Regional Instructional Facilitators:

1. Regional Instructional Facilitators: Know your P’s & Q’s For Successful MAP Test Administration Northeast RPDC Pam Carte Communication Arts Myra Collins Mathematics Norma Neely Science

2. Remember to mind your P’s and Q’s! I know! You tell me this every year!

3. Are you communicating the P’s and Q’s in their entirety to your staff?

4. Standardized Test A standardized test is a test administered and scored in a consistent manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" and are "administered and scored in a predetermined, standard manner."

5. Test Validity    Test validity refers to the degree to which the test actually measures what it claims to measure. Test validity is also the extent to which inferences, conclusions, and decisions made on the basis of test scores are appropriate and meaningful.

6. Test Reliability Test reliability refers to the degree to which a test is consistent and stable in measuring what it is intended to measure. Most simply put, a test is reliable if it is consistent within itself and across time.

7. Test Accountability For more information contact the Department of Accountability, Data and Accreditation ( 573) 751-1362

8. Reminder of 2009 Changes • Grades 3-8 will have only one test booklet that contains all mandated tests for each grade level. • Two Examples: • Grade 5 test booklet will contain the MAP mathematics, communication arts and science tests. • Grade 6 test booklet will contain MAP communication arts and mathematics tests. • High school will still use EOC exam booklets

9. Testing for Spring 2009 • Four sessions in CA test grades 3 and 7 • Embedded field test items in all tests • NO released items in math and Comm. arts • NO early returns or voluntary tests • Mandated science in grades 5, 8, and Biology • Fewer LNDs – participation will get an achievement level

10. Testing for Spring 2009 • One Group Information Sheet (GIS) per grade-level per building. • Student Information Sheet (SIS) contain information related to the actual testing for each content area separate, example: • Accommodations • Absent • Teacher Invalidation

12. Major Things To Think About Related to-----ONE TEST BOOK • How does your district/building want the student test book labels sorted and returned to the district? • How will your school set up testing sessions? • How will tests be administered since there is only one test booklet?

13. Major Things To Think About Related to-----ONE TEST BOOK • Ordering Test Book Labels—Decision to sort • Online enrollment December 1st -15th • Scheduling? • What content/sessions when? • Who will administer the test? • What training needs to occur?

14. Format for the Spring 2009 TestsSee handout on emphasis of strands

15. Communication Arts Grades 3 and 7 Timings and item counts are approximate and may vary by grade level.

16. Communication Arts Grades 4, 5, 6, and 8 Timings and item counts are approximate and may vary by grade level.

17. Mathematics Grades 3, 5, 6 and 7 Timings and item counts are approximate and may vary by grade level.

18. Mathematics Grades 4 and 8 Timings and item counts are approximate and may vary by grade level.

19. Science Grades 5 and 8 Timings and item counts are approximate and may vary by grade level.

20. MAP SCHEDULING

21. Schedule • Start several months ahead to plan the schedule your test administration. • Testing window is 3/30 through 4/24 • RETURN TEST IMMEDIATELY AFTER YOUR DISTRICT TESTING WINDOW • April 29 is the last day to contact CTB for pick-up to avoid cost to district

22. Plan the Schedule • Day of week • Time of day • School schedule • Number of sessions per day

23. Scheduling • Testing all students • One test booklet per student grades 3-8 including all content areas • Be aware of time needed to presort for possible new groupings of content area • Continuity of session • Make-up sessions

24. Need for extra time Setting up testing groups Detailed report schedule to MAP office—to include update on changes Scheduling

25. TEST SCHEDULINGQuestions and Answers

26. Can I give more than one testing session per day? • Yes, but it is important to consider the rigor and length of the sessions. • For shorter and less demanding sessions, it may be acceptable to schedule two sessions in one day. • See suggested time table in the examiner’s manual.

27. May I break a testing session up so that my students can complete the session throughout the day? No, each session of the test must be completed in one sitting. Breaks can only be taken if specified in the examiner’s manual.

28. Can I start the writing prompt in the afternoon and have my students finish it the next morning? No, each session of the test must be completed in one sitting.

29. How long are breaks during a testing session?Does that include lunch? Breaks may be taken before or after a testing session, but not during a session unless specified in the examiner’s manual. Lunch should be eaten before or after a session.

