Smarter Balanced Field Test
Frequently Asked Questions
for Test Coordinators and Administrators
This document responds to frequent questions from District and School Test Coordinators
and Test Administrators. It will be updated periodically as new questions are posed to the
Smarter Balanced Help Desk.
Contact Information
1.
Who do I contact if I have general questions about the Field Test, specific questions related
to uploading students and navigating the online delivery system, or questions about my
school’s participation in the Field Test?
About the Field Test
2.
What is the Smarter Balanced Field Test?
3.
What grade levels are participating in the Field Test?
4.
Why are 9th and 10th grades being tested?
5.
What are the parts of the Field Test?
Test Dates
6.
When is the Field Test?
7.
If the assigned administration window is no longer feasible for a school, will the school be
able to adjust that window?
8.
I was scheduled to test in the first week (March 18-21, 2014), how do I reschedule?
Test Time and Scheduling
9.
Will there be time limits for the test?
10. How long will the test take?
11. Does the estimate of time refer to the total computer lab time, or does that time need to be
multiplied by the number of classrooms?
12. Will the length of the Smarter Balanced Field Test be shorter than the actual assessment
next year?
13. Within the assigned window, how should schools sequence and schedule the Field Test?
14. Can schools test on a weekend during the Field Test window?
Field Test Participation
15. If a participating school encounters unforeseen circumstances and is forced to withdraw,
what happens?
Technology
16. What are the technology requirements?
17. Can students use their mobile devices to complete the assessment?
18. How do I access the secure browser for the Field Test?
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Smarter Balanced Field Test
Frequently Asked Questions
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19. My school has already downloaded a secure browser for statewide testing. Do we need to
download another secure browser?
20. Are there special directions/requirements for the secure browser on Chromebooks, tablets,
or iPads?
21. Who can upload students into the Test Information Distribution Engine (TIDE)?
Training and Information
22. What training resources are available to support participants in the Field Test?
Field Test Administration
23. Where can I find documentation on Field Test security?
24. Can administrators review the Field Test questions while students participate in the Field
Test?
25. Are observers allowed in the room during the administration of secure tests?
26. Where can I find information about administering a classroom activity?
27. Where can I find information specific to my state?
28. A student begins testing in district/school A and then moves to district/school B before
completing the test. Can the test be moved to district/school B for the student to complete?
29. How can the Test Administrator prevent security violation on an online assessment?
Performance Tasks
30. What are Performance Tasks (PTs)?
31. What is the Classroom Activity?
32. How do I get access to the Classroom Activity and when do I administer it?
33. What is the proper protocol in the event that the performance task is inadvertently
administered prior to the Classroom Activity?
Universal Tools, Designated Supports, and Accommodations
34. Where can I find guidelines related to Accessibility and Accommodations?
35. Are English-language dictionaries allowed?
36. Where text-to-speech is not available, can the Test Administrator read the assessment
aloud?
37. Are headphones needed for this assessment?
38. On the Smarter Balanced Portal there is a “Keyboard Commands for Students” document.
Can this be printed for students to use?
39. May scratch paper or graph paper be retained between sessions?
40. Can a student receiving the Spanish-English stacked translation (embedded designated
support) mathematics assessment respond to items in Spanish, rather than English?
41. Are there any summary charts/tables that I can share with my state?
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Smarter Balanced Field Test
Frequently Asked Questions
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CONTACT INFORMATION
1. Who do I contact if I have general questions about the Field Test, specific questions
related to uploading students and navigating the online delivery system, or questions
about my school’s participation in the Field Test?
Please contact the Smarter Balanced Help Desk.
Phone: 855-833-1969
Email: SmarterBalancedHelpDesk@ets.org
ABOUT THE FIELD TEST
2. What is the Smarter Balanced Field Test?
The Field Test is a practice run that will help ensure the Smarter Balanced assessments are
accurate and fair for all students. The Field Test also gives teachers and schools a chance to
practice assessment administration procedures, and students the opportunity to experience the
assessments aligned to the Common Core. Smarter Balanced will use information from the
Field Test to improve the assessments and plan for the rollout in the 2014-2015 school year.
