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Measures of Student Learning: NC’s Common Exams

A Guide to the Administration of Assessments from North Carolina’s

Library of Common Exams

Revised March 2013 PUBLIC SCHOOLS OF NORTH CAROLINA Department of Public Instruction | Academic Services and Instructional Support 6368 Mail Service Center Raleigh, NC 27699-6368

In compliance with federal laws, NC Public Schools administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to:

Dr. Rebecca Garland, Chief Academic Officer Academic Services and Instructional Support

6368 Mail Service Center Raleigh, NC27699-6368

Telephone (919) 807-3305; fax (919) 807-4065

Table of Contents

Page i

I. Teacher Evaluation .................................................................................................................. 1 The Purpose of This Guide ................................................................................................................................... 1 Annual Teacher Evaluation Policy ...................................................................................................................... 1 Standard 6 and Educator Status ........................................................................................................................ 1 How Student Growth Will Be Measured for Standard 6 ........................................................................... 2

II. General Information―Measures of Student Learning: NC’s Common Exams .................. 3 Goals of the Common Exams .............................................................................................................................. 3 Testing Window(s) for the Common Exams .................................................................................................. 3 Makeup Testing ........................................................................................................................................................ 3 Retesting ..................................................................................................................................................................... 3 Spring 2013 Measures of Student Learning: NC’s Common Exams ..................................................... 4 Administration Time and Testing Schedule ................................................................................................... 5 EXAMPLE One-Day Administration ............................................................................................................. 5 EXAMPLE Two-Day Administration ............................................................................................................. 6 Participation in the Common Exams ................................................................................................................ 6 Accommodations and Alternate Assessments ............................................................................................. 8 Information about the Assessment Materials ............................................................................................... 8 Lists of Common Exam Testing Materials .................................................................................................... 11 Calculator Requirements..................................................................................................................................... 12 Testing Code of Ethics ......................................................................................................................................... 13 Selection of Test Administrators and Proctors ........................................................................................... 14 Test Security ............................................................................................................................................................ 15 Testing Environment ............................................................................................................................................ 15 Student Emergencies and Breaks .................................................................................................................... 15 Testing Irregularities and Misadministrations ............................................................................................ 16 Scanning and Scoring the Common Exams................................................................................................. 16 Confidentiality of Student Scores .................................................................................................................... 17

III. Implementation Plan ............................................................................................................ 18 Measures of Student Learning: NC’s Common Exams District and School Implementation Plan ............................................................................................................................................ 18

IV. Student Directions ................................................................................................................ 23 SAMPLE SCRIPT: One-Day Administration ................................................................................................... 23

SAMPLE SCRIPT: Two-Day Administration ................................................................................................... 27

Appendix ...................................................................................................................................... 34Appendix A: SAMPLE Answer Sheet: ELA and OCS ELA Courses (Side 1) ........................................ .34 SAMPLE Answer Sheet: ELA and OCS ELA Courses (Side 2) ........................................ 35 Appendix B: SAMPLE Answer Sheet: Other (Side 1)...................................................................................36 SAMPLE Answer Sheet: Other (Side 2)....................................................................................37Appendix C: Testing Code of Ethics .................................................................................................................38

I. Teacher Evaluation A teacher’s ability to make significant growth with his or her students is critical to the future of education and children in North Carolina. Given its importance, student growth is an integral component of the teacher evaluation process. The following section provides information on the teacher evaluation process.

The Purpose of This Guide The Measures of Student Learning are common exams that measure student learning in subjects and grades that are not part of the state testing program. Results from the common exams will be used in the teacher evaluation process. The purpose of this guide is to provide local education agency (LEA) test coordinators, school test coordinators, school administrators, and teachers with information on the implementation of the common exams. LEAs/schools may make copies of this publication to use for guidance in creating an implementation plan. This publication is available online at http://www.ncpublicschools.org/effectiveness-model/measures/. Annual Teacher Evaluation Policy State Board of Education policy TCP-C-004 (16 NCAC 6C .0503) states “the intended purpose of the North Carolina Teacher Evaluation Process is to assess the teacher’s performance in relation to the North Carolina Professional Teaching Standards and to design a plan for professional growth. The principal or a designee will conduct the evaluation process in which the teacher will actively participate through the use of self-assessment, reflection, presentation of artifacts, and classroom demonstration(s).”

In summer 2011, the State Board of Education voted to require an annual evaluation for every teacher in North Carolina. For beginning teachers and career-status teachers renewing their licenses, the full evaluation process remains the same. For career-status teachers who are not renewing their licenses, school administrators may complete an abbreviated evaluation consisting of only three standards in the North Carolina Teacher Evaluation System.

Annual evaluation is required for school districts that accepted funding through the American Recovery and Reinvestment Act (all districts in North Carolina) and for all school districts and charter schools that accepted funding from Race to the Top (all districts and a group of charter schools).

Standard 6 and Educator Status The teacher evaluation process includes a student growth component. Standard 6 focuses on the amount of growth students make as the result of a teacher’s instruction.

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Standard 6: Teachers contribute to the academic success of students. The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

Teachers will receive a rating for each standard to provide them with meaningful information about their knowledge and practice. Ratings on the standards will be used to create professional development plans each year, as well as to determine educator status.

Educator status is a more holistic view of an educator’s knowledge and skills. A status encompasses all standards of the North Carolina Educator Evaluation System. A teacher receives a status when there are three years of growth data (i.e., current year and two prior years) to populate Standard 6. The categories for status are

• Highly effective, • Effective, and • In need of improvement.

How Student Growth Will Be Measured for Standard 6 Standard 6 is the student growth component for the teacher evaluation process. To populate Standard 6, the following assessments will be used to measure student growth:

• End-of-Grade Tests English Language Arts (grades 3–8) Mathematics (grades 3–8) Science (grades 5 and 8)

• End-of-Course Tests Algebra I/Integrated I English II Biology

• Measures of Student Learning/Common Exams • Career and Technical Education Post-Assessments • Analysis of Student Work for Performance-Based Courses

2012 – 2013 will be the first year of a three-year cycle of student growth data used as part of the status determination. Whenever possible, growth will be calculated through the use of the Education Value-Added Assessment System (EVAAS).

II. General Information Measures of Student Learning: NC’s Common Exams

The Measures of Student Learning: NC’s Common Exams are classroom assessments provided by the State for local use in teacher evaluation. The common exams measure what students know and are able to do after completing a course or a grade. The assessments are designed for core grades and subjects that are currently non-tested (i.e., non-end-of-grade and non-end-of-course subjects). Growth shown on the common exams is used as part of the overall annual teacher evaluation process to determine the sixth standard rating, as well as part of how a teacher’s overall status is determined. Goals of the Common Exams

• To develop and increase the effectiveness of teachers. • To have an effective teacher in every classroom in every school. • To see evidence of achievement and growth for all students.

Testing Window(s) for the Common Exams The common exams are designed to be administered during a class period or during exam week. The common exams should not increase the number of days for testing. The LEA determines the testing window(s) for the common exams. When scheduling common exams, LEAs should consider the deadlines for submitting common exam results to the North Carolina Department of Public Instruction (NCDPI). Results from all common exams administered must be submitted to the NCDPI by June 28, 2013. Makeup Testing Any student absent from the common exam administration(s) should make up the test(s) during the LEA-established makeup testing window.

