2015 Testing In-Service:
California Assessment of Student
Performance & Progress
Bakersfield City School District
February 25, 2015
Agenda
Morning
Session
Topic
9:00-9:05
Welcome
9:05-9:15
CAASPP & SMARTER Overview
9:15–9:25
Roles and Responsibilities
9:25–9:35
Test Security
9:35–9:45
Practice Tests and Training Tests
9:45–10:00
Test Operations Management System (TOMS)/Accommodations
10:00-10:20
Test Administration Overview & Demo
10:20-10:50
Planning and Logistics
10:50–11:05
Interim Assessments Overview & Scoring
11:05-12:00
Digital Library Overview & Demo
2
Components of 2015
California Assessment of Student
Performance & Progress
Assessment
SMARTER Summatives
Science CST/CMA/CAPA
[On-line Science & History are
forthcoming]
California Alternate
Assessment (CAA)
[replacing CAPA ELA & Math]
Test Type
Participants
• ELA & Math
• On-line Computer
Adaptive
• BCSD Window:
April 7– May 15, 2015
3rd-8th All Students
• Paper/Pencil
• BCSD Window:
April 8– May 6, 2015
5th and 8th All Students
• ELA and Math
• On-line Field Test
• BCSD Window:
April 15– May 15, 2015
3rd-8th Only SpEd Students
•
•
•
•
•
Except EL less than 12
months do not test in
ELA but do test in math
Parental exemptions
(copy to R&E)
Parental exemptions
(copy to R&E)
Significant cognitive
disabilities
Parental exemptions
(copy to R&E)
3
Components of 2015
California Assessment of Student
Performance & Progress
Assessment
SMARTER Summatives
Science CST/CMA/CAPA
[On-line Science & History are
forthcoming]
California Alternate
Assessment (CAA)
[replacing CAPA ELA & Math]
Test Type
Participants
• ELA & Math
• On-line Computer
Adaptive
• BCSD Window:
April 7– May 15, 2015
3rd-8th All Students
• Paper/Pencil
• BCSD Window:
April 8– May 6, 2015
5th and 8th All Students
• ELA and Math
• On-line Field Test
• BCSD Window:
April 15– May 15, 2015
3rd-8th Only SpEd Students
•
•
•
•
•
Except EL less than 12
months do not test in
ELA but do test in math
Parental exemptions
(copy to R&E)
Parental exemptions
(copy to R&E)
Significant cognitive
disabilities
Parental exemptions
(copy to R&E)
4
Components of 2015
California Assessment of Student
Performance & Progress
Assessment
SMARTER Summatives
Science CST/CMA/CAPA
[On-line Science & History are
forthcoming]
California Alternate
Assessment (CAA)
[replacing CAPA ELA & Math]
Test Type
Participants
• ELA & Math
• On-line Computer
Adaptive
• BCSD Window:
April 7– May 15, 2015
3rd-8th All Students
• Paper/Pencil
• BCSD Window:
April 8– May 6, 2015
5th and 8th All Students
• ELA and Math
• On-line Field Test
• BCSD Window:
April 15– May 15, 2015
3rd-8th Only SpEd Students
•
•
•
•
•
Except EL less than 12
months do not test in
ELA but do test in math
Parental exemptions
(copy to R&E)
Parental exemptions
(copy to R&E)
Significant cognitive
disabilities
Parental exemptions
(copy to R&E)
5
Smarter Balanced On-line System:
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summatives:
College and career
readiness
assessments for
accountability
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Formative
resources:
Supporting
classroom-based
assessments to
improve instruction
All students
leave
high school
college
and career
ready
Interim:
Flexible and open
assessments, used
for actionable
feedback
6
About the
Summative Assessments
Per content area (ELA/Math):
Computer Adaptive Test (CAT)
◦ Adjusts the difficulty of questions throughout the assessment
based on their responses
◦ Includes a wide variety of item types
Classroom Activity
◦ Activity for all students to ensure that a lack of understanding of
the context of the task does not interfere with a student’s ability
to address the content of the task
Performance Task (PT)
◦ Demonstrate their ability to apply their knowledge and higherorder thinking skills to explore and analyze a complex, real-world
scenario
7
TAM 59
About Items Types for Summatives
8
About SMARTER Systems and Processes
1
CALPADS
(California Longitudinal
Pupil Achievement Data
System)
•Manage student
demographic data
2
TOMS
• LEA set testing window
• Verify student
demographic data
• Configure online test
settings (designated
supports and
accommodations)
3
Test Administrator
Interface & Student
