Presenter: Scott Ragsdale

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The Age of Anxiety
 The world is coming to an end!
The Age of Reason
 Why is world is coming to an end?
The Age of Knowledge
 Facts you should know about the end of the world
The Age of Wisdom
 Only the world as we know it is coming to an end
The Age of Enlighten “up” 
 Take a breath, smile, and enjoy the fruits of a brave new world

Anxiety is the thin stream of fear trickling through the mind. If encouraged, it cuts a channel into which all other thoughts are drained.
Arthur Somers Roche
It has been said that our anxiety does not empty tomorrow of its sorrow, but only empties today of its strength.
Charles Spurgeon

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2005-2006 school year! That is this year!
This is not feasible! LEAs and schools do not have the technological capacity nor the technology staff to administer a web-based test!
Students do not know what they are doing! Taking the computer skills test online will only confuse and frustrate them!
Why move to a web-based delivery? Why change what we already know works? Are we intentionally trying to make our lives painful?
What about accessibility for ALL students?

The past is our definition. We may strive, with good reason, to escape it, or to escape what is bad in it, but we will escape it only by adding something better to it.
Wendell Berry
Conscience is our magnetic compass; reason our chart.
Joseph Cook

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 Currently two separate tests required for student to fulfill computer proficiency requirement
Student must pass each to demonstrate proficiency
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Multiple-Choice
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Performance

 Time
 Current administration times*
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1992 curriculum
 Multiple Choice – 105 minutes
 Performance – 90 minutes
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1998 curriculum
 Multiple Choice – 110 minutes
 Performance – 133 minutes
*Note: Administration times do not include distribution of material, printing and organizing of student printouts [performance], packaging, shipping, and other logistical activities
Time is precious! There never seems to be enough!

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And more packages keep coming out each year!

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Printing of test materials
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Test booklets
Answer documents
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Header sheets and shipping lists
Excess Ordering
Printing of student work [performance]
Handling of materials
@ 6% deforestation last year of the Amazon rain forest!

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Time
 Fall administration – approximately 2 months
 Spring administration – approximately 1 month
Costs
 High
 Scorers, staffing, spacing, supplies

 Hand scoring continued
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Reliability
 Scores are reliable and valid
 Inter-rater reliability is high [93% +]
 Reliability monitoring, qualified scorers
But…
 Potential for human error still exists
 Student work does not always provide evidence that student used correct methods to accomplish task
Why dig a hole with your hands when you have access to a shovel?

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 New Curriculum
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New curriculum adopted in February 2004
Implemented starting with 2004-2005 school year
New curriculum = new instrument for measurement
Technology changing at an astonishing rate
Traditional paper tests will be archaic before long
Traditional hand scoring is outdated
If you live in the past, the best you can hope for tomorrow is to look back at today!

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Merge two tests into one…
Reduce the administration, testing, scoring, and logistical time required…
Provide a universal delivery to increase equity for a
“standardized” test…
Eliminate costs of printing paper and reduce paper waste…
Decrease frustration of handling so much paper…
Maximize reliability and validity of scores…
Theoretically return scores more efficiently and timely…
Keep pace with the changing face of technology, testing, and scoring…

If facts are the seeds that later produce knowledge and wisdom, then the emotions and the impressions of the senses are the fertile soil in which the seeds must grow.
Rachel Carson
The first step towards knowledge is to know that we are ignorant.
Richard Cecil

 One test
 Combines multiple-choice and performance items
 72 items total
 4 sections: 18 items per section
 Items not delivered randomly, but also not divided into sections by specific strands/objectives [i.e., database section, etc.]
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A database performance item may be followed by a multimedia multiple-choice item, in turn followed by a word processing performance item, etc.