3. What grade levels are participating in the Field Test?
Students in grades 3–8 and 11—along with a small sample of students in grades 9 and 10—will
participate in the Field Test.
4. Why are 9th and 10th grades being tested?
A small sample of students in grades 9 and 10 will participate in the Field Test so test
developers can produce a preliminary estimate of student growth (change in test responses)
between 8th and 11th grades. This estimate will inform development of the Smarter Balanced
scoring system.
5. What are the parts of the Field Test?
The Field Test is comprised of two components: the non–performance task (non-PT) items and
the classroom activity/performance task (PT).
TEST DATES
6. When is the Field Test?
The testing window is March 25 to June 6, 2014 (an optional makeup week is available June 913, only schools/districts with permission from their state lead can test in this makeup window).
When registering to participate or when assigned by a State Education Agency, schools indicated
a specific administration window for participating in the Field Test in a particular content area
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and grade. Please contact your District Administrator or Smarter Balanced State Lead for
additional information.
7. If the assigned administration window is no longer feasible for a school, will the school
be able to adjust that window?
Whenever possible, schools are encouraged to keep their original participation window. Changing
windows may be possible but with some constraints. Please contact the Smarter Balanced Help
Desk at 855-833-1968 or smarterbalancedhelpdesk@ets.org.
8. I was scheduled to test in the first week (March 18-21, 2014), how do I reschedule?
Contact the Smarter Balanced Help Desk at 1-855-833-1969 to advise them of your new testing
dates. It is recommended that anyone making scheduling changes stay as close as possible to
previously planned dates.
TEST TIME AND SCHEDULING
9. Will there be time limits for the test?
No. The tests are untimed.
10. How long will the test take?
This will depend on whether the student is taking one content area or two content areas. Further,
the amount of time individual students need will depend on the grade, content area, and type of
items. The chart below includes estimates of the average time it will take students to complete
each element of the assessment:
Test
English Language
Arts/Literacy
Grades
Non- PT
In-Class
Activity
PT
Total
3-5
1:30
:30
2:00
4:00
6-8
1:30
:30
2:00
4:00
11
2:00
:30
2:00
4:30
3-5
1:30
:30
1:00
3:00
6-8
2:00
:30
1:00
3:30
Math
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Frequently Asked Questions
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11
2:00
:30
1:30
4:00
11. Does the estimate of time refer to the total computer lab time, or does that time need to
be multiplied by the number of classrooms?
The time estimates do not reflect total computer lab time (including time needed to start
computers, log students in, etc.); they are only an estimate of the time students will spend
testing for each content area, including the administration of the classroom activity. The total
test time will need to adjusted include those additional activities.
To determine the number of students who may test simultaneously and therefore the total time
that labs may be occupied, school personnel can use the Smarter Balanced bandwidth checker
available at http://www.smarterbalanced.org/smarter-balanced-assessments/technology/.
12. Will the length of the Smarter Balanced Field Test be shorter than the actual assessment
next year?
No. The Field Test has been developed to reflect the operational administration in 2014–15 as
closely as possible.
13. Within the assigned window, how should schools sequence and schedule the Field Test?
Smarter Balanced recommends that students take the PT and the non-PT items on separate
days. Smarter Balanced also recommends that students begin with the non-PT items, followed by
the classroom activity, and then the PT. Districts/schools may opt to administer in a different
order if needed; however, the classroom activity, which is designed to introduce the PT, must
occur prior to the PT.
The tables below summarize Smarter Balanced recommendations for test sequencing and
scheduling for ELA and mathematics.
Assessment Sequence—ELA
Non–Performance Task
Items
Number and
Duration of
Sessions
Recommendations:
Recommendations:
•
•
Administer in one
session
•
Approximate session
duration: 30 minutes
•
Should occur one to
three days prior to PT
•
Should NOT occur on the
same day as the ELA PT
•
Breaks within
Sessions
Classroom Activity
No fewer than two
sessions
(recommended) and no
more than six sessions
(rare/extreme)
Session durations range
from 40–60 minutes
Breaks can be provided
during the test sessions
using the software’s pause
feature. If the test is paused
NA
Performance Task (PT)
The PT is presented in two
parts.
