KENT SCHOOL DISTRICT
Smarter Balanced Summative Test Administration
English Language Arts/Literacy
and Mathematics
Test Coordinator and Proctor Training
KSD Assessment Office Team
February 22 - 26, 2016
For complete information, please refer to
The Smarter Balanced Test Administration Manual (TAM).
SUCCESSFULLY PREPARING ALL STUDENTS FOR THEIR FUTURES
12033 SE 256TH STREET, KENT, WA 98030 | WWW.KENT.K12.WA.US
OBJECTIVES OF TRAINING
1.
Goal – Successful test administration for all students with zero
irregularities
2. Overview and Review of WCAP
3. Resources for the Digital Library and Interim Assessments
4. Who should test?
5. Review of Tools, Supports, and Accommodations
6. Test Administration Schedule
7. Understand Who Does What (District, School, Teacher)
8. Providing a Secure Testing Environment
9. Reporting Test Security Incidents and Appeal Procedures
10. What to Do (and to avoid) before, during, and after testing
11. Overview of online Test Administration steps (we will also have a live,
interactive demonstration)
12. Help, Support, and Resources, including Supplemental Materials
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WCAP Portal
• TIDE
• TEST COORDINATOR RESOURCES
• DIGITAL LIBRARY
• TEST ADMINISTRATION
 ELPA21
 Interim Assessments
 SBA Summative Assessments
• INTERIM TEACHER HAND
SCORING SYSTEM
• ASSESSMENT VIEWING
APPLICATION
• ONLINE REPORTING SYSTEM
http://www.kent.k12.wa.us/Page/6312
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12033 SE 256TH STREET, KENT, WA 98030 | WWW.KENT.K12.WA.US
For more information, visit the KSD Assessment Office Website:
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http://www.kent.k12.wa.us/Page/6312
SUCCESSFULLY PREPARING ALL STUDENTS FOR THEIR FUTURES
12033 SE 256TH STREET, KENT, WA 98030 | WWW.KENT.K12.WA.US
For more information, visit the KSD Assessment Office Website:
http://www.kent.k12.wa.us/Page/6312
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Which Students should test?
Participation of Students with Disabilities and/or English Learners
All students, including students with disabilities, English learners (ELs), and ELs
with disabilities, should participate in the Smarter Balanced assessments. Refer to
Guidelines for Tools Supports and Accommodations (PDF)
All students enrolled in grades 3–8 and 11 are required to participate in the
Smarter Balanced mathematics assessment for state and federal accountability
purposes, except:
• Students with the most significant cognitive disabilities who meet the
criteria for a WA-AIM Mathematics and/or English language arts/literacy
alternate assessment based on alternate achievement standards
(approximately one percent or fewer of the student population).
• ELLs who enrolled within the last twelve months prior to the beginning of
testing in a U.S. school have a one-time exemption from ELA
assessments, but must participate in the mathematics assessment.
TAM
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STUDENT TOOLS, SUPPORTS
AND ACCOMMODATIONS
Definitions and Resources
Universal Tools
Universal tools are access features of the Smarter Balanced which are available to all students
based on student preference and selection, either embedded in the software or available as
classroom resources. Examples: embedded English dictionary, classroom English dictionary,
embedded notes, scratch paper.
Designated Supports (Primarily for ELL Students)
Features that are available for use by any student when the need has been indicated by an
educator (or team of educators with parent/guardian and student). Examples: text to speech,
embedded glossary, having test directions read by the teacher, change in screen colors.
Accommodations (For Students with IEP or 504 Plan)
Changes in procedures or materials that increase access for students having documentation
requiring accommodations on their Individualized Education Program (IEP) or 504
accommodation plan. Examples: Closed captioning, Braille, Read-aloud, Print on Demand,
Speech to text.
Accommodations Template
Guidelines for Tools Supports and Accommodations (PDF)
Tables from the Guidelines (Summary)
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CONCEPTUAL MODEL OF ONLINE TOOLS, SUPPORTS,
AND ACCOMMODATIONS
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SMARTER BALANCED TESTING SCHEDULE 2015-16
GRADE
3 to 8
Subject
Requirement
English Language Arts Required for federal and state
and Mathematics accountability
• Testing Window
• ONLINE: March 7 – June 10
• (must be administered within the last 12 weeks of the
school year, but no later than June 10)
• PAPER/PENCIL: March 7 – May 20
• (must be administered within the last 12 weeks of the
school year, but no later than May 20)
•
• ONLINE: March 7 ‒ June 10
10
Required for graduation for
English Language Arts classes of 2017 and 2018
• (must be administered within the last 12 weeks of the
school year, but no later than June 10)
• PAPER/PENCIL: May 6 ‒ May 27
• (must be administered within the last 3 weeks of the
school year, but no later than May 30)
Required for federal and state • ONLINE: April 18 – June 10
accountability and for
graduation for class of 2019 and • (must be administered within the last 7 weeks of the
beyond.
