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2016-17 Test Administrator Training

2016-17 Test Administrator Training. Required for DTCs, STCs, and TAs. Required Modules for TAs. Test Administrators Accessibility Supports Test Security Smarter Balanced Administration* OAKS Online Science and Social Sciences Administration* ELPA21 Administration*

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2016-17 Test Administrator Training

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  1. 2016-17 Test Administrator Training Required for DTCs, STCs, and TAs

  2. Required Modules for TAs • Test Administrators • Accessibility Supports • Test Security • Smarter Balanced Administration* • OAKS Online Science and Social Sciences Administration* • ELPA21 Administration* *Only required for TAs administering this assessment TAM, Section 1.5: Training Requirements

  3. Topics • Roles and responsibilities • Ensuring student participation • Testing environment • What’s new this year in the statewide assessment system • Test administration resources and tools

  4. Roles and Responsibilities TA Roles and Responsibilities • Before testing: • Provide students with an opportunity to take the practice test • Review student IEPs or education plans to identify appropriate test formats and accessibility supports • Make arrangements for students who are not testing • During testing: • Ensure that students receive the appropriate test • Enforce test environment requirements • After testing: • Check participation reports to ensure all eligible students have completed testing TAM, Section 6: Planning for Test Administration

  5. Student Participation ensures representation of all students in assessment results.

  6. Student Participation Participation in Required Spring Assessments • English Language Arts Grades 3 – 8, & 11: Smarter Balanced or Extended Assessments • Mathematics Grades 3 – 8, & 11: Smarter Balanced or Extended Assessment • Science Grades 5, 8, & 11: OAKS Online Science Assessment • Social Science (Optional) Grades 5, 8, & 11: OAKS Online Social Science Assessment • English Language Proficiency Grades K-12: ELPA21 TAM, Section 7: Smarter Balanced TAM, Section 8:OAKS Online TAM, Section 9: ELPA21 TAM, Section 11: Extended

  7. Student Participation Planning that Impacts Participation • Know how many opportunities are available for the test you’ll be administering • Know when your school is administering each test so your students take the right test at the right time • Know what test settings your students need before testing begins • Check IEPs and 504 Plans what supports are identified • Check TIDE to see what settings are assigned TAM, Section 6: Planning for Test AdministrationTIDE User Guide

  8. Q&A Discussion • What are the local considerations and challenges around monitoring student participation within your school or district? • What are some effective approaches you could use to ensure all eligible students are tested in your school or district? • What resources do you plan to use to assist you in monitoring student participation?

  9. Test Environment ensures validity of student results and that no students have an unfair advantage or disadvantage during testing.

  10. Test Environment Requirements • Supervision at all times by a trained TA • Quiet environment void of distractions • Only accessibility supports listed in OAM made available to students • Limited interaction with students • Read student directions • Administer accessibility supports appropriately • No coaching TAM, Section 2.2: Security of the Test Environment

  11. OAKS Portal The web based system that is used for testing, test settings, and progress monitoring reports.

  12. OAKS Portal Accessing the OAKS Portal • OAKS Portal URL: oaksportal.org • Register to receive alerts when announcements or resources are posted on the portal • TA user account provides access to: • TIDE (view and edit student test settings) • TA Interface (used to administer tests) • Online Reporting System (view participation and performance reports) TIDE User Guide TA User Guide ORS User Guide

  13. OAKS Portal Accessing the OAKS Portal

  14. OAKS Portal Accessing the OAKS Portal

  15. OAKS Portal Overview of Test Delivery System TA Interface • Administer online tests, track progress, and manage students testing in your session • Adjust test settings for individual students before they are approved to start the test • Approve and submit print requests from students Student Interface • Secure online test that must be accessed via a secure browser • General Education Student Interface • Braille Interface TA User Guide

  16. OAKS Portal TA Interface at a Glance • Used to create and manage test sessions and approve students • All information is visible on one screen • Test Session ID • Students needing approval to start testing • Students with tests in progress • Print requests TA User Guide

  17. OAKS Portal TA Interface (cont.) • System generates a Session ID that students will use to log in • Test sessions automatically expire upon TA logout • Sessions cannot be resumed • Students may resume a paused test in any new test session that includes the applicable test subject and grade • Example: TA creates a test session for students on Tuesday. To resume testing on Wednesday, the TA will create another test session for students to resume testing • Create and Manage Test Sessions • List of available tests automatically displays upon logging in • Click Expand All to see more detail • Select the tests for inclusion in the session and click [Start Session] TA User Guide