Retesting No retests are permitted for the Measures of Student Learning common exams unless a misadministration is declared.

Spring 2013 Measures of Student Learning: NC’s Common Exams The following Measures of Student Learning: NC’s Common Exams are available for spring 2013 administrations:

Spring 2013―High School Courses

Science

ELA

Math1 Social Studies

Occupational Course of Study

Earth/Environmental Science

ELA I

Pre-calculus

World History

OCS ELA I

Physics

ELA III

Advanced Functions and

Modeling

Civics &

Economics

OCS ELA III

Chemistry

ELA IV

Geometry2

U.S. History

OCS ELA IV

Physical Science Algebra

II/Integrated Math III

American History I

OCS Applied

Science

Math II Common Core

American History II

OCS Financial Management

Math III Common Core

OCS Introduction to Mathematics

Geometry Common Core2

Algebra II Common Core

Integrated Math III

Common Core

1Students enrolled in Integrated Math II will take the Algebra I/Integrated I end-of-course assessment during the 2012–13 school year. 2 Geometry (MSL administered in fall 2012) is written to the Standard Course of Study standards with some alignment to the Common Core standards. Geometry Common Core is written solely to the Common Core Standards.

Spring 2013―Elementary and Middle School Courses Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Science Science Science Social

Studies Social

Studies Social

Studies Social

Studies

Social Studies

Administration Time and Testing Schedule The LEA/school determines the testing schedule for the administration of the Measures of Student Learning common exams. The common exams are timed tests. The administration time for all common exams (elementary, middle, and high school) is 90 minutes. The administration time (i.e., 90 minutes) does not include time for general instructions and a break. When planning the testing schedule, schools should add to the 90-minute testing time an additional 8 to 10 minutes for general instructions and a break, if applicable. Note: The NCDPI recommends students are provided a short, two-minute break for one-day administrations.

Schools have the option to administer the common exams in one school day or in two school days. For two-day administrations, the LEA/school should determine the time for each day of testing. For either a one-day or two-day administration, the testing time must not exceed 90 minutes. Additionally, the NCDPI strongly recommends for both one- and two-day administrations, students be instructed that they are to continue working on the test questions until they finish the common exam or until time is called. In this way students should have enough time (i.e., 90 minutes) to complete the exam. The following are example schedules for one-day and two-day administrations:

EXAMPLE One-Day Administration:

Activity Time Distribute materials/general instructions 4 minutes Students test 45 minutes Break 2 minutes Students test 45 minutes Collect materials/general instructions 4 minutes Total Time 100 minutesNote: During the break, students should not be allowed to talk or to leave the room

except in an emergency (i.e., illness, necessary restroom break).

EXAMPLE Two-Day Administration: Note: For two-day administrations, the LEA/charter school testing plan should address policy and procedures on whether to allow/not allow students to return to previously attempted questions on day two. If students’ test books are to be paper clipped at the end of testing on day one of a two-day administration so that students cannot return to previously attempted questions on day two, students should be informed of this policy on days before the test administration.

Day-One Activity Time Distribute materials/general instructions 4 minutes Students test 45 minutes Collect materials/general instructions 4 minutes Total Time 53 minutes Note: After exactly 45 minutes of testing, the testing session ends for day one. The

NCDPI recommends students be allowed time to check their answers if test books are paper clipped since students cannot return to previously attempted questions on day two of testing.

Day-Two Activity Time Distribute materials/general instructions 4 minutes Students test 45 minutes Collect materials/general instructions 4 minutes Total Time 53 minutes During the fall 2012 administrations, some LEAs scheduled students to complete the performance items on the common exams prior to completing the multiple-choice items. This is a local decision; LEAs determine the testing schedule. Regardless of the order in which students complete the test (e.g., performance items followed by multiple-choice items or vise-versa), the total testing time for students must not exceed 90 minutes.

Participation in the Common Exams Who is required to participate?

• All students at grades 4–8 and high school must participate (with or without accommodations).

• Students repeating a course must take the common exam for the course. • Students with disabilities must participate in the common exams utilizing the

same accommodations they normally use for classroom assessments.

• Students identified as limited English proficient (LEP) must participate in the common exams utilizing the same modifications they normally use for classroom assessments (see bullet 3 below).

Who is NOT required to participate?

• All students in IB and AP courses are exempt from the spring 2013 administration of the common exams (IB and AP students are not exempt from end-of-course testing requirements). AP and IB courses will have a different process to inform teacher effectiveness that will be piloted in fall 2013 and implemented in spring 2014.

• Students currently being instructed on the Extended Content Standards who, according to their Individualized Education Programs (IEPs), participate in the NCEXTEND1 alternate assessment are exempt from the common exams.

• Students identified as limited English proficient (LEP) who score below Level 4.0 Expanding on the state-identified English language proficiency reading placement test and are in their first year in U.S. schools are not required to be assessed on the high school common exams for English Language Arts I, English Language Arts III, English Language Arts IV, OCS English Language Arts I, OCS English Language Arts III, and OCS English Language Arts IV. These students must take the common exams for science, mathematics, and social studies; however, their scores will not be included in educator effectiveness

calculations. • Students taking a course for credit recovery are not required to be assessed on

the common exams. • Students enrolled in online courses taught by persons not employed by the

school district (e.g., student enrolled in an early college and the course is taught by a college professor) are not required to participate in the common exams.

• Students enrolled in North Carolina Virtual Public Schools’ (NCVPS) courses are not required to participate in the common exams.

• In rare cases, students may be medically fragile because of a significant medical emergency and/or condition and are unable to participate in a specific test administration. These students may be granted a medical exception for the common exams. It is a local decision as to how requests for medical exceptions are to be processed. Medical exception requests for common exams are NOT to be sent to the NCDPI. However, if a student has been granted a medical exception by the NCDPI, it may be extended to include the common exam(s) at the discretion of the LEA.

Can seniors be exempt from the common exams?

• The LEA decides whether or not to exempt seniors from the common exams. However, when making these decisions, the LEA must keep in mind that a teacher of seniors must have scores to populate Standard 6 in order to measure growth. If a value added score cannot be calculated for a teacher of seniors, the LEA is responsible for creating an alternative way to measure student growth.

Do students who transfer into a school near the end of the course or school year participate in the common exams?

• Transfer students must take the common exams. Scores will not be used to determine teacher growth if the transfer student is in membership less than 70 days for a block course or 140 days for a traditional/yearlong course.

Should charter schools participate in the common exams?

• Charter schools that do not receive Race to the Top funds do not have to participate in the common exams. However, the common exams do need to be administered by teachers that a charter school plans to recommend for SP2 licensure.

Do LEAs have to abide by the 95% tested rule for the common exams?

• No, the 95% tested rule does not apply to the common exams.

Accommodations and Alternate Assessments The common exams are classroom assessments. As such, students should use the accommodations they normally use for classroom assessments for the common exams. LEAs may choose to record the accommodations for the common exams in the district assessment area of CECAS, EasyIEP, or another system they may be using. Alternate assessments are not available for the common exams, and districts are not required to make their own alternate assessments. Information about the Assessment Materials The Measures of Student Learning common exams are available from the NCDPI only in paper-and-pencil format. Districts or charter schools may administer the common exams in an online environment; however, the NCDPI cannot provide support for online administrations. Assessment items must be uploaded into an online environment from the PDF file(s) made available to testing coordinators. The district or charter must be able to export the data into an Excel template; data in this format must be imported into WinScan for grading and data collection.