Secure Testing Site
• Administer online
Smarter Balanced
assessments
2015 CAASPP Online Test Administration Workshop
9
CAASPP Portal
Usernames & Passwords
www.caaspp.org is your portal to all testing components
Use CAASPP Username and Password
10
Roles and Responsibilities
11
Site and District Roles
School Site Roles
CAASPP Test Site Coordinator (SC)
Principals & designee
Test Administrator (TA)
All teachers by default
District Support Roles
LEA CAASPP Coordinator (Evellyn Elizondo)
Supports all CAASPP administration activities in schools
LEA Technology Coordinator (John Deaton)
Supports in setting up and overseeing technology infrastructure
LEA CALPADS Administrator (Robert Burks)
Supports accuracy in student demographic, enrollment, and program
12
TAM 8
School Site Roles and Responsibilities
Test Site Coordinator
Oversees CAASPP administration activities
in the school.
• Identify TAs and ensure training.
• Collect security affidavits from TAs and
retain at your test site (R&E to collect).
• Create and approve testing schedules
and procedures for the school.
• Monitor testing progress and ensure
that all eligible students participate
• Oversee test security.
• Report all test security incidents to
R&E.
Test Administrator
Administers the Smarter Balanced
assessments.
• Complete training and review
testing policies and administration
documents.
• Read and sign the CAASPP Test
Security Affidavit .
• Confirm student information is
correct prior to testing, to include
designated supports and
accommodations.
• Set up test sessions & actively
proctor.
• Report all potential test security
incidents to the SC
13
Test Security
14
TAM 13-15, 64
New Test Security Forms for the
2014–15 School Year
• Applies for the current school year (2014–15) only
• Agreement must be read and signed ANNUALLY
• Applies to both paper-pencil and computer-based
testing
• Must be signed by:
− All test examiners, proctors, translators, scribes,
LEA CAASPP coordinators and CAASPP test site
coordinators, and any other persons having
access to any of the tests and test materials,
assessment technology platform or tests
15
New Test Security Forms for the
2014–15 School Year (cont.)
• Site Coordinators must complete and sign the new CAASPP
Test Security Agreement online
• (complete at school site after today’s training)
• Test Administrators must sign the new test security affidavit
• Security Agreement Forms specify no reviewing, discussing,
or analysis of test items, reading passages, or writing
prompts at any time during between, or after sessions.
• Agree to not email, fax, post, message or replicate items. No
form or type of answer key may be developed for items
16
General Test Security Guidelines
•
All secure test materials must be handled and stored
securely.
− For paper-pencil Science tests and computer-based tests
•
•
•
Train staff on the procedures
Lock materials in secure storage with limited access
Electronic devices are prohibited during testing.
• Post signage about unauthorized electronics in testing areas
•
Ensure environmental sweeps prior to testing.
17
18
General Test Security Guidelines
• What are secure test materials?
– For paper-pencil Science tests:
 Test booklets
 Answer documents (blank with Pre-ID labels and
any with student responses recorded)
 California Alternate Performance Assessment
(CAPA) Examiner’s Manuals
 Scratch paper with student’s work
19
General Test Security Guidelines
• What are secure test materials?
– For computer-based tests:
 Student logon information (returned to SC)
 Administrator user/name and password
 Rosters of students scheduled to take the test
 Scratch paper with students’ work
oUsed during math and ELA PT
20
Test Security Guidelines
for Computer-based Tests
• Ensure there is adequate space between students
so that they cannot see each other’s work.
− If using a computer lab, consider using
temporary dividers (e.g., folders taped to the
sides of the monitors).
• Test the equipment and network to be used
during testing.
− Report any workarounds to the secure browser
to R&E.
21
Test Security Random Audits
• Conducted throughout the state
• Auditors will:
− observe test security processes being used.
