1 / 35

Standard Test Administration Testing Ethics

Standard Test Administration Testing Ethics. Training PowerPoint Spring 2007 Utah State Office of Education. Purpose of Testing. Standardized administration of state tests provides An opportunity for students to demonstrate understanding Evidence of what students have learned

allegra-macias
Download Presentation

Standard Test Administration Testing Ethics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Standard Test AdministrationTesting Ethics Training PowerPoint Spring 2007 Utah State Office of Education

  2. Purpose of Testing Standardized administration of state tests provides • An opportunity for students to demonstrate understanding • Evidence of what students have learned • Scores which fairly reflect students knowledge

  3. Purpose of Tests Valid and reliable test results • Identify levels of proficiency and areas that need improvement • Evaluate the effectiveness of programs • Compare schools and districts

  4. Educator Obligation Provide students an opportunity to demonstrate their understanding Educators are to conduct testing in a fair and ethical manner Educators are accountable to their district, and to the Utah State Board of Education

  5. Appropriate Teaching Practices Ethical testing begins with ethical teaching: • Ensure that students are enrolled in the appropriate course so that they receive appropriate instruction. • Provide instruction on the entire curriculum for a course. • Provide accommodations during instruction to eligible students as identified by an ELL, IEP or 504 team. • Use a variety of assessment methods to inform instructional practices.

  6. Appropriate Teaching Practices • Introduce students to various test-taking strategies throughout the year. • Use the reference sheets provided for specific assessments as instructional tools. • Reduce classroom interruptions to maximize student learning. • Provide practice tests throughout the year using high-quality, non-secure test questions.

  7. Appropriate Testing Practices In preparation for testing: • Appropriate environment is set. • Personnel who will administer tests must be trained. • All information in the Test Administration Manual (TAM) is reviewed. • Accommodations are available for eligible students. • Test material is secure at all times.

  8. Appropriate Testing Practices During testing: • All students who are eligible for testing are tested. • All students are given the correct test. • Information from the Test Administration Manual (TAM) is followed exactly. • Accommodations are provided to eligible students.

  9. Appropriate Testing Practices Appropriate proctoring includes: • The importance of the test or test participation or the good faith efforts of all students is not undermined • Verifying the student marks their answer on the line for the question they think they are answering

  10. Appropriate Proctoring It is appropriate for proctors to notify students if they mark their answers on the wrong line. For example, if a student: • Turns multiple pages in test booklet, and is now answering question #34 by marking the line for #28 • Answers #5 and #6 on the same line, and then answers #7 on the line for #6. • Skips a line and records question #3’s answer on question #4’s line Proctors must be cautious

  11. Accommodations Eligibility for testing accommodations are determined through an ELL, IEP, or 504 team decision. Accommodations should be used during instruction, not just during testing. For more information, see the Utah State Office of Education’s Assessment Participation and Accommodations Policyhttp://www.schools.utah.gov/eval/Special_Needs.asp

  12. Appropriate Testing Practices After testing is finished, quality control of answer documents must be maintained. Educators must work in groups to: • Ensure that student erasures are complete • Verify that markings in special codes boxes are correct • Account for all answer documents Educators may not change student answers in any way, for any reason.

  13. Appropriate Testing Practices Answer documents should be in educators’ hands as little as possible. This helps protect the educator from the appearance of impropriety.

  14. Test Results Test results should be: • Provided to students and parents. • Made available to educators for use in improving their instruction. • Maintained in student files. • Kept confidential. Remember that test materials must be kept secure.

  15. Use of Data from CRT’s • Educators may use the results from CRTs in considering a student’s course grade. However, teachers need to understand what the results mean, and what information they provide. • Raw score results (the percent correct) are available to districts within four days (paper/pencil), and within 48 hours of the test’s submission (computer-based).

  16. Use of Data from CRT’s • Proficiency levels on assessments are determined after all student answer documents have been scored and the results statistically analyzed. • Educators must be cautious when using raw score results in their grading system. • Percent correct is used differently with CRTs than it is used in most classroom grading systems.

  17. Use of Data from CRT’s It is recommended that educators work in groups to decide how CRT data will be incorporated into grading systems locally. The process of using data from CRTs in considering a student’s grade should be transparent and equitable.

