“What About…?”
TESTING
Testing Policy and
Operations
North Carolina Department
of
Public Instruction
Backchannel Chat Information
• TodaysMeet
• Room: NC_Accountability
• Post comments/concerns/questions here
before, during, and after our presentation
2
READY (Bingo)/Door Prizes
• Bingo cards/Bingo game directions
• Be sure to drop your name in the door prize
basket before the session concludes
3
Why are assessments
required?
4
• State and federal laws require students (including
students with disabilities) to participate
• To date, the SBE has not allowed any student to opt
out of required testing
– Serious medical conditions
• Charts showing the required testing are available at
http://www.ncpublicschools.org/accountability/gener
alinfo
5
Grade 3 Testing
The goal of the Read to Achieve program “is to ensure that every
student read at or above grade level by the end of third grade
and continue to progress in reading proficiency so that he or she
can read, comprehend, integrate, and apply complex texts
needed for secondary education and career success.”
• Beginning-of-Grade 3 (BOG3) English Language
Arts/Reading Test
– Linked to the Read to Achieve Program
• End-of-Grade 3 (EOG3) English Language Arts/Reading
Test
– Summative assessment aligned to the North Carolina
Standard Course of Study
6
Grade 3 Testing
• End-of-Grade 3 English Language Arts/Reading Retest
– May be administered once to students not proficient on the
EOG reading test as another opportunity to satisfy the
Read to Achieve law
• Read to Achieve (RtA) Test
– Valid and reliable alternative assessment of reading
comprehension that has been approved for good cause by
the NC State Board of Education
– Administered up to three times
• Following the regular (i.e., first) administration of the EOG test
• At the end of reading camp
• Before the November 1 midyear promotion for students placed in a
3/4 transitional class or a Grade 4 accelerated class
7
Beginning-of-Grade 3 (BOG3)
Who:
• All students in membership at grade 3
• Administration of BOG3 is optional for charter schools
When:
• Occurs between the 11th and 15th day of the school year
Purpose:
• Establishes baseline measure of beginning third-grade ELA/Reading skills
• Students scoring Level 3 or higher on the BOG3 assessment satisfy Read to
Achieve legislation
• Serves as a teacher-growth tool for determining those teachers who are
well-suited to teach reading camps
• Data from the administration of the BOG3 test and the administration of the
End-of-Grade 3 English Language Arts/Reading assessment are used for
School Accountability Growth
8
Beginning-of-Grade 3 (BOG3)
• Students in Grade 3 who are not proficient on the End-of-Grade (EOG)
ELA/Reading Assessment but are proficient on the BOG3 ELA/Reading Test
(Level 3 or higher), count as proficient in the performance composite and
school performance grades
Test Information:
• 42 multiple-choice items with 4 answer choices
• Estimated 90 minutes to complete with 2 three-minutes breaks (180 minutes
maximum time allowed to test)
• Students complete the BOG3 Practice Activity prior to testing to provide them
with the opportunity to become familiar with the standardized testing format
• Parents will receive an Individual Student Report which notes how their child
performed on the BOG3 test (Scale Score, Percentile, Achievement Level,
Lexile Framework® for Reading, and Met/Not Met Read to Achieve Promotion
Standard)
9
End-of-Grade (EOG)
Who:
• All students in membership at grades 3–8 (ELA/Reading and Mathematics)
• All students in membership at grades 5 and 8 (Science)
When:
• Occurs during the last ten days of the school year
How it is used:
• Serves as a teacher-growth tool
• Students’ scores for the EOG assessments of ELA/Reading, Math, and Science
are used in calculating READY accountability, School Performance Grades, and
Annual Measurable Objectives
Format:
• Paper-and-pencil format available for ELA/Reading and Mathematics at grades
3–8 and Science at grades 5 and 8
• Online format available for ELA/Reading and Mathematics at grade 7 and
Science at grades 5 and 8