− interview the site CAASPP coordinator or
designee.
• Summary reports will be provided to the CDE
and will be shared with LEA CAASPP Coordinator.
22
Practice Tests
and Training Tests
23
Preparing Students and Staff
• Available:
– Practice Tests
– Training Tests
• Allow students and administrators to become
familiar with:
– The experience of a grade-level assessment
– A variety of grade-specific items and difficulty
levels
– Performance tasks (PTs)
– The format and structure of the operational
assessments
24
Practice Tests vs. Training Tests
Practice Test
Purpose
Grade Levels
Number and Types
of Items
Universal Tools,
Supports, and
Training Test
Opportunity to become familiar with
the content and format of the
summative assessments.
Opportunity to become familiar with
the software and interface features of
the summative assessments.
Each grade:
•3–8
Grade spans:
•3–5
•6–8
30 ELA & Math items per grade level
15 items per grade band
Includes 1 ELA PT and 1 math PT per
grade level
PTs are not available
All
All
Accommodations
Scoring
Results are not scored, however answer
keys and scoring rubrics are available at
http://caaspp.org/taresources/index.html
Results are not scored
25
Accessing the Practice
and Training Tests
http://www.californiatac.org/
1
Students and parents who
wish to access the Practice
Test and/or Test via an
Internet browser will select
the button below
2
3
4
5
Let’s Practice
Starting a Test Session for these
tests
Access from http://caaspp.org
26
Using the Test Operations
Management System (TOMS)
http://www.californiatac.org/
27
Tasks to Complete in TOMS
for the Online Administration
 SC can add and manage Test Administrators
 All teachers are loaded onto the system
 Can review student data
− Demographic data from CALPADS
− Test mode (or test enrollment)
− Test settings
R&E will make changes upon request.
28
Verifying Student Information
•
Each student profile in TOMS includes three components:
− Demographics
 Read-only; must be modified in CALPADS
− Test Mode
 Assessment assigned to student
 Grades 3–8 are automatically enrolled in the online Smarter
Balanced summative assessments
− Test settings
 Universal tools
 Automatically available to all students
 Designated supports & accommodations
 Uploaded directly to TOM by SpEd and R&E
 If student information is incorrect contact R&E prior to testing
29
Student Profile in TOMS: Demographics
*All data is read-only
mode for summative
*Can modify for
interims
30
Student Profile in TOMS:
Test Mode
Showing student is
enrolled in the ELA and
Math online assessment
31
What are the
Online Test Settings?
Accessibility Supports for each Student:
– Universal Tools:
 Automatically available to all
– Designated Supports:
 Need to be indicated by an educator or guardian
 Identified students, including English learners, struggling readers, and
students with attention deficits that the student has been using during
instruction or other assessments
– Accommodations:
−
Based on individualized education programs (IEPs) or Section 504 plans
(e.g., American Sign Language, scribe)
UAA Guidelines 6-17
TAM 34-36, 65-73
32
33
Student Profile in TOMS:
Test Settings
34
Test Administration for the
Summative
35
General Test Rules
TAM 24-25
& 41-52
• All items on a page must be answered before moving on
• Can not return to segment/test session once completed
and submitted
• Students may use scratch paper but it must be collected
and shredded at the end of each test session.
• TAs must follow the “SAY” script exactly each time a test
session is administered
− Refer to the “SAY” boxes of the Online Test
Administration Manual (TAM)
36
Accessing the Test
Access from http://caaspp.org on a standard Web browser
• Select [Test Administrator Interface].
37
Accessing the Test
• User Names & Passwords will be
emailed once uploaded.
(‘‘caaspp@ets.org’’)
• All teachers will be loaded
following today’s training
•
The first time logging on, you will
be required to change your
password. Write it down, we do not
have access to it.
38
Administering a Test Session
• 2. The TA selects the test category or the grade and subject
Summatives
available
March 10th
This process is the same for the Interim and Summative
Assessments.
39
Administering a Test Session (cont.)
3. The TA selects the test(s) to administer.
4. Select ‘Start Session’
40
Administering a Test Session (cont.)