30. My students need beverages and snacks during testing. Can they have these items at their desks? Yes, but it is best to have food or drink before the test or during breaks so nothing is spilled on a test booklet. If this happens, the test may have to be retaken or answers transcribed to another test booklet.

31. My students will testbetter if they are divided into small groups. Is it okay if I divide them into small groups (for example, 5 or less) for the MAP test? • Small group testing is an accommodation. • Students may not be tested in smaller groups for the purpose of MAP testing.

32. I want to test all students that I instruct. Can I test different groups of students over the same sessions of the test on different days? It is not recommended that the test is administered over an extended period of time, because it can lead to test security issues. Testing all grade level/subject area students at the same time during the day is recommended.

33. TEST SECURITY

34. Test Security Plan now to secure storage availability for test books and materials in school buildings and at the district level. This may be more of an issue if trying to transport or exchange student books between/among different content area teachers for test administration.

35. Access to test books before testing • Storage of books • Teacher access to books • No Grading test responses (MAP only) • Beware of “Practice Tests “ not to include

36. TEST SECURITYQuestions and Answers

37. I want to view the test booklets before I hand them out to students. How soon can I get the books to preview them? • Only the school test coordinator and the district test coordinator should have access to tests before testing sessions begin. • The exception may be a special education teacher pre-selecting items for a student whose IEP requires this accommodation OR an ELL translator who needs to prepare for test administration. • In both instances, these processes should be done under the supervision of the school test coordinator and in a secure area.

38. Can special education teachers view the test booklets in advance of testing? Special education teachers can view the test bookletsonly if they have students with IEPs that specify the accommodation of pre-selected items. The previewing process should be done under the supervision of the school test coordinator and in a secure area.

39. All of the teachers in my department want to see what the MAP test looks like. Can they view a test booklet at any time? No, teachers are not permitted to view the test booklets at any time.

40. I want to grade my students’ responses so I can assign classroom points. Is that okay? No, grading test booklets is not permitted.

41. Is it acceptable if I take notes on the current test? I know those items won’t be on the test next year, so does it matter? No, alltest questions and their contents are secure.

42. TEST ADMINISTRATION

43. Plan early in the school year for teacher in-services addressing: MAP testing environment/procedures Balanced assessments—Question Types Test Administration

44. What can a proctor do during the test? • See the handout/next slide: What a Proctor Looks Like and Sounds Like • No giving cues, clues or hints as to the correct answer or how to go about finding the answer.

45. What does a testing proctor look like and sound like? LOOKS LIKE SOUNDS LIKE • The person is writing the starting/stopping times on the board for timed sessions. • The person is moving around the room and through the aisles to ensure students: • Understand directions • Are on the correct page • Are marking bubbles properly • Are starting/stopping in correct location • Stop when time is over for timed testing sessions. • Do not look ahead/back into previous/past sessions • Stay on task and are not goofing off/wasting time/disturbing others • Have basic needs provided for such as sharpened pencils, tissues for runny noses, white erasers, etc. • Are not getting food or drinks near test books • Have books, etc to read upon completion of the testing session • The person might be heard saying: • “Sorry. I cannot assist with answers but can only clarify directions.” • “You need to do your own thinking.” • “I may only pronounce one word per sentence.” • “I may not explain or define a word.” • “Please do not look back into other sessions.” • “Please do not eat snacks/drink beverages during a testing session. You might spill something on the test booklet.” • “It is alright to write slightly below the lines/outside the box but do not write on/past the coding lines.” • “Find the STOP sign---so you will know where to stop.” Created by Jana Scott, MAP RIF/ University of MO-Columbia, 2007.

46. Test Administration • Wall, Wall, what’s on the Wall? • Acceptable student materials during testing • Test stamina

47. TEST ADMINISTRATIONQuestions and Answers

48. Can I leave anything on my classroom walls during MAP testing that has been up all year? No, materials that give clues to correct content and/or processes should be covered or removed from the walls/desks or within view of the students. If in doubt, cover it up or take it down.

49. If I leave up a “word wall” am I violating test procedures? It would depend on the information contained in the word wall. If information on the word wall gives clues to content or processes, then it must be covered or removed.

50. My students have their own dictionaries that they have made. Can they use these on the MAP test? No, only a standard dictionary may be used by students in grades 3 and 7 during Session II of the Communication Arts test. (This content session is the only session which allows the use of a dictionary.)