Recommendations:
•
Administer in two
sessions corresponding
to Parts 1 and 2 of the
PT.
•
Session durations range
from 60–120 minutes.
The PT is presented in two
parts. Students can take
breaks within Parts 1 and 2;
however, once a student
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Total Duration
for more than 20 minutes,
the student will not be able
to go back to items on the
previous screens.
moves to Part 2, he or she
will not be able to review or
revise items in Part 1.
Once a student has started
the non-PT items, they will be
available for 45 days.
Once a student has started
the PT, it will be available for
10 days.
•
Additional
Required
Resources
•
NA
Recommendation:
Student completes this
portion within five days
of starting.
Headphones are required for
the listening portion of the
ELA assessment.
•
Recommendation:
Students complete Part
1 in one test session and
Part 2 the next school
day.
Recommendation:
Student completes each
part of the PT within one
day.
Headphones are required for
some performance tasks.
NA
Assessment Sequence—Mathematics
Non–Performance Task Items
Number
and
Duration
of
Sessions
Classroom Activity
Performance Task (PT)
Recommendations:
Recommendations:
Recommendations:
•
•
Administered in one
session
•
Administered in one
session
•
Approximate session
duration: 30 minutes
•
Session duration ranges
from 40–120 minutes
•
Should occur as close to
the PT as is feasible, and
no more than three days
prior to the PT
•
MAY occur on the same
day as the PT
Administered in two
sessions
•
Session durations range
from 40–60 minutes
Most students will complete
the non-PT items in two
sessions of 60 minutes or less
or one long session of more
than 60 minutes.
Breaks
within
Sessions
Breaks can be provided during
the test sessions using the
software’s pause feature. If
the test is paused for more
than 20 minutes, the student
will not be able to go back to
items on the previous screens.
Total
Duration
Once a student has started
the non-PT items, they will be
available for 45 days.
•
Recommendation:
Student completes this
portion within five days of
NA
NA
Students can take breaks
during PT test sessions.
Mathematics PT items are
presented on a single screen.
Following a break, the student
will have access to the same
items.
Once a student has started
the PT, it will be available for
10 days.
•
Recommendation:
Student completes the PT
in one day.
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starting it.
Additional
Required
Resources
Graph paper is required
beginning in sixth grade
and can be used on all
math assessments.
NA
Graph paper is required
beginning in sixth grade
and can be used on all
math assessments.
14. Can schools test on a weekend during the Field Test window?
Schools can choose to test on any day during the Field Test period as long as the test is
available. Schools electing to test on non-business days however, should be aware that system
downtime typically occurs on weekends and other "low-traffic" days. In addition, schools electing
to test on non-business days should note that no help desk support will be available should they
encounter technical or administration issues during that time.
FIELD TEST PARTICIPATION
15. If a participating school encounters unforeseen circumstances and is forced to withdraw,
what happens?
These schools should contact the Smarter Balanced Help Desk as soon as possible (phone: 855833-1969; email: SmarterBalancedHelpDesk@ets.org). Depending upon the agreement that the
State Education Agency has made with the United States Department of Education for use of the
Field Test in fulfilling No Child Left Behind Act waiver criteria, a school may need to meet
alternative test participation requirements. School personnel should contact the District Test
Coordinator if there is a question about required participation.
TECHNOLOGY
16. What are the technology requirements?
Please refer to the Smarter Balanced Technology Strategy Framework and System Requirements
specifications posted on the Smarter Balanced website at
http://www.smarterbalanced.org/smarter-balanced-assessments/technology/ for information
about supported technology and technology requirements.
17. Can students use their mobile devices to complete the assessment?
Yes, students may test on any tablets that meet Smarter Balanced technology requirements.
Please refer to the Smarter Balanced Technology Strategy Framework and System Requirements
specifications: http://www.smarterbalanced.org/smarter-balanced-assessments/technology/.