school year, but no later than June 10)
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English Language Arts*
and Mathematics *A student in grade 11 who
earned a level 3 or level 4 ELA
score in grade 10 is not required
to test. (Previous score carried
forward for accountability)
• PAPER/PENCIL: May 6 ‒ May 27
(must be administered within the last 3 weeks of the
school year)
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Estimated Testing Time
•
The table below shows estimates of the time most students will need to finish.
•
Smarter Balanced year-end summative assessments are not timed. Students may take as much
time as they need to complete the tests.
•
Testing may occur over multiple sessions.
•
Students will usually spend one to two hours per day on the assessments over several days.
http://www.k12.wa.us/SMARTER/Timeline.aspx
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Responsibilities of the District Assessment Coordinator (DC)
and District Assessment Administrators (DA)
Role
District Coordinator
(Highest level of
responsibility)
Responsibilities
General oversight for all assessment operational activities in their
district and schools
School Test Coordinators (SCs), Test Administrators (TAs) and District
Administrators (DAs) into TIDE
Ensures that the DAs, SCs, and TAs are trained in SBA test
administration, security policies, and procedures
Monitors testing progress during the testing window and ensures
student participation
Reports test security incidents to the state via the appeals process
and notifies the OSPI State Test Coordinator.
•Supports the DC in the responsibility for all assessment operations in
their district and schools
•Supports the DC in adding SCs and TAs into TIDE
District Administrator
(Supports District
Coordinator)
•Supports the DC to ensure that the SCs and TAs are trained regarding
the SBA test administration, security policies, and procedures
•Supports the DC in reviewing testing schedules and procedures for
the schools
•Reports test security incidents to the state via the appeals process
and notifies OSPI.
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Responsibilities of the School Test Coordinator (TC)
and Test Administrator (TA)
Role
Responsibilities
General oversight of all assessment activities at their school
School Test
Coordinator
(Oversees at School
Level)
Test Administrator
(Proctor)
Supervises TAs and makes sure that they receive training
Coordinates with TAs so they can administer all assessments
Enters and/or verifies test settings for students
Creates school test schedules and procedures for approval by the DC
Works with technology staff to ensure that secure browsers are
installed and technical issues are resolved
Monitors testing progress during the testing window and ensures all
students participate, as appropriate
Addresses testing problems, as needed
Addresses and reports all test security incidents consistent with SBA,
state, and district policies.
Completes SBA training and reviews all SBA policy and documents
before test administration.
Reviews student data before testing so that student receives the correct
test, and appropriate supports and accommodations.
Administers and proctors the SBA
Reports all potential data errors and test security incidents to the SC and
DC, following SBA state and district policies.
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Provide a Secure Environment Before and During Testing
Instructional materials
removed or covered
Student seating
Signage
Quiet environment
Student supervision
Access to allowable
resources only
•
•
•
•
•
•
Students may only access and use resources that are permitted for
each specific test or portion of a test.
•
Only students who are testing may view items. Students who are not
testing or unauthorized adults must not be in the room during
testing. TAs may have limited exposure to PT items in the course of
giving the assessments. TAs and other staff may not review or
analyze any items.
•
No form or type of answer key may be developed for test items.
Access to
Assessments
Do not create
answer keys
Instructional materials must be removed or covered, including
information that might assist students in answering questions such
as maps, formulas, and definitions.
Seat students so they cannot see each other’s work, or provide
tabletop partitions.
Place a “TESTING—DO NOT DISTURB” sign on the door and/or
hallways
Provide a quiet environment. No talking or other distractions that
could compromise testing.
Actively supervise students. Students may not have access to cell
phones, iPods, cameras, electronic translators, or similar equipment.
Secure browser, only •
Only use student interface and secure browser to administer SBA.
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Provide a Secure Environment During and After Testing
No access to responses
Do not copy or keep test
materials
•
•
Do not record test items, •
reading passages, or writing
prompts
Do not retain, discuss, or
release test materials
Do not view, discuss,
or analyze test materials
•
Descriptions of test items, stimuli, printed reading passages, or writing
prompts must not be retained, discussed, or shown to anyone.
•
Staff may not review, discuss, or analyze test items, stimuli, reading
passages, or writing prompts before, during, or after testing.