• 5. The TA informs students of the test Session ID
• - Write or display clearly in a place all students can see
• - Session IDs are automatically generated upon selecting the
•
[Start Session] button
Additional tests can be added to a
session; you will receive a
confirmation message box
41
Administering a Test Session
6. Students clicks Secure Browser icon on desktop and logs on.
(For Chromebooks, select ‘AIRSecureTest’ under Apps)
• All other applications must be closed
•
Prior to Student Login: TAs must follow the “SAY” scripts exactly each
time a test is administered. Refer to the TAM page 42-47.
• Please contact R&E for Spanish Translation of “SAY” boxes
• Student will need:
− Confirmation Code: Student’s legal first name
− State-SSID: “CA” followed by a hyphen “-” and the student’s SSID
− Session ID: TA-generated Session ID
42
Student Login Data Cards
• R & E will provide a Sign-In Card with Student Login Data
• Delivered to school sites prior to testing window
• Use the information cards during all test administrations
• Students will type information EXACTLY as printed
• Collect students cards after each administration and keep
secure
43
Administering a Test Session (cont.)
7. Students verify their identity
– After logging on, students will see the “Is This You?” screen
– Students should select [Yes] to continue
44
Administering a Test Session (cont.)
8. Students selects the test
– All grade-level tests that the student is eligible to take are
displayed
– Only the tests that the TA selected for the test session and
those that have not been completed are selectable by students
45
Administering a Test Session (cont.)
9. Upon selecting a test, students will wait for TA approval
46
Administering a Test Session (cont.)
10. The TA verifies the student has selected the appropriate
test and reviews the students’ test settings by selecting
[See/Edit Details] button next to each student
Custom Settings is
for designated
supports or
accommodations
47
Administering a Test Session (cont.)
11. Upon reviewing test settings for all students, the TA approves
students to test on the Approvals and Student Test Settings screen
– Select [Approve] to approve a specific student for testing
– Select [Approve All Students] to approve all students
48
Administering a Test Session (cont.)
Note: If a student’s test settings are incorrect, TAs should deny
the student, contact the LEA CAASPP coordinator to correct the
test settings in TOMS, and test the student on another day
49
Administering a Test Session (cont.)
12. After the TA has approved a student for testing, the student will
verify the test information and settings
– The student will select [Yes, Start My Test] to begin testing or
[No] if their settings are incorrect
50
Administering a Test Session (cont.)
13. If a student has a text-to-speech accommodation or is taking a test
with ELA listening items, he or she will verify the audio checks through
headphones
Test with listening items audio
check
Text-to-speech audio check
51
Administering a Test Session (cont.)
14. Finally, students will see the Test Instructions and Help page before
they begin testing
– Students will select [Begin Test Now] to begin testing
52
TA Actively Monitors
• The “Students in Your Test Session” table
displays students who have logged in and been
approved for testing.
• Screen displays the item the student is currently
solving and which students are paused (by
inactivity or choice)
• Actively proctor for student engagement
53
Pausing Tests
•
TAs may pause an individual student’s test in the Students
in Your Test Session table
− This will not affect other students’ tests
54
TAM 24-26, 79
General Pausing/Stopping Rules
•
If a test is paused for any reason or length of time,
the student must log in again to resume testing.
Highlighted text and item notes will not be
preserved.
•
If there is a technical issue (i.e. power outage or
network failure), students will be logged out and the
test will automatically be paused.
•
Student data will NOT be lost under any
circumstances.
55
Pause Rules
During the Non-Performance Task:
• Paused for more than 20 minutes, the student :
• Returns to the last unanswered question or the beginning of
the next test page.
• NOT permitted to review or change any test items on
previous test pages.
• Paused for less than 20 minutes, the student is:
• Presented with the test item or passage he or she was
working on when the test was paused
• Permitted to answer previously shown items within a
segment.
There are no pause rules for PTs
• Even if a PT is paused for more than 20 minutes, the student
can return to the current section and continue
56
Test Timeout Due to Inactivity
TAM 25
• As a security measure, students are
automatically logged out of the test after 30 minutes
of inactivity.