LEA test coordinators are responsible for downloading the appropriate common exam PDF(s) and all associated ancillary materials (e.g., materials list[s], formula sheets, reference tables, graph paper, and scoring rubric[s]) and for printing and distributing enough copies of these materials for their schools. All common exams and their associated ancillary materials are available to LEA test coordinators on NC Education.

Common Exam PDFs There are two PDFs of each Measures of Student Learning common exam. The PDFs include:

• A standard administration PDF and • A large print, one item per page PDF.

Answer Sheets

There are two different answer sheets available for the administration of the Measures of Student Learning common exams (see Appendices A and B). One answer sheet is designated only for the administrations of the high school English Language Arts (ELA) common exams (i.e., ELA and OCS ELA courses); a separate answer sheet is designated for the administrations of all other common exams at the high school, middle school, and elementary school.

ELA and OCS ELA Courses Answer Sheet Performance items are located throughout the English Language Arts common exams. To prevent students from incorrectly bubbling in their answers as they move back and forth between performance tasks and multiple-choice items, performance tasks are identified on the English Language Arts answer sheet with the word “WRITTEN.” The teacher must record the score for these performance items in the “FOR TEACHER USE ONLY” section of the answer sheet.

Other Answer Sheet

For common exams in subject areas other than ELA and OCS ELA, all performance tasks are located following the multiple-choice items. The “other” answer sheet for these common exams has two sections. Students record their answers to the multiple-choice items in the top section of the answer sheet, and the teacher records his/her score for the student’s performance items in the “FOR TEACHER USE ONLY” section at the bottom. Teachers should not code scores for performance items in the bubbles for the multiple-choice questions.

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The total number of multiple-choice items varies for the common exams. Therefore, students should bubble in responses only for the question numbers that appear in the assessment and should leave the remaining unused bubbles blank.

Ordering Answer Sheets

If districts and charter schools would like to use Race to the Top funds to purchase answer sheets, they need to amend their detailed scope of work through the traditional process. Each district or charter must then post notification of their intent to contract with the vendor on the Interactive Purchasing System for 10 days.

• The LEA test coordinator/charter school test coordinator is responsible for ordering the answer sheets for the appropriate common exam(s).

• The answer sheets will be ordered directly from the vendor. • Precoding will be available.

There are two methods that can be used for ordering Measures of Student Learning common exam answer sheets: the call-in number (1-800-554-5771) or the website http://www.drcforms.com/nc. The preferred method for Data Recognition Corporation (DRC) is the website. If you email a purchase order to DRC, your order will not be processed. Orders processed by 4:00 p.m. will ship the same day. Delivery averages three days.

Answer sheets will be shrink-wrapped in packages of 500. The minimum order is 500. A package of 500 answer sheets is $25.00 plus the cost for shipping. The estimated shipping and handling fees are as follows:

1 package of 500 = up to $9.80 2 packages of 500 = up to $11.95 3 packages of 500 = up to $15.84 4 packages of 500 = up to $20.13 5 packages of 500 = up to $25.78 IMPORTANT: When placing orders, the LEA test coordinator/charter school test coordinator must provide the LEA number/charter school number and a purchase order number. Orders will not be processed without a purchase order number and a valid LEA/charter number.

If the shipping address is different from the billing address, it may be entered separately. For LEAs, the shipping address is the address where the answer sheets will be shipped.

http://www.drcforms.com/nc

Charter schools must use Technical Outreach for Public Schools (TOPS) as the “ship to” address. The “ship to” address for charter schools is as follows:

NCSU/TOPS Attn: Debby Hagemann 3240 Ligon Street Raleigh, NC 27695 Charter schools must place their orders at least 3 weeks before their test date to allow enough time for TOPS to receive the answer sheets from the vendor, precode the answer sheets, and ship them to the charter. Upon receipt from the vendor, TOPS will precode the common exam answer sheets and then forward them to the charter school. Labels for the return of the common exam answer sheets to TOPS for scoring will be included with the shipment. After testing, the charter school test coordinator must use the provided shipping labels to send the answer sheets to be scored back to TOPS via UPS. The charter school test coordinator must return only the common exam answer sheets to be scored. TOPS will score the answer sheets and transfer the files to Accountability IT.

Scoring Rubrics for Constructed Response Items Scoring rubrics for the constructed response items are available to test coordinators on NC Education. Rubrics are available for all common exams except the following: U. S. History, OCS Applied Science, OCS Introduction to Mathematics, and OCS Financial Management. The rubrics for scoring the performance items focus on the content of the students’ responses, not the structure. Students may respond in a variety of ways, such as bullet points, sentences, or paragraphs. The key is that the students fully respond to the questions, not the form in which they respond. For more information on scoring performance items, see the document Best Practices for Scoring Performance Tasks at http://www.ncpublicschools.org/effectiveness-model/measures/. Lists of Common Exam Testing Materials The following is a list of materials required for all Measures of Student Learning common exams:

• The appropriate number of test books (if administered in paper/pencil) • The appropriate number of answer sheets (if administered in paper/pencil) • A supply of blank paper • Extra, sharpened No. 2 pencils with erasers • An accurate timing device • A list of the ancillary materials specific to the common exam being administered.

The school test coordinator should provide the test administrator with the list of the ancillary materials necessary for the common exam being administered.

http://www.ncpublicschools.org/effectiveness-model/measures/

• An appropriate test administrator’s script for administering the common exam(s) (approved by the LEA)

• The appropriate number of scoring rubrics for constructed response items (not applicable for the following common exams: U. S. History, OCS Applied Science, OCS Introduction to Mathematics, and OCS Financial Management)

In addition to the materials listed above, the following supplemental materials are required for the following common exams:

• Graphing calculators (minimum requirement): For Algebra II Common Core, Integrated Math III Common Core, Advanced Functions and Modeling, Math II Common Core, Math III Common Core,

Algebra II /Integrated Math III , and Pre-calculus only

• Scientific calculators (minimum requirement): For Geometry-CC, Geometry Common Core, OCS Financial Management, OCSIntroduction to Mathematics, Chemistry, Physical Science, Physics, and Earth/

Environmental Science only • A supply of graph paper

For all mathematics common exams • Formula sheets

For Pre-calculus and Advanced Functions and Modeling only • Reference Tables

For Physics, Chemistry, and Physical Science only

Optional supplemental materials (e.g., highlighters, color acetate overlays) must be approved by the LEA.