•
Printed materials from the print-on-demand accommodation, scratch
paper, and test documents with student information must be kept in a
securely locked area that can only be opened only with a key or
keycard by staff responsible for test administration.
Keep all test materials
secure at all times
Do not use any test materials •
for instruction
Destroy test materials
securely
Staff may not review student responses in the testing interface or
students’ notes on scratch paper.
Unless needed as a print-on-demand or Braille accommodation, no
copies of the test items, stimuli, reading passages, performance task
materials, or writing prompts may be made or kept.
No digital, electronic, or manual device may be used to record test
items, reading passages, or writing prompts. Test materials must not
be discussed with or released to anyone via any media, including fax,
email, social media websites, etc.
•
Test items, stimuli, reading passages, or writing prompts must not be
used for instruction.
Printed test items/passages, including Braille printouts, and scratch
paper must be collected and accounted for at the end of each test
session and then immediately shredded.
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Additional Ways to Secure the Online Test Environment
 Close External User Applications
Before launching the secure browser, or prior to administering the online tests, close all
non-required applications on testing devices, such as word processors and web browsers.
 Student computers should not have Dual Monitors
Students should not take online tests on computers connected to more than one monitor.
Systems that use a dual monitor setup typically display an application on one screen
while another application is accessible on the other screen.
 Disable Built-In Accessibility Features on iPads
iPads include a built-in ”Speak Option“ accessibility feature that reads aloud selected text.
Guided Access mode does not automatically block this feature. Before entering Guided
Access mode, you should verify that only allowable accessibility features are enabled. To
manage accessibility features, tap Settings > General > Accessibility.
 Disable Screen Savers and Timeout Features
On all testing devices, be sure to disable any features that display a screen saver or log
users out after a period of inactivity. If such features activate while a student is testing,
the secure browser logs the student out of the test.
TA Users
Guide
45-46
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Additional Ways to Secure the Online Test Environment (cont.)
 Disable Screen Savers and Timeout Features
On all testing devices, be sure to disable any features that display a screen
saver or log users out after a period of inactivity. If such features activate while
a student is testing, the secure browser logs the student out of the test.
 Forbidden Application Detection
When the secure browser launches, it checks for other applications running on
the device. If it detects a forbidden application, it displays a message listing the
offending application and prevents the student from testing.
This also occurs if a forbidden application launches while the student is
already in a test.
In most cases, a detected forbidden application is a scheduled or background
job, such as anti-virus scans or software updates. The best way to prevent
forbidden applications from running during a test is to schedule such jobs
outside of planned testing hours.
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Use of Scratch Paper on Performance Tasks
Scratch paper for Performance Tasks should be securely stored, returned to students to use as
needed to complete their PTs, and then collected and shredded.
•
During the ELA Performance task, Global Notes (embedded) are kept from Part 1 to Part 2.
Students can return to their notes although they can’t return to test items in Part 1. Students
may also use scratch paper to make notes.
•
Have students write their names on each piece of their scratch paper so you can collect the
scratch paper at the completion of Part 1 of the ELA PT, store them securely, and hand them
back to students to use for Part 2 of the ELA PT.
•
For the Math PT, if more than one test session is needed, students should write their names on
the scratch paper (and graph paper for grades 6 and up) so you can collect the paper used in
the first session, and store it securely for student use in the next test session. Collect and
inventory scratch paper and graph paper before students are dismissed.
•
Shred scratch and graph paper immediately after the PTs are completed.
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TAM
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WHAT IS PRINT ON DEMAND?
Paper copies of passages/stimuli and/or items are printed for the student
Recommendation for Use:
 Students may not be able to interact with items online (due to visual impairments,
lack of familiarity with computer-based format, or other cultural reasons), and as a
result may need a paper copy of test items. Student may need additional time.
 Permission for the students to request printed material must first be set in TIDE. The
need for print on demand must be documented as part of a student’s IEP or 504 plan.
 A very small percentage of student should need this feature.
 Keep printed materials from print-on-demand and scratch paper in a secure locked
area that can be opened only with a key/keycard by staff responsible for test
administration.
 Staff must have signed a Test Security Assurance form in order to print materials.
 Printed test items/passages, including embossed Braille printouts and scratch paper,
must be collected and inventoried at the end of each test session and then
immediately shredded according to district and state policies and procedures.
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Test Security Incidents:
Improprieties, Irregularities, and Breaches
Type
Definition
Impropriety An unusual circumstance that has a low impact on the individual or group of
students who are testing and has a low to no risk of potentially affecting
student performance on the test, test security, or test validity. These
circumstances can be corrected and contained at the local level. An impropriety
is reported to the District Test Coordinator (DC) and School Test Coordinator (SC)
immediately and entered into the appeals module of TIDE if required.
