Download - Spring 2014 Colorado Measures of Academic Success (CMAS) Administration Training for DACs
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Spring 2014 CMASAssessment Window
CMAS: Science and Social StudiesAssessment Testing Dates
Grade 4 Social Studies
April 14 – May 2, 2014Grade 5 ScienceGrade 7 Social StudiesGrade 8 Science
Critical Dates
Date Activity
February 7 ePAT Item samplers available (text-to-speech and color contrast)
February 24-28Work with school technologist to prepare computers for ePat practice
March 1 CMAS Schedule & Logistic To Do List turned into Carmen
March 3-April 11ePAT (Practice Test Environment) with accessibility features available
March 5 Accommodation Spreadsheet to Ronda
Week of March 10School Roster verification for movement of students and number of testing groups determined
March 27 1:00-2:00 Mandatory SAC Meeting during Levels MeetingApril 10 8:00-8:45 Mandatory SAC Meeting during Levels MeetingApril 14 – May 2 Student Testing
What is a “Standardized” Assessment?
• All students will have the same test content, resources, directions, testing conditions, and scoring procedures.
• A score obtained by one student in one part of Colorado will mean the same as the same score obtained by another student in a different part of Colorado.
• With that said …
Each grade level and content area consists of three secti ons
The assessments are composed of the following item types: Selected ResponseConstructed ResponseComputer-enabled/technology-enhanced Simulations (science)Performance Events (social studies)
Test Structure
Procedures pertaining to PearsonAccess SDU Student information updates and changesAdditional ordersPearsonAccess test session management
Technical issues related to site readiness, including device questi ons
Technical issues related to TestNav 8.0 Materials issues
Contact Pearson for
CDE Recommends that districts allow individuals beyond DAC to contact Pearson Customer Service Center directly
during actual testi ng
Assistance and Escalation for Technical Issues
CDE Assessment Unit
School/District Pearson Customer Service Center
Alert Customer Service Center when testing is in progress for rapid escalation
Pearson CO Program Team
Understand all CMAS procedures and requirements
Employ school level security planServe as liaison between DACs and Test
Administrators Read all communications from DAC and distribute as
appropriate NEW for CMAS: during testing, school level
personnel will have direct communication with Pearson
Key SAC Responsibilities THROUGHOUT Testing
Participate in district trainings and review all manuals Working with STC, create the testing schedule for your school,
including accommodated computer-based and paper-based testing groups and make-up sessions
Determine school specific procedures (make-up testing, what to do with students who complete testing after 55 minutes, etc.)
Determine school level security plan Provide and ensure completion of all training by Test
Administrators and anyone else you have authorized or expect to come in contact with secure materials or environments
Receive, secure, and distribute all test materials Manage and return security and training compliance
documents
Key SAC Responsibilities BEFORE Testing
PearsonAccess Set up user accounts for all necessary personnel Identify and maintain a list of students requiring the text-to-
speech form and accommodations (paper-based and computer-based administrations).
Verify that PearsonAccess accounts for students needing: Paper forms of the assessment, including braille and large print Oral scripts (paper and online)
Request from your DAC additional secure and non-secure materials as needed
Assign all students to a test session Assign students requiring special forms for the computer-based
assessment to the appropriate form Register/add new students
Key SAC Responsibilities BEFORE Testing
Establish the testi ng environments
PROCTOR CACHE!!!
Prepare studentsMeet with students to review school testing policies and
expectations, including that test results should be reflective of individual effort.
Ensure all students are familiar with TestNav 8.0
Key SAC Responsibilities BEFORE Testing
Practi ce Testi ng Environments (ePATs) Expose students to sample items Familiarize students with online test engine, TestNav 8, and
embedded supportsAvailable on pearsonaccess.com
Item Samplers available on February 7 Text-to-speech and color contrast Text-to-speech and color contrast will require form
assignment
Full ePAT available on February 28
Prepare Students for Assessments
Ensure that all students are assessed in accordance with CMAS policies and procedures
Request additi onal secure and non-secure materials from DAC as needed
MONITOR TESTING ACTIVITY Distribute and collect paper testi ng materials daily Report suspected testi ng irregulariti es
(misadministrati ons, security breaches, technology glitches). Work with DAC to investi gate and declare misadministrati ons.