• Cannot split modes of assessment at grade 7
End-of-Grade (EOG)
Test Items:
• Estimated 180 minutes to complete with 2 three-minutes breaks (240 minutes
maximum time allowed to test)
• ELA/Reading:
•
52 multiple-choice items (grades 3–5) and 56 multiple-choice items (grades 6–8)
• Math:
•
54 items (grades 3–5) and 60 items (grades 6–8)
•
Multiple-choice test at grades 3 and 4
•
Multiple-choice and gridded response questions at grades 5–8
• Gridded Response questions require students to write and fill in a numerical answer on their
answer sheet rather than to select an answer from several choices
• Students complete a Gridded Response Practice Activity at least one time prior to test day
• Science:
•
75 items (grades 5 and 8)
•
Paper-and-pencil format is all multiple-choice
•
Online format is multiple-choice and technology-enhanced items
End-of-Course (EOC)
Who:
All students enrolled for credit in courses in which EOC assessments are required
(Biology, English II, and Math I)
When:
Occurs during the last five days (semester courses) or ten days (yearlong
courses) of the school year
How it is used:
• Accounts for at least 20% of student’s final grade (*Exception OCS students)
• Serves as a teacher-growth tool
• Students’ scores for the EOC assessments of English II, Math I, and Biology
are used in calculating READY accountability, School Performance Grades,
and Annual Measurable Objectives
End-of-Course (EOC)
Test Items:
• Estimated 180 minutes to complete
•
2 two-minute breaks (240 minutes maximum time allowed to test)
• English II:
•
68 multiple-choice and constructed response items (paper-and-pencil and online)
• Math I:
•
60 multiple-choice and gridded response items (paper-and-pencil and online)
• Gridded response questions require students to write and fill in a numerical answer on their
answer sheet rather than to select an answer from several choices.
• Students complete a Gridded Response Practice Activity at least one time prior to test day.
• Biology:
•
75 items
•
Paper-and-pencil format is all multiple-choice items
•
Online format is multiple-choice and technology-enhanced items
English II
2014−15 Required Online Administrations
• LEAs/charter schools can submit letter of hardship to test in paper-and-pencil
• Online administrations decrease the turn-around time for student
scores/reporting
• Online and paper-and-pencil records are scored by Questar
Cautions
•
Test administrator and proctor check for misalignment (paper-and-pencil)
•
Transcribing and matching answer book/answer sheet
North Carolina Final Exams
(NCFE)
In 2011, the State Board of Education (SBE) voted to require an annual
evaluation for every teacher in NC. Standard 6 of the student-growth
component focuses on the amount of growth students achieve as a result
of a teacher's instruction. The NC Final Exams were designed as part of
the Standard 6 measurement in the teacher evaluation process.
“The intended purpose of the North Carolina teacher Evaluation Process
is to assess the teacher’s performance in relation to the North Carolina
Professional Teaching Standards and to design a plan for professional
growth. The principal or designee must conduct the evaluation process in
which the teacher actively participates through the use of selfassessment, reflection, presentation of artifacts, and classroom
demonstration(s)” (SBE policy TCP-C-004)
North Carolina Final Exams
(NCFE)
Who: Regardless of the grade level in which the course is offered, a
student enrolled in a course that requires an NCFE shall take the
appropriate assessment, with or without accommodations, at the
completion of the course. Results from a valid test administration
should be used as a minimum of 20 percent of the student’s final
grade for each respective course.
When: The last five days (4x4/semester courses) or the last ten days
(traditional yearlong schedule) of the instructional period
How: Starting in the spring of 2015, all NCFEs will be offered in both
paper/pencil and online format. Retesting is not permitted for
NCFEs unless a misadministration is declared. Alternate
assessments are not available for NCFEs.