Irregularity
An unusual circumstance that impacts an individual or group of students who
are testing and may potentially affect student performance on the test, test
security, or test validity. These circumstances can be corrected at the local
level. An irregularity must be reported to the DC and SC immediately and
entered into the appeals module of TIDE for resolution (should an appeal be
required).
Breach
An event that poses a threat to the validity of the test. Examples may include
such situations as a release of secure materials or a security/system risk. These
circumstances have external implications for the Consortium and may result in a
Consortium decision to remove the test item(s) from the available secure bank.
A breach incident must be reported to the DC and SC immediately and entered
in TIDE for resolution (should an appeal be required).
TAM
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Test Security Incidents:
Improprieties, Irregularities, and Breaches
Type
Examples
Impropriety
• Student makes distracting gestures/sounds or talks during the test session,
creating a disruption for other students.
• Student(s) leave the test room without authorization.
• Instructional materials related to the test are on walls during the test session.
Irregularity
• Student provides answers to another student (e.g., passes notes, uses cell
phone to share information.)
• Fire drill, power outage, or earthquake, takes place during testing.
• TA gives the wrong instructions and does not correct them before testing.
• TA does not provide Classroom Activity before performance task.
Breach
• Teacher changes student responses or records at any time.
• Using the Summative test for practice instead of the Training or Practice Tests.
• Allowing students to take home printed test items, reading passages, writing
prompts, or scratch paper
• Copying/discussing any secure test material, including test items, reading
passages, writing prompts, or answer keys for instructional purposes.
• Sharing any secure test materials with the news media.
• Allowing media to observe a secure test administration.
• Posting any test materials on social media (Twitter, Facebook, etc.)
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TAM
17
TAM
67
< See Appendix F –
SUCCESSFULLY PREPARING ALL STUDENTS FOR THEIR FUTURES
Security Chart >
TH
12033 SE 256 STREET, KENT, WA 98030 | WWW.KENT.K12.WA.US
Procedures for Improprieties and Irregularities
TAM
18
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Procedures in the Event of a Breach
A test administration event that poses a threat to the validity of the test. Breaches
require immediate attention and escalation to Kimberly DeRousie, OSPI State Test
Coordinator at (360) 870-4860 or (360) 725-6353. Examples may include such situations as
exposure of secure materials or a repeatable security/system risk. These circumstances have
external implications. (Example: Administrators modifying student answers, or test items shared
in social media.)
TAM
19
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WHAT IS AN APPEAL?
Usually, students takes a Smarter Balanced Assessment in the Test Delivery
System (TDS), and submit the test when they have completed it.
The Test Delivery System then forwards the test for scoring, and then Online
Reporting System (ORS) reports the test scores.
Appeals are a way to intentionally change or interrupt this process.
For example, a student is unexpectedly logged out of the test session due to a
hardware or system malfunction, and an appeal is submitted to re-open the test
session.
TIDE
Manual
58-60
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TYPES OF APPEALS
Type
Description
Invalidation
Eliminates the test opportunity. The student has no further
opportunities to take the test. You can submit these appeals until
the end of the test window. Invalidations are reviewed by DC and
approved by state. The DC will notify the State Test Coordinator
of the district’s recommendation regarding the request to
invalidate.
Reset
Allows the student to restart a test. You can submit these
appeals until the end of the test window. Resetting a test
eliminates all student responses. Resets are reviewed by DC and
approved by state. The DC will notify the State Test Coordinator
of the districts recommendation regarding the request to Reset.
Revert
Reverses a reset, restoring the student’s responses on the test
when the reset was processed. Reverts are reviewed by DC and
approved by state. The DC will notify the State Test Coordinator
of the districts recommendation regarding the request to Revert
a previously requested Reset.
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TYPES OF APPEALS (CONT.)
Type
Description
Re-open
(entire test)
Re-opens an entire test that was completed, invalidated, or expired. Re-opens
are reviewed by DC and approved by state. The DC will notify the State Test
Coordinator of the districts recommendation regarding the request to Re-Open
a test. Approval would be granted under limited circumstances.
Re-open
(segment)
Re-opens a test segment. This appeal is useful when a student inadvertently or
accidently leaves a test segment incomplete and starts a new test segment.
This may occur when a TA provides a break opportunity to students. Re-Opens
approved by DC or DA.
Grace period
Extension
Allows the student to review previously answered questions upon resuming a
test after expiration of the pause timer. For example, a student pauses a test,
and a 20-minute pause timer starts running.