Calculator Requirements Students must have access to calculators only for the mathematics and science Measures of Student Learning (common exams) that require calculator use. The NCDPI recommends the following minimum calculator requirements for the common exams requiring calculator use:

For Algebra II, Advanced Functions and Modeling, Math II Common Core, Math III Common Core, Algebra II Common Core, Integrated Math III Common Core, and Pre-calculus:

• A graphing calculator is the minimum requirement

For Geometry, Geometry Common Core, OCS Financial Management, OCS Introductionto Mathematics, Chemistry, Physical Science, Physics, and Earth Environmental Science: • A scientific calculator is the minimum requirement

Students who regularly use more than one calculator during classroom instructional activities may be permitted to use more than one calculator during the common exam administration. Students may use their personal calculators for the common exams. However, they must be informed that if they use their personal calculators, the calculator memory and all applications (including preloaded) must be cleared before and after the common exam administration. Students who still wish to use their own calculators must be told before the assessment day to back up all data and programs that they wish to save. After the common exam administration, the test administrator or principal’s designee should enable the memory and applications of the students’ calculators. Testing Code of Ethics The North Carolina Testing Code of Ethics (GCS-A-010 [16 NCAC 6D .0306]) applies to the administration of all common exams. The Testing Code of Ethics addresses appropriate professional practices for central office and school administrators, test coordinators, teachers (test administrators), and proctors in the areas of securing tests; administering tests; and scoring, reporting, and interpreting test results. The sanctions for violations included in the Testing Code of Ethics are applicable to the administration of the common exams (see Appendix C).

Following ethical practices for the administration of the common exams will help ensure validity of the assessment results. Testing should be conducted in a fair and ethical manner, which includes:

Security:

• Assure adequate security of the testing materials before, during, and after testing and during scoring o Provide a secure (locked) facility for all common exams received o Control access to the secure (locked) facility and limit access to one or two

authorized school personnel only o Assure student confidentiality

Preparation:

• Train staff in appropriate testing practices and procedures • Discuss the North Carolina Testing Code of Ethics and its sanctions during the test

administration training

• Accurately count and record the number of common exam materials before distributing them to each test administrator

• Ensure the test administrator collects, counts, and returns all common exam test booklets and answer sheets to the secure (locked) facility, and the principal/school test coordinator verifies the count after each test administration

Administration:

• Follow the testing plan for the implementation of fair and ethical testing practices • Assure all students who should be tested are tested • Utilize the tests only for the purposes for which they were designed

Scoring: • Ensure each test is scored according to the procedures and guidelines defined for

the test by the test publisher • Maintain security of tests and data files at all times, including:

o Protecting the confidentiality of students at all times when publicizing test results; and

o Maintaining test security of answer keys and item-specific scoring rubrics

Selection of Test Administrators and Proctors The NCDPI recommends the selection of test administrators and proctors for any common exam administration adheres to the following conditions:

Selection of Test Administrators:

• If the test administrator is the teacher who teaches the students in the subject/course of the common exam being administered (i.e., teacher of record), then the NCDPI strongly recommends two adults (i.e., the teacher and a proctor) are present throughout the common exam administration.

• If the test administrator is a teacher who teaches the same subject/course as the common exam being administered, (i.e., not the teacher of record), the NCDPI strongly recommends two adults (i.e., the teacher and a proctor) are present throughout the test administration.

• If the test administrator is a teacher who does not teach the subject/course of the common exam being administered, then LEAs may elect not to require a proctor.

Selection of Proctors:

The principal is responsible for the assignment of trained proctors to common exam administrations. Although proctors are not required for common exam administrations, the NCDPI strongly recommends proctors are present for the following testing sessions:

• When the test administrator is the teacher who teaches the students in the subject/course of the common exam being administered (i.e., teacher of record).

• When the test administrator is a teacher who teaches the same subject/course as the common exam being administered (i.e., not the teacher of record).

Note: LEAs have the option to use roving proctors to assist in monitoring the common exam administrations.

It is strongly recommended that all common exam test administrators and proctors receive training from the LEA or school test coordinator before they administer or proctor a common exam assessment. The importance of maintaining test security at all times must be stressed.

Test Security Access to the common exams should be limited to school personnel who have a legitimate need. School personnel must not disclose the contents of the common exams nor discuss with each other or with students specific test questions or information contained within the tests. In addition, the common exams must not be reproduced in any manner. Excerpts from the tests must not be used at any time during classroom instruction or in resource materials, such as study guides, until after the common exams are released by the NCDPI. No person may copy, reproduce, or paraphrase the test materials in any manner or for any reason. Copying, reproducing, or paraphrasing of test materials represents a breach of test security and is a violation of the North Carolina Testing Code of Ethics. The principal shall account for all test materials and shall ensure test security within the school building.

Testing Environment All rooms used for test administrations must be quiet, orderly, comfortable, and have adequate lighting. Seating must be arranged to discourage students from sharing responses. Classroom displays regarding either content being measured or test taking strategies should be covered or removed.

Student Emergencies and Breaks All students should have an opportunity to use the restroom before beginning the common exam. If a student must leave the room during the test administration because of an emergency (i.e., becoming ill or requiring a visit to the restroom) the student must be accommodated. All test materials must remain in the room.

If a student needs a restroom break during testing, the NCDPI recommends the following procedures be followed:

• To the extent possible, only one student at a time should be excused to the restroom.

• The student’s test materials should be secured (i.e., the answer sheet and ancillary materials should be placed inside the test book as a place holder and the test book closed).

• The test administrator should note the time the student left the room to ensure the student has the allotted time to complete the test upon return.

• If necessary, an appropriate member of the school staff may accompany the student to the restroom.

Testing Irregularities and Misadministrations It is a local decision on how alleged testing violations, testing irregularities, and misadministrations for the common exams are handled at the school and district level. Common exam testing irregularities are NOT to be entered into the Online Testing Irregularity Submission System (OTISS). However, it is strongly recommended that irregularities are documented, and when it is determined scores are not valid, a misadministration should be declared and students are retested. For misadministrations, the common exam should not be administered earlier than five consecutive calendar days following the conclusion of the prior administration.

The NCDPI will analyze the test data to look for statistical anomalies in common exam test scores, response patterns, and responses to individual test questions, including performance task scores. Any response patterns or scores that are highly improbable and cannot be validated will be reported to district superintendents and/or charter school directors.

Scanning and Scoring the Common Exams The common exams contain both multiple-choice questions and performance tasks (i.e., short answer). Teachers must code their scores for the performance tasks before scanning/scoring the multiple-choice questions.

The performance tasks (i.e., short answer responses) should be scored by teachers who teach the subject/course of the common exam to be scored. The performance tasks may be scored in one of two ways:

Two readers/two scores. Two teachers of the same subject/course tested may read and score the short answer responses. • Scorers may be the teacher of the class of students tested and another teacher at the base school or

• Scorers may be two teachers located at another school. LEAs may collaborate with other LEAs to implement a scoring process (i.e., two LEAs could partner to score each other’s short answer responses).

One reader/one score. One reader, who is not the teacher of the class tested but teaches the same subject area, reads and scores the short answer responses. The teacher may be located at the base school or may be located at another school.

After teachers’ scores for the performance tasks have been entered, the multiple-choice questions may be scanned and scored by the LEA test coordinator. The scan program will scan the multiple-choice items and the teachers' scores for the performance items, anda class roster will be provided. The LEA determines the percentage to be used for grading purposes. The NCDPI strongly recommends the common exam score be used as part of the student’s final grade. Confidentiality of Student Scores Any written material containing personally identifiable information from the student’s educational records (i.e., identifiable scores of individual students) shall not be disseminated or otherwise made available to the public by any member of the State Board of Education, any employee of the State Board of Education, the State Superintendent of Public Instruction, any employee of the North Carolina Department of Public Instruction, any member of a local board of education, any employee of a local board of education, or any other person, except as permitted under the provisions of the Family Educational Rights and Privacy Act of 1974, 20 U.S.C. §1232g.

