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C A L I F O R N I A Assessment of Student Performance and Progress

Smarter Balanced Paper-Pencil Test Administration Manual

Winter/Spring 2015

English Language Arts/Literacy Summative AssessmentMathematics Summative AssessmentMathematics Summative Assessment in Spanish

Published April 2015Prepared by the Smarter Balanced Assessment ConsortiumCalifornia customization prepared by Educational Testing Service

© The Regents of the University of California, 2014

Grade 3

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Smarter Balanced Paper-Pencil Test

Administration Manual and Directions for Administration

TABLE OF CONTENTS

PART 1: INTRODUCTION .............................................................................................................. 2

1.1 Resources ......................................................................................................................................... 2

1.2 Test Administration Roles and Responsibilities ............................................................................. 3

1.3 Ensuring Test Security ...................................................................................................................... 5

1.4 Verifying Student Information .......................................................................................................... 7

1.5 Pre-Identification Label Directions .................................................................................................. 7

1.6 Schedule for Testing ......................................................................................................................... 7

PART 2: GENERAL TEST ADMINISTRATION INFORMATION ........................................................... 9

2.1 Student Participation ........................................................................................................................ 9

2.2 Preparation for the Assessment ...................................................................................................... 9

2.3 General Rules for the Paper-Pencil Assessment ............................................................................ 9

2.4 Early Assessment Program (EAP) .................................................................................................. 14

2.5 Directions for Completing the Student Demographic Page ......................................................... 14

PART 3: ADMINISTERING THE GRADE 3 SMARTER BALANCED PAPER-PENCIL ASSESSMENTS . 23

Grade 3 ELA, Session 1 ........................................................................................................................ 23

Grade 3 ELA, Session 2 ........................................................................................................................ 26

Grade 3 ELA, Session 3 (Performance Task)....................................................................................... 28

Grade 3 Mathematics, Session 1 ......................................................................................................... 30

Grade 3 Mathematics, Session 2 ......................................................................................................... 33

Grade 3 Mathematics, Session 3 (Performance Task) ....................................................................... 34

Grade 3 Mathematics (Spanish), Session 1 ........................................................................................ 35

Grade 3 Mathematics (Spanish), Session 2 ........................................................................................ 38

Grade 3 Mathematics (Spanish), Session 3 (Performance Task) ...................................................... 39

PART 4: AFTER TESTING ............................................................................................................ 40

4.1 Assemble Materials for Return ...................................................................................................... 40

4.2 Instructions for CAASPP Test Site Coordinators (SCs).................................................................. 40

PART 5: APPENDIXES ................................................................................................................ 41

APPENDIX A: UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS ................... 41

APPENDIX B: ITEM TYPES ..................................................................................................................... 45

APPENDIX C: FREQUENTLY USED TERMS ............................................................................................ 46

APPENDIX D: ADMINISTERING THE BRAILLE VERSION OF THE SUMMATIVE ASSESSMENT ............ 50

APPENDIX E: MULTIPLICATION TABLE .................................................................................................. 52

APPENDIX F: GUIDE TO RESPONSE BOOKLET SECTIONS A2, A3, AND A4 ........................................ 53

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List of Tables

Table 1: Additional resources .................................................................................................................................... 2

Table 2: User Roles in the Online Testing System ................................................................................................... 3

Table 3: Requirements of the Test Environment ..................................................................................................... 5

Table 4. 2015 Smarter Balanced Paper-Pencil Test Schedule ............................................................................... 7

Table 5: Allowable calculators ................................................................................................................................ 10

Table 6: Assessment sequence—English Language Arts ...................................................................................... 11

Table 7: Assessment sequence—Mathematics ..................................................................................................... 12

Table 8: Definitions for Universal Tools, Designated Supports, and Accommodations ...................................... 41

Table 9: List and Description of Universal Tools Available to All Students .......................................................... 42

Table 10: List and Description of Designated Supports ....................................................................................... 43

Table 11: List and Description of Accommodations ............................................................................................. 44

Table 12: Item and Scoring Types .......................................................................................................................... 45

Table 13: Frequently Used Terms .......................................................................................................................... 46

Table of Acronyms and Initialisms in the Smarter Balanced Paper-Pencil Test Administration Manual and

Directions for Administration

Term Meaning

CAASPP California Assessment of Student Performance and Progress

CALPADS California Longitudinal Pupil Achievement Data System

CalTAC California Technical Assistance Center

CCC California Community Colleges

CCR California Code of Regulations

CSU California State University

DFA Directions for Administration

EAP Early Assessment Program

EL English learner

LEA local educational agency

PDA personal digital assistant

PT performance task

SC CAASPP Test Site Coordinator

SSID Statewide Student Identifier

TA Test Administrator

TOMS Test Operations Management System

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Su

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CALIFORNIA SUPPORT FOR THE SMARTER BALANCED ASSESSMENTS

The California Assessment of Student Performance and Progress (CAASPP) portal at http://caaspp.org/

is the home for all online Smarter Balanced assessment administration information as well as

information on paper-pencil test administration.

Note: Requests for paper-pencil versions of the online summative assessments were due to

the California Technical Assistance Center (CalTAC) by September 30, 2014. California Code

of Regulations, Title 5 (5 CCR), Education, Section 857(a)(3)

For questions regarding the online and paper-pencil testing or for additional assistance:

Local educational agency (LEA) CAASPP Coordinators should contact the California Technical

Assistance Center (CalTAC) by phone at 800-955-2954, by e-mail at [email protected], or by using the

chat function linked on the CAASPP portal at http://caaspp.org.

CAASPP Test Site Coordinators should contact their LEA CAASPP Coordinator.

Test Administrators and other school personnel should contact their CAASPP Test Site Coordinator.

CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday. During these hours, staff will respond

promptly to calls.

When contacting CalTAC, provide the representative with as much detail as possible about the problem

that was encountered.

For your convenience, a Microsoft Word form that you can use to log and save your question or problem

has been posted to the CAASPP Forms Web page at http://caaspp.org/administration/forms/.

http://caaspp.org/

mailto:[email protected]

http://caaspp.org/

http://caaspp.org/administration/forms/

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PART 1: INTRODUCTION

This manual provides an overview of the Summative Assessment administration and supplements the

Online Field Test Administration Manual. Use this document to familiarize yourself with general rules for

testing, how to prepare for the assessment, and what your students will experience in participating in the

assessment. Test Administrators (TAs) should become familiar with this document well in advance of the

test administration date so materials for distribution to students are prepared and made available prior

to the administration of the test.

1.1 Resources

Refer to the additional resources in Table 1 before administration of the paper-pencil versions of the

Smarter Balanced Summative Assessments. All resources are linked on the California Assessment of

Student Performance and Progress (CAASPP) Instructions and Manuals Web page at

http://caaspp.org/administration/instructions/. In addition, paper versions of resources marked with an

asterisk (*) were shipped to local educational agencies (LEAs) for distribution to test sites.

Table 1: Additional resources

Resource Description

Smarter Balanced Usability, Accessibility,

and Accommodations Guidelines

These guidelines define considerations for test administration in

terms of universal tools, designated supports, and

accommodations available during test administration. While the

online test administration offers more flexibility, the static paper-

pencil assessment administration is more limited than the current

online test and future paper-pencil test options. Appendix A of this

document provides guidance regarding specific accessibility

resources available for this administration and should be reviewed

in advance of the test administration sessions.

CAASPP Smarter Balanced Online Test

Administration Manual

The manual for administration of the Smarter Balanced online

Summative Assessments provides the following information that

can be applicable to the administration of the Smarter Balanced

paper-pencil tests:

Test administration roles and responsibilities

Test security (including the secure handling of printed materials

and reporting testing improprieties, irregularities, and breaches)

General test administration information

Universal tools, designated supports, and accommodations

CAASPP Paper-Pencil Testing Test

Administration Manual (California

Standards Tests for Science, California

Modified Assessment for Science,

California Alternate Performance

Assessment for Science, and Standards-

based Tests in Spanish for

Reading/Language Arts) *

The manual for administration of the CAASPP paper-pencil tests

provides the following information that can be applicable to the

administration of the Smarter Balanced paper-pencil tests:

Summary of responsibilities

General test preparation

Test security and confidentiality

Universal tools, designated supports, and accommodations

Security of paper-pencil testing ((including the secure handling of

printed materials and reporting testing improprieties,

irregularities, and breaches)

2015 Online Student Test Settings User

Guide

The manual with instructions for how to check student

demographic and test setting information.

http://caaspp.org/administration/instructions/

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Resource Description

Materials Return Instructions * Instructions for packaging and returning paper-pencil materials for

scoring.

Pre-ID Instructions Instructions for applying Pre-ID labels.

1.2 Test Administration Roles and Responsibilities

Users’ roles and responsibilities for the test are provided in Table 2.

Table 2: User Roles in the Online Testing System

User Role Description

LEA CAASPP

Coordinator

LEA CAASPP Coordinators were designated by the district superintendent at the

beginning of the 2014–15 school year. A signed Superintendent Designation Form

appointing the LEA CAASPP Coordinator and a signed CAASPP Test Security

Agreement from the LEA CAASPP Coordinator must be on file with the California

Technical Assistance Center (CalTAC). LEA CAASPP Coordinators are responsible for

the following:

adding CAASPP Test Site Coordinators (SCs) and Test Administrators (TAs) into the

Test Operations and Management System (TOMS);

ensuring that the SCs and TAs in their LEA are appropriately trained regarding the

state and Smarter Balanced assessment administration as well as security policies

and procedures;

reporting all test security irregularities and/or breaches that occur before, during, or

after test administration to the California Department of Education (CDE) within 24

hours of discovery using the Online Security Breach and Testing Irregularity Report

Form found on the CAASPP Forms Web page at http://caaspp.org/

administration/forms/. (California Code of Regulations [CCR], Title 5, Section

859 [e])

assuming general oversight responsibilities for all administration activities in their

LEA schools; and

printing out checklists for SCs and TAs to review in preparation for the Summative

Assessments.



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User Role Description

CAASPP Test Site

Coordinator (SC)

Note: An SC can be a

principal, vice princi-

pal, technology coor-

dinator, counselor, or

other staff member.

If possible, an SC

should be a person

with non-instructional

or limited instruc-

tional duties so he or

she can coordinate

and monitor testing

activity in the school.

SCs are designated by the LEA CAASPP Coordinator. SCs are added to TOMS by the

LEA CAASPP Coordinator. (Note: There can be more than one CAASPP Test Site

Coordinator as required by school need.) SCs are responsible for:

identifying TAs, ensuring that they are properly trained, and ensuring that they have

submitted signed CAASPP Test Security Affidavits (5 CCR Section 850 [w]);

adding TAs into TOMS;

coordinating with TAs so they administer all assessments;

entering and/or verifying test settings for students;

creating or approving testing schedules and procedures for the school (consistent

with state and LEA policies);

working with technology staff to ensure that necessary secure browsers are installed

and all other technical issues are resolved;

monitoring testing progress during the testing window and ensuring that all students

participate, as appropriate;

using the school’s procedure for correcting student data errors reported by TAs in

the California Longitudinal Pupil Achievement Data System (CALPADS), verifying the

corrections in TOMS, and ensuring that the student’s test session is rescheduled;

addressing testing problems, as needed;

mitigating and reporting all test security incidents in a manner consistent with

Smarter Balanced, state, and LEA policies; and

assuming general oversight responsibilities for all TAs and for all administration

activities in their school.