•
•
•
If students resume the test within 20 minutes, they can review previously
answered questions.
Without a GPE, if students resumes the test after 20 minutes, they cannot review
previously answered questions—they can only work on unanswered questions.
Upon receiving a GPE, students can review previously answered questions the
next time they resumes the test. The normal pause rules apply to this
opportunity.
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APPEAL STATUS
Status
Description
Submitted for
Processing
Appeal submitted to Test Delivery System for processing.
Pending
Approval
Appeal is pending approval. Depending on the type of appeal,
approval may be required before processing.
Error Occurred
An error occurred while the appeal was being processed. Contact
the WCAP Help Desk for assistance.
Requires
Resubmission
Appeal must be resubmitted.
Processed
Appeal was successfully processed. The test opportunity has been
updated.
Rejected by
system
Appeal was rejected. An example might be that the student was
still in the test when the appeal was placed in TIDE. Contact he
WCAP Help Desk for assistance.
Retracted
Originator retracted the appeal.
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Appeals
RESET
Conditions for Use
Resetting a student’s The DC or DA may reset any test (CAT or PT) if any of the following settings need to
test removes that test be changed because they were incorrectly set:
from the system and
• ASL (for mathematics and ELA listening stimuli on CAT tests)
enables the student
• Braille
to start a new test.
• Closed captioning (for ELA listening stimuli on CAT tests)
• Streamlined interface
• Translation—stacked (for mathematics tests only) Note: Stacked translations
are automatically provided when the selected language is Spanish.
• Translation—glossary (for mathematics tests only)
• Text-to-speech as an accommodation (e.g., for ELA reading passages in grades
6–8 or 11). Note: Text-to-speech for items only is a designated support and
NOT a valid reset request.
• Any non-embedded accommodation(s) – Log as Testing Irregularity.
Additional Considerations: CAT:
1. If student has seen five items or fewer, do not log as Testing Irregularity.
2. If student has seem more than five items, log as Testing Irregularity.
Additional Considerations: PT:
If student has been presented with any item in a performance task, log as
Testing Irregularity.
TAM
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Appeals (Cont.)
INVALIDATION
Conditions for Use
Invalidating a student’s
test eliminates the test.
The test will not be
scored.
The DC or State Test Coordinator may invalidate any test
Computer Adaptive Test or Performance Task if:
1. There is a test security breach. Log as Test Breach: YES.
2. The test is administered in a manner inconsistent with
the Test Administration Manual (TAM). Log as Testing
Irregularity: YES.
3. There is a testing session in which a student
deliberately does not attempt to respond
appropriately to items. Log as Testing Irregularity: YES.
Note: After reviewing the circumstances of an incident,
OSPI may elect only to document the above conditions as
testing irregularities, rather than to invalidate the test.
TAM
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Appeals (Cont.)
REOPEN
Conditions for Use
Allows a student to access a
test that was submitted or
expired.
The DC or DA may reopen any test (CAT or PT) if:
• A student is unable to complete a test due to a technological
difficulty that results in the expiration of the test. Log as
Testing Irregularity.
If an expired test is reopened,
the test will reopen at the
location at which the student
stopped the assessment. The
student can review items
within the current segment of
the assessment but cannot
return to previous segments.
If a submitted test is
reopened, the test will reopen
at the last page of the test.
The student can review items
in the current segment but
cannot return to previous
segments.
The DC or DA may reopen a CAT if:
• A student is unable to complete the test before it expires (45
days) due to an unanticipated excused absence or
unanticipated school closure. Log as Testing Irregularity.
The DC or DA may reopen a PT if:
1. A student is unable to complete the test before it expires (10
days) due to an unanticipated excused absence or
unanticipated school closure. Log as Testing Irregularity.
TAM
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2.
A student starts a PT unintentionally—for example, selects a
PT instead of a CAT, or selects a mathematics PT instead of an
ELA PT—and the student is unable to complete the test before
it expires (10 days). Log as Testing Irregularity
3.
A student unintentionally submits a test before he or she has
completed it—for example, a student submits the ELA PT
before completing Part 2. Do NOT log as Testing Irregularity.
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Appeals (Cont.)
RESTORE
Conditions for Use
Restoring a test returns
a test from the Reset
status to its prior status.
This action can only be
performed on tests that
have been reset.
The DC or DA may only restore a test if a test was
inadvertently or inappropriately reset.
TAM
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Retakes
•
Students who have completed a Smarter Balanced assessment
cannot retake that assessment during the same test
administration.
•
If a test incident occurs during testing and a retake is requested, an
appeal must be submitted in the appeals application within TIDE.