III. Implementation Plan The administration procedures for the Measures of Student Learning common exams are designed for maximum flexibility at the local level. As such, LEAs and schools should establish a Measures of Student Learning Implementation Plan. Establishing a plan will provide the framework to monitor and evaluate the process.

Measures of Student Learning: NC’s Common Exams District and School Implementation Plan

The NCDPI recommends the following when developing LEA/school implementation plans for administering the common exams:

1. Use professional learning communities to share ideas on how to create and implement an overall plan for the common exams. Communicating and sharing of best practices between local education agency staff helps ensure appropriate training, staff development, and support are offered to all teachers, principals, and related personnel involved in the common exams.

2. Incorporate information/training sessions sponsored by the LEA and/or school test coordinator, instructional lead, or other school personnel that inform school staff of the overall common exam implementation plan, including policies, procedures, roles, and responsibilities.

3. Develop policy and procedures for LEAs/schools to follow to submit and document medical exception requests for the common exams. Medical exception requests for common exams are NOT to be sent to the NCDPI. However, if a student has been granted a medical exception by the NCDPI, it may be extended to include the common exam(s) at the discretion of the LEA.

4. Determine if/how results from the common exams will be used in determining students’ final grades.

5. Determine how and when schools will notify parents/guardians of the common exams and how the assessments will affect their children.

6. Schedule common exam testing windows that allow ample time for schools to complete, score, and submit results to the NCDPI. • In the best interest of students and teachers, the NCDPI recommends that testing

windows are set late in the semester or school year as common exams are designed to measure what students know and are able to do after completing a course or a grade.

• Testing windows should minimally interfere with end-of-grade/end-of-course assessments and best meet the school/district deadlines for submitting students’ common exam results to the NCDPI.

• Common exam results are due to the NCDPI June 28, 2013.

7. If the LEA or charter school chooses to administer the common exam(s) online, the LEA/charter school implementation plan should include steps on how to: • ensure online test security; • import items into the online system; • export data in the required format; • provide students access to the common exam(s), and • indicate what script will be used for the online administration(s). Note: The script

published in this guide is intended for paper-and-pencil administrations only. 8. Organize district and school-based teams with central office personnel to provide

the infrastructure for communicating and training school personnel on scoring common exam performance tasks (i.e., short answer responses). • The NCDPI strongly recommends that scoring performance tasks must be

completed under secure conditions in a group setting (i.e., three or more designated school personnel). Tampering with student responses to assessment items on the answer sheet constitutes a serious breach in test security.

9. Determine how staff will administer the common exams: • Test administrator and proctor; test administrator only • One-day or two-day administration.

10. Determine if/how the implementation will include the use/nonuse of proctors to serve as additional monitors to help teachers with the administration of the common exams.

11. Designate appropriate testing environments that ensure all students are administered the common exams in an equitable manner.

12. Establish uniform procedures for the distribution of assessment materials to students (e.g., blank paper, sharpened pencils, calculators, answer sheets, assessment books).

13. Establish uniform procedures for the distribution and collection of the common exam assessment materials.

14. Designate roles and responsibilities for school personnel at the district and school levels, such as: • LEA Test Coordinator. Responsibilities of the LEA test coordinator may include: o Train local personnel who are responsible for the common exam

administration procedures. Include in the training test security, proper testing environment,

proper monitoring/assistance of students during the common exam administration sessions, accommodations, and preparing and returning secure assessment materials.

o Work with the school test coordinator to develop and document in writing a common exam testing plan (to include scoring students’ short answer responses) and test administration schedule.

o Determine how alleged testing violations, testing irregularities, interruptions in testing, and misadministrations for the common exams will be handled at the school and district level. Common exam testing irregularities must NOT be entered into the Online Testing Irregularity Submission System (OTISS).

o Develop and oversee a system for handling the common exam assessment materials.

Determine what script will be used for the common exam administration(s). LEAs have the option to create their own script or to use/adapt the SAMPLE script provided in this guide.

Designate a school test coordinator or principal as responsible for the common exam materials handling and administrations in each school.

Order sufficient copies of answer sheets for the appropriate common exam(s).

Download the common exams, including the ancillary materials, from NC Education and print and distribute sufficient copies to the appropriate schools in the district.

Ensure each school has a secure locked facility in which assessment materials will be stored and clearly understands test material handling and storage procedures.

Develop a system of checkout and check-in of assessment materials assigned to each school.

Scan and score multiple-choice assessment items. Provide schools with student/teacher/school reports.

• School test coordinator. The school test coordinator should: o Oversee the common exam testing plan and administration schedule. o Attend training sessions on the policies and procedures for conducting a

proper common exam administration and for reviewing and processing the assessment materials.

o Work with the LEA test coordinator to develop and document in writing a common exam testing plan (to include scoring students’ short answer responses) and administration schedule.

o Follow the district procedures for reporting/documenting alleged testing violations, testing irregularities, and misadministrations for the common exams. Common exam testing irregularities must NOT be entered into the Online Testing Irregularity Submission System (OTISS).

o Account for and maintain the security of the assessment materials. Store materials in a secure locked facility. Access to the storage area

must be limited to one or two authorized school personnel. o Accurately count, record numbers, and distribute assessment materials

required for the common exam administrations at the school before each test

administration. Immediately after each common exam administration, collect, count, and return assessment materials to the secure locked storage facility.

o Select test administrators who are either school system or school personnel with professional training in education.

If the test administrator is the teacher who normally teaches the grade/course of the common exam being administered, the NCDPI strongly recommends there be two adults present (i.e., teacher of record with a proctor).

If the test administrator is not the teacher who normally teaches the grade/course of the common exam being administered, then only one adult has to be present (i.e., not the teacher of record, no proctor needed).

o Train all school personnel in the appropriate use of assessment materials, test security, accommodations, and the North Carolina Testing Code of Ethics.

o Assign trained proctors to test administrators, if applicable. o Ensure all eligible students are tested. o Allow test materials to be distributed immediately before the common exam

administration. Emphasize to all school personnel that no person may copy,

reproduce, or paraphrase the assessment materials in any manner or for any reason.

o Return all materials to the LEA test coordinator, as directed, immediately following the completion of the common exam administration(s).

o Maintain the confidentiality of individual student scores when reporting common exam results to the public and the media.

o Ensure student scores are filed and recorded appropriately. • Test Administrators. Test administrators should:

o Attend test administrator training sessions conducted by the school system or school test coordinator before each common exam administration, and, if applicable, a training session on the use of accommodations.

o Read and study the Student Directions Script. o Maintain test security at all times. o Account for and record the number of assessment materials, including

supplemental materials before and after the common exam administration(s), and notify the school test coordinator/principal immediately of any discrepancies.

o Administer the common exam(s) to all eligible students. o Read directions to the students as they are written in the Student Directions

Script. o Monitor the common exam administration.

o Follow the procedures established by the school system test coordinator for returning all used and unused assessment materials and supplemental materials.

• Proctors. Proctors are not required for common exam administrations. However, the NCDPI strongly recommends a trained proctor is present if the common exam test administrator is the teacher who normally teaches the grade/course of the common exam being administered. The principal is responsible for the assignment of trained proctors to common exam administrations. If assigned, proctors should: o Attend a test administration training session before each common exam

administration and understand and agree to carry out the duties described.