Test Administrator

(TA)

Note: The Smarter

Balanced

assessments should

be administered by

individuals with an

existing state

certification in

education (e.g.,

teachers, school

psychologists,

principals, etc.).

California regulations

have expanded the TA

role to include any

employee or

contractor of an LEA

or a nonpublic,

noncertified school

who has been trained

to administer the

tests and has signed

a CAASPP Test

Security Affidavit.

TAs administer the Smarter Balanced assessments. SCs should identify school

personnel to act as TAs. (Note: In the California regulations, this role is referred to as

the Test Examiner.) TAs are responsible for:

reading and signing the CAASPP Test Security Affidavit, which is returned to the SC;

completing Smarter Balanced assessment administration training (see section

1.4 Training) and reviewing all Smarter Balanced policy and administration

documents prior to administering any Smarter Balanced assessments;

viewing student information prior to testing to ensure that the correct student

receives the proper test with the appropriate supports. TAs should report any

potential data errors to SCs and LEA CAASPP Coordinators as appropriate;

administering the Smarter Balanced assessments; and

reporting all potential test security incidents to their SC and LEA CAASPP Coordinator

in a manner consistent with Smarter Balanced, state, and LEA policies.

Note: TA questions about passwords, TOMS, technology issues, and test

administration should be relayed to his or her SC or LEA CAASPP Coordinator.

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1.3 Ensuring Test Security

The security of the summative assessment instruments and the confidentiality of student information are

vital to maintaining the validity, reliability, and fairness of the results.

All test items and test materials are secure and must be appropriately handled. Secure handling protects

the integrity, validity, and confidentiality of summative assessment items, prompts, and student

information. Any deviation in test administration must be reported as a test security incident to ensure

the validity of the summative assessment results.

Warning: Test materials must be used within three weeks after the SC opens the shipping

carton.

Smarter Balanced materials are copyright protected. Smarter Balanced Summative Assessments,

whether online or paper-pencil, are SECURE materials. In addition, cell phones and nontesting-related

electronic devices are NOT PERMITTED in the testing location. Images, descriptions of the tests, and

images of the testing location while tests are being administered may not be shared using cell phones or

other technology.

Additional Resources:

CAASPP Smarter Balanced Online Test Administration Manual—3.0 Ensuring Test Security

CAASPP Paper-Pencil Testing Test Administration Manual—Chapter I.6 Test Security and

Confidentiality

Establishing Appropriate Testing Conditions

CAASPP Test Site Coordinators (SCs) and TAs will need to work together to determine the most

appropriate testing option(s) and testing environment based on the number of students in each testing

grade and the estimated time needed to complete each test. Testing students in classroom-sized groups

is preferable. Establishing classroom-sized groups reduces test fear and anxiety for the students and

facilitates monitoring and control for the TA.

The test administration should be conducted in a secure environment. Establish procedures to maintain

a quiet testing environment throughout the test session, recognizing that some students will finish more

quickly than others. If students are allowed to leave the testing room when they finish, explain the

procedures for leaving without disrupting others and where they are expected to report once they leave. If

students are expected to remain in the testing room until the end of the session, instruct them on what

activities they may engage in after they finish the test.

Table 3 describes security requirements for the test environment during various stages of testing. The

test environment refers to all aspects of the testing situation while students are testing and includes

what a student can see, hear, or access (including access via technology).

Table 3: Requirements of the Test Environment

Requirement Description

BEFORE TESTING

Instructional materials

removed or covered

Instructional materials that contain literary definitions, mathematics formulas,

maps, etc., must be removed or covered. This includes, but is not limited to,

information that might assist students in answering questions that is displayed on

bulletin boards, chalkboards, or dry-erase boards, or on charts (e.g., wall charts).

Student seating Students must be seated so there is enough space between them to minimize

opportunities to turn to each other’s work, or they should be provided with table -

top partitions.

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Signage If helpful, place a “TESTING—DO NOT DISTURB” sign on the door or post signs in

halls and entrances rerouting hallway traffic in order to promote optimum testing

conditions.

SCs or TAs should post the “Unauthorized Electronic Devices May Not Be Used at

Any Time During the Testing Session” signs so they are clearly visible to all

students. A master of this sign can be downloaded from the CAASPP Instructions

and Manuals Web page at http://caaspp.org/administration/instructions/.

DURING TESTING

Quiet environment Provide a quiet environment void of talking or other distractions that might

interfere with a student’s ability to concentrate or might compromise the testing

situation.

Student supervision Students are actively supervised and are prohibited from access to unauthorized

electronic devices that allow availability to outside information, communication

among students, or photographing or copying test content. This includes any

device with cellular, messaging, or wireless capabilities, and is not limited to cell

phones, personal digital assistants (PDAs), iPods, cameras, and electronic

translation devices.

Access to allowable

resources only

Students must only have access to and use of those allowable resources identified

by Smarter Balanced that are permitted for each specific test (or portion of a test).

Access to assessments Only students who are testing may view items. Students who are not being tested

or unauthorized staff or other adults must not be in the room where a test is being

administered. Based on the item type (i.e., performance tasks [PTs]), TAs may also

have limited exposure to items in the course of properly administering the

assessments; however, even TAs and other trained staff may not actively review or

analyze any items.

No answer key

development

No form or type of answer key may be developed for test items.

DURING AND AFTER TESTING

No access to responses LEA CAASPP Coordinators, SCs, TAs, and other staff are not permitted to review

student responses.

No copies of test

materials

No copies of the test items, stimuli, reading passages, PT materials, or Classroom

Activity may be made or otherwise retained.

No access to digital,

electronic, or manual

devices

No digital, electronic, or manual device may be used to record or retain test items,

reading passages, or writing prompts. Similarly, these materials must not be

discussed with or released to anyone via any media, including fax, e-mail, social

media Web sites, etc.

No retaining, discussing,

or releasing test

materials

Descriptions of test items, stimuli, printed reading passages, or writing prompts

must not be retained, discussed, or released to anyone.

No reviewing,

discussing, or analyzing

test materials

LEA CAASPP Coordinators, SCs, TAs, and other staff may not review, discuss, or

analyze test items, stimuli, reading passages, or writing prompts at any time,

including before, during, or after testing. Student interaction during a test is

limited to what is necessary for the purpose of a PT.

All test materials must

remain secure at all

times

Test booklets, answer booklets, scratch paper, and documents with student

information must be kept in a securely locked room or locked cabinet that can be

opened only with a key or keycard by staff responsible for test administration.


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AFTER TESTING

No test materials used

for instructions

Test items, stimuli, reading passages, or writing prompts must not be used for

instruction at any time.

Destroy test materials

securely

Scratch paper must be collected at the end of each test session and then

immediately shredded. For the PT, if a student needs to take the PT in more than

one session, scratch paper may be collected at the end of each session, securely

stored, and made available to the student at the next PT testing session. Once the

student completes the PT, scratch paper must be collected and shredded to

maintain test security.

1.4 Verifying Student Information

TAs should verify student information upon completion of the summative assessment. However, it is

important for anyone with access to this information to remember that students’ personal information is

confidential. If materials containing student names are distributed to students, these materials must be

collected before the students leave the testing room and must be either securely stored to be used in a

subsequent test session or shredded. Personal information includes any information that could

potentially identify a student, including student name, Statewide Student Identifier (SSID), birthdate, etc.


CAASPP Smarter Balanced Online Test Administration Manual—3.0 Ensuring Test Security


Confidentiality

2015 Online Student Test Settings User Guide

1.5 Pre-Identification Label Directions

Applying Pre-ID Labels

Before testing, if applicable, apply Pre-ID labels to the Student Answer Booklet.

Note: If it is necessary to mark student demographic information on a Student Answer

Booklet, follow the directions that start on page 14. This process should be documented and

completed in the presence of a witness who is a certified educator and/or certified

administrator.


Pre-ID Instructions

1.6 Schedule for Testing

Table 4 describes the schedule for administration of the Smarter Balanced paper-pencil tests.

Table 4. 2015 Smarter Balanced Paper-Pencil Test Schedule

Activity Timeline

LEA CAASPP Coordinator

Consult TOMS’s Testing Window Summary for the

specific LEA testing dates for 2015.

As needed

Make sure all student data from CALPADS are

appearing correctly in TOMS and have the appropriate

test(s) configured.

No fewer than 15 working days before the materials

shipping date for pre-identification (Pre-ID) labels

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Activity Timeline

Receive paper materials from the testing contractor. 10 to 20 working days before each test administration

period

Take inventory of cartons. LEA CAASPP Coordinators

should notify the Educational Testing Service (ETS)

California Technical Assistance Center (CalTAC) using

the contact information on the inside front cover of

this manual of any discrepancy in the number of

cartons received.

Within 2 working days of delivery to the LEA

Distribute materials to the test sites. 5 to 10 working days before the first testing day of

each test administration period

Review the “Supplemental Order/Late Labels” date in

the Testing Window Summary; contact CalTAC to

request late labels.

Up to 7 calendar days prior to the last day of the

selected testing window

Ship all Smarter Balanced scorable and nonscorable

materials to the Scoring and Processing Centers.

No more than 5 working days after completing testing

for each administration period (Note: If you received

your windows after the close of your testing windows,

materials must be returned by June 1, 2015.)

LEAs receive student results for each administration

period.

Dates on the calendar at http://caaspp.org/calendar/

after June 1, 2015

LEAs distribute Student Reports to parents/guardians. Within 20 working days of receipt of reports in the LEA

for each administration period

LEAs receive paper school and LEA summary reports. Dates on the calendar at http://caaspp.org/calendar/

after June 1, 2015

Results for schools, LEAs, county offices of education,

and the state are publicly released.

Dates on the calendar at http://caaspp.org/calendar/

after June 1, 2015

CAASPP Test Site Coordinator

Receive paper materials from the LEA CAASPP

Coordinator. Please note that you must use materials

within three weeks of opening the cartons.

5 to 10 working days before the first testing day of

each administration period

Take inventory of all materials and notify the LEA

CAASPP Coordinator of any missing or incorrect

materials.

Within 2 days of delivery to the test site

Distribute and collect:

Smarter Balanced ELA Student Answer Booklets,

grades three through eight and grade eleven

Smarter Balanced mathematics Student Answer

Booklets, grades three through eight and grade

eleven

Smarter Balanced mathematics in Spanish Student

Answer Booklets, grades three through eight and

grade eleven

Each day of testing (These are secure documents.)

Return all scorable and nonscorable materials to the

LEA CAASPP Coordinator after all testing is complete.

2 working days after completing testing for each

administration period

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PART 2: GENERAL TEST ADMINISTRATION INFORMATION

This section provides an overview of the paper-pencil testing environment and guidelines for test

administration. Use this section to become familiar with what students will experience in accessing the

assessments, how to prepare for the assessments, and to review general rules for paper-pencil testing.

Information about the Practice and Training tests, test pauses, and test resumptions is also included

in this section. Test Administrators (TAs) should become familiar with this section well in advance of the

start of testing.

2.1 Student Participation

Participation of Students with Disabilities and/or English Learners

Consistent with the Smarter Balanced testing plan, all students, including students with disabilities,

English learners (ELs), and ELs with disabilities, should have equal opportunity to participate in the

Smarter Balanced Summative Assessments.