TAM
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Taking appropriate action with student responses
or student actions that cause concerns
During testing, TAs may encounter student actions that disrupt the assessment administration
and may endanger the student or others. It’s also possible that TAs will encounter student
responses to questions or notes on scratch paper that necessitate some action to ensure
student safety.
Smarter Balanced security protocols make it clear that reviewing responses in the testing
interface or students’ notes on scratch paper is not permitted. However, during or after the
Smarter Balanced assessments, a TA might unexpectedly encounter a student response that
raises sufficient concern to warrant adult action.
Topics that may require the TA to take action include, but are not limited to, student
references to:
1. Suicide
2. Criminal activity
3. Alcohol or drug use
4. Depression
5. Violence
6. Sexual assault or physical abuse
TAM
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7. Self-harm or intent to harm others
8. Neglect
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TA User Guide 2015-16
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1-844-560-7366
wahelpdesk@air.org
Monday – Friday, 6:00 am to 6:00 pm (PT)
When you call, please provide the WA Help Desk with a detailed description of your
problem, as well as the following:
•
TA (Proctor) name
•
If the issue pertains to a student, provide student’s SSID and associated
school district. Do not provide any additional student information as doing so
may violate FERPA policies.
•
If the issue pertains to a TIDE user, provide the user’s full name and email
address.
•
Any error messages and codes that appeared, if applicable.
•
Test ID and question number, if applicable.
•
Operating system and browser version information, including version
numbers (for example, Windows 7 and Firefox 13 or Mac OS 10.7 and Safari 5)
•
Information about your network configuration, if known:
•
•
‒ Secure browser installation (to individual devices or network)
‒ Wired or wireless internet network setup
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ONLINE RESOURCES
WCAP Portal
KSD Assessment Office Website
http://www.kent.k12.wa.us/KSD/TA
Guidelines on Tools, Supports and Accommodations for State Assessments 2015-16
FAQs about Tools Supports Accommodations (Appendix G of Guidelines)
TIDE User Guide 2015-16
Test Administration (TA) User Guide 2015-16
Online Reporting System (ORS) User Guide 2015-16
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Starting a Test Session
Live Demo Starts here
•
The TA must create a test session before
students can log in to the Student Testing
System (but no more than 20 minutes
prior or the system will time out).
•
When a TA creates a test session, a
unique session ID is randomly generated.
This session ID must be provided to the
students before they log in and should be
written down.
Follow these steps to create a session:
STEP 1. Log into the TA Interface link.
The TA accesses the TA interface via the
WCAP portal, and enters username and
password and clicks to log in to the TA
Interface.
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Questions and Comments
Thank You
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SUPPLEMENTAL MATERIALS
 Jeopardy Game and Scenario Templates
 Q/A Tools, Supports, & Accommodations
 Non-Participant & Participant Test Codes
 Test “Rules” and Trouble-Shooting Tips
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SBA JEOPARDY
Sample Questions
Test Security for
200 please
Test Security
A TA documents the situation
(who the students are and what
test questions may have been
affected), separate students, and
allows them to continue testing
ANSWER
What you do if you suspect that two students
are sharing answers.
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JEOPARDY
Test Security for
200 please
Sample Questions
Test Security
An unusual circumstance that has
a low impact on the individual or
group of students who are testing
and has a low to no risk of
potentially affecting student
performance on the test, test
security, or test validity.
ANSWER
What is an impropriety?
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Equipment for
300 please
Scratch and Graph Paper
Contact your IT coordinator or
the WA Help Desk during
Sound Check.
ANSWER
What should the TA do if one or more students
cannot hear the sound on the sound check, and you
have checked that the headset is plugged in, the
sound in not accidently muted, and the volume is
turned up?
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SCENARIOS
You notice that a student is off task. You may say the following statement to the
student, verbatim, to keep him or her focused.
SAY:
It is important that you do your best. Do you need to pause the test
and take a break?
A student asks for assistance either in answering an item or manipulating an item
type. You may gently instruct the student to review the tutorial for help and let the
student know that he or she should try his or her best, but that you cannot help
answer an item.
You may remind the student to reread the instructions for that item.
SAY:
I can’t help you with your test. Try to do the best that you can.
TAM
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1. What are the differences among the three categories of universal tools, designated
supports, and accommodations?
 Universal tools are access features that are available to all students based on
student preference and selection.
 Designated supports for the Smarter Balanced assessments are those features
that are available for use by any student (including English language learners,
students with disabilities, and English language learners with disabilities) for
whom the need has been indicated by an educator or team of educators (with
parent/guardian and student input as appropriate).