• Activity means:
•
•
•
Selecting an answer
Using a navigation option in the test (i.e. selecting [Next] or [Back], using the
Past/Marked Questions drop-down list)
NOTE: Moving the mouse or selecting an empty space on the screen is NOT
considered activity.
• Before the system logs out, a warning message will be
displayed.
• If a student does NOT select [Ok] within 30 seconds, the student will be logged out.
• Selecting [Ok] will restart the 30 minute inactivity timer.
57
TA Stopping Tests: Entire Session
• To stop the session (and pause tests for all students in the
session):
• Select the [Stop Session] button in the upper-left
corner of the screen.
• An “Important!” box will appear, requesting
verification to end the session and log students out.
• Select [Log Out] to continue or [Cancel] to keep the
test session open.
58
Reaching the End of the Test
1. After students answer the last item on the test, the [End
Test] button will appear in the upper-left corner of the
screen
59
Reaching the End of the Test
2. Upon selecting the [End Test] button, an “Attention”
message will appear
– Students will select [Yes] to proceed with
reviewing answers and submitting the test
60
Reaching the End of the Test
3. Students may review answers before submitting a test
61
Reaching the End of the Test
4. When a student is ready to submit the test, he or
she will receive a confirmation screen
62
Test Expiration Rules
• A student’s CAT test remains active until the
student completes and submits the test or 45
calendar days after the student has begun the
CAT
• A student’s PT remains active for 10 calendar
days after the student has begun
• Rules apply to interims
63
Performance Task
Two Components:
Whole Class Activity
Student Independent
Response
64
Classroom Activity
Administration Guidelines
TAM 28-29
•
Classroom Activity Purpose: To provide
students with important context,
concepts, and key terms prior to taking
the PT.
•
All students will have a classroom activity
before they complete the PT. All students
need to actively participate.
•
Site Coordinator will be notified to
download the assigned classroom activity
and provide to Test Administrators at least
1–2 days prior to prepare materials.
65
Classroom Activity
Administration Guidelines
• Designed to fit into a 30-minute window.
• Will vary due to complexity of topic and individual
student needs.
• Provide the appropriate accommodations for
students who normally use them during instruction.
• Recommended: No more than a 3-day lapse
between the classroom activity and the PT
administration.
66
Accessing Classroom Activity & PT
Administration Process
• Step 1: Site Coordinators will identify the classroom activities
for your school. They will be posted on the CAASPP website.
• Select the appropriate assessment:
67
Accessing Classroom Activity & PT
Administration Process
Step 2: Download the classroom activity.
Step 3: TA will review directions .
Step 4: TA will administer activity.
• Reminder: Classroom activity is administered prior to PT
68
Accessing Classroom Activity & PT
Administration Process
Step 5: Make-up classroom activity- may require TA to be
student partner.
Step 6: Administer PT.
• Administered online
• Students work independently
• ELA PT Components:
Part 1: Read and answer research questions.
• Take notes electronically or on scratch paper (student name on paper)
• Collect and secure scratch paper and redistribute to student for Part 2
Part 2 (full write): Written response using original sources.
• Students are allowed a hard copy of dictionary or thesaurus/on-line
option available
Recommended: Each part administered on separate days (site decision)
• Math PT Component:
One part: Student will receive a stimulus (ex. Chart) and respond to items.
Recommended: To be administered in 1 session.
69
After Smarter Balanced Testing
TAM 53
• Shred Test Materials
• Student Sign-in Cards
• Scratch Paper
70
Planning and Logistics
71
Planning and Logistics
• Preparation Checklist in TAM page 84-94
• Student Secure Web Browser:
• Downloaded on desktop computers
• Chromebooks- access ‘Apps’ and select “AIRSecureTest”, type in
CA for state and select “ok”
• Ensure headsets and volume settings are working properly.
• Only trained, State-certified school staff can be in testing
rooms during the administration.