Also see the Technical Specifications Manual for Online Testing:
http://sbac.portal.airast.org/wpcontent/uploads/2013/07/SmarterBalanced_TechnicalSpecificationsManual4.pdf. The
following table lists currently supported tablets, operating systems and browsers.
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Operating System
Supported Tablets *
Browsers for TA Sites
Browsers for Student Sites
Android 4.04 – 4.2
Google Nexus 10
Motorola Xoom
Motorola Xyboard
Samsung Galaxy Note
(10.1)
Samsung Galaxy Tab 2
(10.1)
Native browser
Google Chrome
Android Secure Browser
(AIR Mobile Secure Browser)
Chrome v18 and
above
Chromebook
Google Chrome
Google Chrome Secure
Browser
iOS 6.0 – 7.0
iPad 2, 3, 4th generation
(Retina Display), and iPad
Air
Safari
iPad Secure Browser
(AIR Mobile Secure Browser)
In addition, Smarter Balanced has a certification process in place to assure that new devices
and/or operating systems are compatible with the Smarter Balanced assessments. For further
information, visit http://sbac.portal.airast.org/browsers/
18. How do I access the secure browser for the Field Test?
Instructions for downloading the secure browser can be found at
http://sbac.portal.airast.org/browsers/. These are updated browsers designed for use in the
Field Test. Schools that participated in the Pilot Test must update their browsers according to the
directions found at the same URL.
19. My school has already downloaded a secure browser for statewide testing. Do we need
to download another secure browser?
Yes. In states that currently use a secure browser for statewide testing, school personnel must
download the Smarter Balanced Field Test secure browser. However, they do not need to
uninstall their state’s secure browser or the Pilot Test secure browser.
20. Are there special directions/requirements for the secure browser on Chromebooks,
tablets, or iPads?
Refer to the Secure Browser page of the Smarter Balanced portal at
http://sbac.portal.airast.org/browsers/ for information on downloading and using the secure
browser or secure login on Chromebooks, Android tablets, and iPads. You will find additional
instructions and information in the Technical Specifications Manual for Online Testing, posted on
the portal at http://sbac.portal.airast.org/wpcontent/uploads/2013/07/SmarterBalanced_TechnicalSpecificationsManual4.pdf.
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21. Who can upload students into the Test Information Distribution Engine (TIDE)?
States are responsible for uploading participating students into TIDE. A small number of states
have delegated this task to districts. Only the “State” and “District Administrator” user roles have
the rights to load/add/edit student data. User roles and their rights in the TIDE system can be
found in the TIDE User Guide at http://sbac.portal.airast.org/wpcontent/uploads/2014/01/Smarter_TIDE_UserGuide_Spring2014.pdf, or in the TAM at
http://sbac.portal.airast.org/wp-content/uploads/2014/01/Test-Administration-Manual-FT.pdf.
TRAINING AND INFORMATION
22. What training resources are available to support participants in the Field Test?
There are a variety of resources are available to help districts, schools, and students prepare for
the Field Test:
Online Training Modules:
There are 10 online training modules posted at http://sbac.portal.airast.org/fieldtest/resources/ that cover the following topics
•
•
•
•
•
Smarter Balanced Test
Administration Overview
Test Administrator (TA) Interface
for Online Testing
What is a Field Test?
Performance Task Overview
What is a CAT (Computer Adaptive
Test)?
•
•
•
•
•
Let’s Talk Universal Tools
Student Interface for Online
Testing,
Technology Requirements for
Online Testing
Test Information Distribution
Engine (TIDE)
Accessibility and Accommodations
The Training Test and Practice Tests:
It is highly recommended that all students access the Practice Test and/or the Training Test
(http://sbac.portal.airast.org/practice test/). Each resource offers students a unique opportunity
to experience items similar to what they will see on the Field Test. Available since May 2013, the
Smarter Balanced Practice Tests allow teachers, students, parents, and other interested parties
to experience a full grade-level assessment. A comparison of the Training Test and Practice Test
is provided below:
Feature
Practice Test
Training Test
Purpose
Provide students the opportunity to
experience a range of grade-specific item
types (as well as performance tasks)
similar in format and structure to the
Smarter Balanced assessments.