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 50% performance based
 50% multiple-choice based
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Delivery of performance items within testing environment
Includes:
 text editor/word processing application
 database application
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 spreadsheet application e-mail composer application – mimic application
 window management application

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Secure
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Encrypted
Save function disabled in Java applications
Self-contained
 Browser parameters set
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No “surfing” of Internet within environment
No “cut, copy, paste” functionality outside of environment
Data Warehousing
 Student responses stored on server when moving between sections and questions
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Allows for recovery of test and data if workstations crash or other technical problems are encountered

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 Frame contains functions and identifying information
 Two parallel sub-windows
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Item stem
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Foils [multiple-choice] or application [performance]
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Separate scroll bars for each

 Functions
 Navigation
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Sections do not allow for navigation between and amongst them
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Returning to section is not permitted once section is completed
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Navigation within sections is permitted
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Navigational buttons [PREV (previous), NEXT]
 Linear movement backwards or forwards within section
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Navigation bar at end of section [section summary]
 Non-linear movement to any item in section

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 Restore
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Clears item of changes and restores to original format
 Flag
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Identifies item on navigation bar at section end with a red question mark as an indicator that student may need to re-visit prior to exiting section
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Student can still exit section if items are flagged

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 End Section
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Links to section summary page
 Pause
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Pauses the test at the immediate location for recovery without exiting test environment

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Section number identified on each item page [i.e.,
Section 1]
Item number within section identified on each item page [i.e., Question 2 of 18]
Section summary
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Makes summary statement of how many items in the section were answered and/or flagged
Navigation bar also identifies items answered and flagged
Continue button moves to next section
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Displays warning message that once exiting section, return is not permitted
Reconfirms intent to exit section

 Center of the Universe
 Test
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Access test at Log in page [School code, User name, Password]
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Test Simulation
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Practice activity to simulate real test environment
Verify Connection
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Runs test to verify if secure connection to test server is established
Documentation
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Links to website for information, updates, etc
Applications
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Access to all applications integrated in test environment for use and familiarization

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Administrative - User access rights functions. Users are state level administrators, regional level administrators, local district test coordinators, school test coordinators, test administrators, and possibly teachers.
Bulk Registration - Function to allow bulk file uploads of student records to register large groups of students to a testing window.
Single Registration - Function to allow registration of single student to a testing window.
Test Session Scheduling - Indicating numbers of students at a school per test administration
Student Information Questions (SIQ) -- additional data collection process
Reports

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NCDesk is a locally installed client Java application
 Client computers must have Java runtime installed
Quality Internet connection required for accessing test environment
 Internet connection not required for NCDesk applications when used for learning and practice
NCDesk communicates with a central server for testing [not hosted locally]
Auto-update system check for current NCDesk version
Sufficient RAM recommended
CPU of good clock speed and recent vintage recommended
Minimum amount of drive space available
Sufficient amount of bandwidth required during testing
Best Resource for technical recommendations
 http://ncdesk.ncsu.edu/ncdesk/technote.asp

Technical Notes - Proposed Client Computer Requirements
Special Note: Client computer systems running the minimum 128Mb RAM need to reduce the number of background applications running when trying to use NCDesk. Background applications consume memory resources that can become critically low when other applications are running. These types of applications include hidden applications, system inits (Macintosh) and system tray applications (Windows). The following proposed client computer requirements are posted with the assumption that currently active background applications are at a minimum.
Supported
Platform
No
Yes
Microsoft Windows
95
Microsoft Windows
98
Yes
No
Yes
Yes
Microsoft Windows
Me
Microsoft Windows
NT
Microsoft Windows
2000 Pro
Microsoft Windows
XP
No
Yes
Yes
Yes
Macintosh
"Classic"
Macintosh
OS X
Macintosh
OS X
Macintosh
OS X
Minimum Java Runtime
NA
Java 2 Runtime Environment (JRE) Version 1.4.2_06
1
Java 2 Runtime Environment (JRE) Version 1.4.2_06
1
NA
Java 2 Runtime Environment (JRE) Version 1.4.2_06
1
Java 2 Runtime Environment (JRE) Verstion 1.4.2_06
1
NA
Java 2 Runtime Environment Version 1.4.1 Update 1
Java 2 Runtime Environment Version 1.4.2 Update 2 (based on
1.4.2_05 SDK) 2
Java 2 Runtime Environment
Version TBA
Oldest OS
Version
NA
1st Edition
Me
NA
SP3
SP1
Minimum Processor
NA
Pentium
166 MHz
Pentium
200 MHz
NA
Pentium
233 MHz
Pentium
200 MHz
NA NA
Jaguar OS X
10.2.x
PowerPC x
Panther OS X
10.3.3
PowerPC x
Tiger OS X
10.4
PowerPC x
Minimum Free Hard
Drive Space
NA
57 Mb
57 Mb
NA
57 Mb
70 Mb
NA
26 Mb
26 Mb
TBA
Minimum
RAM
NA
128 Mb
128 Mb
NA
256 Mb
256 Mb
NA
128 Mb
128 Mb
TBA