Additional Resource:

CAASPP Paper-Pencil Testing Test Administration Manual

– Chapter II.1: General Preparation for the CAASPP Administration

– Chapter III.2: CST, CMA, and STS Multiple-Choice and CAPA Tests

– Appendix A: CAASPP Program Irregularities and Incidents

2.2 Preparation for the Assessment

Before administering the assessment, make sure you have the following materials available for each

student:

A test booklet

An answer booklet

At least two sharpened No. 2 pencils

Blank scratch paper

Graph paper (grades six, seven, eight, and high school)

Calculator (grades six, seven, eight and high school—see calculator guidelines on page 10)

All students enrolled in grades three through eight and eleven are required to participate in the Smarter

Balanced English Language Arts (ELA) Summative Assessment and the Mathematics Summative

Assessment except:

Students with the most significant cognitive disabilities who meet the criteria for a state-selected or

state-developed alternate assessment based on alternate achievement standards (approximately one

percent or fewer of the student population).

ELs enrolled in a school in the United States or one of its territories after April 15, 2014 have a one-

time exemption. These students may instead participate in California’s English language proficiency

assessment, the California English Language Development Test, consistent with state and federal

policy.

2.3 General Rules for the Paper-Pencil Assessment

This section provides a brief overview of the general test administration rules for different portions of the

assessment.

Test items and performance tasks (PTs) will be presented as separate sessions. For example, grades six

through high school mathematics tests include a session in which students may use calculators and

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other sessions where calculators are not allowed. Students may not return to a test session once it has

been completed.

The student test booklets and answer booklets are secure. Maintaining the security of all test materials

is crucial to obtaining valid and reliable student results. Therefore, test materials must be kept in locked

storage, except during actual test administration. It is the responsibility of all individuals who administer

the test to follow security procedures.

Allowable Calculators by Grade for the Mathematics Assessment

Students in grades six, seven, eight, and high school are able to use calculators for Sessions 2 and 3.

Allowable calculator types include four-function, scientific, and graphing. Students in grades three, four,

and five are not permitted to use any calculators.

For Sessions 2 and 3, calculators with the following maximum functionality are acceptable for use.

Table 5 lists allowable calculators for each grade level:

Table 5: Allowable calculators

Grade Calculator Type Calculator Description

Grades 3–5 Mathematics NO CALCULATORS PERMITTED

Grade 6 Mathematics Four-function Calculator Four-function with square root and

percentage functions

Grades 7 and 8 Mathematics Scientific Calculator A scientific calculator with exponents,

trigonometry, and logarithmic

functionalities

High School Mathematics Graphing Calculator A graphing calculator with similar

functionalities to a TI-84

Calculator Use Guidelines

Grades three, four and five: NO calculator may be used for any portion of the test.

Grades six, seven, eight, and high school: The first session of each test is a non-calculator session. Be

sure that no calculators are available until students begin working on Session 2.

Items are placed in the non-calculator section when students are expected to be able to perform the

skill without a calculator or if a particular calculator would provide an unfair advantage for a student.

Test Administrators are responsible for ensuring and verifying that calculators that have the ability to

store functions and equations, e.g., a graphing or a scientific calculator, have the memory cleared

before and after each mathematics assessment.

Calculators cannot have Internet connectivity or be able to connect to anyone inside or outside the

classroom during testing.

Students cannot use a calculator on a laptop or other portable computer, pocket organizer, cell phone,

device with a typewriter-style keyboard, electronic writing pad, or pen-input device unless a particular

assistive device is required for a student and is specified on his or her IEP.

No calculators with QWERTY keyboards are allowed.

Testing Times

Table 6 and Table 7 contain the estimated times it will take most students to complete the Smarter

Balanced Paper-Pencil Test in both content areas at all grade levels. This information is for scheduling

purposes only, as the assessments are not timed.

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Table 6: Assessment sequence—English Language Arts

ELA Session 1 Session 2 Classroom Activity Session 3 (PT)

Number and

Duration of

sessions

Recommendations:

Administered in

one session

Approximate

session duration:

90–120 minutes

Recommendations:

Administered in

one session

Approximate

session duration:

15–30 minutes

Recommendations:

Administered in

one session

Approximate

session duration:

30 minutes or

less

Should occur one

to three days prior

to PT

Should NOT occur

on the same day

as the English

Language Arts PT

The PT is presented in

two parts.

Recommendations:

Administered in two

sessions

corresponding to

Parts 1 and 2 of

the PT

Approximate session

durations: 35–40

minutes for Part 1

and 70–85 minutes

for Part 2

Breaks

within

sessions

A student may be

provided breaks

within a test

session as needed.

A student may be

provided breaks

within a test

session as needed.

NA The PT is presented in

two parts. Students

may take breaks

between Parts 1 and 2;

however, once a

student moves to Part

2, he or she will not be

able to review or revise

items in Part 1.

Recommendation:

Students complete

Part 1 in one test

session and Part 2

the next school day.

Total

Duration

90–120 minutes 15–30 minutes 30 minutes or less Approximate session

durations: 35–40

minutes for Part 1

and 70–85 minutes

for Part 2

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Table 7: Assessment sequence—Mathematics

Mathematics Session 1 Session 2 Classroom Activity Session 3 (PT)

Number and

Duration of

sessions

Recommendations:

Administered in

one session

Approximate

session duration:

15–90 minutes

Recommendations:

Administered in

one session

Approximate

session duration:

15–90 minutes

Recommendations:

Administered in

one session

Approximate

session duration:

30 minutes

Should occur as

close to the PT as

is feasible and no

more than three

days prior to the

PT

MAY occur on the

same day as the

PT

Recommendations:

Administered in one

session

Approximate session

duration: 15–90

minutes

Breaks

within

sessions

A student may be

provided breaks

within a test

session as needed.

A student may be

provided breaks

within a test

session as needed.

NA A student may be

provided breaks within

a test session as

needed.

Total

Duration 15–90 minutes 15–90 minutes Less than

30 minutes

Recommendation:

Student completes

the PT in one day.

Classroom Activity

When developing a testing schedule, use the estimated testing times to calculate the number of days

and the amount of time it will take to complete an assessment in each content area and grade level.

There are many scheduling options for testing. Schedules should be made in conformance with local

educational agency (LEA) and/or school policy.

Recommended Order of Test Administration

The assessments are comprised of three sessions for ELA and three sessions for mathematics. The

Performance Task (Session 3) for ELA contains two parts. All PTs must be preceded by the administration

of a Classroom Activity.

Smarter Balanced recommends that students take the non-PT portions of the test (Sessions 1 and 2)

and the PT (for ELA, this is two parts, Parts 1 and 2) on separate days. For both ELA and mathematics,

the order of administration should be Session 1 and Session 2, followed by the Classroom Activity, and

then the PT (for ELA, this is PT Part 1 and then PT Part 2). LEAs/Schools may opt to administer in a

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different order if needed; however, the Classroom Activity, which is designed to introduce the PT, must

occur prior to the PT.

Recommended Order of Test Administration, ELA

Recommended Order of Test Administration, Mathematics

Classroom Activity

The purpose of the Classroom Activity is to introduce students to the context of a performance task so

they are not disadvantaged in demonstrating the skills the task intends to assess. Classroom Activities

do not address content information; instead, they focus on vocabulary and key contextual topics. The

Classroom Activity is designed to be an introduction and not an assessment.

Guidelines for administering the Classroom Activity for ELA are as follows:

Classroom Activities should be administered by a teacher. It is preferable—but not essential—that the

teacher or TA administering the Classroom Activity has content knowledge in the area of assessment.

The teacher/TA should be able to record information—including any tables, graphics, formulas, or other

information contained in the Classroom Activity materials—for students to see, such as on a chalkboard

or dry-erase board. Computers, projectors, and other technology are allowed but not required for

the Classroom Activity. Recorded information should not be available when students participate in the

PT. When the PT is being administered, content from the Classroom Activity should not be available

(i.e., do not put any content from the Classroom Activity on the board, in handouts, etc.).

Students may take notes during the Classroom Activity, but the notes may not be used during the

administration of the PT. Notes must be collected before proceeding to the PT and stored in a secure

location until securely shredded.

There should be no more than a three-day lapse between the Classroom Activity and the PT

administration. Inadvertently administering the PT before or without the Classroom Activity constitutes

a testing irregularity.

The Classroom Activity should only be administered to students once and is designed to be completed

in approximately 30 minutes or less.

The Classroom Activity is nonsecure; however, it should not be supplemented with any other content

that the administrator may think is helpful. Supplementing the Classroom Activity may detract from the

intended purpose of the Classroom Activity and is not advised. Providing students with additional

information that isn’t displayed in the prompt impacts the validity of results and could invalidate

student tests.

Consider the appropriate accommodations that should be provided to students in the class that would

normally be provided during instruction. Appendix G: Accessibility Guidelines for Classroom Activities of

the Online Test Administration Manual contains information on those student resources that can be

provided during the Classroom Activity.

In the event a student is absent during the Classroom Activity, a make-up session must be scheduled.

The Classroom Activity may be recorded; however, the make-up session should provide students with

Session 1 Session 2Classroom

Activity

PT Part 1 (Research Questions)

PT Part 2 (Full-Write)

Session 1 Session 2Classroom

ActivityPerformance

Task

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an experience similar to that of his or her peers. To the greatest extent possible, the make-up session

should provide students an opportunity to interact with the teacher or TA and his or her peers.

2.4 Early Assessment Program (EAP)

The Early Assessment Program (EAP) is a joint program of the CDE, California State University (CSU), and

the California Community Colleges (CCC). The EAP provides students with an early indicator of their

college readiness in English and mathematics prior to starting their senior year. In addition, EAP may

earn students an exemption from the CSU and participating CCC English and/or mathematics placement

tests that are required for entering freshmen. EAP is now embedded in the CAASPP grade eleven ELA and

mathematics assessments.

Students taking the grade eleven CAASPP ELA and mathematics assessments will automatically be

participating in the EAP. To provide appropriate information to students on their college readiness,

students may voluntarily release their grade eleven CAASPP ELA and/or mathematics results to the CSU

and CCCs. The results will not be used for admissions.

At the end of the Smarter Balanced grade eleven ELA and mathematics tests, students will be asked

whether or not they want to release their results to the CSU and CCCs. Students who want to release

their results should mark the check box that indicates their understanding that their CAASPP/EAP results

will be shared directly with the CSU and/or the CCC. Students who choose not to release their results to

the CSU and CCC will need to provide those results upon request at a later date.

2.5 Directions for Completing the Student Demographic Page

Use the following information and script to assist students.

The Test Administrator (TA) should verify the security of the testing environment prior to beginning a test

session. (See page 5, Ensuring Test Security.) TAs must ensure that students do not have access to

digital, electronic, or manual devices during testing.

To ensure that all students are tested under the same conditions, the TA should adhere strictly to the

script for administering the test. These instructions can be found in the boxes in bold on the following

pages. When asked, the TA should answer questions raised by students but should never help the class

or individual students with specific test items. No test items may be read to any student for any content

area, unless specified as an accommodation in the Usability, Accessibility, and Accommodations

Guidelines.

Please remember that the script must be followed exactly and used each time a test is administered.

All directions that a TA needs to read to students are indicated by the word “SAY” and are in boxes so

they stand out from the regular text. They should be read exactly as they are written, using a natural tone

and manner. If the TA makes a mistake in reading a direction, the TA should stop and say, “I made a

mistake. Listen again.” Then the direction should be reread.

The TA should try to maintain a natural classroom atmosphere during the test administration. Before

each test begins, he or she should encourage students to do their best.

Filling Out the Student Data Grid—English

The student data grid is located on the front cover of the paper-pencil form. Figure 1 shows a sample

student data grid.