Account for the assessment of all students and ensure that all students have completed testi ng. Administer make-up secti ons as needed.
Key SAC Responsibilities DURING Testing
PearsonAccess: Account for the assessment of all students and ensure that all
students have completed testing Verify all testing sessions have been completed Verify that PearsonAccess has been updated to reflect the
accommodations used during testing, including students taking paper-based assessments
Transcribe student responses from large print and braille test books into scannable test books.
Collect, sort, secure, and return all test materials to DAC by district determined date
Manage, submit and retain compliance documents
Key SAC Responsibilities AFTER Testing
Individual at school level responsible for directly administering the CMAS: Science and Social Studies assessments
Must be employed by the school/district Be trained and have read the Test Administrator ’s Manual
prior to any assessment administrati on Be trained in any specifi c accommodati ons they are
providing Must sign security agreement before assessment
administrati on begins Read the directi ons to students exactly as they appear in
the Test Administrator ’s Manual Test session management Administer secti ons actively
CMAS Test Administrator
District Training
Everyone involved in CMAS administrati on must be trained each year. This includes DACs, SACs, CMAS Test Administrators, technology personnel and any other school or district staff involved in CMAS administrati on
DACs and SACs are responsible for ensuring that all individuals involved in test administrati on receive training and sign security agreement
Training
Comprehensive training must include:Test SecurityStandardized Test EnvironmentTest AdministrationTest Session Management (for appropriate personnel)Test Administrator Role vs. Teacher RoleOpportunity for personnel to ask questions
Forms
Timing Form
Before TestingSecurity Agreement
Verification of District TrainingDuring Testing Test Incident Report FormAfter Testing Post-Test Compliance
Definitions
PearsonAccess Test Session: Virtual data grouping of students who are grouped together within PearsonAccess for test management purposes. Each PearsonAccess test session consists of one grade level and one content area (three secti ons). Students must be placed in a scheduled PearsonAccess test session before they can log in to a test.
Test Secti on: The parts of a CMAS: Science and Social Studies assessment. Each grade and content area of the CMAS: Science and Social Studies assessments include three sealed test secti ons.
Physical Testi ng Group: Students who test within a physical testi ng environment at the same ti me.
CMAS: Test Structure and Timing
CMAS: Science and Social Studies Section Administration Time for Elementary and Middle School
Required Testing Time
for All Students
Additional Testing Time
Total Testing Time
Time for Set up and Transition
Total Section Time
55 minutes (Firm)
25 minutes (Firm)
80 minutes (Firm)
10 minutes (May be
Modified)
90 minutes (May be
Modified based on Time for Set Up & Transition)
Start up TestNav 8.0 Log inTest transfer (proctor cache…)Give directionsReview sample items
Time for Set up and Transition
Each grade level and content area consists of 3 secti ons
Test secti ons can only be administered to students in consecuti ve order
One grade level and one content area at a ti me except for make-ups
To the extent possible, all students within a grade should be assessed at the same ti me. Should that not prove possible, all students should be assessed within the shortest ti meframe practi cable (i.e., in back-to-back secti ons, within the same day or consecuti ve days if more secti ons are needed than can be administered in a day, etc.)