  18. OAKS Portal TA Interface (cont.) Student Test Settings and Approvals • The number in red next to the Approvals button shows the number of students waiting for approval • Clicking on the Approvals button brings up the list of students who need to be approved to test. TA User Guide

  19. OAKS Portal TA Interface (cont.) TA User Guide

  20. OAKS Portal 1 Student Log-in 2 • Log in using First Name, SSID, Session ID • Confirm identity – “Is This You?” screen • First Name (same as in SSID upload), Enrolled Grade, DOB, School, SSID • Select Test • Student will see available tests by subject • TA Approval required to start test • Confirm test -- “Is this your test?” screen 3 4 5 TA User Guide

  21. Q&A Discussion • What are the local considerations and challenges around use of the OAKS Portal? • What resources do you plan to use to assist you in using the OAKS Portal?

  22. Related Reading Requirements by Role

  23. Test Administration Resources • Test Administration Manualhttp://www.ode.state.or.us/go/tam • Oregon Accessibility Manualhttp://www.ode.state.or.us/search/page/?id=487 • Best Practices Guidehttp://www.ode.state.or.us/go/tam • Promising Testing Practiceshttp://www.ode.state.or.us/search/page/?=2444 • TA User Guide http://www.ode.state.or.us/search/page/?=391 • Practice and Training Testshttp://oaksportal.org

  24. 2016-17Accessibility Supports Training Required for DTCs, STCs, & TAs

  25. Topics • Familiarity with the… • Selection of Accessibility Supports • Administration of Accessibility Supports • Evaluation of Accessibility Supports Oregon Accessibility Manual (OAM)

  26. Selection of Accessibility Supports to increase equitable access to grade-level content assessments and supporting students in demonstrating what they know and can do. OAM, Appendix C

  27. Resource The Oregon Accessibility Manual (OAM) contains all final accessibility policies and supports for Oregon’s Statewide Assessments. http://www.ode.state.or.us/search/page/?id=487

  28. Selection of Supports Requirement All accessibility supports a student receives on the statewide assessments are to mirror the supports currently being provided to that student in their classroom instruction and assessments.

  29. Selection of Supports Know the Options • Know the following categories of accessibility supports, the differences between them, as well as the specific supports that are available for each statewide assessment: • Universal Tool • Designated Supports • Accommodations OAM, Section 1.0: Introduction

  30. OAM, Section 1.0: Introduction

  31. Selection of Supports Modification • Contrary to statewide accessibility supports, any practice or procedure that compromises the intent of the assessment through a change in the learning expectations, construct, or content that is to be measured, grade-level standard, or measured outcome of the assessment and is not listed in Oregon’s Accessibility Manual (OAM) is considered a modification. • Assessments taken under any modified condition are counted as non-participants in all federal and state accountability measures and reports.

  32. Selection of Supports Practice Tests • The practice test can assist IEP/504 teams to determine which universal tools, designated supports and accommodations are needed for each individual student to be successful on the new assessments. TA User Guide, Section 5: Administering Online Tests

  33. Selection of Supports Options for Documenting accessibility supports • Cumulative File • Individualized Education Plan • 504 Plan • Local Documentation Processes OAM, Appendix C

  34. Selection of Supports “Teacher Tools” Included in the OAM Tool #1: Access Needs That May Require Accessibility Supports • Questions to aid in identifying various types of accessibility supports for students (p. 80) Tool #2: Questions to Guide Accessibility Supports Selection • Questions to guide discussion about selecting supports for instruction and assessment during a team meeting (p. 82) Tool #3: Accessibility Supports from the Student’s Perspective • questionnaire to collect information about needed accessibility supports from the student’s perspective (p. 83) OAM, Appendix C

  35. Selection of Supports “Teacher Tools” Included in the OAM (cont.) Tool #4: Assessment Accessibility Supports Plan • A planning aid for ensuring supports are implemented during testing (p. 86). Tool #5: Assessment Accessibility Supports Agreement • An example form that a student could carry on test day into the testing environment (p. 87) OAM, Appendix C

  36. Administration of Accessibility Supports to ensure reliable and valid administration of the assessment. OAM, Appendix C

  37. Administration of Supports Requirements • All practices and procedures used for students during instruction must be selected on the basis of the individual student’s needs. • For accessibility supports to be used during administration of an Oregon Statewide Assessment, the support must also be: • previously approved by the Accessibility Panel and listed in the appropriate OAM accessibility supports tables, be • implemented during instruction, and • familiar to the student prior to use during assessment.