2014-15 North Carolina Final Exams
NC Final Exam Required
(Cover Title)
Constructed
Response
(CR) Items
Format Offered
Fall 20141
Format Offered
Spring 20151
English I
English III
English IV
English Language Arts I
English Language Arts III
English Language Arts IV
2
P/P
P/P / Online
P/P
P/P / Online
P/P / Online
P/P / Online
4th Grade Social Studies2
5th Grade Social Studies2
6th Grade Social Studies
7th Grade Social Studies
8th Grade Social Studies
Civics and Economics
United States History
World History
American History I: The
Founding Principles
American History II
Grade 4 Social Studies
Grade 5 Social Studies
Grade 6 Social Studies
Grade 7 Social Studies
Grade 8 Social Studies
Civics and Economics
U.S. History
World History
2
P/P
P/P
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
American History I
2
P/P
P/P / Online
American History II
2
P/P
P/P / Online
P/P
P/P / Online
P/P / Online
P/P
P/P
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
P/P / Online
Course Name
th
2
4 Grade Science
6th Grade Science
7th Grade Science
Physical Science
Chemistry
Physics
Earth/Environmental
Science
Grade 4 Science
Grade 6 Science
Grade 7 Science
Physical Science
Chemistry
Physics
Earth/Environmental
Science
2
2
Chart is located in the
Test Administrator’s
Guides located at
http://www.ncpublicsch
ools.org/accountability/
common-exams/
P/P
P/P / Online
Geometry
Geometry
P/P / Online
P/P / Online
Math II
Math II
P/P
P/P / Online
Algebra II
Algebra II
P/P / Online
P/P / Online
Math III
Math III
P/P
P/P / Online
Integrated Mathematics III Integrated Math III
Advanced Functions and
Advanced Functions and
P/P
P/P / Online
Modeling
Modeling
P/P
P/P / Online
Discrete Mathematics
Discrete Mathematics
P/P
P/P / Online
Precalculus
Precalculus
1
Local Educational Agencies (LEAs)/charter schools have the option of administering in the
online or paper-and-pencil (P/P) format; however, online testing is strongly encouraged.
2
This exam is only administered spring 2015.
17
NCEXTEND1
Alternate Assessments
Administration:
• Administered individually to each student by an assessor.
• The time to administer the test is unique to each student, depending on the
student’s ability to maintain focus, his or her medical condition, and/or fatigue
factor(s).
Who:
Elementary and Middle:
• Eligible students in membership at grades 3−8 (ELA/Reading and
Mathematics) and all students in membership at grades 5 and 8 (Science)
High School:
• Eligible students at grade 10 (English II, Math I, and Biology)
• Eligible student at Grade 11 (alternate to The ACT)
When:
• NCEXTEND1 Alternate Assessment at Grade 11 occurs March 3−17, 2015
• All other NCEXTEND1 Alternate Assessments occur during the final ten
instructional days of the school year.
NCEXTEND1
Alternate Assessments
Eligibility
• Current IEP
• Enrolled in grades 3−8, 10, or 11 according to
PowerSchool
• Instructed in the NC Extended Content Standards in all
assessed content areas
• The student has a significant cognitive disability (i.e.,
exhibits severe and pervasive delays in all areas of
conceptual, linguistic, and academic development and
also in adaptive-behavior areas, such as
communication, daily living skills, and self-care)
ACT
The North Carolina Department of Public Instruction
requires all schools administer the following ACT
tests:
1.
2.
3.
4.
The ACT Explore (8th grade)
The ACT Plan (10th grade)
The ACT (11th grade)
ACT WorkKeys (Graduating CTE Concentrators)
Overview of Explore and Plan
Administration:
• ACT Explore is administered in 8th grade
• ACT Plan is administered in 10th grade
• Both ACT Explore and ACT Plan are administered in October
Test Design:
• Both ACT Explore and ACT Plan have an academic and a career
exploration component
• Both ACT Explore and ACT Plan are designed to help diagnose
student learning and provide an indication of whether students are on
track to be remediation-free at a community college or university
Overview of The ACT
• The ACT is a curriculum- and standards-based assessment that
evaluates eleventh graders general learning outcomes in English,
mathematics, reading, science, and writing
• The ACT includes a career-exploration component
• The ACT is used as a college admissions and placement test and is
accepted by all four-year colleges and universities in the United States
• For 2014−15, the initial test date for The ACT was March 3, 2015. The
makeup date was March 17, 2015. The ACT accommodations testing
window was March 3–17, 2015
• Results from the statewide administrations of The ACT are available at
http://www.ncpublicschools.org/accountability/act/.