IV. Student Directions Schools have the option to administer the common exams in one day or in two consecutive school days. The following scripts are provided as a SAMPLE for one-day administrations and two-day administrations. Districts and charter schools have the option to use the SAMPLE scripts or create their own. If districts and charters use the SAMPLE script(s), the LEA and charter school test coordinators should review the appropriate script (i.e., one-day or two-day administration) and make any adjustments to the directions for information that may not be applicable.

SAMPLE SCRIPT: One-Day Administration

Before Beginning the Testing Session:

● Ensure all answer sheets have been precoded before the administration of the common exam.

● Ensure all necessary materials (test booklets and ancillary materials) for the common exam are ready for distribution to the students.

● Follow and present the directions in the Student Directions Script as written. The test administrator is to read aloud only the material in boldface print that is preceded by the word “SAY.” Because the text written in standard type, underlined, or typed in italics is information for the test administrator only, it must not be read aloud to students.

● Print the following on the board for all students to see:

Teacher’s Last Name_______________________________________________

Teacher’s First Name_______________________________________________

When ready the test administrator is to begin the testing session.

SAY: Today you will take the (insert the course/subject) common exam. Before you begin, you must clear your desk of any materials except for a No. 2 pencil.

If you do not have a No. 2 pencil, raise your hand, and I will provide one for you.

The test administrator distributes sharpened No. 2 pencils to students who raise their hands.

SAY: I am going to give each of you an answer sheet. Do not mark on the answer sheet until I tell you to do so.

The test administrator must distribute the precoded answer sheets to the appropriate students.

SAY: Find the boxes labeled Student’s Last Name and First Name. Check the spelling of your name. Do not worry if your name is too long and part of it does not fit in the boxes.

If you name is not correct, raise your hand.

The test administrator must make note of any needed corrections.

SAY: Find the boxes labeled Teacher of Student Last Name and First Name. I have printed the correct information on the board. If your answer sheet does not have these boxes filled in, or if the information does not match what is written on the board, raise your hand.


SAY: I am now going to give each of you some materials you may use to help you answer the test questions.

The test administrator distributes the ancillary materials (e.g., blank paper, calculators, graph paper, formula sheets, etc.) that are specific to the common exam being administered. The school test coordinator should have provided a list of the ancillary materials necessary for the common exam being administered.

Note: Do not distribute test booklets at this time.

When all ancillary materials have been distributed, the test administrator continues.

SAY: If you do not have (list the ancillary items the students should have received for this common exam), raise your hand and I will provide them for you.

The test administrator assists those students who raise their hands and then continues.

SAY: I am now going to give you a test book. Do not open your test book until I tell you to do so.

The test administrator must count and record the number of test books distributed.

SAY: Raise your hand if you did not receive a test book.

The test administrator must pause to give a test book to students who raise their hands.

SAY: Please print your first and last name on the front cover of your test book.

The test administrator should check to be sure students have written their name on the test book cover.

SAY: In a few minutes you will begin the common exam. You may use the materials I gave you to help answer the test questions. If you need more paper during the test, raise your hand, and I will give you more paper.

This is a timed test. You will have 90 minutes to complete the test questions. During the test you will take a two-minute break. I will tell you when it is time to begin the break. I will also let you know when you have five minutes left to work on the test. You should continue working on the test questions until you complete the exam or until time is called.

Are there any questions before you begin working?

The test administrator answers students’ questions and then continues.

SAY: Open your test book to page one. You may begin.

To assist students with budgeting time, the test administrator must record the following on the board for all students to see:

START TIME: (Record the start time of the test administration.) TIME FOR TESTING: (Add 45 minutes to the START TIME to determine the break.)

BREAK TIME: (Record the time for the break.) After exactly 45 minutes, the test administrator announces the break by reading the following. SAY: Stop working. Put all of your papers inside your test book and close your

test book. You will take a two-minute break. You may stand beside your desk and stretch or just relax, but you must not talk during the break.

The test administrator must not allow students to talk during the break. No one is to leave the room except in an emergency (e.g., illness, necessary restroom break). After two minutes, the test administrator is to continue. SAY: The break has now ended. Return to your seats. You have 45 minutes left to

complete the exam. I will tell you when you have five minutes remaining. If you finish early, look back over your answers for the test, and then close your test book. Stay quietly in your seats until I tell you that the testing session has ended.

SAY: Open your test book and continue working.


START TIME: (Record the start time after the break.) TIME FOR TESTING: (Add 45 minutes.) END TIME: (Record the end time for the test administration.) If ALL students finish the exam and are ready to turn in their test materials before the scheduled testing session is over, the test administrator may end the testing session early. The test administrator must follow local procedures for returning students to the regular school schedule. Read to Announce the FIVE-MINUTE Warning: Five minutes before the end of the test, the test administrator must announce the five-minute warning.

SAY: You have five minutes remaining.

Read to Announce the End of the Testing Session: After exactly 45 minutes, the test administrator asks the students to stop working.

SAY: Stop working. Close your test book and sit quietly. This is the end of the testing session. Look over your answer sheet and make sure your circles are dark. Erase any stray marks.

The test administrator must allow sufficient time for students to check their answer sheets.

Read to Collect the Testing Materials: SAY: I will now collect your test materials.

The test administrator must collect from students all answer sheets, test books, and ancillary materials. The test materials may be collected separately for more efficient processing. The number of test books and other materials the test administrator collects must agree with the count taken at the beginning of the testing session. Following testing, all test materials must be returned to the school test coordinator and stored in a secure locked facility.

The test administrator must follow the local procedures for returning students to the regular school schedule.

SAMPLE SCRIPT: Two-Day Administration

Day One of Two-Day Administration


● Ensure all answer sheets have been precoded before the administration of the common

exam.

● Ensure all necessary materials (test booklets and ancillary materials) for the common exam

are ready for distribution to the students.

● Follow and present the directions in the Student Directions script as written. The test

administrator is to read aloud only the material in boldface print that is preceded by the

word “SAY.” Because the text written in standard type, underlined, or typed in italics is

information for the test administrator only, it must not be read aloud to students.

● Print the following on the board for all students to see:

Teacher’s Last Name_______________________________________________

Teacher’s First Name_______________________________________________


SAY: Today you will begin the (insert the course/subject) common exam. Before

you begin, you must clear your desk of any materials except for a No. 2

pencil.

If you do not have a No. 2 pencil, raise your hand, and I will provide one for

you.

The test administrator distributes sharpened No. 2 pencils to students who raise their

hands.

SAY: I am going to give each of you an answer sheet. Do not mark on the answer

sheet until I tell you to do so.

The test administrator must distribute the precoded answer sheets to the appropriate

students.

SAY: Find the boxes labeled Student’s Last Name and First Name. Check the

spelling of your name. Do not worry if your name is too long and part of it does not fit in the boxes.

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SAY: If your name is not correct, raise your hand.


SAY: Find the boxes labeled Teacher of Student Last Name and First Name. I have

printed the correct information on the board. If your answer sheet does not

have these boxes filled in, or if the information does not match what is

written on the board, raise your hand.


SAY: I am now going to give each of you some materials you may use to help you

answer the test questions.