CMAS Scheduling Considerations
Schedule fi rst group/fi rst day with more of a ti me cushion than other groups if you can
If you have to do multi ple sessions, schedule smallest group fi rst
District policy for students who are fi nished testi ng aft er the required 55 minutes
Determine whether grades will complete testi ng one at a ti me or alternate testi ng (make-ups excluded)
Determine whether the district wants to condense testi ng (make-ups excluded) or spread throughout the testi ng window
Plan for accommodati ons
Recommendati on: Schedule students for only one secti on per day (excepti on: make-ups)
Remember: This is Colorado
CMAS Scheduling Considerations
Priority: minimize risk of prior exposure to test content that could result in an invalidation
Make-Up Testing
Student completes missed test secti on during make-up testi ng ti me in advance of re-joining original physical testi ng group
Make-Up Testing Option 1 (**Recommended**)
Sample Make-Up Testing Schedule for Option 1 - ** Recommended**
Day 1 Day 2 Day 3
Regularly Scheduled Make-Up Testing Time (beginning of morning)
- Absent Student Takes Section 1
-
Physical Testing Group Testing Time (scheduled after initial morning make-up testing time)
Physical testing group takes test section 1
Absent Student re-joins physical testing group for test section 2
Physical testing group takes test section 3
Sample Make-Up Testing Schedule for Option 2
Day 1 in Testing
Environment
Day 2 in Testing
Environment
Day 3 in Testing
Environment
Day 4 in Testing
Environment
Physical Testing Group Cohort
Section 1 Section 2 Section 3 -
Absent Student -Missed- Section 1 Section 2 Section 3
Student completes missed test secti on in any available physical testi ng group in advance of re-joining original physical testi ng group
Make-Up Testing Option 3
Sample Make-Up Testing Schedule for Option 3
Day 1 Day 2 Day 3
Available Physical Testing Group(morning)
Section 1 Section 2 (regularly scheduled students in physical testing group)
Section 1 (absent student joins this physical testing group to complete section 1 as the other students complete section 2)
Section 3
Absent Student’s Original Physical Testing Group(afternoon)
Section 1 Section 2 (absent student rejoins original physical testing group to complete section 2)
Section 3
Considerations for all Make-Up Testing Options
PearsonAccess Demand on Test Administrators
Security Risk Logistical Demand
Option 1 * Recommended*
Student Completes Missed Test Section in Advance of Re-Joining Original Physical Testing Group
Medium Lower Medium
Option 2
Student Tests with Original Physical Testing Group
Low High Low
Option 3
Student Completes Missed Test Section in Any Available Physical Testing Group in Advance of Re-Joining Original Physical Testing Group
High Lower High
Test Security Protocols
Protection of student information and dataProtecting the validity of the state assessmentsFinancial considerationsTest materials
SecureNon-secure materials
A successful security plan will: Inform all individuals authorized to be involved in test
administration to review security protocols, prohibited activities, testing irregularities, and security breaches
Ensure that all individuals authorized to be involved in test administration sign security agreement
Ensure that no unauthorized individuals enter the testing environment
Establish a documented chain of custody Designate a central locked facility for secure storage of test
materials Document that school personnel have received necessary
documentation and training Inform all individuals of test security procedures in case of
unexpected event that may interrupt testing
Security Plan
Chain of Custody
Document before, during, and aft er testi ng Deliver materials to schools no more than 1 week in
advance Complete school security checklist Deliver paper based forms and materials (oral scripts)
on the day of testi ng Distribute only the content area being assessed Return materials to a designated secure locati on
Not stored in classrooms Return materials to Pearson
Maintaining Security of CMAS
All secure test materials must be secured while in the Test Administrator ’s possession
No duplicati on of secure CMAS materials is permissible
No cell phones or other communicati on, reproducti on or recording devices are allowed in the classroom
Student-to-Test Administrator rati o must not exceed 30 to 1
Test Administrator must be able to actively monitor the space within the testing environment
Consider room confi gurati on Make special considerations for large testing environments or
environments with complicated configurations
Test Administrators must: Actively proctor Remain attentive and in the room during the entire testing section Circulate throughout the room during the test
Should be in a position to see students’ eyes, not screens
Student-to-Test Administrator Ratio
The Test Environment
The testi ng environment must: Be adequately lit, quiet, free of distracti ons and
heated or cooled Provide an adequate writi ng surface Be free of cell phones, music or other distracti ng
devices “Do Not Disturb/Only authorized personnel allowed”
and “No Cell Phones” signs must be placed on the door during test sessions
The Test Environment
No food or drinks are allowed on desks or near test materials
The testi ng environment must be free of any content related posters or aids that suggest possible answers to studentsWord walls Steps for solving math equationsAny content related materials
Generally, posters that do not include content specifi c defi niti ons, content related processes or soluti ons may remain on the wallThe AlphabetBasic Number Lines
The Test Environment
Room Configuration Students should not be able to see each other ’s work
from a normal testi ng positi on.
