are considered standard
administration. The agreement with ASK revised the way these testing accommodations are
added to the accommodations table.
Current accommodations will continue to be listed in the administration manual on the
accommodations table. New accommodations will be recommended by educators.
The IEP team on an individual student-by-student and test-by-test basis should make decisions about
how students with disabilities participate in Oregon’s statewide assessments.
Educators may recommend assessment adaptations that they believe should be added to the
accommodations or modifications tables by sending an e-mail or letter to Pat Almond, facilitator of the
Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310,
(503) 378-3600, ext. 2267, or e-mail [email protected].
These recommendations will be considered at regularly scheduled Accommodations Panel meetings
conducted by the Oregon Department of Education, Office of Assessment and Evaluation.
Oregon Statewide Assessment 25 Mathematics Reading/Literature,
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2002 Fall CIM Re-test
2002 AACCCCOOMMMMOODDAATTIIOONNSS TABLE as of December 2001
WRITING TEST ADMINISTRATION Accommodations appearing on this table have been reviewed and do not change the content and/or performance standards of what is being measured by the test. Note: Both Accommodations and Modifications tables in manuals are updated periodically by the ODE through a formal review process that employs the Accommodations Panel. For the initial update year, additions to the tables appear with an underscore and deletions from the table appear with a strike through. These markings are provided to facilitate visual comparisons between 2001 and 2002 tables. Updated tables can be found on the ODE web site http://www.ode.state.or.us/asmt/administration.
Type of
Adaptation
Standard Administration with Accommodations (Applies to All Students) Testing with Accommodations is considered a standard administration. These accommodations are available to all students including both students with and without disabilities. Accommodations should reflect the instructional approaches used in the classroom. Scores obtained under standard administration conditions with or without accommodations allow students to meet the standards for Benchmarks 2, 3, and CIM. These scores will also appear in school and district group statistics for 2002 assessments.
Changes in timing or
scheduling of the assessment
• Extended time • Frequent breaks • Administer at time of day most beneficial to student
Changes in the test directions
• Read or reread directions to student* • Sign directions++ • Translate directions orally • Provide written version of oral directions
• Simplify language in directions • Clarify directions • Highlight words in directions • Auditory amplification devices,
hearing aids, noise buffers
Changes in how the test
questions are presented
• Large print version of prompts + • Braille version of prompts + • Read prompts aloud to student ** • Sign writing prompts ++ • Student reads aloud or sub-vocalizes text to listener or
self # • Electronic word-for-word, text-to-voice scanning of
assessment prompts, for example computer reads prompts to student.*
• Proctor highlights vowel combinations in passages, items and distractors
• Visual magnification devices • Auditory amplification devices, noise
buffers • Administration of the Spanish/English
writing prompts
Changes in how the student
responds
• Student responds to writing prompts in English only • Students who require increased spacing, wider lines or margins should have additional room beyond
what is in the writing folder to complete their response. √ • Respond to writing in Braille +++ ++++ • Students who are unable to hand write should be allowed any assistive technology device that serves as
their primary communication mode. Word processing or typewriting is not allowed under any other conditions. √
• Students should be allowed any assistive technology device that serves as their primary written communication mode( e.g. word processing or typewriter (see footnote)). �
Changes in test setting
• Test an individual student in a separate location • Test a small group of students in a separate, but familiar location • Minimize distractions (e.g., study carrel) • Encourage a student’s work habits during test taking—only reinforcing engagement with the
performance activity. ^
References and tools
• Spelling dictionary • Dictionary - English or other language/English • Electronic spell reference without automated correction
(e.g., Franklin Speller) • Writing Handbook (word definitions, usage and spelling
guides only) • Use of masking device while copying from rough to final • Commercially or locally published materials that only
include word definitions, usage, and spelling guides and that do not incorporate instructional or learning strategies for guidance in the writing process. ±
• Thesaurus • Highlighter • Word processor used only as an
electronic spell reference in the same manner as the Franklin Speller (not automated checker)
• Correction fluid (“white-out”) and correction tape may be used on pages 3 and 4 of the response folder. White-out should not be used on the scannable portion of the response folder.
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FOOTNOTES FOR THE PRECEDING WRITING ACCOMMODATIONS TABLE
* Student may need headphones to avoid distracting or disturbing other students.
** The purpose of reading prompts aloud is to give non-readers access to performance assessment prompts without changing the content of the concepts and processes assessed. Prompts should be read word for word without extra explanations or interpretations that are unavailable to other students.
+ Braille and Large Print Versions must be obtained from the Oregon Textbook and Media Center for the Visually Impaired, phone (503) 916-5840 x421.
++ Signing writing prompts must be done carefully. Some signs may be an interpretation of the answer or concept tested. In such cases, finger spelling may be more appropriate.
+++ Students using Braille or word processing need to follow the same writing process as in a standard administration (no allowance of electronic spell checker, grammar checker, or any other 'help' feature on a word processor) and have the composition transcribed to English text before submitting it for evaluation.