The test administrator distributes the ancillary materials (e.g., blank paper, calculators,

graph paper, formula sheets, etc.) that are specific to the common exam being

administered. The school test coordinator should have provided a list of the ancillary

materials necessary for the common exam being administered.

Note: Do not distribute test booklets at this time.


SAY: If you do not have (list the ancillary items the students should have received for

this common exam), raise your hand and I will provide them for you.


SAY: I am now going to give you a test book. Do not open your test book until I

tell you to do so.


SAY: Raise your hand if you did not receive a test book.

The test administrator must pause to give a test book to students who raise their hands.

SAY: Please print your first and last name on the front cover of your test book.

The test administrator should check to be sure students have written their name on the

test book cover.

SAY: In a few minutes you will begin the common exam. You may use the

materials I gave you to help answer the test questions. If you need more

paper during the test, raise your hand, and I will give you more paper.

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SAY: This is a timed test. The total testing time is 90 minutes. Today you will

begin the test and work for 45 minutes. Tomorrow you will complete the

test and work for 45 minutes. On each day of testing, I will let you know

when you have five minutes left to work on the test. You should continue

working on the test questions until time is called or you complete the exam.

Are there any questions before you begin?


SAY: Open your test book to page one. You may begin working.

To assist students with budgeting time, the test administrator must record the following

on the board for all students to see:

START TIME: (Record the start time of the test administration.)

TIME FOR TESTING: (Add 45 minutes.)

END TIME: (Record the end time for day one of the test administration.)

Read to Announce the FIVE-MINUTE Warning:

Five minutes before the allotted time is over, the test administrator must alert students

that they have five minutes remaining.


Read to Announce the End of the Testing for Day One:

After exactly 45 minutes, read to announce the end testing for day one.

SAY: Stop working and sit quietly. This is the end of today’s testing session. Look

over your answer sheet and make sure your circles are dark. Erase any stray

marks.

The test administrator must allow sufficient time for students to check their answer

sheets.

Read to Collect the Testing Materials:

SAY: I will now collect your test materials.

The test administrator must collect from students all answer sheets, test books, and

ancillary materials. The number of test books, answer sheets, and other materials the

test administrator collects must agree with the count taken at the beginning of the

testing session.

SAY: You have completed the common exam.

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Students must be dismissed according to procedures developed for the school by the

principal or school test coordinator.

Following testing, all test materials must be returned to the school test coordinator and

stored in a secure locked facility.

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SAMPLE SCRIPT for Day Two of Two-Day Administration


● Ensure all necessary materials (test booklets and ancillary materials) for the common exam are ready for distribution to the students.

● Follow and present the directions in the Student Directions script as written. The test administrator is to read aloud only the material in boldface print that is preceded by the word “SAY.” Because the text written in standard type, underlined, or typed in italics is information for the test administrator only, it must not be read aloud to students.


SAY: Today you will complete the (insert the course/subject) common exam. Before you begin, you must clear your desk of any materials except for a No. 2 pencil.

If you do not have a No. 2 pencil, raise your hand, and I will provide one for you.

The test administrator distributes sharpened No. 2 pencils to students who raise their hands.

SAY: I am going to return your answer sheet. Do not mark on the answer sheet until I tell you to do so.

The test administrator must distribute the answer sheets to the appropriate students.

SAY: Check that your name is on the answer sheet. If it is not, raise your hand.

The test administrator must make any needed corrections.

SAY: I am now going to give each of you some materials you may use to help you answer the test questions.

The test administrator distributes the ancillary materials (e.g., blank paper, calculators, graph paper, formula sheets, etc.) that are specific to the common exam being administered. The school test coordinator should have provided a list of the ancillary materials necessary for the common exam being administered.

Note: Do not distribute test booklets at this time. Students should be given clean blank/graph paper (i.e., blank/graph paper used on day-one administration should not be returned to students for use on day-two administration).

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SAY: If you do not have (list the ancillary items the students should have received for this common exam), raise your hand and I will provide them for you.


SAY: I am now going to return your test book. Do not open your test book until I tell you to do so.


SAY: Check that your name is on the cover of the test book. If it is not, raise your hand.

The test administrator assists students who raise their hand.

SAY: In a few minutes you will continue working on the common exam. Remember that you may use the materials I gave you to help answer the test questions. If you need more paper during the test, raise your hand, and I will give you more paper.

This is a timed test. The total testing time is 90 minutes. Yesterday you worked for 45 minutes. Today you will work for 45 minutes. I will let you know when you have five minutes left to work on the test. You should continue working on the test questions until time is called or you complete the exam.

Are there any questions before you begin?


SAY: You may open your test book and begin working.


START TIME: (Record the start time of the test administration.) TIME FOR TESTING: (Add 45 minutes.) END TIME: (Record the end time for the test administration.) Read to Announce the FIVE-MINUTE Warning: Five minutes before the allotted time is over, the test administrator must alert students that they have five minutes remaining.


Read to Announce the End of the Testing Session: After exactly 45 minutes, the test administrator asks the students to stop working.

SAY: Stop working. Sit quietly. This is the end of the testing session. Look over your answer sheet and make sure your circles are dark. Erase any stray marks.

The test administrator must allow sufficient time for students to check their answer sheets.

Read to Collect the Testing Materials: SAY: I will now collect your test materials.

The test administrator must collect from students all answer sheets, test books, and ancillary materials. The number of test books and other materials the test administrator collects must agree with the count taken at the beginning of the testing session.

SAY: You have completed the common exam.

Students must be dismissed according to procedures developed for the school by the principal or school test coordinator.

Following testing, all test materials must be returned to the school test coordinator and stored in a secure locked facility.

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Measures of Student Learning: NC's Common Exams

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Testing Code of Ethics (16 NCAC 6D .0306) Testing Code of Ethics

Testing Code of Ethics

Introduction

In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which enables: • students to know the extent to which they have mastered expected knowledge and skills and

how they compare to others; • parents to know if their children are acquiring the knowledge and skills needed to succeed in

a highly competitive job market; • teachers to know if their students have mastered grade-/course-level knowledge and skills in

the curriculum and, if not, what weaknesses need to be addressed; • community leaders and lawmakers to know if students in North Carolina schools are

improving their performance over time and how the students compare with students from other states or the nation; and

• citizens to assess the performance of the public schools. Testing should be conducted in a fair and ethical manner, which includes: Security • assuring adequate security of the testing materials before, during, and after testing and during

scoring • assuring student confidentiality Preparation • teaching the tested curriculum and test-preparation skills • training staff in appropriate testing practices and procedures • providing an appropriate atmosphere Administration • developing a local policy for the implementation of fair and ethical testing practices and for resolving questions concerning those practices • assuring all students who should be tested are tested • utilizing tests which are developmentally appropriate • utilizing tests only for the purposes for which they were designed Scoring, Analysis and Reporting • interpreting test results to the appropriate audience • providing adequate data analyses to guide curriculum implementation and improvement Standardized test scores are only one of the many indicators of how well the student is achieving. Such information should be used in conjunction with all other available information known about a student to assist in improving student learning. The administration of tests required by applicable statutes and the use of student data for personnel/program decisions shall comply with the Testing Code of Ethics (16 NCAC 6D .0306), which is printed on the next three pages.