Overview of ACT WorkKeys
•
Graduates who are identified as Career and Technical Education concentrators
are required to complete the ACT WorkKeys assessments. The three ACT
WorkKeys assessments, Applied Mathematics, Locating Information, and
Reading for Information, are the basis of the National Career Readiness
Certificate program.
•
Students who achieve qualifying scores on the Applied Mathematics, Reading
for Information, and Locating Information assessments can earn a North
Carolina Career Readiness Certificate. Certificates provide employers with
proof that students have the skills needed to do the jobs available.
•
For 2014−15, the ACT WorkKeys online administrations occurred
November 17, 2014–February 20, 2015.
•
Results from the statewide administrations of ACT WorkKeys are available at
http://www.ncpublicschools.org/accountability/act/
Coming Soon…
New Reporting Categories
For 2016, ACT has planned an expanded number of reporting categories,
compared to the current subscore categories, with breakdowns provided
for every subject. The reporting categories are based on the ACT College
Readiness Standards and are aligned to the Common Core State
Standards.
The additional information will make it easier for students, parents, and
educators to understand the makeup of any subject score and see the
strengths and areas for improvement.
Coming Soon…(cont.)
Online Administration
ACT plans to offer a new way for students to take The ACT test—via
computer.
In April 2014, ACT offered the first-ever computer-based administration of
a national undergraduate college admission exam with college-reportable
scores. Approximately 4,000 high school students across the United
States participated in this administration, which has generated positive
feedback from participating test-center supervisors and students.
The digital version of The ACT will be offered to select schools that
participate in state and district testing starting in 2015, with expanded
release as an option for ACT state and district testing in spring 2016.
Coming Soon…(cont.)
New Readiness Indicators
The familiar 1-to-36 scores used on The ACT will not change. However, starting in
fall 2015, students who take The ACT test also will receive new readiness scores
and indicators designed to show performance and preparedness in areas
important to success after high school.
The new readiness scores and indicators will give students, parents, and
educators more detailed insights to better plan for future success. They include:
STEM Score—This score will represent the student’s overall performance on the
science and math portions of the exam. The ACT is the only national college
admission exam to measure science skills (www.act.org/stemcondition/13/).
Developing strong science and math skills opens doors for students to take
interesting courses and pursue engaging college majors that may lead to
rewarding STEM careers in the future.
Coming Soon…(cont.)
New Readiness Indicators (cont.)
Progress Toward Career Readiness Indicator—This measure will help students
understand their progress toward career readiness and help educators prepare their
students for success in a variety of career pathways. It will provide an indicator of future
performance on the ACT National Career Readiness Certificate™ (ACT NCRC®), an
assessment-based credential that certifies foundational work skills important for job
success across industries and occupations.
English Language Arts Score—This score will combine achievement on the English,
reading, and writing portions of The ACT for those who take all three sections, enabling
students to see how their performance compares with others who have been identified
as college ready. A student must take the optional Writing Test to receive this score.
Text Complexity Progress Indicator—This indicator will tell students if they are making
sufficient progress toward understanding the complex texts they will encounter in
college and during their careers.
Coming Soon…(cont.)
Enhanced ACT Writing Test
The 2015 ACT Writing Test will emphasize student ability to evaluate
multiple perspectives on a complex issue and generate an analysis based
on reasoning, knowledge, and experience.
The Writing Test will remain an optional essay test with a single prompt.