• Have designated quite rooms for students needing
additional time
• Submit testing schedule to R&E by March 25th
72
Estimated Testing Times
TAM 26-27
Total testing:
7 to 7.5 hours
to complete
Computer
Adaptive Test
(CAT) items
Content Area
English
Language
Arts/Literacy
Grades
hrs : mins
Performance
Task (PT)
Total
Classroom
Activity
(administered
prior to the PT)
hrs : mins
hrs : mins
hrs : mins
hrs : mins
Total
3–5
1:30
2:00
3:30
:30
4:00
6–8
1:30
2:00
3:30
:30
4:00
3–5
1:30
1:00
2:30
:30
3:00
6–8
2:00
1:00
3:00
:30
3:30
3–5
3:00
3:00
6:00
1:00
7:00
6–8
3:30
3:00
6:30
1:00
7:30
Mathematics
Both
73
Recommended Scheduling
TAM 26-27
Recommended administration:
CAT
Classroom
Activity
Performance
Task
Classroom activity:
• Completed within 3 days prior to starting the PT.
ELA PT
• 2 parts (reading & writing)
• Can be completed in 2 days.
Math PT
• 1 part; can be completed in 1 day.
74
CDE Recommended Schedules
•
•
Example 1:
Monday
Tuesday
Wednesday
Thursday
Friday
All Math CAT
Math classroom
activity
Math PT
All ELA CAT
ELA classroom
activity
Next Monday
Next Tuesday
Next Wednesday
Next Thursday
Next Friday
ELA PT Part 1
ELA PT Part 2
Wednesday
Thursday
Friday
Example 2:
Monday
Tuesday
ELA CAT Session 2
Math CAT Session 2
Math CAT Session 1
Math classroom
activity
Math PT
ELA CAT Session 1
ELA classroom
activity
Next Monday
Next Tuesday
Next Wednesday
Next Thursday
Next Friday
ELA PT Part 1
ELA PT Part 2
75
75
BCSD Testing Schedule
76
April/May 2015 Calendar
Sunday
5
Monday
6
15-day
recommended
window for SB
completion
April 20 - May 8
12
13
Tuesday
7
Wednesday
8
Thursday
Friday
Saturday
9
10
11
16
17
18
SB Window Opens CST/CMA/CAPA
Science Start Date
14
15
CAA Start Date
19
20
21
22
23
24
25
Recommended
SB Start Date
26
27
28
29
30
1
2
3
4
5
6
7
8
9
CST/CMA/CAPA
Science End Date
10
11
12
13
Recommended
SB Completion Date
14
15
16
SB Window Closes
CAA End Date
Recommended Make-up Dates
77
Table Talk
Site Training & SMARTER
Administration
78
Interim Assessment
Overview
79
Purpose of the Interim Assessments
• Designed to support teaching and learning
throughout the year.
• Authentic experience
– Create test sessions, pause the test, experience the
interface, experience the technology
– Experience content and items reflective of the summative
– Use ICAs to gauge time needed for students to complete
the summative
• Optional for students
– Each student has one opportunity to test
• Local use
80
Interim Assessments: Two Types
• Interim Comprehensive Assessments (ICAs)
– Assess the same claims and standards but items are not secure
– Same blueprint as annual summative
– Parallel test not adaptive however
– Testing time is 7-7.5 hours long
– All items must be answered and scored in order to receive scores
within 24-48 hrs.
– Same accessibility resources
• Interim Assessment Blocks (IABs)
– Assess smaller sets of assessment targets
– Address specific content areas
– Vary between 5-17 questions each assessment block
– All items must be answered and scored in order to receive scores
within 24-48 hrs.
81
Interim Assessment Block
Availability for 2014–15
82
English Language Arts/Literacy Interim
Assessment Blocks
Grades 3–5
Grades 6–8
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task
(Grades 4–5 only in 2014–15)
*Explanatory Performance Task
*Informational Performance Task
*Opinion Performance Task (Grade
Argument Performance Task
*Will be available in 2015–16
3 only in 2014–15)
83
Mathematics
Interim Assessment Blocks
IAB Name
Operations and Algebraic Thinking
Numbers and Operations in Base 10
Fractions
Geometry
Measurement and Data
Mathematics Performance Task
Grade
3 4 5
a a a
* a a
a a a
* *
a * *
a a a
*Will be available in 2015–16
84
Mathematics
Interim Assessment Blocks
IAB Name
Grade
6 7
Ratio and Proportional
Relationships
a a
Number System
a a
Expressions and Equations
a a
Geometry
a *
* *
Statistics and Probability
Mathematics Performance
Task
Grade 8
*Expressions & Equations I (and
Proportionality)
*Expressions & Equations II
Functions
Geometry
Mathematics Performance Task
*Will be available in 2015–16
(available as a single Expressions &
Equations Block in 2014–15)
a a
*Will be available in 2015–16
85
Grades Supported by Interim Assessments
for 2014–15
Grade 3
Grade 4
Interim Tests: ELA and Mathematics
Grade 5
Grade 6
Grade 7
Grade 8 High School
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
86
Accessibility Supports
• Universal tools, designated supports, and
accommodations are modifiable on the TA
Interface for the interim tests only.