Consider the following seati ng confi gurati ons to maintain test security: Seat students in every other seat (useful in a computer lab setup) Arrange monitors back-to-back Seat students back-to-back Seat students in a semicircle (useful for schools using laptops) Seat students in widely spaced rows or in every other row
(appropriate for a classroom setup)
Dividing screens or other privacy materials may be used if students cannot be placed far enough away from each other
Unauthorized Visitors and the Media
Only students, Test Administrators/Examiners, and authorized school, district, state personnel or state-sancti oned test monitors may be in testi ng areas during administrati on
Media are not allowed to have access to the tests before, during, or aft er test administrati on, or take pictures or video of testi ng materials or testi ng students
Active Administration Acti ve Administrators: Administrators May Not:
Provide feedback Clarify test questi ons Answer content related
questi ons Interfere with the students’
demonstrati on of skills Interact with students in any
way that would impact student responses
Engage in other tasks during test secti ons
Read sources, items, or student responses
Ensure they have all necessary materials for each session
Ensure a standardized testi ng environment
Follow all scripts exactly as writt en
Move throughout the room during testi ng
Read directi ons to students when asked
Use proximity to keep students on task
Prepare the test environment and situate students Start session in PearsonAccess Follow directi ons and read script in the Test Administrator ’s
Manual Hand out student authorizati on ti ckets and scratch paper Assist students in logging on to TestNav Complete directi ons to students and start session Acti vely administer the test secti on Collect student authorizati on ti ckets and scratch paper End test secti on Close session in PearsonAccess aft er third secti on
Administration Steps
MisadministrationsSecurity breachesTechnology glitchesEmergencies/unforeseen circumstances
Testing Irregularities
Misadministrations
A misadministrati on is any event that leads to the invalidati on of one or more student test scores in one or more given test sessions DACs investi gate, identi fy and declare misadministrati ons Major Misadministrati ons must be reported to CDE
A student receives help from anyone on a test item A student uses an unauthorized instrument, such as a
calculator, cell phone or notes, during a test session A student is denied appropriate accommodati ons or
given the wrong accommodati ons
Misadministrations
Note: Sections in the paper form are sealed and should reduce or eliminate instances of students moving on to the next section. However, if a student advances to the next section before that section is administered, it is a misadministration.
When a Misadministration Occurs
The student must immediately stop working on that secti on, but should sti ll complete other test secti ons as normal
The Test Administrator must immediately inform the SAC, who must inform and consult with the DAC
Use discreti onary judgment The appropriate invalidati on code must be entered into
the student’s record in PearsonAccess The student receives a “no score” for the content area
Major Misadministrations Misadministrati ons aff ecti ng an enti re class or group of
students The wrong test section is administered to a class
Systemati c unethical behavior A teacher, administrator or other person gives students hints,
prompts or answers to questions A teacher, administrator or other person violates security
procedures
Students obtain or share secure test materials
Discussing, reproducing, or transmitti ng, by any means, secure test materials, or descriptions of secure test materials
Breach of Secure Test Materials
Emergencies
If a student becomes ill during a test: The student’s needs are the primary consideration The student may make up the test The student may only have the amount of time that was left
when the test was suspended
If there is an emergency requiring the test to be stopped: Evaluate and respond to the emergency… safety first! If it is possible to do so without any risk to students, note the
time remaining in the test session. Students will be allowed to use the remainder of the testing time
to complete the session at a later date.
Emergencies
District Policies for Testi ng Irregulariti es
Misadministrati ons and test security breaches are declared to preserve the validity of test scores and assessment data
Districts should establish policies and procedures for investi gati ng and declaring misadministrati ons and test security breaches
A record of testi ng irregulariti es must be kept by the DAC Reports or suspicions of major misadministrati on and security
breaches must be reported to CDE as soon as practi cable Invalidati ons should not be used as a disciplinary measure. Districts should establish policies and procedures for how and
when to apply disciplinary acti ons to students or staff arising from testi ng irregulariti es
CDE reserves the opti on to investi gate and declare misadministrati ons and apply its own disciplinary sancti ons.
Testing Irregularities:Assistance and Reporting
If there has been a major misadministrati on or security breach, the DAC must noti fy Jason Clymer, in the Assessment Unit.
For assistance in determining whether or not a misadministrati on has occurred, please contact the Assessment Unit.