The scoring will move from holistic, single-score reporting to analytic
reporting of four domain scores (ideas and analysis, development and
support, organization, and language use) to provide better information
about college-and-career readiness.
National Assessment of Educational
Progress (NAEP)
• The National Assessment of Educational Progress (NAEP) is the
largest continuing and nationally representative assessment of what
our nation’s students know and can do in subjects such as
mathematics, reading, science, and writing. Teachers, principals,
parents, policymakers, and researchers all use NAEP results to assess
progress and develop ways to improve education in the United States.
• The results of NAEP are released as The Nation’s Report Card and are
available for the nation, states, and in some cases, urban districts.
NAEP is a congressionally mandated project administered by the
National Center for Education Statistics (NCES), within the U.S.
Department of Education and the Institute of Education Sciences (IES).
•
NAEP Assessments are conducted every year in every
state.
Organizational Structure of NAEP
• NAEP is carried out by the Assessment Division of the National
Center for Education Statistics (NCES), located in the Institute of
Education Sciences of the U.S. Department of Education.
• Schools are chosen to take the NAEP assessment using a random
stratified sample.
• NAEP is guided by the Elementary and Secondary Education Act
(ESEA) Reauthorization of 2001 (No Child Left Behind) and the
National Assessment of Educational Progress Authorization Act, as
well as by policies enacted by the National Assessment Governing
Board (“Governing Board”).
• Per School Board Policy GSC-A-001, NAEP is a mandatory
assessment for any school chosen to give the assessment in the
state of North Carolina.
Trends in International Mathematics
and Science Study (TIMSS)
• The TIMSS is an international assessment and research
project designed to measure trends in mathematics and
science achievement at the fourth- and eighth-grade levels
as well as collect information about school and teacher
practices related to instruction. TIMSS 2015, the sixth
study in the series, will involve students from more than 50
countries, including the United States.
• TIMSS Advanced measures trends in advanced
mathematics and physics achievement for students in their
final year of secondary school. In 2015, TIMSS Advanced
will be administered in 11 countries, including the United
States.
PROGRAM FOR INTERNATIONAL STUDENT
ASSESSMENT (PISA) 2015
PISA is a new system of international assessments that
focuses on 15-year-olds' capabilities in reading literacy,
mathematics literacy, and science literacy, emphasizing
functional skills that students have acquired as they near the
end of mandatory schooling.
PISA focuses on young peoples’ abilities to use their
knowledge and skills to meet real-life challenges in the future.
PISA provides a unique opportunity for the United States to
understand its educational standing in comparison to other
nations.
The Progress in International Reading
Literacy Study (PIRLS)
PIRLS is an international assessment
and research project designed to
measure both trends in fourth grade
students’ reading literacy achievement
as well as school and teacher practices
related to reading instruction.
What are Accommodations?
• Changes in the administration of an assessment, such as
setting, scheduling, timing, response mode, or others
• Valid accommodations do not change the construct of the
assessment
• Are used for equity, not advantage; they serve to level the
playing field
• Must be used regularly during instruction and similar
classroom assessments administered throughout the year
34
Who is Eligible for Accommodations?
INSTRUCTIONAL
• Any student
TESTING (All testing accommodations must be documented)
• Students with current Individualized Education Programs (IEPs)
• Students with current Section 504 Plans
• Students with current Limited English Proficient Documentation
• Students with Transitory Impairment Documentation (duration of
six months or less)
35
Considerations for Accommodation
Decision-Making
• Base accommodations on individual student need
• Refer to the list of state-approved testing accommodations
• Understand purpose of the accommodation and make sure it
is relevant to the student’s need and the demands of the test
• Take into account other identifications a student may have
(e.g., LEP), which may require specific accommodations
based on area of need and/or content
• All relevant teachers should be informed of accommodations
36
Considerations for Accommodation
Decision-Making
Students should be using
accommodations ROUTINELY during
instruction and similar classroom
assessments – accommodations should
not be a surprise on test day!