− Provides an excellent opportunity to try out
accessibility supports with students and actual
test items
87
Administration of ICAs and IABs
• Administered online (no paper/pencil administration)
• Same administration process as summative assessment
• Fixed length test format for 2014−15
• Computer adaptive in 2015-16
• District can use these for authentic practice
– Not high stakes testing because it’s a pilot this year
– Data not counted against students nor is data reported State
– For local use only
– Focus on testing experience not expected to complete every
question
– Results link is not available as of yet
88
Interim Assessment Hand Scoring System
89
Scoring of the Interim Assessments
• Scoring of constructed-response items and
performance tasks is a local responsibility
• Scoring is supported by rubrics and anchor
papers available on-line within the portal
90
Interim Assessment Hand Scoring System
Overview
• The Interim Assessment Hand Scoring System
allows local scoring of responses requiring human
scoring
• Two types of access to the system
– Scorer (Test Administrators)
– Score Manager (LEA CAASPP coordinators and
site coordinators)
91
Interim Assessment Hand Scoring System
Rules
•
•
Scorer (Test Administrator)
– Score, view, and reassign responses assigned to them
– Access to responses only from tests they have
administered or items that have been assigned to
them
Score manager (LEA CAASPP coordinators or site
coordinators)
– Score items, view, and reassign any response
– Access to responses from tests within their assigned
LEA or school site
92
Hand Scoring System
Home Page
Students are automatically assigned to the TA who
administered the Test Session.
93
Response List Table
Column
Name
Item
Session
Status
Assigned To
Score
Description
Name of the student
Name of the hand-scored item
ID of the session in which the student completed the test
containing this response
“Not Scored” indicates the response still needs to be scored
“Tentatively Scored” indicates the response was scored but
still needs to be marked as complete
The Test Administrator to whom the response is currently
assigned
Select the button in this column to enter a score for the
response. If you are a Score Manager, you can only enter
scores for responses that are assigned to you.
94
Filtering and Sorting
Filter to ‘Select Test’ or ‘ Select Session’ if multiple listings are
shown for TA
95
Scoring Responses
Use the scroll bar on the right to show the Rubric,
Scoring Criteria and Response.
96
Scoring Responses (cont.)
Under the Scoring Criteria section, ‘Score’ or
‘Condition Code’ must be completed for each Claim. To
see the passage, click on ‘Exemplar’.
97
Completing Item Responses
Once scoring is finished, mark check boxes and ‘Mark
Selected As Complete’.
Scoring is not finished until this is done.
98
Reassigning Responses for Scoring
Assistance
If someone other than TA is going to score,
student needs to be reassigned to another
Scorer. Mark check boxes and select ‘Reassign
All Selected’.
Select who to reassign to and click ‘Reassign’.
99
Accessing Student Reports
Use Digital Library login
User Name: LEA e-mail
Password: ****** (6 characters)
100
Results from the Smarter Balanced Interim
Assessments
• The ICAs and the IABs provide individual student
results that teachers can examine in order to adjust
instruction.