In the sections that describe the student data grid, the material to be read aloud to the students is

printed in boldface and is preceded by the word “SAY.” All other information is for the Test Administrator

and should not be read to the students.

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Figure 1. Sample student data grid

Before you begin, print the following information on the board: Names of the test examiner, school, and

district. The test examiner’s name is the name of the person administering the test.

Deliver these instructions to all students regardless of whether their Student Answer Booklet has a Pre-ID

label or not:

SAY Please follow these steps to complete the Student Data Grid on the front of your

Student Answer Booklet. On the front page of your Student Answer Booklet, find

Section 1 at the top, “Student Name.” In that box, print your first and last name.

In the box “Test Examiner,” print my name. In the box “School,” print the name of

our school. In the box “District,” print the name of our school district.

Use these instructions only if the Student Answer Booklet does not have a Pre-ID label:

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SAY We will now complete Sections 3 and 9. In Section 5, fill in the bubble next to

your gender (Female or Male). Turn to the section “Statewide Student Identifier”

in Section 9. Print your Statewide Student Identifier starting in the first box on the

left. Fill in the corresponding circles under the numbers you have printed. If you

do not know your Statewide Student Identifier, please raise your hand.

Pause and provide SSIDs to students who have their hands raised.

SAY Find Section 8 “Student ID Number.” Print your local Student ID Number starting

in the first box on the left. Fill in the corresponding circles under the numbers you

have printed. If you do not know your Student ID Number, please raise your hand.

Pause and provide Student ID numbers to students who have their hands raised. These are numbers

assigned by the school or district.

If applicable, read the next section to students as they complete Box 8, “Student ID Number.” If this field

is not necessary, skip to the instruction box for Date of Birth.

SAY Find the Date of Birth section in Section 3. In the column below the space labeled

“Month,” fill in the circle next to the month in which you were born.

Pause.

SAY In the space labeled “Day,” print the numerals of the day on which you were born.

If there is only one numeral in your day of birth, print a zero before the numeral.

For example, if your day of birth is the seventh, you would print the numerals zero

and seven. In the two columns below, fill in the circles for the numerals of the day

on which you were born. Fill in only one circle in each column.

Pause.

SAY There are three columns for the year in which you were born. Mark the circle for

“19” or “20” in the first column. In the next two columns, fill in the circles for the

numerals of the year in which you were born. Fill in only one circle in each

column.

Pause.

SAY In Section 4, complete the top row with your last name, first name, and middle

initial. Each of the boxes in which you have written the letters of your name has a

column of circles below it. In the first column, fill in the circle that has the same

letter as the first letter of your last name. Repeat the process for each of the

other letters in your name. Mark only one circle in each column. For each empty

space in the name section, fill in the blank circle in the top row.

To ensure accurate student identification, the Date of Birth section must be completed correctly. Make

sure each student has filled in the correct circles for the month, day, and year of birth. The space labeled

“Statewide Student Identifier” in Section 9 may be filled in by the TA before or after the test

administration, but is not required.

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For Students in Grade Eleven Only

EAP SECTION—READ TO STUDENTS IN GRADE ELEVEN ONLY

SAY: The Early Assessment Program (EAP) will assist the California State University

(CSU) system and the California Community Colleges (CCC) system in providing

you information on your readiness for college-level English and/or mathematics

coursework. Additionally, the EAP may help you to earn an exemption from the

CSU and participating CCC English and mathematics placement tests that are

required for entering freshmen. However, providing EAP results is not a

requirement to be admitted to the CSU or CCC.

The EAP for [insert test subject: ELA or mathematics] includes questions from the

Smarter Balanced assessment you are finishing now.

If you choose to participate in the EAP, please carefully read the statement

presented as the last question in this test session. If you are considering or plan

to enroll at CSU or CCC, mark the “Release” circle. Your Smarter Balanced results

will be provided to both institutions by selecting this circle and then submitting. If

you do not select to release your results, you may be requested to provide a copy

of your results to the campus at a later time.

Your CAASPP Student Report will provide a Web site, where additional information

is available on what your EAP results mean. If you do not wish your results to be

sent to the CSU and CCC, select “Do Not Release.”

END OF EAP SECTION

Filling Out the Back Page

The TA may fill in the nonpublic, nonsectarian school (NPS) school code in Section 10 and Sections A2

Special Conditions, A3 Designated Supports and Accommodations, and A4 Designated Supports for

English Learners (ELs) before or after the test administration if applicable. An indication is needed for

special conditions and designated supports and accommodations students use. See Figure 2 for a

sample of the back page of the Student Answer Booklet and Appendix F for a list of codes for Sections

A2, A3, and A4.

When the students have completed the student data grid, turn to the appropriate page in this document

for test directions and begin test administration.

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Figure 2. Sample back page

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Filling Out the Student Data Grid—Spanish

The student data grid is located on the front cover of the paper-pencil form. Figure 3 shows a sample

student data grid for the Smarter Balanced for Mathematics Student Answer Booklet in Spanish.

The material to be read aloud to the students is printed in boldface and is preceded by the word “SAY.”

All other information is for the Test Administrator and should not be read to the students.

Figure 3. Sample student data grid (Spanish)

Before you begin, print the following information on the board: Names of the test examiner, school, and

district. The test examiner name is the name of the person administering the test.

Deliver these instructions to all students regardless of whether their Student Answer Booklet has a Pre-ID

label or not:

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SAY Por favor sigue estos pasos para rellenar la Cuadrícula de datos del estudiante.

Pasa al reverso de tu cuadernillo de respuestas. En el espacio 1, escribe (Nombre

y apellido del estudiante), (Examinador/a), (Escuela), y (Distrito escolar).

Use these instructions only if the Student Answer Booklet does not have a Pre-ID label:

SAY Ahora rellenaremos las casillas 5 y 9. En la casilla 5, rellena el círculo junto a tu

género (Femenino o Masculino). Pasa a la sección titulada “Statewide Student

Identifier” (número de identificación de estudiante del estado) en la casilla 9.

Escribe el número de identificación de estudiante del estado empezando en la

primera casilla de la izquierda. Rellena los círculos correspondientes debajo de

los números que has escrito. Si no sabes cuál es tu número de identificación de estudiante del estado, por favor levanta la mano.

If applicable, read the next section to students as they complete Box F, “Student ID Number.” If this field

is not necessary, skip to the instruction box for Date of Birth.

SAY Encuentra la Casilla 8 que dice “Student ID Number” (número de identificación

local). Escribe tu número de identificación local empezando en la primera casilla

de la izquierda. Rellena los círculos correspondientes debajo de los números que

has escrito. Si no sabes cuál es tu número de identificación local, por favor

levanta la mano.

Pause and provide Student ID numbers to students who have their hands raised. These are numbers

assigned by the school or LEA.

SAY Encuentra la sección de Fecha de nacimiento en la Casilla 3. En el espacio que

dice “Mes” rellena el círculo junto al mes en que naciste.

Pause.

SAY En el espacio titulado “Día” escribe los números del día en que naciste. Si el día

de nacimiento sólo tiene un número, agrega un cero antes del número. Por

ejemplo, si tu día de nacimiento es el siete, debes escribir los números cero y

siete. En las dos columnas de abajo, rellena los círculos para indicar los números

del día en que naciste. Rellena solo un círculo de cada columna.

Pause.

SAY En el espacio titulado “Año” escribe los números del año en que naciste. En las

tres columnas de abajo, rellena los círculos para indicar los números del año en

que naciste. Rellena sólo un círculo de cada columna.

Pause.

SAY En la Casilla 4, escribe en el primer renglón tu apellido, tu nombre y la inicial de

tu Segundo nombre. Cada una de las casillas en las que escribas las letras de tu

nombre tiene una columna de círculos abajo. En la primera columna, rellena el

círculo con la letra de la primera letra de tu apellido. Repite el proceso para cada

una de las demás letras de tu nombre. Marca solo un círculo de cada columna.

Para cada espacio vacío de la sección del nombre, rellena el círculo vacío del

renglón de arriba.

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To ensure accurate student identification, the Date of Birth section must be completed correctly. Make

sure each student has filled in the correct circles for the month, day, and year of birth. The space labeled

“Statewide Student Identifier” in Section 9 may be filled in by the TA before or after the test

administration but is not required.

For Students in Grade Eleven Only

SECCIÓN EAP – LÉALA SOLAMENTE A LOS ESTUDIANTES DEL GRADO 11

SAY: El Programa de evaluación temprana (EAP por sus siglas en inglés) asistirá al

sistema de California State University (CSU por sus siglas en inglés) y al sistema

de California Community Colleges (CCC por sus siglas en inglés) en

proporcionarte información sobre tu preparación para cursos de inglés y

matemáticas a nivel universitario. Adicionalmente, el EAP puede ayudarte a

conseguir una exención del CSU y de pruebas participantes de ubicación de

matemáticas e inglés que se requieren para entrar al primer año de universidad.

Sin embargo, presentar los resultados del EAP no es un requisito para ser

admitidos en la CSU o las CCC.

El EAP para [incluir la asignatura de la prueba: Lenguaje y Literatura o

Matemáticas] incluye preguntas de la prueba de los exámenes estatales (Smarter

Balanced) que estás terminando ahora.

Si eliges participar en el EAP, por favor lee con cuidado la declaración presentada

como la última pregunta de esta sesión de la prueba. Si estás considerando o

piensas inscribirte en la CSU o las CCC, rellena el círculo junto a “Release”

(Divulgar). Al rellenar este círculo y entregarlo, los resultados de tu prueba de

Smarter Balanced se les proporcionarán a ambas instituciones. Si eliges que tus

resultados no se divulguen, puede que más adelante te pidan en el campus que

presentes una copia de tus resultados.

Tu Informe individual del estudiante de tu prueba de CAASPP incluirá un sitio web

donde encontrarás más información para interpretar tus resultados del EAP. Si

no deseas que tus resultados se envíen a la CSU o a las CCC, selecciona “Do Not

Release” (No divulgar).

FIN DE LA SECCIÓN EAP

Filling Out the Back Page

The TA may fill in the nonpublic, nonsectarian school (NPS) school code in Section 10 and Sections A2

Special Conditions and A3 Designated Supports and Accommodations before or after the test

administration if applicable. (Note that Section A4 Designated Supports for English Learners (ELs) has

been premarked.) An indication is needed for special conditions and designated supports and

accommodations students use. See Figure 4 for a sample of the back page of the Student Answer

Booklet in Spanish and Appendix F for a list of codes for Sections A2, A3, and A4.

When the students have completed the student data grid, turn to the appropriate page in this document

for test directions and begin test administration.

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Figure 4. Sample back page (Spanish)

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PART 3: ADMINISTERING THE GRADE 3 SMARTER BALANCED PAPER-PENCIL

ASSESSMENTS

Grade 3 ELA, Session 1

For the English Language Arts Summative Assessment, please read aloud the directions in white print

preceded by the word SAY for students.

Be sure each student has his or her own test booklet, answer booklet, scratch paper, and a sharpened

No. 2 pencil with an eraser. Students will record their answers in their answer booklet.

SAY Turn to the front cover of your answer booklet. Make sure you have the answer

booklet with your name on it and not another student’s answer booklet. Please do

not open your test booklet until I tell you to do so. Make sure you are using a No.

2 pencil with an eraser when taking this test. Pens are not allowed.

Pause to make sure the students have their own test booklet, answer booklet, and No. 2 pencils.

SAY Now you will be taking Session 1 of the English Language Arts Summative

Assessment. First, open your test booklet to page 1. Then, open your answer

booklet to page 1.