  38. Administration of Supports Teacher Tools Included in the OAM Tool #6: Logistics Planning Checklist • Can be used in the planning and implementation of assessment accessibility supports for an individual student or for a system and includes the following topics: • Accessibility Supports Throughout the Academic Year • Preparation for Test Day • Accessibility Supports on the Day of the Test • Consideration After the Day of the Test OAM, Appendix C

  39. Evaluation of Accessibility Supports to ensure the meaningful participation of all students who use supports during statewide assessments. OAM, Appendix C

  40. Evaluation of Supports Reasons to Evaluate • Collecting and analyzing data on the use and effectiveness of these supports is necessary to ensure the meaningful participation of students with disabilities in state and district-wide assessments. • Data on the use and impact of supports during assessments may reveal patterns of use, as well as support the continued use of some supports or the rethinking of others. • Examination of the data may also indicate areas in which the IEP team, Section 504 plan committee, and TAs need additional training and support.

  41. Evaluation of Supports Reasons to Evaluate • In addition to collecting information about the use of accessibility supports within the classroom, districts may also decide to gather information on the implementation of supports during assessment. • Observations conducted during test administration, interviews with TAs, and talking with students after testing sessions may yield data that can be used to guide the formative evaluation process at the student level and at the school or district levels.

  42. Administration of Supports Teacher Tools for Evaluation in the OAM Tool #7: Questions to Guide Evaluation of Accessibility Supports Use • Questions to guide discussion about selecting accessibility supports for future assessments OAM, Appendix C

  43. Q&A Discussion • What are the local considerations and challenges around the selection, administration, and/or evaluation of accessibility supports within your school or district? • What are some effective approaches you could use to support effective selection, administration, and/or evaluation of accessibility supports use in your school or district? • What resources do you plan to use to assist you in developing and/or implementing effective approaches to the selection, administration, and/or evaluation of accessibility supports?

  44. Online Resources • Oregon Test Administration Manual and Webpage: http://www.ode.state.or.us/search/page/?=486 • Oregon’s Statewide Assessment Accessibility Webpage & Manual: http://www.ode.state.or.us/search/page/?=487 • Smarter Practice/Training Test https://oakspt.tds.airast.org/student • Promising Practices: http://www.ode.state.or.us/search/page/?=2444 • TA User Guide: http://oaksportal.org/resources/

  45. 2016-17 Test Security Training Required for DTCs,STCs, and TAs

  46. Topics • Secure Testing Environment Requirements • Handling Secure Printed Test Materials • Identifying and Preventing Improprieties • Reporting Improprieties

  47. Secure Testing Environment Requirements A secure testing environment is needed to ensure the assessment data used for accountability purposes are valid and accurate, that test items can be used across years to allow for year-to-year comparability as well as protect investment in test development, and that no student receives an unfair advantage or disadvantage during testing.

  48. Secure Testing Environment Requirements Security refers to: • Who has access to secure test materials • What students can see and hear while testing • What resources students can access while testing A secure environment refers to the conditions under which tests are administered, not a specific location TAM, Section 2.2: Security of the Test Environment

  49. Handling Secure Printed Test Materials Printed assessment materials include secure test items and/or reading passages that need to be handled properly so that the test items can be used across years to allow for year-to-year comparability as well as protect investment in test development.

  50. Handling Secure Printed Test Materials Reminder of Requirements • Ensure only the student and authorized staff have access • Maintain chain of custody from printing to shredding, using consistent protocols to collect and inventory all materials • Ensure all materials are securely destroyed: • at the end of each test session (printed items and stimuli, notes, and scratch paper) • upon test completion (for ELPA21 and Smarter Balanced PT and constructed response items) TAM, Section 2.4: Secure Handling of Printed Test Materials Promising Practices Webpage: http://www.ode.state.or.us/search/page/?=2444

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