Routine use = at least 30 days prior to
test day
37
Types of Testing Accommodations
•
Special Print Versions
 Large Print
 One Test Item Per Page
 Braille
•
Assistive Technology (AT) Devices and Special Arrangements
 AT Devices
 Dictation to a Scribe
 Interpreter/Transliterator Signs/Cues Test
 Student Marks Answers in Test Book
38
Types of Testing Accommodations
• Assistive Technology (AT) Devices and Special Arrangements (continued)
 Student Reads Test Aloud to Self
 Test Administrator Reads Test Aloud (in English)
 Computer Reads Test Aloud – Student Controlled (online testing)
•
Special Test Environments
 Multiple Testing Sessions
 Scheduled Extended Time
 Testing in a Separate Room
39
Top 5 Most Used Accommodations
(EOG)
1. Scheduled Extended Time
2. Testing in a Separate Room
3. Multiple Testing Sessions
4. Test Administrator Reads Test Aloud
(Math)
5. Student Marks Answers in Test Book
Based on Green Book
data from 2013-14
40
Scheduled Extended Time
Scheduled Extended Time is for students who need additional time
beyond the maximum time allowed but will be able to complete the test in
one school day
• The IEP/Section 504/LEP/transitory documentation must specify an
estimated amount of extra time beyond the maximum time the student
will require (e.g., extra 60 minutes)
 With maximum time allowed, many students may not require
Scheduled Extended Time
 Breaks occur at standard intervals specified in the Test
Administrator’s Guide unless the student also has Multiple Testing
Sessions
 Students must be allowed bathroom and lunch breaks
41
Scheduled Extended Time
• If testing continues past lunch
 student must not communicate with other students during lunch
AND
 is not allowed to return to completed portions of the test
• If student’s estimated time is over, but student is working diligently, let
him/her continue
 Must complete in one day if used without Multiple Testing Sessions
 Testing must be complete before the normal afternoon dismissal
42
Testing in a Separate Room
Testing in a Separate Room allows a student to take a test in a
separate room in a one-on-one or small group administration
• The manner in which this accommodation will be provided must be
documented in the IEP/Section 504 Plan/LEP/transitory impairment
documentation
• Review local policy for the definition of the maximum number of
students for a small group (group size is determined at the local
level)
• Document specifics regarding group size (e.g., maximum
number of students)
• It’s inappropriate to provide certain accommodations to a small
group unless all the students in the group are receiving the
same accommodations (e.g., read aloud students should not be
grouped with students who do not have the read aloud
accommodation; multiple testing sessions with different breaks)
43
Testing in a Separate Room
• MUST be used if students are provided one or more of the
following accommodations:
 AT Device that reads test aloud (without use of headphones)
 Student Reads Test Aloud to Self
 Test Administrator Reads Test Aloud (in English)
 Dictation to a Scribe
 Interpreter/Translator Signs/Cues Test
 Multiple Testing Sessions (ONLY when breaks are not provided
in alignment with standard administration procedures)
44
Multiple Testing Sessions
Allows the test to be administered during several mini-sessions, to have
more frequent breaks, and/or to test over multiple days as determined by
the individual needs of the student
•
Must begin testing on the same day as the general test administration
•
The manner in which the test administration is to be divided must be documented in
the IEP/Section 504 Plan/LEP/transitory impairment documentation
 Example: Test 15 minutes, break for 5 minutes; test again for the specified time
•
If the student does not have Scheduled Extended Time, the student is expected to