 Accommodations are changes in procedures or materials that increase equitable
access during the Smarter Balanced assessments by generating valid assessment
results for students who need them and allowing these students the opportunity to
show what they know and can do. These Guidelines identify accommodations for
students for whom there is documentation of the need for the accommodations on
an Individualized Education Program (IEP) or 504 accommodation plan.
Universal tools, designated supports, and accommodations may be either embedded in
the test administration system or provided locally (non-embedded).
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15. What happens if accommodations listed in
the Guidelines do not match any
accommodations presented in the student’s
IEP?
IEP teams should consider accommodations a
student needs in light of the Guidelines. If it is
decided that a specific accommodation is needed
that is not included in the Guidelines, the team
should submit a Non-Standard Accommodation/
Designated Support Request form to the state.
The state contact will judge whether the proposed
accommodation or designated support poses a
threat to the constructs measured by the Smarter
Balanced assessments; based on that judgment the
state contact will either issue a temporary
approval or will deny the request. Temporary
approvals will be forwarded to a standing
committee; this committee makes a
recommendation to the Governing States about
future incorporation of new accommodations into
the Smarter Balanced Guidelines.
17. Why are calculators only allowed in
Smarter Balanced grades 6-8 and 11?
The development of computational fluency in
the Common Core Standards in grades 3-5 is
grounded in the use of strategies to perform
operations taken together with the accuracy
of the results. The focus and coherence
described in the standards document
requires that aligned assessments include
items that measure the connections across
standards. After grade 5, the primary focus of
the standards shifts from students’
understanding of operations to expanding
how they use them in domains such as ratios
and proportional relationships and algebra.
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18. What is the difference between an item,
passage and stimuli?
A stimuli (also referred to as a passage for ELA)
is what a student will see on the left hand side
of the screen.
Most items/tasks for assessment include a
stimulus along with a set of questions (items) to
which the student responds.
Stimulus materials are used in ELA assessments
to provide context for assessing the knowledge
and skills of students. These stimuli are diverse.
They can be traditional passages but viewed
on a computer screen; audio presentations
with images for students to listen to; simulated
web pages for students to use for research; or
scenarios to react to.
28. Is Text-to-Speech available for
ELLs to use?
Text-to-Speech is available as a
designated support to all students
(including ELLs) for whom an adult
or team has indicated it is needed for
math items and for ELA items (but
not ELA reading passages).
Text-to-Speech for ELA reading
passages is available for an ELL in all
grades, only if the student has an IEP
or 504 plan.
For Text-to-Speech to be available for
an ELL, it must be entered into TIDE.
An item is the question about the stimuli and is
what a student will see on the right hand side of
the assessment screen.
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32. For the translated test directions designated support, what options are available
for students who do not understand the language available in the digital format?
Can a human reader of directions in the native language be provided?
If a student needs a Read-Aloud/text-to-speech accommodation in another language, then
the test directions should be provided in that other language. The reader or text-to-speech
device must be able to provide the directions in the student’s language without difficulty
due to accent or register.
To ensure quality and standardized directions, the reader or text-to speech device should
only use directions that have undergone professional translation by the Consortium prior to
testing.
Smarter Balanced is providing a PDF of the translated test directions for math in: Spanish,
Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Korean, Punjabi, Russian,
Ukrainian, Dakota, French, Haitian-Creole, Hmong, Lakota, Japanese, Somali, and
Yup’ik.
For state exams, including the Off-Grade Level science, HSPE, MSP and EOC exams,
directions are available in the following languages: Arabic, Chinese, Korean, Russian,
Somali, Spanish and Vietnamese.
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33. How is the translation glossaries non-embedded designated support
different from the bilingual dictionary?
The translation glossaries non-embedded designated support includes the
customized translation of pre-determined construct irrelevant terms that are most
challenging to English language learners. The translation of the terms is contextspecific and grade appropriate.
Bilingual dictionaries often do not provide context-specific information nor are they
customized. In addition, the translation glossaries includes an audio support.
34. Will translations be available in language dialects/ variants?
Translated glossaries will be available in different languages and dialects including
Spanish, Vietnamese, Arabic, Tagalog, Ilokano, Cantonese, Mandarin, Korean,
Punjabi, Russian, and Ukrainian.
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39. What options do districts have for giving
Smarter Balanced assessments to students
who are blind?
Students who are blind and who prefer to use
Braille should have access to either refreshable
Braille (only for ELA) or embosser-created
Braille (for ELA or math).
43. For the print on demand
accommodation, how are student
responses recorded – by a teacher using a
computer or some other method?