SAY We will begin by doing some sample questions. You will mark your answers to the

sample questions on page 1 of your answer booklet. For Sample A, fill in only the

bubble that goes with the answer you choose. Be sure to fill in the bubble

completely and make your mark heavy and dark. If you want to change an

answer, completely erase the mark you made before making a new mark. When

you have finished, stop working.

Give students time to answer Sample A.

Students should respond to the sample items in their answer booklet. The correct answers to the sample

items are shown in the test booklet on page 4. However, wait until students answer all sample items in

their answer booklet before directing them to check their answers against the keys shown on page 4 in

the test booklet.

The correct answer to Sample A is choice C.

SAY Are there any questions?

Pause to answer any questions and then continue. Do not discuss content as a question.

SAY Now go to Sample B. For some questions in the test, there will be more than one

correct response. Sample B is an example of this type of test question. For

Sample B, fill in the two bubbles that go with the answers you choose. Be sure to

fill in the bubbles completely and make your mark heavy and dark. If you want to

change an answer, completely erase the mark you made before making a new

mark. When you have finished, stop working.

Give students time to answer Sample B.

The correct answers to Sample B are choices B and F.

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SAY Now go to Sample C. For some questions in the test, there will be more than one

part. Sample C is an example of a question which contains a passage and two

parts. For Sample C, read the sample passage. Then do Part A and Part B. Fill in

the bubbles that go with the answers you choose. Be sure to fill in the bubbles




Give students time to answer Sample C.

Do not read the sample aloud.

The correct answer to Part A is choice B, and the correct answer to Part B is choice B.



SAY Now go to Sample D. For some questions in the test, you will need to complete a

table. For Sample D, fill in the bubbles in your answer booklet that go with the

answer you choose for each row in the table. Be sure to fill in the bubbles




Give students time to answer Sample D.

The correct answer to Sample D is

a. N

b. N

c. D

d. D



SAY Now go to Sample E. For this type of question in the test, you will write your own

response. You will write your answer to Sample E on the lines in the answer

booklet. Now read the paragraph and then do Sample E. Make sure you follow

directions and make sure your response is complete. When you have finished,

stop working.

Give students time to answer Sample E. They do not need to finish the entire response.


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SAY There are several ways to answer this type of question. Now turn to page 4 in your

test booklet and read the sample answers provided in your test booklet. Are there

any questions?

Give students time to read the sample responses in their test booklet. Do not read the samples aloud.

Pause to answer any questions, and then continue.

SAY This test session includes different types of questions. Read each question

carefully and follow the directions. The questions will require you to pick one or

more options from a list of answer choices or write an answer. For test questions

with bubbled answer choices, fill in the bubble for your answer completely. Mark

your answers to questions 1 through 38 in your answer booklet.

Pause.

SAY When you come to the STOP symbol at the bottom of the page, you have finished

this session. When you have finished, please close your test booklet and answer

booklet and sit quietly.

Are there any questions?

Pause to answer any questions the students might have. When you are sure that the students

understand the directions, continue.

SAY Turn to page 8 in your test booklet. Now turn to page 2 in your answer booklet.

You may begin.

Make sure the students are on the correct pages.

When the students have finished,

SAY Stop. This is the end of English Language Arts Summative Assessment, Session 1.

Please close your test booklet and answer booklet.

Depending upon whether your school chooses to administer Sessions 1 and 2 in one test sitting or in two

separate test sittings, TAs will need to adjust the following procedures.

For those administering Sessions 1 and 2 in a single test sitting, you will need to collect any used scratch

paper and distribute new, blank scratch paper before beginning Session 2. Be sure to give students a

break between sessions. Students must close their test booklets and answer booklets and leave them on

their desks. Shred all scratch paper.

For those administering Sessions 1 and 2 in separate test sittings, collect all test materials and securely

store until you begin Session 2.

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Grade 3 ELA, Session 2

For Session 2, audio CDs are available for items assessing Claim 3, Listening.

Be sure each student has his or her own test booklet, answer booklet, new scratch paper, and a No. 2

pencil with an eraser. Students will record their answers in their answer booklet.






SAY Now, you will be taking Session 2 of the English Language Arts Summative

Assessment. Be sure to read each problem carefully and mark your answers in

your answer booklet.

You may NOT go back to Session 1 in your test booklet. Work through each

problem in Session 2 only.

Pause.

SAY This test session includes passages that you will listen to rather than read, and it

includes different types of questions. Read each question carefully and follow the

directions. The questions will require you to pick one or more options from a list of

answer choices. For test questions with bubbled answer choices, fill in the bubble

for your answer completely. Mark your answers to questions 39 through 47 in

your answer booklet.






For this portion of the test, you will play the audio CD. Play track one on the audio CD now.

Please refer to the Listening Audio CDs that will be

included in your paper-pencil test administration materials.

Pause the CD. Read aloud to all students:

SAY I will play it one more time.

Play track one again on the audio CD now.


SAY Please answer questions 39 through 41. When you complete these three

questions, please stop working and sit quietly.

Pause. Allow time for students to respond.

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SAY Turn to page 40 in your test booklet.

For this portion of the test, you will play the audio CD. Play track two on the audio CD now.





Play track two again on the audio CD now.





SAY Turn to page 42 in your test booklet.

For this portion of the test, you will play the audio CD. Play track three on the audio CD now.





Play track three again on the audio CD now.

Stop the CD. Read aloud to all students:







Collect all test materials.

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Grade 3 ELA, Session 3 (Performance Task)








SAY In Session 3 of the English Language Arts Summative Assessment, you will

complete a performance task. The performance task is made up of two parts,

Part 1 and Part 2, and includes two sources to read. First, you will read about the

task you have been given. Then, in Part 1, you will read two sources and answer

three Research Questions. You can take notes on your scratch paper as you read

the sources and answer the three questions. In Part 2, you will be given a writing

assignment based on the sources you read. You can use your notes to help you

write your assignment. Be sure to write your answers in your answer booklet.

Open your test booklet to page 46. Now open your answer booklet to page 7.

SAY This test session includes different types of questions. Read each question

carefully and follow the directions. The questions will require you to pick one or

more options from a list of answer choices or write an answer. For test questions

with bubbled answer choices, fill in the bubble for your answer completely. Mark

your answers to the questions in Part 1 and Part 2 in your answer booklet.

You may NOT go back to Session 1 or Session 2 in your test booklet. Work

through each problem in Session 3 only.

Pause.


Part 1. Do not continue to Part 2 until I instruct you to do so.




SAY You may begin Part 1.

When the students have finished Part 1 and are ready to start Part 2,


You may begin Part 2.



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Grade 3 Mathematics, Session 1

For the Mathematics Summative Assessment, please read aloud the directions in white print preceded

by the word SAY for students.




booklet with your name on it and not another student’s answer booklet. Please

do not open your test booklet until I tell you to do so. Make sure you are using a

No. 2 pencil with an eraser when taking this test. Pens are not allowed.

Pause to make sure the students have their own test booklet, answer booklet, and No. 2 pencil.

SAY Now you will be taking Session 1 of the Mathematics Summative Assessment.

First, open your test booklet to page 1. Then, open your answer booklet to page 1.

Pause.

SAY We will begin by doing some sample questions. This test booklet contains several

different types of problems as shown below. Each sample shows what a certain

type of problem looks like in the test booklet. Respond to each problem in your

answer booklet. You will mark your answers to the sample questions in the box

above Session 1 in your answer booklet. For Sample A, fill in only the bubble that

goes with the answer you choose. Be sure to fill in the bubble completely and

make your mark heavy and dark. If you want to change an answer, completely

erase the mark you made before making a new mark. Let’s practice!

Give students time to answer Sample A. Do not read the sample aloud.



their answer booklets before directing them to check their answers against the keys shown on page 2 in

the test booklet.

The correct answer to Sample A is choice B.



SAY Now go to Sample B. For some questions in the test, there will be more than one

correct response. Sample B is an example of this type of test question. For

Sample B, fill in the two bubbles that go with the answers you choose. Be sure to

fill in the two bubbles completely and make your mark heavy and dark. If you

want to change an answer, completely erase the mark you made before making a

new mark.



The correct answers to Sample B are choices A and B.


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SAY Now go to Sample C. For some questions in the test, there will be more than one

part. Sample C is an example of a question which contains three parts. For

Sample C, you will need to complete parts a, b, and c. Fill in the bubbles that go

with the answers you choose. Be sure to fill in the bubbles completely and make

your mark heavy and dark. If you want to change an answer, completely erase the

mark you made before making a new mark.



The correct answers to Sample C are

a. N

b. N

c. Y



SAY Now go to Sample D. For some questions in the test, you will need to write your

own response. Other questions on the test may contain blank lines for you to

write your answer on. For Sample D, draw a point on the number line to show your

answer.


The correct answer to Sample D is a point placed at the line representing the number 4.



SAY Now turn to page 2 in your test booklet. At the top of page 2, you’ll find the

directions for completing the grids. Feel free to refer back to this page as you

work through Session 1. For this type of question in the test, you will complete a

grid. Read the question and work the problem to find an answer. Write your

answer in the answer boxes at the top of the grid. Print your answer with the first

digit in the answer box all the way to the left, OR with the last digit in the answer

box all the way to the right. Print only one digit in each answer box. Do NOT leave

a blank answer box in the middle of an answer. Fill in a bubble under each

answer box that you used to write your answer. Fill in one and ONLY one bubble

for each answer box. Fill in each bubble by making a solid mark that completely

fills the bubble. You MUST fill in the bubbles to receive credit for your answer.

Give students time to answer Sample E.

The correct answer to Sample E is 23.

Pause.

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SAY At the bottom of page 2, you’ll see a completed answer key for the sample

questions we just discussed. Check to be sure you correctly bubbled in your

answers to the sample questions in your answer booklet. Any questions?

Pause.

SAY Read each problem carefully and follow the directions. You may do your work in

this test booklet, but you must mark your answers in the answer booklet. You may

also use the scratch paper provided if you need more room to work the problems.

Pause.







SAY Turn to page 6 in your test booklet. You may begin.



SAY Stop. This is the end of the Mathematics Summative Assessment, Session 1.




For those administering Sessions 1 and 2 in a single test sitting, you will need to collect and shred any

used scratch paper and distribute new, blank scratch paper before beginning Session 2. Be sure to give

students a break between sessions, but you may be able to allow them to leave their test booklets and

answers booklets closed on their desks rather than collecting them.



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Grade 3 Mathematics, Session 2








SAY Now, you will be taking Session 2 of the Mathematics Summative Assessment. Be

sure to read each problem carefully and mark your answers in your answer

booklet. You may NOT go back to Session 1 in your test booklet. Work through

each problem in Session 2 only.

Pause.








You may begin.






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Grade 3 Mathematics, Session 3 (Performance Task)




booklet with your name on it and not another student’s answer booklet. Please

do not open your test booklet until I tell you to do so. Make sure you are using a

No. 2 pencil with an eraser when taking this test. Pens are not allowed.

SAY In this session, you will complete a performance task. The performance task is

made up of six questions and information that will help you answer the questions.

First, you will read about the task you have been given. Then, you will answer the

six questions. You may use scratch paper to help you with this task, but be sure to

answer the questions in the space provided in your answer booklet. Open your

test booklet to page 28. Now open your answer booklet to page 6. Please read

the directions at the top of page 28 in your test booklet along with me as I read

them aloud.