Provide students with an opportunity to
become familiar with the software and
interface features that will be used in the
Smarter Balanced assessments.
Grade Level
Individual assessments at each grade
Three assessments by grade band:
•
Grades 3–8 and 11
•
Grades 3–5
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Feature
Practice Test
Training Test
•
•
Grades 6–8
high school
Type of Items
Approximately 30 items in ELA and 30
items in mathematics per grade level
One ELA and one mathematics
performance task per grade level
Approximately 14–15 items per grade
band (6 in ELA and 8–9 in mathematics)
No performance tasks
Includes new item types not currently
present in the practice test (matching
tables, table fill-in, evidence-based
selected response)
Available
Embedded
Universal Tools,
Designated
Supports, and
Accommodations
All universal tools
Most designated supports, including:
All universal tools
All designated supports, including:
•
•
•
•
Color contrast
Masking
Text-to-speech items
Translations (glossary): Spanish
Most accommodations, including:
•
•
•
American Sign Language for all
mathematics items and ELA
listening stimuli and items
Braille
Streamlining
•
•
•
•
Color contrast
Masking
Text-to-speech items
Translated test directions:
Spanish
• Translations (glossary): Spanish,
Arabic, Cantonese, Filipino,
Korean, Mandarin, Punjabi,
Russian, Ukrainian, Vietnamese
• English glossary
• Full translation: Spanish
All accommodations, including:
•
•
•
•
Access
http://sbac.portal.airast.org/practice-test/
American Sign Language for all
mathematics items and ELA
listening stimuli and items
Braille
Streamlining
Text-to-speech for reading
passages in grades 6 to high
school
http://sbac.portal.airast.org/practice-test/
Manuals and User Guides:
There are a number of manuals and user guides posted on the Resources and Documentation
page on the Field Test Portal at http://sbac.portal.airast.org/field-test/resources/ that include
topics such as Smarter Balanced policies, procedures for administering the Field Test, and stepby-step instructions on how to use TIDE, the Test Administrator interface, and other features of
the test delivery system.
Other Resources:
To help users find specific information that might be used frequently, several stand-alone
documents have been developed and posted on the Resources and Documentation page on the
Field Test Portal at http://sbac.portal.airast.org/field-test/resources/. These include topics such
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as how to access the embedded American Sign Language accommodation, checklists for various
roles involved in administering the Field Test, and guides to help districts and schools schedule
and plan for the administration of the Field Test.
FIELD TEST ADMINISTRATION
23. Where can I find documentation on Field Test security?
This is found in Section 3.0 and Appendix B of the Smarter Balanced Field Test Administration
Manual: http://sbac.portal.airast.org/wp-content/uploads/2014/01/Test-AdministrationManual-FT.pdf.
Additionally, please refer to your state’s policies on maintaining test security.
24. Can administrators review the Field Test questions while students participate in the Field
Test?
No. Only students should be viewing the items in the Field Test. Staff wishing to become familiar
with the types of items to be administered may review the Practice Test and Training Test at
http://sbac.portal.airast.org/practice-test/. Items on the Smarter Balanced Field test are secure
test items.
25. Are observers allowed in the room during the administration of secure tests?
No. Only individuals who have been appropriately trained and whose presence is required to
ensure the validity and security of the assessment may be present during the administration of
secure tests. Individual states may implement additional restrictions consistent with the state's
laws, regulations, or policies
26. Where can I find information about administering a classroom activity?
See the Classroom Activity and Performance Task Administration Guidelines for information
about administering classroom activities (http://sbac.portal.airast.org/fieldtest/resources/#additional). Also, refer to the Performance Task Overview Training Module
(http://sbac.portal.airast.org/field-test/resources/).
27. Where can I find information specific to my state?
For the Field Test, some states elected to add additional information to the Test Administration
Manual regarding policies in their state. Links to state-specific versions of the manual will be
posted on the portal (http://sbac.portal.airast.org/field-test/resources/) as soon as those
documents are available. You should also check your State Education Agency’s website for
additional information.