The method of recording student responses
depends on documentation in the IEP or 504
plan (e.g., after first recording responses on
For those students who are blind and prefer to use
the paper version, the student could enter
text-to-speech, access to text-to-speech should be
responses into the computer or the teacher
provided for the math test, and for ELA items only
could enter responses into the computer.)
(text-to- speech is not permitted on ELA reading
passages without a specific documented need in
Anyone who is designated to enter
the student’s IEP or 504 plan). Text-to-speech
responses into the computer must have
use for ELA reading passages is only permitted
read, agreed to, and signed test security
for those students in all grades.
documentation for the district.
Students should participate in the decision about
the accommodation they prefer to use, and should
be allowed to change during the assessment if
they ask to do so. Students can have access to both
Braille and text-to-speech that is embedded in the
Smarter Balanced assessment system.
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45. If students with disabilities are using their own devices that
incorporate word prediction, will this impact their score?
The students’ score will not be affected under these circumstances.
Students using these devices must still use their knowledge and skills
to review and edit their answers.
46. How are Assistive Technology (AT) devices certified for use for
the Smarter Balanced assessments?
Assistive technology device manufacturers may use the Smarter
Balanced practice test as a method of determining if a device works
with the assessment. In addition, schools and districts can use the
practice test to evaluate devices to ensure their functions are consistent
with those allowed in the Guidelines
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Section XII. Of the TIDE MANUAL Documenting Test Incident Codes
 Non-Participation and Special Incident Codes - the student did not participate in a test, as
expected, or has New-Non-English-Proficient exemption. Assign a special test incident code
to the student’s test so that the Online Reporting System can accurately explain the nonparticipation.
Table 18. Special Codes and Their Descriptions for Non-Participating Students
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 Participation and Special Incident Codes - the student did participate in an expected test but
needs to have a special test incident code assigned to the student’s test so that the Online
Reporting System can accurately report the information.
Table 19 lists the special participation test incident codes and their descriptions.
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General Rules of Online Testing
 Accommodation Rules
Students should not begin testing until they are assigned the correct accommodations.
Confirm that the correct supports and accommodations have been set for each student. If
not, contact your School Test Coordinator to make the necessary updates in TIDE.
 Pause Rules
TAs and students can pause a test in order to temporarily log the student out of the test
session. Students cannot review or modify answered questions after their tests are paused
for more than 20 minutes, even when the tests are marked for review. The only exception
to this rule is if a student pauses the test before answering all of the questions currently on
the page or if an appeal is submitted in TIDE. Consult the TIDE User Guide for more
information on how to submit appeals.
These pause rules apply regardless of whether the student or TA pauses the test or a technical
issue logs the student out of the test.
Highlighting and global notes are kept in the Test Delivery System when the test is paused – this
is a new feature for the 2015-16 school year. TAs and students should practice using the pause
rule with the interim assessments and the practice/training tests, before the operational testing
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Test Timeout Rules
 A warning message displays after 20 minutes of test inactivity for a student.
Students who do not click OK within 30 seconds after this message appears are
logged out. This timeout automatically pauses the test.
Test Opportunity Expiration Rules
 Opportunities refer to the number of times a student can take a test within a
range of dates. A student’s test opportunity remains active until the student
submits the test or until the opportunity expires.
 Once a test opportunity expires, the student cannot complete or review the test
unless an appeal has been submitted and approved by the state.
 All operational tests in Washington have one testing opportunity per testing
window. This includes Smarter Balanced, MSP, Off-Grade, and ELPA21.
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Troubleshooting – when a student cannot connect to a test
Resolving Secure Browser Error Messages
Possible resolutions for the following messages that students may receive when signing in.
You cannot login with this browser:
This message occurs when the Online Testing System cannot determine if the student is taking the test
through the correct secure browser. To resolve this issue, ensure the latest version of the secure browser
is installed, and that the student launched the secure browser instead of a standard web browser. If the
latest version of the secure browser is already running, then you should log the student out, restart the
computer, and try again.
Unable to Establish a Connection with the Test Delivery System:
This message occurs when the secure browser cannot connect to the Online Testing System. This is most
likely to occur if there is a network-related problem. The easiest thing to check is if the network cable is
plugged in (for wired connections) or if the Wi-Fi connection is live (for wireless connections). Also check
if the secure browser must use specific proxy settings; if so, those settings must be part of the command
that launches the secure browser.
Test Environment Is Not Secure:
This message can occur when the secure browser detects a forbidden application running on the device
(see the section Additional Measures for Securing the Test Environment). If this message appears on an
iPad, ensure that either Autonomous Single App mode or Guided Access mode is enabled (see the section
Configuring Tablets for Testing).
TA Users
Guide
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