For major misadministrati ons and security breaches, submit test incident form to CDE
TestNav 8 Embedded features: available to all students to increase
accessibility
Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility
Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans
Increased Accessibility
Tool Bar Navigati on
Back pageNext pageReview Flag
Pointer Highlighter (Cauti on: in development) Ruler (cm in 5 t h and 8 t h grade, inch in all grades)
Can also be used as line guide Calculator (4 functi on for 5 t h grade, scienti fi c for 8 t h grade) Eliminate answer choice
Embedded Features for All Students
Drop Down Magnifi er
Zoom Dependent on device
Writi ng tools for constructed response Bold, italics, and underline Bullet and number Cut, copy, and paste Undo and redo
Embedded Features for All Students
Selected by form1. Text-to-speech with volume control
Continue to playClick to hear – recommend students are taught to
default to this2. Color contrast (accommodation)3. Text-to-speech with color contrast (accommodation)4. Oral script (accommodation)
Samplers for text-to-speech and text-to-speech with color contrast will be available in the second week of February
Embedded Accessibility Features and Accommodati ons that Must Be Requested Ahead of Time for Computer-based Administrati on
Must be based on an individual need documented in the student’s approved IEP, 504, or English learner plan
A master list of all students and their accommodati ons must be maintained by the SAC and/or the DAC. These will need to be recorded in PearsonAccess. Please include students using text-to-speech.
Accommodati ons are available for computer-based and paper-based administrati on.Paper-based form is itself intended to be an accommodated
form
Accommodations
Presentati on English oral script used for:
On-site translations into languages other than Spanish* On-site sign language presentation*
Spanish oral script
Color contrast, including high contrast and reverse contrast
External cover overlays
Word-to-word dictionaries (English/native language)
Assistive technology devices – compatibility will need to be established
*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.
Accommodations for Computer-based Administration
ResponseWritten responses in Spanish
Scribe (must be individually administered)EnglishOther languages
Assistive technology devices – compatibility will need to be established
Accommodations for Computer-based Administration
Devices with demonstrated compatibility with TestNav8:
www.pearsononlinetesting.com/at
Assistive Technology
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Setti ngSmall group Individual
Timing Extended time greater than time and a half Time of day Multiple breaks (requires separate setti ng)
Accommodations for Computer-based Administration
The paper-based form of the assessment is itself considered an accommodati on.
Use of the paper-based assessments is expected only to be available to students who: Have a neurological disorder, a conditi on that causes seizures, or
another health conditi on that prevents the student from accessing the computer*
Need a brail le form with tacti le graphics
Have a IEP or 504 plan that requires assisti ve technology, such as speech-to-text, that may not be compati ble with TestNav 8
Will provide writt en responses in a language other than English or Spanish
*Students with disabil iti es that prevent them from uti lizing devices safely may meet this criterion.
Accommodations for Paper-based Administration
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Presentati on Braille with tactile graphics Large print (Reminder: computer-based has zoom and magnifier) External cover overlays English oral script (text-to-speech in computer-based)*
On-site translations into languages other than Spanish On-site sign language presentation
Spanish oral script (also computer-based)* Word-to-word dictionary (English/native language)
*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.
Accommodations for Paper-based Administration
Response Braille note-taker Scribe (also for computer-based)
Must be administered individually Speech-to-text Assistive technology devices (word prediction)
Setti ng (same as computer-based) Small group Individual
Timing (same as computer-based) Extended time greater than time and a half Time of day Multiple breaks (requires separate setti ng)
Accommodations for Paper-based Administration
Online and Paper Test Administrator ’s Manual Scratch Paper CMAS Secure Return Envelope School Security Checklist
Online Only Student Authorization Tickets English and Spanish Oral Scripts for Online Form Onsite Translations into Languages other than English/Spanish
Paper Only Test Books, including Braille and Large Print Source Book (Social Studies Only) English and Spanish Oral Scripts for Paper Form Onsite Translations into Languages other than English/Spanish
Test Materials
SACs Collect all secure materials and group as follows:
Secure return envelopes Scorable test books Unused test books Accommodated materials Electronic materials must be removed from any devices aft er testing and verifi cation sent to the DAC
Prepare materials for packaging Check and deliver CMAS scorable test books
to the DAC ASAP Check and deliver CMAS non-scorable materials
to the DAC Return materials with original boxes
Returning Test Materials-SACs