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28. A student begins testing in district/school A and then moves to district/school B before
completing the test. Can the test be moved to district/school B for the student to
complete?
Yes. If a student starts a test event in one district/school and then moves to a different
district/school, the test engine system will retain that test for that student.
Example: The student starts the non-PT section of the test, answers some questions, and then
moves to a different district/school in the state. The student can begin, at the new school, where
he or she left off on that section. The same situation applies for the performance task (PT). Once
the student logs in and starts the test, the student can finish the test at the new district/school.
Remember, however, that the Classroom Activity is assigned to a specific grade and school.
Therefore, if a student participates in the classroom activity in School A and then moves to a new
School B before starting the PT section, the student will need instruction in the classroom activity
assigned to the grade in School B before completing the PT portion of the test.
While this transfer of tests is technically possible, we recognize that school or class schedules
pose challenges for such students to continue testing. Determining if a student who has moved
should complete the Field Test is at the discretion of school personnel.
Examples:
•
A student moves from a school that was administering the 3rd grade ELA test to a school
that is not administering the Field Test at all. In this case, the student would not complete
the test.
•
A student moves from School A administering the 3rd grade ELA test to School B
administering the 3rd grade mathematics test. In this case, the student would not complete
the ELA test and could participate in the 3rd grade mathematics test if School B has not
started administering the test.
•
A student moves from School A that has started testing but has not yet completed
administration to School B that has already finished testing. In this case, it is unlikely that the
student would complete the test.
Student Moving During Testing—Correction
We previously communicated that students who changed schools or districts during testing, and
had already started a test, would be able to resume the test where they left off at the new school
or district. This information was incomplete. Students who change schools or districts during
testing may be able to resume the test from where they left off at the previous school or district—
but only if they have the same form assignment at the new school. This means in the majority of
cases the student will receive a new test rather than a continuation of the one already started.
The new school or district will be able to check ORS to determine if the student previously started
or completed any tests.
29. How can the Test Administrator prevent security violation on an online assessment?
The Test Administrator (TA) plays a critical role in monitoring the testing session and adhering to
directions for standardized administration. (Specific guidance on test security is located in
Section 3.0 and Appendix B in the Test Administration Manual.) For example, the TA is
responsible for ensuring that students do not have access to content-relevant resources posted
in the testing location and that students do not have access to cell phones.
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There are a number of embedded features designed to support student needs during the testing
session. These tools and resources are critical for providing accessibility for individual students.
The TA is responsible for ensuring that students are using these tools and resources in the
manner in which they were intended. For example, students with visual impairments may use an
additional monitor to magnify the assessment. In this situation, the TA must closely monitor that
that student is not accessing other resources on the additional monitor.
PERFORMANCE TASKS
30. What are Performance Tasks (PTs)?
The Field Test is comprised of two components: a performance task (PT), which is comprised of a
classroom activity with an individually administered, computer-generated performance task; and
non-PT items.
A PT is a portion of the Field Test that requires students to answer a set of questions that are
centered on a common theme or problem. Prior to the PT, teachers or instructional staff conduct
a classroom activity for all students in the class to ensure that the context of the task does not
interfere with a student’s ability to address the content of the task.
31. What is the Classroom Activity?
The classroom activity precedes the scored individual component of the PT. The main purpose of
the classroom activity is to ensure that all students have a common understanding, at a minimal
level, of the contextual elements of a PT, so they are not disadvantaged in demonstrating the
skills the task intends to assess. Contextual elements may include: an understanding of the
setting or situation in which the task is placed, potentially unfamiliar concepts that are
associated with the scenario (e.g., how stocks are traded on the stock market or how fines are
calculated for speeding tickets), and key terms or vocabulary students will need to understand in
order to meaningfully engage with and complete the performance task. Key terms are identified
based on an analysis of vocabulary and/or concepts central to the performance tasks within a
given topic in order to determine whether they meet one of the following criteria:
1) Are on the upper end of grade-level appropriateness; or
2) Are unique to the context of the topic and may be unfamiliar based on a student’s
background.
32. How do I get access to the Classroom Activity and when do I administer it?
The School Test Coordinator must identify and download the assigned classroom activity.