SAY This session contains a performance task. Read the following information about

your task. Then provide answers for each of the six problems that follow, referring

back to this information as often as needed. Be sure to write your answers in your

answer booklet.

You may NOT go back to Session 1 or Session 2 in your test booklet. Work

through each problem in Session 3 only.

Pause.







SAY You may begin.

Make sure the students are on the correct pages. When the students have finished,




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Grade 3 Mathematics (Spanish), Session 1

For the Mathematics Summative Assessment, please read aloud the directions in white print preceded

by the word SAY for students.



SAY Pasa a la cubierta de enfrente de tu cuadernillo de respuestas. Asegúrate que tu

cuadernillo de respuestas tenga tu nombre y no el nombre de otro estudiante.

Por favor no abras tu cuadernillo de examen hasta que te lo indique. Asegúrate

de usar un lápiz número 2 con borrador para tomar este examen. No se permite

usar pluma.


SAY Ahora tomarás la Sesión 1 de la Evaluación sumativa de matemáticas

(Mathematics Summative Assessment). Primero, abre tu cuadernillo de examen

en la página 1. Luego abre tu cuadernillo de respuestas en la página 1.

SAY Empezaremos contestando algunos ejemplos. Este cuadernillo de examen

contiene varios tipos diferentes de problemas, tal como se muestra a

continuación. En cada ejemplo se muestra cómo aparece cierto tipo de problema

en el cuadernillo de examen. Responde cada problema en tu cuadernillo de

respuestas. Marcarás las respuestas de los ejemplos en la casilla que está arriba

de la Sesión 1 de tu cuadernillo de respuestas. Para el Ejemplo A, rellena sólo el

círculo que corresponde con la respuesta que selecciones. Asegúrate de rellenar

completamente el círculo y hacer muy bien la marca. Si quieres cambiar una

respuesta, borra completamente la marca que hiciste antes de hacer una nueva

marca. ¡Practiquemos!

Give students time to answer Sample A. Do not read the sample aloud.



their answer booklets before directing them to check their answers against the keys shown on page 2 in

the test booklet.

The correct answer to Sample A is choice B.

SAY ¿Alguna pregunta?


SAY Ahora pasa a el Ejemplo B. Para algunas preguntas del examen habrá más de

una respuesta correcta. El Ejemplo B es un ejemplo de este tipo de preguntas.

Para el Ejemplo B, rellena los dos círculos que corresponden con las respuestas

que selecciones. Asegúrate de rellenar completamente los dos círculos y hacer

muy bien las marcas. Si quieres cambiar una respuesta, borra completamente la

marca que hiciste antes de hacer una nueva marca.



The correct answers to Sample B are choices A and B.

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SAY Ahora pasa a el Ejemplo C. Algunas preguntas del examen tendrán varias partes.

El Ejemplo C es un ejemplo de una pregunta que contiene tres partes. Para el

Ejemplo C, deberás contestar las partes a, b y c. Rellena los círculos que

corresponden con las respuestas que selecciones. Asegúrate de rellenar

completamente los círculos y hacer muy bien las marcas. Si quieres cambiar una

respuesta, borra completamente la marca que hiciste antes de hacer una nueva

marca.



The correct answers to Sample C are

a. N

b. N

c. Y



SAY Ahora pasa a el Ejemplo D. Para algunas preguntas del examen deberás escribir

tu propia respuesta. Otras preguntas del examen pueden tener renglones en

blanco para que escribas tu respuesta. Para el Ejemplo D, dibuja un punto en la

recta numérica para indicar tu respuesta.


The correct answer to Sample D is a point placed at the line representing the number 4.



SAY Ahora pasa a la página 2 de tu cuadernillo de examen. En la parte superior de la

página 2 encontrarás las instrucciones para rellenar las cuadrículas. Puedes

consultar esta página cuando contestes la Sesión 1. Ahora pasa a el Ejemplo E.

Para este tipo de preguntas del examen, rellenarás una cuadrícula. Lee la

pregunta y resuelve el problema para encontrar una respuesta. Escribe tu

respuesta en las casillas de respuesta en la parte superior de la cuadrícula.

Escribe tu respuesta en letra de imprenta con el primer dígito en la casilla de

respuesta en el extremo izquierdo, O con el último dígito en la casilla de

respuesta en el extremo derecho. Escribe solo un dígito en cada casilla de

respuesta. NO dejes una casilla de respuesta vacía en el medio de una

respuesta. Rellena el círculo debajo de cada casilla de respuesta para el dígito

que usaste en tu respuesta. Rellena SOLO un círculo por cada casilla de

respuesta. Rellena cada círculo con una marca sólida que llene el círculo por

completo. TIENES que rellenar los círculos para recibir el puntaje por tu

respuesta.

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Give students time to answer Sample E.

The correct answer to Sample E is 23.

Pause.

SAY En la parte superior de la página 3 verás las respuestas completes de los

ejemplos que acabamos de ver. Asegúrate de rellenar correctamente los círculos

de tus respuestas a los ejemplos en tu cuadernillo de respuestas. ¿Alguna

pregunta?

Pause.

SAY Lee cada problema con atención y sigue las instrucciones. Puedes realizar tu

trabajo en este cuadernillo de examen, pero debes marcar tus respuestas en el

cuadernillo de respuestas. También puedes usar las hojas adicionales si

necesitas más espacio para resolver los problemas.

Pause.

SAY Cuando llegues al símbolo de ALTO en la parte inferior de la página significa que

has terminado esta sesión. Cuando hayas terminado, por favor cierra el

cuadernillo de examen y el cuadernillo de respuestas y quédate sentado en

silencio.

¿Alguna pregunta?



SAY Pasa a la página 6 en tu cuadernillo de examen. Puedes empezar.



SAY Alto. Este es el final de la Evaluación sumativa de matemáticas, Sesión 1. Por

favor cierra el cuadernillo de examen y el cuadernillo de respuestas.



For those administering Sessions 1 and 2 in a single test sitting, you will need to collect and shred any

used scratch paper and distribute new, blank scratch paper before beginning Session 2. Be sure to give

students a break between sessions, but you may be able to allow them to leave their test booklets and

answers booklets closed on their desks rather than collecting them.



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Grade 3 Mathematics (Spanish), Session 2







usar pluma.


SAY Ahora tomarás la Sesión 2 de la Evaluación sumativa de matemáticas. Asegúrate

de leer cada problema con atención y marcar las respuestas en el cuadernillo de

respuestas. NO puedes regresar a la Sesión 1 de tu cuadernillo de examen. Sólo

realiza cada problema de la Sesión 2.

Pause.




silencio.

¿Alguna pregunta?



SAY Pasa a la página 20 de tu cuadernillo de examen. Ahora pasa a la página 3 de tu

cuadernillo de respuestas. Puedes empezar.






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Grade 3 Mathematics (Spanish), Session 3 (Performance Task)







usar pluma.

SAY En esta sesión realizarás una tarea de desempeño. La tarea de desempeño tiene

seis preguntas e información que te ayudará a responder las preguntas. Primero

leerás la tarea que se te da. Luego responderás las seis preguntas. Puedes usar

papel adicional para resolver esta tarea, pero asegúrate de responder las

preguntas en el espacio provisto de tu cuadernillo de respuestas. Abre tu

cuadernillo de examen en la página 34. Luego abre tu cuadernillo de respuestas

en la página 6. Sigue conmigo las instrucciones de la parte superior de la página

34 de tu cuadernillo mientras las leo en voz alta.


SAY Esta sesión contiene una tarea de desempeño. Lee la siguiente información

sobre tu tarea. Luego provee respuestas para cada uno de los seis problemas

que aparecen a continuación, volviendo a utilizer esta información cada vez que

sea necesario. Asegúrate de escribir tus respuestas en tu cuadernillo de

respuestas.

NO puedes regresar a la Sesión 1 ni a la Sesión 2 de tu cuadernillo de examen.

Sólo realiza cada problema de la Sesión 3.

Pause.




silencio.

¿Alguna pregunta?



SAY Puedes empezar.

Make sure the students are on the correct pages. When the students have finished,




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PART 4: AFTER TESTING



Confidentiality

Materials Return Instructions

4.1 Assemble Materials for Return

After testing has been completed, prepare materials to be returned to the CAASPP Test Site

Coordinator (SC).

Check to make sure that all answer booklets have been removed from inside the test booklets.

Check answer booklets and test booklets to make sure there are no sticky notes, staples, pins, paper

clips, or tape of any kind on all pages. Check that no scratch paper was left inside the answer booklets.

Remove any extraneous material.

Verify that the Pre-ID label has been affixed or complete the student-identifying information and return

test booklets for all enrolled students, including those who do not participate in the English Language

Arts and/or Mathematics Summative Assessment and for whom tests will be invalidated.

Only one answer booklet per student/content area may be submitted. If multiple answer booklets for

any student are identified, please ensure that all responses are transcribed into a single answer

booklet.

Make sure that responses for students taking the braille version of the test have been transferred to

standard answer booklets.

Return the stack of alphabetized test and answer booklets to the SC.

Bundle all unused materials together and return them to your SC.

Bundle together all of the scratch paper. This material is to be destroyed securely according to your

school’s policy. Do not dispose of the scratch or graph paper by placing it in the trash.

4.2 Instructions for CAASPP Test Site Coordinators (SCs)

SCs and LEA CAASPP Coordinators must package and return secure Smarter Balanced paper-pencil test

materials according to the instructions in the Materials Return Instructions they received with their

shipments. This document is also posted on the CAASPP Instructions and Manuals Web page at

http://caaspp.org/administration/instructions/.


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PART 5: APPENDIXES

APPENDIX A: UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS

The Smarter Balanced Assessment Consortium’s Universal Tools, Designated Supports, and

Accommodations Guidelines are intended for school-level personnel and decision-making teams,

including individualized education program (IEP) and Section 504 teams, as they prepare for and

implement the Smarter Balanced Assessments. The Guidelines provide information for classroom

teachers, English language development educators, special education teachers, and instructional

assistants to use in selecting and administering universal tools and accommodations for those students

who need them. The Guidelines are also intended for assessment staff and administrators who oversee

the decisions that are made in instruction and assessment.

The Smarter Balanced Guidelines apply to all students. They emphasize an individualized approach to

the implementation of assessment practices for those students who have diverse needs and participate

in large-scale content assessments. The Guidelines’ focus is on universal tools and accommodations for

the Smarter Balanced Assessments of English language arts/literacy and mathematics. At the same

time, the Guidelines support important instructional decisions about and connection between

accessibility and accommodations for students who participate in the Smarter Balanced assessments.

If a school or local educational agency (LEA) staff member identifies a designated support and/or

accommodation that he or she believes should be offered, and that is not available, the LEA CAASPP

Coordinator or CAASPP Test Site Coordinator may request an individualized aid.

Additional Resource:

CAASPP Smarter Balanced Online Test Administration Manual—8.0 Universal Tools,

Designated Supports, and Accommodations

Individualized Aid Request form—https://etsforms.formstack.com/forms/access_ia_request

The Summative Assessments allow for accommodations. Accommodation resources are defined in Table 8.

Table 8: Definitions for Universal Tools, Designated Supports, and Accommodations

Type Definition

Accommodations

Accommodations are changes in procedures or materials that increase equitable

access during the Smarter Balanced Assessments. Assessment accommodations

generate valid assessment results for students who need them; they allow these

students to show what they know and can do. Accommodations are available for

students with documented IEPs or 504 Plans. Consortium-approved accommodations

do not compromise the learning expectations, construct, grade-level standard, or

intended outcome of the assessments.