  18. Accountability for Practices Districts are required to make sure all are aware of their role in state-wide assessments. Districts must document professional development (R277-473-9-C). Districts must document that teachers receive, read, and agree to comply with appropriate testing practices.

  19. Educator Evaluations At district discretion, educator evaluations may include a section on testing practices to • Praise educators for outstanding practices. • Identify areas of concern. This could help to increase awareness and connect testing practices directly to teacher performance. Test results should not be used in teacher evaluations.

  20. Unethical Practices It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses. In addition to specific practices identified in State Law and State Board Rule, unethical practices include. . .

  21. Unethical Practices • Providing students with questions from the test to review before taking the test. • Viewing a test, then changing instruction or reviewing specific concepts because those concepts appear on the test. • Rewording or clarifying questions. • Allowing students to use unauthorized resources to find answers, including having materials on walls which provide answers to specific test questions.

  22. Unethical Practices • Reclassifying students to alter subgroup reports. • Allowing parent volunteers to assist with the proctoring of a test their child is taking, or using students to supervise other students taking a test. • Returning a student’s answer document and instructing the student to, or suggesting that the student should, rethink his/her answers. • Allowing students to take answer documents or test booklets from the test site (e.g., from room to room, to their home, or to recess).

  23. Is It Appropriate? To ensure that a practice is appropriate, ask the following questions: • If my student is to get a valid and reliable score that accurately portrays his/her ability to understand the material, will this action: • Allow the student to answer a question that does not reflect his/her knowledge? • If the action did not occur would the student response be different?

  24. Is It Appropriate? • If my student is to get a valid and reliable score that accurately portrays his/her ability to understand the material, will this action: • Prevent the student and parent from receiving an accurate score that represents the students knowledge and understanding of the curriculum? Would my practice change if I were being monitored?

  25. Ethics Violations Ethical violations are to be reported to the supervisor of the person who may be investigated, the school administrator, the district assessment director, or the state assessment director. Protocol • District policies and procedures will be followed. • In most cases, an initial investigation will be conducted at the school level. • The district assessment director will review the initial investigation and determine findings.

  26. Ethics Violations Protocol (Continued) • If the violation is of sufficient concern, the incident may also be forwarded to the Utah Professional Practices Advisory Commission (UPPAC) for review. • If inappropriate practices are found, teachers may receive further training or a reprimand, be subject to disciplinary action, be terminated, and/or lose their Utah teaching license (see 53A-1-608; R277-473-9).

  27. Ethics Violations For more information about the processes in place concerning the investigation of ethical violations, contact your local school testing coordinator or district assessment director.

  28. Investigation of Violation The allegation will be forwarded to the individual’s supervisor who will initiate an investigation. Investigative information is always confidential, including who filed the complaint or who will be interviewed. The investigation is conducted by principal and/or district staff—never by teachers or association representatives.

  29. Investigation of Violation Initial investigation should be thorough and include documentation. Documentation could include: • Interviews of students, parents, teachers. • Written statements. • Review of original testing documents. • Comparison of other testing results.

  30. Investigation Findings The initial investigation should produce findings: • No, inappropriate practices were not found: Investigation ends. • Investigation is inconclusive, or • Yes, inappropriate practices were found: Further action is required.

  31. Investigation Findings Maintain all documentation NEVER promise the teacher/administrator that the problem/complaint will not be reported to the state.

  32. Inappropriate Testing Practice When an investigation results in a finding of an inappropriate testing practice, the district assessment director should be notified. The district assessment director should review the initial investigation and verify the findings. Possible outcomes may include: • Letter of reprimand • Disciplinary action • No violation found • Termination

  33. Inappropriate Testing Practice The district or an individual may also forward the incident to the Utah Professional Practices Advisory Committee (UPPAC) for review. Report forms may be found at the UPPAC website http://www.schools.utah.gov/uppac/

  34. Standard Testing Administration & Testing Ethics Know the Utah State Law & Utah State Board Rule http://le.utah.gov/~code/TITLE53A/53A01.htm http://www.rules.utah.gov/publicat/code/r277/r277.htm Demonstrate ethical behavior For questions • Review testing ethics frequently asked questions at http://schools.utah.gov/eval • Contact district assessment director

  35. Standard Testing Administration & Testing Ethics Questions?

More Related