MAP Examiner’s Manual 2007

1. MAP Examiner’s Manual 2007

2. Overview • Missouri Assessment Program/Educational reform mandated by the Outstanding School Act of 1993 • Required: Communication Arts and Mathematics • Voluntary: Science and Social Studies • Types of items: • Selected-Response • Constructed-Response • Performance Events (The department uses information obtained through MAP to monitor the progress of Missouri’s students in meeting the Show-Me-Standards, inform the public and state legislature about students’ performance, and to help make informed decisions about educational issues.)

3. Table of Contents Step 1 Plan Your Testing Schedule / Testing Schedule Step 2 Organize Your Classroom Step 3 Check Your Testing Materials Step 4 Before Testing (Student Identification Information) Step 5 Administer the Test Communication Arts Mathematics Step 6 Invalidations and Make-ups Step 7 After Testing: Student Status Coding Step 8 Assemble Materials for Return Glossary

4. Step 1: Preparing for Testing(pp.1-4) • Testing Schedules – Page 1 for both content areas • Review the test directions in the Examiner’s Manual in advance; teachers may not receive test books in advance except SPED for “Valid Attempt” • Sessions that don’t have Terra Nova allow students who are making adequate progress to complete the test • Each test session must be completed in one day • Working with Proctors-1 per 50 approx. • Accommodations – discussed in step 7 (IEP, IAP, ELL)

5. Use Standardized Testing Procedures (p.3) • Following the instructions exactly ensures similar testing conditions in all classrooms. Test directions should be read exactly as written. Follow time allowances for timed sections of the test. • Be sure students understand the directions and how to mark answers (test directions can be paraphrased but test items may not!) • Encourage all students to attempt every item-but don’t return books to students who have completed the test; don’t ask students individually to finish incomplete or incorrect answers to items

6. Step 1: Large Print and Braille (p.4) • Transcribe student responses into a regular edition of a test book • Mark the large print or Braille book “CONTENTS TRANSCRIBED TO A REGULAR TEST BOOK. DO NOT SCORE” and return to CTB/McGraw-Hill with the unused test books • Refer to Braille Omit Instruction Sheet as applies

7. Step 2: Organize Your Classroom (p.4) Plan for: • The distribution and collection of materials • Seating arrangements • Eliminating noise distractions • Using a “Do Not Disturb Sign” • No content or process information on the walls • Noting starting and stopping times on the board for the timed sections of the test

8. Check Your Testing Materials • Materials for the examiner (11 items) • For each student • Tools- NO content or process related materials in view of student • CA (only standardized books may be used at appropriate grade levels and sessions) • MA (only manipulative (s) and calculators may be used at appropriate grade levels and sessions) • SC • SS Test Security : security barcodes- lower right-hand corner (checked by DTC, STC, and books counted by examiner)

9. Security Barcode Instructions • Examiner’s Manuals p. 6 • Test Coordinator’s Manual pp. 14-18 • No separate instructions sent to districts • Included in all Examiner’s and Test Coordinator’s Manuals • Directions are exactly the same as last year

10. Translators • All tests except Communication Arts may be read to ELL students • ELL students may give responses orally or written • All written responses must be transcribed verbatim to another MAP test book • Translators must be trained in giving the MAP

11. Step 4:Before Testing (p.8) Student identification information • Using Student Barcode Labels Check pre-code roster for accuracy of data: 1. If error occurs in STUDENT NAME, BIRTH DATE, RACE, ETHNICITY, GENDER, MOSIS STATE OR DISTRICT ID don’t use barcode; use SIS 2.If all above are correct but other information is wrong affix barcode label and complete only items to be corrected

12. Before Testing (Barcode Labels cont.) • If label for wrong student is placed on book completed by another student, place blank label over incorrect label; affix correct label • If label is already attached with error in student name, birth date, race, ethnicity, gender, MOSIS ID, place 2 blank labels over incorrect label; bubble in all info on SIS • If there is no barcode label, bubble in all bio information; leave barcode area blank

13. How to Fill Out the SIS • Student Name • Birth Date • Race/Ethnicity • Gender • MOSIS State ID • District Student ID (Optional)

14. Step 5:Prepare Your Students (p.11) • Help students approach testing in a relaxed positive way • Explain the purpose of the test • Point out that some items may be more difficult and may be new to students – they are not expected to know all the answers but they are expected to do their best

15. Step 5: Administer the Test (p.11) • Examiner’s instructions are arranged by grade in Communication Arts and Math across content areas this year • Sample questions are illustrated and printed in the Examiner’s Manual • A starting/stopping time graphic is printed for examiner’s to follow • Sessions cannot be split over 2 days or over lunch periods • Break times are printed in the Examiner’s Manual • (Have all manipulative(s) “punched-out” prior to testing.)