++++ If a student will be responding in Braille, please inform the School Test Coordinator and separate that student’s writing folder so that it can be sent to a site for translation.
^ Test Administrators, proctors, scribes, page-turners, educational assistants, and others supporting a student’s test taking must be neutral in responding to the student during test administration. Assistance in test administration must maintain test integrity. The student’s response must accurately represent the student’s own work.
# Other accommodations may need to be used (e.g., separate setting or extended time) to implement this accommodation. The listener should give no response or feedback.
� Technology assisted writing is an accommodation if the following criteria are followed: • Text files—free of style—only (automated features like formatting and correction disengaged) • No automated spell check—student can look up words in a dictionary • No automated grammar check • No/cut/copy and paste/search and replace • No automated word prediction • No function keys (combination key strokes and the technology that enters text for the writer)
± Locally published refers to reference materials produced by district, school, classroom, or students that meet standards of readability.
√ Attach appropriate pages and an explanation of this accommodation to the writing folder.
If you would like to nominate adaptations that should become accommodations or if you know of instructional
modifications that you would like included on the modifications table, please send an e-mail or letter to Pat
Almond, facilitator of the Accommodations Panel (503) 378-3600 ext. 2267 or e-mail [email protected].
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Student Directions
THE TEXT IN THE BOXES IS TO BE READ ALOUD
Pre-writing/Beginning Rough Draft
1. After students are finished filling in the information on the front of the response folder, tell
them that the writing response folder is for final copy only, and most students will not write
anything inside the response folder until Day 3 (or late on Day 2).
Read the information in the following double lined boxes verbatim to all students The
directions have been translated into Spanish and are available from your School Test Coordinator.
Read aloud:
Starting today, you will take part in a writing assessment. You will write a paper that
will be read and scored by two readers other than your teacher. You will have three
different sessions – today, tomorrow, and the next day – to work on your paper.
STEP ONE: Prewriting on a Topic
Look in your response folder to find the topic you can write about. You MUST write
on ONE of the three topics printed in your response folder for your score to count.
Use a separate sheet of paper to list ideas, or do some other prewriting BEFORE you
write your rough draft.
STEP TWO: Writing the Rough Draft
Begin writing your rough draft on notebook paper when you finish prewriting. Be
sure to circle the number of the topic you are choosing on page 2 of your response
folder. Remember that your final copy should fit into the writing response folder on
the two pages indicated.
STEP THREE: Revising and Editing
When your rough draft is finished, you should spend some time revising and editing.
You may use any of the editing tools we use in the classroom to edit your paper,
except for help from your teacher or other students. Use your “Guide to Revision” to
help you know the things that the raters will look for when they score your paper.
You may want to revise your paper to include the things listed on the “Guide to
Revision.”
STEP FOUR: Recopying and Proofreading
When you are done revising and editing, recopy your paper into the writing response
folder. Please use a pen or write firmly in pencil. Your final copy should fit on the
two pages provided. Another page may be attached ONLY to finish a paragraph
begun on the final page of the response folder, and may not exceed one-half of the
page. Make your copy as neat as you can so that it is easy for others to read.
When you finish, make sure your name and your teacher’s name are on the front of
the response folder and also on page 3.
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2. Make sure all students have notebook paper for prewriting and rough drafts. This paper is not
provided in the test materials.
Encourage students to do any prewriting they wish (outlining, brainstorming, clustering,
etc.). However, students must do this prewriting individually. Do NOT lead students in
any structured prewriting activities, or make suggestions about their writing.
3. At the end of Day 1, remind students to write their names in the upper right-hand corner of
each sheet of their rough drafts. Ask students to put all of the materials, including their rough
drafts, survey questions, and “Guide to Revisions” inside their writing response folders.
Collect all materials, and store them overnight in a secure place.
Rough drafts must remain at the testing site and may not be taken home by the students.
Local Rater Option
To discover how closely your score compared to the raters at the state sites, many teachers have
found it helpful to first score the student papers themselves. If there is not enough time to score
the student’s work before the tests are sent in, pages 3 and 4 of the response folder may be
copied. For the 2001-2002 scoring guides go to http://www.ode.state.or.us/asmt/scoring.
Checking and Completing Materials
Carefully review each response folder to ensure that students have correctly entered all requested
information. If any information is missing, incorrect, or incomplete, please add or revise the
information as necessary. The information on them, especially the name of the school and school
institution identification will be used to generate individual student reports.
Check that students have circled the number of the topic to which they responded on page 2 of
the response folder. Separate rough drafts from the writing response folder. Do not return rough
drafts to the scoring sites.
Only the response folders are to be submitted for scoring. Staple the single additional page (that
may be required to complete a thought) where indicated on the writing response folder. (Do not
staple at the corners of the response folder.) Remember that this may be no more than a sentence
or paragraph that was begun on the final page of the response folder, and may not exceed one-
half of the page.
Checking for “Crisis” Papers – Even though students are asked to write on one of the three
topics provided in the writing response folder, each year a number of students write about critical
issues in their lives. Although we have a procedure for responding to these “crisis” papers at the
scoring sites, a response would be more timely at the school level before the papers are sent to be
scored.