 Feasibility Studies/Trials
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Conduct research into feasibility of delivering web-based test environment
Conduct research into performance of local and central technology during delivery
Conduct research into overall performance of test environment and applications
Conduct research into item performance within test environment and applications
Receive feedback and implement debugging, redevelopment, or new development

 Field Testing
 Conduct further research into overall performance of test environment and applications
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Conduct research into item performance
Use data and items to construct operational form(s)
 Receive feedback and implement debugging or redevelopment where needed. Note: implementation of change can only occur where not affecting performance of item

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 Form(s) built using viable items from field testing
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Based on item performance, feedback, analysis,
IRT (Item Response Theory), psychometric review, etc.
Implementation “locks” forms and items for future
 Standards/Proficiency indicators established
 Delivery as instrument for determining proficiency

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Fall 2003
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Feasibility Study/Trial
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Volunteer sites
Adults only
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1,926 starts: 1,351 finishes
62 LEAs represented, 193 schools
Ongoing debugging and development of technology, test environment, and items
Fall 2004
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Feasibility Study/Trial
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At minimum, 10 locally chosen students per school containing eighth-grade students
5,620 starts: 4,783 finishes
Ongoing development and debugging of technology, test environment, and items

 Spring 2005
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Field Test
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Sampled population of schools and students
Window: April 11 – June 15
8,510 students chosen for sample
6,361 starts: 6,198 finishes
Alternate Assessment also field tested
 Window: May 9 – June 15
 2000 students chosen for sample
Ongoing debugging and development of technology, test environment, and items

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Analysis of field test data
 Item performance, results, feedback from field
Development and implementation of scoring parameters for items
Analysis of technical issues arising during field testing
 Ongoing debugging and development of technology and test environment
Creation of operational form(s) based on analysis of field test data
Development of new items [item writing] for embedding in the future

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Operational implementation starting with the 2005-2006 school year
 Students entering eighth-grade
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Testing Window
Daily Administration Blocks
Standard setting
 Determining proficiency
Ongoing development of items [item writing] and technology
Ongoing evaluation and monitoring of technical and infrastructure issues both at the central and local level

Computer Skills Alternate Assessment
 Why?
 Results of feasibility study and Federal mandates required development of an alternate assessment instrument for two distinct populations:
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Students with special needs who could not access the online test using available accommodations
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Students who could not access the online test as a result of technical/technology limitations [i.e., unable to meet minimum requirements for bandwidth, memory, etc.]

Computer Skills Alternate Assessment
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Computer Skills Alternate Assessment
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Multiple-Choice Section
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36 items
Traditional
Performance Section
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27 total items
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26 performance-based, administrator rated [yes or no] items
1 administrator rated [yes or no] item evaluating student proficiency with computer over course of time
Computer-based
Individualized administration
Use supplied files and local applications [i.e., word processing, database, etc.] to complete tasks required by items
Files provided in text format for conversion into local applications [PDFs provided to serve as blueprints]

Computer Skills Alternate Assessment
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Item performance, results, and feedback being analyzed at this time
Possibility [probability] of being field tested again in the Fall 2005
Some issues with local administrators and technology staff having to convert text files into local applications
 Probability that necessary test files will be provided for
State supported platforms/packages in future administrations