16. Specific Instructions for Test • Each grade has specific instructions • Communication Arts is extensive • Notice the wording about not paraphrasing test questions and pronouncing only one word from the test

17. Released Item Responses • Use of carbonless paper (only for SS and SC) • Only released items may be captured and scored • No test can be photocopied • List of released items on page 17 of SS and SC Examiner’s Manual (Intermediate and High School Only) • Districts may use their own carbonless paper- None can be ordered this year

18. Step 6: Invalidations and Make-ups • Invalidations occur: • Teacher paraphrases test question in any content area • Reads any part of the Communication Arts Test • Student cheats on the test (STC and Examiner) Make-ups: Each enrolled student must have a test book returned to CTB; Sessions not made up result in Level Not Determined

19. Step 7: Student Status Coding • Student Information has been condensed to one page: including Student Information, Student Status, Accommodations, Disability Diagnosis, and Invalidations • Accommodations for ELL and IEP are listed and described on two separate charts • Note footnotes fororal reading of CA, paraphrasing of all tests, extending time for Terra Nova, and the use of former accommodations • Note invalidations

20. How to fill in Student Status • SES Bubble to be filled in by School Test Coordinator • Note: New Title III bubble for ELL student receiving services through Title III • Consult federal district coordinator for Title III students

21. Special Codes cont. • H.S. Career Education Approved Career Education programs can be viewed by accessing the Core Data web application system at: http://k12apps.dese.mo.gov/webapps/logon.asp • Crucial – Fill in bubbles correctly for AYP/MSIP Information • Common Errors • Bubble “ALL THAT APPLY”

22. Students Not Tested in the Content Area • All students must be accounted for when administering the MAP • TWO categories of students are not required to be assessed by the MAP 1. MAP alternate students 2. ELL (English Language Learner) in the U.S. less than 1 year (12 months) (CA ONLY-note exact number of months required on SIS) • For MAP A or the ELL less than 1 year (CA ONLY), you need to return a completed SIS in a test book for these students.

23. Step 8:Assemble Materials for Return • After testing check all SIS and test books for the bullets from appropriate pages • Complete and check Group Information Sheets and for test books whose scores are to be reported together • Organize Materials as shown on picture of envelope (possibly 4 categories) -GIS, Test Books, SIS for MAP-A and ELL Less than 1 year in the U.S. (CA Only)

24. Assemble Materials cont. • Unused test books, Large Print, and Braille test books can be placed in a box together labeled “Unused Test Books” • Draft copies of writing prompt and scratch paper should be given to School Test Coordinator for secure destruction

25. Important Materials from Test Coordinator’s Packet • Letter-List of materials and deadlines • Security Barcode Verification Form -may be copied for STCs • Add/Short Form for additional ancillary materials (White)

26. Glossary • Last 3 pages in Manual • Glossary of terms is an extensive list of terms associated with the MAP • Terms that will be referred to while handling MAP materials and administering the assessment • Will serve as a helpful resource while reviewing the procedures/guidelines for administering the MAP Note Changes: Non-mechanical pencil, National Normed Reading Sections, Only Social Studies and Science have Field Tested Items

27. Ancillary Materials • Early Return Instruction Sheet (Red) • Packing List and Labels (Boxes) • Labels for Envelopes • Braille Omit Instruction Sheet • Student Barcode Label Instructions • Manipulative (s) (Math and Science)

28. Glossary of Terms (pp.1-4) • Glossary of terms is an extensive list of terms associated with the MAP • Terms that will be referred to while handling MAP materials and administering the assessment • Will serve as a helpful resource while reviewing the procedures/guidelines for administering the MAP • Changes: LND-2 Session tests, Oral Accommodation for CA, Paraphrasing