– ICA: Overall scale score and
Score of “Below” “At/Near” or
“Above” Standard for each Claim
– IAB: Score of “Below” “At/Near” or
“Above” Standard for each Block
101
Smarter Balanced Mockup:
Individual Interim Student Report
102
Resources
• All CDE webinars and ppt for summatives and
interims link:
– http://www.californiatac.org/training/caaspp/inde
x.html
• Interim scoring webinar link:
– http://www.californiatac.org/rsc/videos/archivedwebcast_012815-2.html
– Start at 19:54
• Digital Library portion of webinar link:
– http://www.californiatac.org/rsc/videos/archivedwebcast_012815.html
– Start at 1:48:16
100
CAASPP: Paper and Pencil Science
Testing
104
Overview of Responsibilities
Materials
◦
◦
◦
◦
Verify inventory and notify R&E within 24 hours of receipt
No access to test materials before first day of testing
Daily inventory - in/out logs
Prepare for return
Provide training for examiners
◦ Use DFAs for training
Identify testing locations
◦ Determine Quiet Room
◦ Conduct Environmental Sweeps - instructional materials directly related to test
content must be removed
Keep track of students needing make-ups
◦ All information posted on R&E website –
http://bcsd.com/research/caaspp
105
CST/CMA Science - Grades 5 & 8
Students Eligible for CMA
◦ Have an IEP that specifies CMA and subject(s)
◦ If CMA, not eligible to take CAPA
◦ Must be tested separately from CST
Examiners and Proctors
◦
◦
◦
◦
Must be district employees (certificated preferred)
Includes long-term subs and daily subs
Must be trained
Must sign Test Security Affidavit
106
CAPA Science – Grades 5 & 8
Performance-based
◦ Administered one-on-one
◦ For students with significant cognitive
disabilities unable to take CST or CMA
IEP must specify CAPA level
Mark CAPA Level in 6a
107
CAPA – Grades 5 & 8
Schools double-rate ten percent (10%) of CAPA students
per level
◦ R&E randomly selects and will send to sites before Spring Break
Observers must mark Observer and sign the answer
document
108
CAPA – Grades 5 & 8
For the observer,
complete the following
fields on a blank document
1
3
4
5
6a
6b
8
9
Name, etc.
Date of Birth
Name
Gender
CAPA Level
Grade
Student ID
SSID
109
Test Administration
Use Directions for Administration
(DFAs)
◦ Read “SAY” boxes exactly as written
◦ Students fill out Section 1
◦ Use district-provided translations only
◦ Cannot translate test questions, prompts, or passages
Additional materials
◦ No. 2 pencils with erasers
◦ Scratch paper (math and science tests only)
◦ Must collect from classrooms and shred
Quiet Activities
110
Back of Answer Document
A1 for R&E use, only
A2 Special Conditions
◦ Grid specific condition for content area(s)
A3 Accommodations and Modifications
◦ a. Grid IEP or Section 504 Plan even if
accommodations or modifications not used
◦ b. Grid specific accommodation for content area(s)
A4 English Learner Test Variations
◦ Grid specific variation for content area(s)
111
Scorables & Nonscorables
• Transcribe damaged answer docs/booklets to a new
matched version document
• Place new document with Scorables
• Write “Void Damaged” on damaged document and
place with Nonscorables.
• Pre-id students who left before first day of testing
Write “Void Moved” and place with Nonscorables
112
Organizing Materials for Return
• Separate Scorables from Nonscorables
R&E will organize and pack
113
Organizing Materials for Return
Hand grid demographics for students
without Pre-id Labels,
SGID, & Master File Sheet
114
Pick-Up Schedule
CAASPP Testing Pick-up Schedule
Grades 5 & 8
May 7 - 11, 2015
Please have your materials ready. We are on a very tight schedule.
Approximate
Time
Thursday
May 7
Team A
Team B
Owens
Harris
Intermediate
Team A
Team B
Nichols
Williams
Noble
Jefferson
9:15
Munsey
Fremont
Thorner
Horace Mann
Washington
Longfellow
10:00
Curran
McKinley
Chavez
Mt Vernon
College Heights
Sequoia
10:45
Evergreen
Emerson
Fletcher
Garza
Eissler
Wayside
11:30
Wm Penn
Johnson
Cato
Sierra
Chipman
Casa Loma
1:00
Roosevelt
Franklin
Hort
Pioneer
Harding
Pauly
1:45
Downtown
Hills
Stiern
Voorhies
Compton
Frank West
8:30
Friday
May 8
Monday
May 11
Team A
Team B
Lunch
115