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Definite accessibility issues with online testing!
Standard accommodations are still available
Choice of large or regular font size for NCDesk
Keyboard and mouse actions functional
Currently developing the ability to integrate and support assistive technology [i.e., screen readers]
Exploring multiple options for accessibility [zoom functions, etc.]
Implementation of additional assistive technology likely an extended process

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Helpdesk
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Activated for feasibility studies/trials, field testing, and will be available for operational administration
Assistance provided prior to, during, and after testing
Addresses NCRegistration, NCDesk, Computer Skills Alternate
Assessment, and any other issues involved in delivery and implementation of online test http://cskills.ncsu.edu/ncdesk/helpdesk.asp
Mobile Labs
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Available for schools/systems unable to test because of technical limitations
By request only [actual process for requests still in development]
Availability issues and division of time

It is no longer enough to be smart — all the technological tools in the world add meaning and value only if they enhance our core values, the deepest part of our heart.
Acquiring knowledge is no guarantee of practical, useful application. Wisdom implies a mature integration of appropriate knowledge, a seasoned ability to filter the inessential from the essential.
Doc Childre and Deborah Rozman
Learn wisdom from the ways of a seedling. A seedling which is never hardened off through stressful situations will never become a strong productive plant.
Stephen Sigmund

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Online testing is the future
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Most states are in the process of either implementing or maintaining an online testing program
North Carolina is moving forward with online testing…this is only the beginning
Students are far more positive about online testing than administrators/teachers/staff
 Trends suggest students more comfortable and engaged with online testing…overwhelming support from them
Technology concerns are warranted, but…
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Implementation of technology will become seamless over time as traditional options for testing are exhausted
Systems/schools have been successful in implementing this test

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Dissemination and sharing of information
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Local, State, National, International
Use resources available and act as a resource
 Communication
Question
 Online testing is a new world so do not be afraid to question things or offer your opinion
Support
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There will be some growing pains, but never waver in your support
Support at all levels, between all divisions and peoples is absolutely required
Learn
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Do not be complacent in your knowledge, always seek more
Familiarity = Understanding = Less frustration, stress, and anxiety for all

This I conceive to be the chemical function of humor: to change the character of our thought.
Lin Yutang
Humor is perhaps a sense of intellectual perspective: an awareness that some things are really important, others not; and that the two kinds are most oddly jumbled in everyday affairs.
Christopher Morley

 Yes, anxiety is expected, normal, and okay
 Yes, change can be painful
 Yes, this is a serious matter not to be taken lightly
But…
 Never lose perspective on what is important
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Think about why we are really doing this and who it ultimately benefits
 Understand that we are all in this together, for better or worse, so let us all be friends, not enemies
And lastly…
Smile and be confident in knowing that, though pioneers, we are moving in the right direction

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 http://cskills.ncsu.edu/nccs
 Link to home page of the North Carolina Online Test of Computer Skills http://ncdesk.ncsu.edu/ncdesk
 Direct link to the home page for the NCDesk application suite http://www.ncpublicschools.org/curriculum/computerskills
 Link to Computer/Technology Skills Standard Course of Study on the North Carolina
Department of Public Instruction website http://community.learnnc.org/dpi/tech
 Link to Computer/Technology Skills page for Curriculum and School Reform on the North
Carolina Department of Public Instruction website http://www.ncpublicschools.org/accountability/testing/computerskills
 Link to computer skills testing information on the North Carolina Department of Public
Instruction website http://tps.dpi.state.nc.us/
 Link to Technology Implementation & Planning Services page on the North Carolina
Department of Public Instruction website http://www.ncpublicschools.org/techservices
 Link to Technology Services page on the North Carolina Department of Public Instruction website

Scott Ragsdale
Project Manager, North Carolina Computer Skills
Assessments scott_ragsdale@ncsu.edu
Randy Craven
Technical Manager randy_craven@ncsu.edu
Jim Kroening
Program Manager, Performance Assessments jkroening@dpi.state.nc.us

The important thing in life is not where we are, but in which direction we are moving.
Oliver Wendell Holmes