Designated Supports

Designated supports for the Smarter Balanced Assessments are those features that

are available for use by any student for whom the need has been indicated by an

educator (or team of educators with parent/guardian and student). It is recommended

that a consistent process be used to determine these supports for individual students.

Designated supports need to be identified prior to assessment administration.

Universal Tools Universal tools are available to all students based on student preference and

selection.

For the Smarter Balanced Paper-Pencil Assessment, the Smarter Balanced Universal Tools, Designated

Supports, and Accommodations Guidelines should be used to guide the use of all available universal

tools, designated supports, and accommodations. Table 9, Table 10, and Table 11 list and describe the

resources available for the Smarter Balanced Paper-Pencil Assessment along with considerations for

planning and administration.

https://etsforms.formstack.com/forms/access_ia_request

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Table 9: List and Description of Universal Tools Available to All Students

Universal Tools Description

Breaks

Breaks may be given at predetermined intervals or after completion of sections of the

assessment for students taking a paper-based test. Sometimes students are allowed

to take breaks when individually needed to reduce cognitive fatigue they experience

during heavy assessment demands. The use of this universal tool may result in the

student needing additional overall time to complete the assessment.

English Dictionary (for

ELA performance task

full-writes)

An English dictionary may be provided for the full-write portion of an ELA performance

task. A full-write is the second part of a performance task. The use of this universal

tool may result in the student needing additional overall time to complete the

assessment.

English glossary

Grade- and context-appropriate definitions of specific construct-irrelevant terms are

provided with test materials for a student’s test form. Only glossaries provided with

the test materials may be used.

Highlighter A tool for marking desired text, item questions, item answers, or parts of these with a

color.

Mark for review

Students may note items for further review after completing other items. Marks may

be made in the test booklet, to avoid stray marks in the answer booklet that may

interfere with scoring.

Scratch paper

Scratch paper to make notes, write computations, or record responses may be made

available. Only plain paper or lined paper is appropriate for ELA; Graph paper is

required beginning in sixth grade and may be used on all math sessions. A student

may use an assistive technology device for scratch paper as long as the device is

certified.

Sessions 1 and 2: All scratch paper must be collected and securely shredded at the

end of each session to maintain test security.

Performance Tasks: For performance tasks, if a student needs to take the

performance task in more than one session, scratch paper may be collected at the

end of each session, securely stored, and made available to the student at the next

performance task testing session. Once the student completes the performance task,

the scratch paper must be collected and securely shredded to maintain test security.

Strikethrough Students may cross out answer options in their test booklets.

Thesaurus (for ELA

performance task full-

writes)

A thesaurus contains synonyms of terms that students can use while interacting with

text included in the assessment. A full-write is the second part of a performance task.

The use of this universal tool may result in the student needing additional overall time

to complete the assessment.

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Table 10: List and Description of Designated Supports

Designated Supports Description

Color overlays Color transparencies are placed over a paper-based assessment.

Magnification Students may use magnifying devices or take a large print version of the test.

Masking

Students may be provided materials to block off content that is not of immediate need

or that may be distracting to the student. Students are able to focus their attention on

a specific part of a test item by masking.

Noise buffers Ear mufflers, white noise, and/or other equipment used to block external sounds.

Read aloud (for ELA

items in Session 2

only, not for reading

passages)

Text is read aloud to the student by a trained and qualified human reader who follows

the administration guidelines provided in the Smarter Balanced Test Administration

Manual. All or portions of the content may be read aloud.

Read aloud (for math

items)

Text is read aloud to the student by a trained and qualified human reader who follows

the administration guidelines provided in the Smarter Balanced Test Administration

Manual. All or portions of the content may be read aloud.

Scribe (For ELA non-

writing items and

math) (See also

Accommodations for

writing)

Students dictate their responses to a human who records verbatim what they dictate.

The scribe must be trained and qualified and must follow the administration

guidelines provided in the Online Smarter Balanced Test Administration Manual.

Separate setting Test location is altered so the student may be tested in a setting different from that

made available to most students.

Translations

(glossaries)

Translated glossaries are a language support. Translated glossaries are provided for

selected construct-irrelevant terms for math. Glossary terms are listed by item and

include the English term and its translated equivalent.

Translations (stacked)

Stacked translations are a language support. Stacked translations are available for

some students; stacked translations provide the full Spanish translation of each test

item above the original item in English. Students requiring this support should be

given the Spanish version of the math paper-pencil assessment. See the Smarter

Balanced Usability, Accessibility, and Accommodations Guidelines, linked on the

CAASPP Instructions and Manuals Web page at http://caaspp.org/administration/

instructions/, for a complete list of available languages.

Translated test

directions

Translation of test directions is a language support available prior to beginning the

actual test items. Students can see test directions in another language. As an

embedded designated support, translated test directions are automatically part of the

stacked translation designated support. See the Smarter Balanced Usability,

Accessibility, and Accommodations Guidelines, linked on the CAASPP Instructions and

Manuals Web page at http://caaspp.org/administration/instructions/, for a complete

list of available languages.




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Table 11: List and Description of Accommodations

Accommodations Description

Abacus This tool may be used in place of scratch paper for students who typically use an

abacus.

Alternate Response

Options

Students with some physical disabilities (including both fine and gross motor skills)

may need to use the alternate response options accommodation to respond to test

items.

American Sign

Language (ASL)

Test content is translated into ASL. ASL human signer signs the listening portions of

the test.

Braille

Graphic material (e.g., maps, charts, graphs, diagrams, and illustrations) is

presented in a raised format (paper or thermoform). Contracted and non-contracted

braille is available ; Nemeth code is available for math. Please note that the answer

booklets will not be brailled. Administrators must transcribe student responses into

the paper-pencil answer booklets.

Calculator (for

calculator-allowed

sessions only)

A calculator for students needing a special calculator, such as a braille calculator or

a talking calculator.

Multiplication Table

(grade 4 and above

math items)

A single-digit (1–9) multiplication table may be used by students with a persistent

calculation disability. The multiplication table is located in Appendix E of this manual.

Read Aloud

(mathematics)

Text is read aloud to the student by a trained and qualified human reader who

follows the administration guidelines provided in the Smarter Balanced Online Test

Administration Manual. All or portions of the content may be read aloud.

Read Aloud (for ELA

reading passages,

grades 6–8 and High

School; visually

impaired students in

grades 3–8 and High

School who do not yet

have adequate braille

skills)

Text is read aloud to the student by a trained and qualified human reader who

follows the administration guidelines provided in the Smarter Balanced Online Test

Administration Manual. All or portions of the content may be read aloud.

Scribe (See

Designated Supports

for non-writing ELA;

mathematics)

Students dictate their responses to a human who records verbatim what they

dictate. The scribe must be trained and qualified and must follow the administration

guidelines provided in the Smarter Online Balanced Test Administration Manual.

Speech-To-Text

Voice recognition allows students to use their voices as input devices to the

computer, to dictate responses or give commands (e.g., opening application

programs, pulling down menus, and saving work). Voice recognition software

generally can recognize speech up to 160 words per minute. Students may use their

own assistive technology devices.

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APPENDIX B: ITEM TYPES

Item and response types

As students engage with the Smarter Balanced Assessments, they will be given test questions that

require them to respond in several ways, some of which may be new to students.

Smarter Balanced has produced resources for teachers and students to use to get ready for the test,

including sample items and Classroom Activities. The sample items will be administered by Test

Administrators (TAs) prior to the beginning of Session 1 of each test; completing these items will provide

students an opportunity to view and practice each of the item types. More information on Classroom

Activities can be found on page 12 of this manual.

Summary of item types and how to provide responses

Table 12 lists the different item types and briefly describes each one. Not all assessments will

necessarily include all item types.

Table 12: Item and Scoring Types

Item Types Brief Description of Item Type

Multiple-choice, single-correct response 3- and 4-option multiple-choice

Multiple-choice, multiple-correct response Multiple option selected responses

Grid in Numeric values entered in grid

Two-part multiple-choice, with evidence

responses

4-option multiple-choice followed by another 4–6 option

multiple-choice using evidence

Matching-table response Respond to a series of 2–4 statements/questions and bubble

in a response for each

Short-text response A brief written response of one or two paragraphs

Full-write A multi-paragraph written response or essay

Constructed response items Write equation, plot points, fill in tables, explanations, etc.

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APPENDIX C: FREQUENTLY USED TERMS

Table 13 defines terms that are specific to the Smarter Balanced Assessments.

Table 13: Frequently Used Terms

Term Definition

Accommodation

Changes in procedures or materials that increase equitable access during the

Smarter Balanced Assessments. Assessment accommodations generate valid

assessment results for students who need them; they allow these students to

show what they know and can do. Accommodations are available for students

with documented Individualized Education Programs (IEPs) or 504 Plans.

Consortium-approved accommodations do not compromise the construct,

grade-level standards, or intended outcome of the assessments. See the

Smarter Balanced Usability, Accessibility, and Accommodations Guidelines at

http://www.smarterbalanced.org/wordpress/wp-

content/uploads/2014/08/SmarterBalanced_Guidelines.pdf for complete

information.

Appeal

Authorized users—LEA CAASPP Coordinators and CAASPP Test Site

Coordinators—may submit and view requests for resetting, reopening,

invalidating, or restoring students’ assessments in accordance with state

policy. These requests must result from a test security incident or incorrect

test setting that impacted testing. All requests must be approved by the

California Department of Education (CDE).

Break

There is no limit on the number of breaks or the length of a break that a

student may be given according to his or her unique needs. However, for

some portions of the test, breaks of more than 20 minutes will prevent the

student from returning to items already attempted by the student.

For a performance task (PT), the student can break for any amount of time

and still return to any previously answered item within the PT’s current

segment only.

CAASPP Test Site Coordinator

(SC)

School staff member responsible for monitoring the test schedule, process,

and Test Administrators (TAs). SCs are also responsible for ensuring that TAs

have been appropriately trained and that testing is conducted in accordance

with the test security and other policies and procedures established by the

Smarter Balanced Assessment Consortium. SCs must have a signed CAASPP

Test Security Agreement on file with the LEA CAASPP Coordinator.

Classroom Activity

A short, teacher-led activity designed to introduce students to the context and

contextual vocabulary in the performance task (PT) to ensure that students

are not disadvantaged in demonstrating the skills the task intends to assess.

A TA or other authorized staff can lead the Classroom Activity. An applicable

Classroom Activity is required before the PT portion of the test. The PT should

be administered within three days after the Classroom Activity. The Classroom

Activity should not be supplemented with any other content that the

administrator may think is helpful, because doing so may detract from the

intended purpose of the Classroom Activity.

Designated Supports

Accessibility features of the assessments available for use by any student for

whom the need has been indicated by an educator (or team of educators working

with the parent/guardian and student).

See the Smarter Balanced Usability, Accessibility, and Accommodations

Guidelines linked on the CAASPP Instructions and Manuals Web page at

http://caaspp.org/administration/instructions/ for complete information.

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/08/SmarterBalanced_Guidelines.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/08/SmarterBalanced_Guidelines.pdf


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Term Definition

Full-write

A component of the English language arts/literacy (ELA) performance task that

requires the student to develop an informative/explanatory, narrative, or opinion/

argumentative multi-paragraph piece of writing for which he or she engages the

full writing process.

Invalidation

A specific appeal in the Appeals system. Invalidating a test in the Appeals

system results in the omission of test results and student responses.

Invalidation is often the outcome for assessments impacted by a test security

incident.