Remember that ORS 418.750 requires that any public, or private official having reasonable
cause to believe that a child has suffered abuse must report this information. The Department of
IMPORTANT
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Education believes that such decisions are best made at the local level by educators who know
individual student’s situations.
Please review your student papers briefly with this concern in mind. If you find papers that deal
with topics such as abuse, negligent treatment, drug or alcohol abuse, extreme violence,
depression, or suicidal tendencies by a student or a family member, you should take appropriate
action. Such action might include making a photocopy of the paper to share with a counselor or
building administrator. The original paper could then be sent to the scoring site if that is
appropriate.
We will continue to refer papers that the raters believe may contain such information to local
schools. However, more immediate action, made possible by your review of the papers, would be
the ideal response to these situations.
RETURNING YOUR MATERIALS
When you are certain that all response folders have been completed correctly and you have
removed rough drafts, assemble the completed response folders in the appropriate envelope or
bag. Return the completed response folders, unused folders and any other secure test materials
to your School Test Coordinator. This Administration Manual and the “Guide to Revision”
may be retained for future reference.
All assessment materials MUST BE RETURNED to your School Test Coordinator by the end of
the day of the last day of the test, but no later than November 16, 2002.
IMPORTANT
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PART 10: GUIDELINES FOR INCLUDING ALL STUDENTS IN TESTING
JURIED ASSESSMENT 8
Students who have:
• Mastered CIM content, but have been unable to demonstrate that mastery on statewide
assessements, or
• Entered Oregon schools at grades 11 or 12, choosing not to participatein the state assessment, or
• Met the PASS standards,
may be able to use a Juried Assessment process. Consult the Assessment Web Site
http://www.ode.state.or.us/asmt/administration/juried/ or the Juried Assessment Manual for more
information. This option became available beginning in the spring of 2001. For about the Juried
Assessment, please contact Cathy Brown at (503) 378-3600, ext. 2259 or email
PART 11: ADDITIONAL QUESTIONS OR INFORMATION
If you need additional clarification or information about test administration procedures, please contact
your School Test Coordinator or District Test Coordinator. You may also contact staff members at the
Oregon Department of Education, Office of Assessment and Evaluation. For a listing of staff, go to:
www.ode.state.or.us/asmt/staff.
Thank you for your help in administering these Statewide Assessment tests.
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POLICY DOCUMENTATION ENDNOTES
1. Oregon Department of Education, Numbered Memorandum 127-2001-02, regarding ninth graders
taking CIM benchmark test. www.ode.state.or.us/supportservices/memos/index.htm
2. U. S. Department of Education, H. R. 6 Improving America’s Schools Act of 1994, Sec. 1111,
(b)(3)(I). www.ed.gov/legislation/ESEA/sec1111.html
3. U. S. Department of Justice, American’s With Disabilities Act of 1990, Public Law 101-336;
www.usdoj.gov/crt/ada/pubs/ada.txt
U.S. Department of Education, H. R. 5, Individuals with Disabilities in Education Act of 1997, Public
Law 105-17; http://www.dssc.org/frc/idea_law.htm
U. S. Department of Education, The Rehabilitation Act of 1973, Sec. 504
www.ideapractices.org/relatedlaws.htm
Oregon Administrative Rule 581-068-0068 www.ode.state.or.us/supportservices/rules/index.htm
4. U. S. Congress, U. S. Statutes at Large, Civil Rights Act of 1964, Public Law 88-352;
http://tc.unl.edu/neoc/CRA-64.html
Oregon Department of Education letter, Superintendent Stan Bunn, dated October 10, 2000,
regarding participation in Oregon statewide assessment.
5. Oregon Department of Education, Numbered Memorandum 217-1999-00, Clarification
Regarding Inclusion of Non-English Students in Oregon Statewide Assessment.
www.ode.state.or.us/supportservices/memos/index.htm
6. U. S. Department of Education, Elementary and Secondary Education Act of 1994
www.ed.gov/legislation/ESEA/sec1111.html
7. Oregon Administrative Rule 581-022-1910 – Exemptions
Oregon Administrative Rule 581-022-0611 – Disabilities exemption, Pending
www.ode.state.or.us/supportservices/rules/index.htm
8. Oregon Department of Education, Office of Assessment and Evaluation, Juried Assessment
Manual, 2001-2002, dated July 25, 2001 http://www.ode.state.or.us/asmt/administration/manuals/
9. Oregon Department of Education, Office of Assessment and Evaluation, Accommodations
Clarification, February 2001. Knowledge and Skills Administration Manual, page 3.
10. Robert Lissitz and William D. Schafer, Assessment in Educational Reform: Means and Ends, Allyn
and Bacon, Boston, 2002, Chapter 6, “How Will Assessment Accommodate Students with
Disabilities?”
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Oregon Department of Education
255 Capitol St NE, Salem, Oregon 97310 (503) 378-3600