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Testing Code of Ethics (16 NCAC 6D .0306)

16 NCAC 6D .0306 Testing Code of Ethics (a) This Rule sets out the administrative testing procedures and testing code of ethics and shall apply to all

public school employees, including charter school and regional school employees, who are involved in the state testing program.

(b) The superintendent/charter school director or superintendent's/charter school director’s designee shall develop local policies and procedures to ensure maximum test security in coordination with the policies and procedures developed by the test publisher.

(c) The superintendent/charter school director or superintendent's/charter school director’s designee shall instruct personnel who are responsible for the testing program in testing administration procedures. This instruction shall include test administrations that require testing accommodations and shall emphasize the need to follow the directions outlined by the test publisher.

(d) The superintendent/charter school director or superintendent's/charter school director’s designee shall designate the personnel who are authorized to have access to secure test materials. "Access" to test materials by school personnel means handling the materials but does not include reviewing tests or analyzing test items.

(1) Persons who have access to secure test materials shall not use those materials for personal gain.

(2) No person may copy, reproduce, or paraphrase in any manner or for any reason the test materials without the express written consent of the test publisher.

(e) The principal shall ensure test security within the school building. (1) The principal shall store test materials in a secure, locked facility. The principal shall allow test

materials to be distributed immediately before the test administration. (f) Any breach of security, loss of materials, failure to account for materials, or any other deviation from

required security procedures shall be reported immediately to the principal, school test coordinator, school system (LEA) test coordinator, superintendent/charter school director, and regional accountability coordinator.

(g) Preparation for testing. (1) The superintendent/charter school director shall ensure that school system (LEA) test

coordinators: (A) secure necessary materials; (B) plan and implement training for school test coordinators, test administrators, and

proctors; (C) ensure each school test coordinator and test administrator is trained before each test

administration on the policies and procedures for conducting a proper test administration and for processing and returning test materials; and

(D) in conjunction with program administrators, ensure the need for test accommodations is documented and that accommodations are limited to the specific need.

(2) The principal or the principal’s designee shall serve as school test coordinator. (3) The principal shall ensure the school test coordinator:

(A) maintains test security and accountability of test materials; (1) Before each test administration, the school test coordinator shall accurately count

and distribute test materials. (2) Immediately after each test administration, the school test coordinator shall

collect, count, and return all test materials to the secure, locked storage facility. (B) establishes any needed school policies and procedures to assure all eligible students

are tested fairly; (C) identifies and trains personnel, proctors, and backup personnel for test administrations;

and (D) encourages a positive atmosphere for testing.

(4) Test administrators shall be school personnel who have professional training in education and the state-testing program.

(5) Teachers shall provide instruction that meets or exceeds the state-adopted curriculum

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Testing Code of Ethics (16 NCAC 6D .0306) Testing Code of Ethics

standards to meet the needs of the specific students in the class. Teachers may help students improve test-taking skills by:

(A) helping students become familiar with test formats using curricular content; (B) teaching students test-taking strategies and providing practice sessions; (C) helping students learn ways of preparing to take tests; and (D) using resource materials such as test questions from test item banks and linking

documents in instruction and test preparation. (h) Test administration.

(1) The superintendent/charter school director or superintendent's/charter school director’s designee shall:

(A) assure each school establishes procedures to ensure all test administrators comply with test publisher guidelines;

(B) inform the local board of education of any breach of this code of ethics; and (C) inform school system (LEA) test coordinators and principals of their responsibilities.

(2) The school test coordinator shall: (A) assure school personnel know the content of state and local testing policies; (B) implement the school system and local testing policies and procedures to assure all

eligible students are tested fairly; (C) ensure trained proctors are assigned to test administrations by the principal; and (D) ensure all testing irregularities are reported to the school system (LEA) test coordinator.

(3) Test administrators shall: (A) administer tests according to the directions in the assessment guide and any

subsequent updates developed by the test publisher; (B) administer tests to all eligible students; (C) report all testing irregularities to the school test coordinator; and (D) provide a positive test-taking environment.

(4) Proctors shall serve as additional monitors to help the test administrator assure that testing occurs fairly.

(i) Scoring. The school system test coordinator shall: (1) ensure each test is scored according to the procedures and guidelines defined for the test by

the test publisher; (2) maintain quality control during the entire scoring process, which consists of handling and

editing documents, scanning answer documents, and producing electronic files and reports. Quality control shall address at a minimum accuracy and scoring consistency.

(3) maintain security of tests and data files at all times, including: (A) protecting the confidentiality of students at all times when publicizing test results; and (B) maintaining test security of answer keys and item-specific scoring rubrics.

(j) Analysis and reporting. Educators shall use test scores appropriately. This means that the educator recognizes that a test score is only one piece of information and must be interpreted together with other scores and indicators. Test data help educators understand educational patterns and practices. The superintendent shall ensure that school personnel analyze and report test data ethically and within the limitations described in this paragraph.

(1) Educators shall maintain the confidentiality of individual students. Publicizing test scores or any written material containing personally identifiable information from the student’s educational records shall not be disseminated or otherwise made available to the public by an member of the State Board of Education, any employee of the State Board of Education, the State Superintendent of Public Instruction, any employee of the North Carolina Department of Public Instruction, any member of a local board of education, any employee of a local board of education, or any other person, except as permitted under the provisions of the Family Educational Rights and Privacy Act of 1974, 20 U.S.C.§1232g.

(2) Educators shall release test scores to students, parents, legal guardians, teachers, and the media with interpretive materials as needed.

(3) Staff development relating to testing must enable school personnel to respond knowledgeably

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Testing Code of Ethics (16 NCAC 6D .0306)

to questions related to testing, including the tests, scores, scoring procedures, and other interpretive materials.

(4) Items and associated materials on a secure test shall not be in the public domain. Only items that are within the public domain may be used for item analysis.

(5) Data analysis of test scores for decision-making purposes shall be based upon: (A) disaggregation of data based upon student demographics and other collected

variables; (B) examination of grading practices in relation to test scores; and (C) examination of growth trends and goal summary reports for state-mandated tests.

(k) Unethical testing practices include, but are not limited to, the following practices: (1) encouraging students to be absent the day of testing; (2) encouraging students not to do their best; (3) using secure test items or modified secure test items for instruction; (4) changing student responses at any time; (5) interpreting, explaining, or paraphrasing the test directions or the test items; (6) reclassifying students solely for the purpose of avoiding state testing; (7) not testing all eligible students; (8) failing to provide required accommodations during testing; (9) modifying scoring programs including answer keys, equating files, and lookup tables;

(10) modifying student records solely for the purpose of raising test scores; (11) using a single test score to make individual decisions; and (12) misleading the public concerning the results and interpretations of test data.

(l) In the event of a violation of this Rule, the State Board of Education may, in accordance with the contested case provisions of Chapter 150B of the General Statutes, impose any one or more of the following sanctions:

(1) withhold any applicable monetary incentive awards; (2) file a civil action against the person or persons responsible for the violation for copyright

infringement or for any other available cause of action; (3) seek criminal prosecution of the person or persons responsible for the violation; and (4) in accordance with the provisions of 16 NCAC 6C .0312, suspend or revoke the professional

license of the person or persons responsible for the violation. History Note: Authority G.S. 115C-12(9)c.; 115C-81(b)(4); Eff. November 1, 1997; Amended Eff. August 1, 2000.

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