complete the test within the test administration time designated in the assessment
guide
•
If testing breaks are different from those designated in the Assessment Guide, the
student must have Testing in a Separate Room (one-on-one or small group)
accommodation
 Arrange only students with the same Multiple Testing Sessions into small groups
for those with Testing in a Separate Room (small group) accommodation
45
Multiple Testing Sessions
Some options for providing:
• More frequent breaks based on testing time
 3 minute break every 15 minutes
 5 minute break every 20 minutes
• More frequent breaks based on item completion
 3 minute break every 5 items
 4 minute break after each reading passage & items
• Testing over multiple days
 Test for 60 minutes Day 1, complete test Day 2
 Complete half of items Day 1, half of items Day 2
46
Multiple Testing Sessions
When student takes extended breaks (lunch) or testing
occurs over multiple days:
• Student must be told to review work prior to ending
each session, and be reminded that he/she may not
change responses in following sessions
• Student is not allowed to go back to work from a
previous session
• Student may not revisit any portion of test already
completed, even if some questions were left
unanswered
47
Test Administrator Reads Test Aloud
• Valid accommodation for tests that do not
measure reading comprehension
NOT a valid accommodation for
EOG Tests of English Language Arts/Reading
EOC English II
NCFEs English I, English III, English IV
Beginning of Grade 3 English language Arts/Reading
Read to Achieve ―Grade 3
48
Test Administrator Reads Test Aloud
Prior to testing:
Each student’s IEP/Section 504 Plan/LEP and transitory
impairment documentation must state how the test will
be read aloud:
Read Aloud Everything
Read Aloud by Student Request
Read Aloud Everything but Numbers
Each student must be aware of how the test will be read
aloud (see above)
49
Test Administrator Reads Test Aloud
During testing:
• Students must be provided Testing in a
Separate Room accommodation (one-on-one or
small group)
• Students should be grouped based on how the
test is to be read aloud
One-on-One required for online tests unless using
headphones
50
Test Administrator Reads Test Aloud
During testing:
• Test administrator must have a copy of the test book to
read from
Test administrator reads directions, items, and answer
choices as written
Test administrator may repeat instructions and test
questions as many times as needed
Test administrator must read items and answer choices
in a consistent manner
51
Entire Test Is To Be Read Aloud
• Test administrator must read:
Item number
Test item
Corresponding answer choices
• Pause and allow students to choose an answer
• While students are responding, review next item to
determine how it should be read
• Proceed to next item after students have marked their
answers
52
Test Is To Be Read by Student
Request
• Student will indicate which item number he/she needs
read aloud
• Test administrator should pause to read item to self prior
to reading aloud to student
• For small groups, the test administrator must move near
the student and read:
Item number
Test Item
Corresponding answer choices
53
Test Administrator Reads Test Aloud
• Some things that can help in determining
how to the read test item correctly:
Test administrator should be familiar with gradelevel/course content
Pause and read over item to self before reading
aloud to student
54
Student Marks Answers in Test Book
The Student Marks Answers in Test Book accommodation is
appropriate for students (1) who have difficulty transferring
information or staying focused or (2) have mobility,
coordination, or other limitations that prevent the student from
marking answers appropriately on a separate answer sheet.