Permission for an invalidation is initiated through the Appeals process in the Test

Operations Management System (TOMS). See the Appeals User Guide at

http://caaspp.org/rsc/pdfs/CAASPP.appeals-guide.2015.pdf for more

information on the Appeals process.

Item A test question or stimulus presented to a student to elicit a response.

LEA CAASPP Coordinator LEA-level staff member who is responsible for the overall administration of the

summative assessment in an LEA. LEA CAASPP Coordinators should ensure that

the CAASPP Test Site Coordinators (SCs) and Test Administrators (TAs) in their

LEAs are appropriately trained and aware of policies and procedures. LEA

CAASPP Coordinators are designated by their district superintendents or the

administrator of their independently testing charter school and must have a

signed CAASPP Test Security Agreement on file with the California Technical

Assistance Center (CalTAC).

Performance Task (PT)

A PT is an item type designed to provide students with an opportunity to

demonstrate their ability to apply their knowledge and higher-order thinking

skills to explore and analyze a complex, real-world scenario. It is a required

portion of the test. Prior to the PT, teachers or instructional staff conduct a

Classroom Activity for all students in the class to ensure that a lack of

understanding of the context of the task does not interfere with a student’s

ability to address the content of the task.

Reopen

A specific appeal in the Appeals system. It applies to a test that has already

been started.

For example, a test may be reopened if a student started a test and became

ill and was unable to resume testing until after the testing opportunity.

Permission for a reopen is initiated through the Appeals process. See the

Appeals User Guide at http://caaspp.org/rsc/pdfs/CAASPP.appeals-

guide.2015.pdf for more information on the Appeals process.

Reset

A specific appeal in the Appeals system. Resetting a student’s test.

Valid reasons for a reset would be if a student’s test event was administered

inconsistently with the student’s IEP or if the student started a test and didn’t

have a needed language support (such as a language glossary).

Permission for a reset is initiated through the Appeals module in TOMS. See the

Appeals User Guide at http://caaspp.org/rsc/pdfs/CAASPP.appeals-

guide.2015.pdf for more information on the Appeals process.

Session

A timeframe in which students actively test in a single sitting. The length of a

test session is determined by building or LEA administrators who are

knowledgeable about the periods in the building and the timing needs

associated with the assessment. Smarter Balanced recommends that session

durations range between 15 and 90 minutes. However, Smarter Balanced

Assessments are not timed, and an individual student may need more or less

time overall. Further, individual students will have unique needs regarding the

length of a test session.

http://caaspp.org/rsc/pdfs/CAASPP.appeals-guide.2015.pdf





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Term Definition

Statewide Student Identifier

(SSID)

A unique, non-personally-identifiable number linked to a given individual

student within the California public kindergarten through grade twelve

educational system. SSIDs are used to maintain data on individual students,

such as linking students to statewide assessment scores and tracking

students in and out of schools and LEAs in order to determine more accurate

dropout and graduation rates.

Stimulus/Stimuli

Material or materials used in the test context that form the basis for

assessing the knowledge and skills of students. Many items/tasks for the

assessments include a stimulus along with a set of questions to which the

student responds. Stimulus materials are used in ELA and mathematics

assessments to provide context for assessing the knowledge and skills of

students. They can be traditional reading passages, texts for students to use

for research, or scenarios to react to.

Test Administrator (TA)

Local educational agency or school personnel responsible for administering

the Smarter Balanced Assessments in a secure manner in compliance with

the policies and procedures. The Smarter Balanced Assessments should be

administered by individuals with an existing state certification in education

(e.g., teachers, school psychologists, principals, etc.). Expanding the TA role to

other individuals who receive the required test administration trainings is a

decision made at the state level in accordance with state policy, protocol, or

guidelines.

Test Operations and

Management System (TOMS)

The management and registration system used for the Smarter Balanced

assessments in California. This is the system through which LEA CAASPP

Coordinators interact with and inform the test delivery system. This

registration system provides users with the tools to set up testing windows,

register and manage students participating in the Smarter Balanced

assessments, and file appeals. This system uses a role-specific design to

restrict access to certain tools and applications based on the user’s

designated role.

See the CAASPP Test Operations and Management System Web page at

http://caaspp.org/administration/toms/ for complete information.

Test Security Incident For additional information about security protocols, refer to Section 3.0 Test

Security of the Online Test Administration Manual.

Testing Breach

A security event that poses a threat to the validity of the test. Examples may

include such situations as a release of secure materials or a security/system risk.

These circumstances have external implications for the Consortium and may

result in a Consortium decision to remove the test item(s) from the available

secure bank. A breach incident must be reported immediately to the CDE.

For specific details on how to proceed when an incident has occurred, please

refer to Section 4.0 Responding to Testing Improprieties, Irregularities, and

Breaches of the Online Test Administration Manual.

Testing Impropriety

An unusual circumstance that has a low impact on the individual or group of

students who are testing and has a low risk of potentially affecting student

performance on the test, test security, or test validity. These circumstances can

be corrected and contained at the local level.




http://caaspp.org/administration/toms/

http://caaspp.org/rsc/pdfs/CAASPP.online_tam.2015.pdf


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Term Definition

Testing Irregularity

An unusual circumstance that affects an individual or group of students who

are testing and may potentially affect student performance on the test, test

security, or test validity. These circumstances can be corrected and contained at

the local level, but are submitted in the Appeals module in TOMS for resolution

of the appeal for testing impact.




Universal Tools

Available to all students based on student preference and selection.

See the Smarter Balanced Usability, Accessibility, and Accommodations

Guidelines linked on the CAASPP Instructions and Manuals Web page at

http://caaspp.org/administration/instructions/ for complete information.



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APPENDIX D: ADMINISTERING THE BRAILLE VERSION OF THE SUMMATIVE ASSESSMENT

The directions in this manual also apply to the administration of the braille versions of the summative

assessments. Additional braille instructions are as follows:

References to specific page numbers in the Student Test Booklet may be incorrect for the braille

version. To supply the correct page numbers and other references, Test Administrators (TAs) should

review—prior to testing—all test materials that accompany the Braille Test Booklet.

Follow the procedures in the General Test Administration Information section that starts on page 9 of

this manual regarding the application of Pre-ID labels and the marking of demographic information and

other coding. Additionally, the student’s name, TA, school, and system must be printed on the front

cover of each Braille Test Booklet.

Indicate in Section A3 on the back page of the Student Answer Booklet that the student was

administered the braille version by marking circle G.

Because extra time may be needed for administering the braille version, it is recommended that

students be tested individually or in a small-group setting.

Depending upon the manner in which responses are provided by the student, the student responses

must be transcribed onto the Student Answer Booklet exactly as provided by the student. When a

student using braille responds by pointing to the answers or giving a verbal response in English only,

the TA is permitted during the course of test administration to fill in student responses on the Student

Answer Booklet. When a student using braille responds by using a braille writer or marking answers in

the Test Booklet, the procedures for transcribing student responses detailed in the Guidelines for

Transcription of Student Responses section of this manual should be followed. In each instance, the TA

must provide written affirmation to the CAASPP Test Site Coordinator that student responses have

been completed on the Student Answer Booklet with fidelity. Under no circumstances should a

student’s answer be altered or edited—to do so is a direct violation of test security.

Keep the transcribed Student Answer Booklet with the other used Student Answer Booklets from the

student’s class.

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Guidelines for Transcription of Student Responses

Students with disabilities have the option to use accommodations for providing responses on this

assessment. These accommodations allow students with disabilities to provide oral responses, taped

responses, or written responses on paper besides the answer booklet provided with the assessment.

These responses are then transcribed onto the Student Answer Booklet so they can be scored. The

following guidelines must be followed to ensure accurate and fair transcription of student responses:

All test materials and student responses are to be considered secure and confidential.

Only persons who know braille should transcribe braille responses.

Transcribers should be impartial and have no vested interest in student scores.

Transcriptions of student responses must be identical to what the student provides, including

grammar, punctuation, and spelling. If a student provides an incomplete response, the transcription

must match that incomplete response exactly.

Transcriptions should be proofread by a second impartial party to confirm accuracy. For cases where

students have provided a graphic in a response, two transcribers should collaborate to transfer the

response.

When transcription is complete, student responses must be securely destroyed using a shredder. Do

not dispose of student responses by placing them in the trash.

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APPENDIX E: MULTIPLICATION TABLE

A single-digit (1–9) multiplication table is a non-embedded accommodation for grades four and above mathematics items. The multiplication table is to be used only for students with a documented and

persistent calculation disability (i.e., dyscalculia). This table can be printed for students requiring this

accommodation.

MULTIPLICATION TABLE

× 1 2 3 4 5 6 7 8 9

1 1 2 3 4 5 6 7 8 9

2 2 4 6 8 10 12 14 16 18

3 3 6 9 12 15 18 21 24 27

4 4 8 12 16 20 24 28 32 36

5 5 10 15 20 25 30 35 40 45

6 6 12 18 24 30 36 42 48 54

7 7 14 21 28 35 42 49 56 63

8 8 16 24 32 40 48 56 64 72

9 9 18 27 36 45 54 63 72 81

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APPENDIX F: GUIDE TO RESPONSE BOOKLET SECTIONS A2, A3, AND A4

A2 Special Conditions

A The student was absent for regular and makeup testing.

C The test examiner or proctor observed the student cheating.

E The student was not tested because of a significant medical emergency.

F The student became ill while taking this test, had to leave the room, and was unable to return and complete

the test.

I The student used an individualized aid.

L The student enrolled after the first day of testing and was given this test.

M The student was enrolled on the first day of testing but moved before this test was administered or completed.

P The student was not tested by parent/guardian request.

T The student was enrolled on the first day of testing and was not given this test because a staff member

verified that the student had taken the test at a previous school.

X When offered, the student refused to use the universal tool, designated support, and/or accommodation

specified in his or her IEP or Section 504 plan.

Y This document replaces a lost or destroyed answer document or test booklet.

Z The student was present for the test and was given this test. The student closed the test booklet or answer

document and did not mark any answers.

A3 Universal Tools, Designated Supports, and Accommodations

B The student marked his or her responses in the test booklet.

C The student dictated his or her responses orally or in Manually Coded English or American Sign Language to

a scribe.

F The student used an alternate response option(s).

G The student used a braille version of the test.

H The student used a large-print version of the test or test items enlarged (not duplicated) to a font size larger

than that used on large- print versions.

J The student had supervised breaks within a test part.

K The student had supervised breaks within a test part.

L The test was administered at the most beneficial time of day for the student.

M The test was administered in a separate setting.

N The student used an English dictionary (ELA only).

O The test examiner used American Sign Language to present test questions, answer options, or passages.

Q The student used a calculator on a mathematics test.

R The student used a multiplication table on a mathematics test (not used for grade three).

S The student used math tools such as a non-embedded ruler or a non-embedded protractor on a

mathematics test.

U The student used speech-to-text (ELA only)

V Leave blank.

X The student used an abacus on the mathematics test.

Z The student heard the Test Administrator read test questions, answer options, or passages aloud.

A4 English Learner Test Variations (Additional Universal Tools and Designated Supports for English Learners)

A

The student heard the test directions printed in the Directions for Administration “SAY” boxes translated into

the student’s primary language. The student asked clarifying questions about the test directions in the

student’s primary language.

D

The student used a translation glossary/word list (English-to-primary language). Glossaries/Word lists shall

not include definitions, parts of speech, or formulas. Glossaries/Word lists may not be used on any reading

or language tests.

S The student used a stacked translation (mathematics in Spanish only).

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