During the test administration:
• Students are not to be provided with an answer sheet
• Students must be instructed to record their responses
directly in the test book
55
Student Marks Answers in Test Book
After completion of testing, under secure conditions:
• 3 or more staff members must be present for transcription
• Test administrator/principal’s designee must transcribe
student’s answers to the appropriate answer sheet
• A second staff member must check the transcription to
verify accuracy; a third staff member must observe process
• The 3 staff members must sign the outside cover of the
student’s test book
• Test books with student’s original responses are securely
stored for 6 months
56
Additional Information about Testing
Accommodations
Testing Students with Disabilities publication
(September 2014)
Testing Students with Disabilities Web Site:
www.ncpublicschools.org/
accountability/policies/tswd/
Testing Accommodations
Web Site:
www.ncpublicschools.org/
accountability/policies/accom/
57
Medical Exceptions
• Annual Memo
• Eligibility
• Letter/Documentation/IEP/504
• Deadlines for submission
• Process for review
• Communication of decisions/appeals
General Information
• Food/Drink
• Bathroom Breaks (Students/Adults)
• Reading after Assessment
Cellphones/Electronic Devices
• No electronic devices other than permitted calculators
during test administration
• Any person found or observed with a cell phone/electronic
device during testing time must be dismissed from testing
and a misadministration declared
• Test administrator, proctor, and students are not permitted
to use cell phones during testing
Proctors
• Trained proctors should be in each testing
setting
• Roving proctors *special circumstances
• Serve as an additional monitor to help the
test administrator assure that testing occurs
fairly
OTISS - Overview
• Online Testing Irregularity Submission System
• Tool for reporting testing irregularities
• Serious violations require local investigations that
are submitted to the NCDPI
• All submitted reports are reviewed by a DPI
consultant
• Most irregularities are minor infractions
OTISS - Flowchart
OTISS – Irregularity Types
Examples of serious reports requiring an
investigation:
• Secure materials divulged
• Missing test material
• Test materials not stored in secure, locked facility
• Reproduction of secure tests in any manner
• Teacher altered responses
OTISS – Investigation Checklist
LEA Checklist
Time Investigation Initiated: ______________
Date Investigation Initiated: _______________
Testing Irregularities Investigation Checklist
Description of Activity
1) Contact RAC immediately
2) Submit testing irregularity form completed by the
person reporting the incident if applicable
3) Collect or secure evidence (e.g., test book, answer
sheet, computer, cheat sheet, classroom displays, etc.)
4) Obtain written and signed statements from all parties
involved
5) Interview all parties
 Interview session should include at least
two members of the administrative staff
 All questions should be carefully structured
so that comprehensive facts are gathered
 The interviewer’s questioning tactics and
tone should be of an objective nature
(not accusatory)
6) Draft a summary of the incident
7) Provide appropriate follow-up training session for
appropriate personnel
8) Compete a training agreement document
9) Draft an action plan identifying strategies that would
prevent reoccurrence of incident or similar incident with
the school test coordinator
10) Submit documents identified in rows 2,3,4,6,8,9, if
applicable to the NCDPI by receipted mail and include
this form complete with dates and signatures as the cover
sheet
11) Retain a copy of all documents for your records
Expected
Completion Date*
Date of Testing
Irregularity
Day of Testing
Irregularity
Date of Testing
Irregularity
Start
Date
Completion
Date
Day 3
Day 3
Day 3
Day 5
Day 5
Day 5
Day 5
Day 5
* Estimated time for complete investigation is five days
_________________________________
________________________________
Principal’s Name
Signature of Principal
___________________
Date
_________________________________
________________________________
LEA Test Coordinator’s Name
Signature of LEA Test Coordinator
___________________
Date
_________________________________
________________________________
Superintendent’s Name
Signature of Superintendent
___________________
Date
OTISS – Irregularity Types
Example of less serious reports not requiring an
investigation:
• Student was ill/had injury
• Approved accommodation not provided
• Student fell asleep
• External noises/disruption
• Teacher/proctor failed to follow instructions
OTISS – Basic Reporting
OTISS – More Information
• For more information go to
http://www.ncpublicschools.org/
accountability/policies/otiss
• User manual
• Online tutorials
Ordering Materials
Testing materials are ordered three ways:
• Auto-shipped predetermined quantity
(Ex: Test Coordinator Handbook)
• LEA test coordinator/charter school test director
orders using ordering page on NC Education
website (most state tests)
• External vendor generates orders using a data file
(Ex: ACCESS for ELLs)
Ordering Materials
• Materials are packed and shipped from a
warehouse on NC State’s campus by the
Technical Outreach for Public Schools (TOPS)
• UPS delivers all shipments overnight
• Test coordinators receive emails alerting them of
deliveries
• Test coordinator must verify quantities received
• Additional materials may be obtained by faxing
TOPS
Ordering Materials
Every Student READY
Questions?
Please take
a few
moments to
evaluate
this
session!
Your
feedback is
important.
http://www.cvent.com/d/hrq907/3B