Once the School Test Coordinator has downloaded the classroom activity, he or she should
carefully review it in advance of the Test Administrator conducting the activity. This is extremely
important as some classroom activities may require materials to be photocopied or projected
which will require some advance preparation.
More information on preparing for a classroom activity is included in the Classroom Activity and
Performance Task Administration Guidelines, which is available on the Smarter Balanced portal
(http://sbac.portal.airast.org/field-test/resources/).
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33. What is the proper protocol in the event that the performance task is inadvertently
administered prior to the Classroom Activity?
If a student begins a performance task without being exposed to the assigned Classroom Activity,
the student should continue with and complete the performance task. The Test Administrator
must report as a testing irregularity, when a student takes a performance task without being
exposed to the assigned Classroom Activity. As described in the TAM on pages 6063, irregularities must be reported by the end of the day of the incident to the state via the Test
Security Incident Log.
UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS
34. Where can I find guidelines related to Accessibility and Accommodations?
Smarter Balanced has developed a set of Usability, Accessibility and Accommodations
Guidelines, found at http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf, which applies to all
students. The Guidelines provide information for classroom teachers, English development
educators, special education teachers, and related services personnel to use in selecting and
administering universal tools, designated supports, and accommodations for those students who
need them. The guidelines are also intended for assessment staff and administrators who
oversee the decisions that are made in instruction and assessment.
In addition, there is a Usability, Accessibility, and Accommodations Guidelines Frequently Asked
Questions document at http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf. These frequently asked
questions address common inquiries from schools and districts about the delivery of universal
tools, designated supports, and accommodations. This document supports the Consortium’s
Usability, Accessibility, and Accommodations Guidelines.
35. Are English-language dictionaries allowed?
English-language dictionaries are allowed only in Part 2 of an ELA performance task.
36. Where text-to-speech is not available, can the Test Administrator read the assessment
aloud?
Read-aloud is only permitted in the following limited circumstances: as a non-embedded
designated support for mathematics items and ELA items, as a non-embedded accommodation
for ELA passages in grades 6–8 and 11, and for students with visual impairments in grades 3–8
and 11 who do not yet have adequate Braille skills. For more information see:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf
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Smarter Balanced Field Test
Frequently Asked Questions
for Test Coordinators and Administrators
37. Are headphones needed for this assessment?
Yes, headphones are required for all ELA listening items and performance tasks, and for all
students who require text-to-speech. Schools are responsible for ensuring that all students have
headsets.
38. On the Smarter Balanced Portal there is a “Keyboard Commands for Students”
document. Can this be printed for students to use?
Yes. The “Keyboard Commands for Students” document located at
http://sbac.portal.airast.org/wpcontent/uploads/2014/01/KeyboardCommandsForStudents.pdf provides keyboard commands
that students can use to navigate between test elements, features, and tools. Test
Administrators can print this document out for students to use as a tool during testing.
39. May scratch paper or graph paper be retained between sessions?
Printed test items/stimuli, including embossed Braille printouts, scratch paper, and graph paper
must be collected and inventoried at the end of each test session and then immediately
shredded. DO NOT keep printed test items/stimuli or scratch paper for future test sessions.
The only exception to this rule is when notes are used during the ELA and mathematics
performance tasks. During the ELA PT, the notes on the embedded notepad (“Global Notes”) are
retained from Part 1 to Part 2 so that the student may go back to the notes even though the
student is not able to go back to specific items in Part 1. While the embedded notepad
is the preferred mode for note taking, students may use scratch paper to make notes. To ensure
that students using scratch paper for notes have the same allowance as students using the
online notes, TAs should ensure that students write their names (or some other personal
identifier) on the scratch paper, collect students' notes at the completion of Part 1 of the ELA PT
and securely store the scratch paper, and then redistribute the scratch paper for students' use
during Part 2 of the ELA PT.
Similarly, the mathematics PT may extend beyond one testing session. In this situation, TAs
should ensure that students have written their names (or some other personal identifier) on the
scratch paper or graph paper, then collect them at the end of the first session and securely store
them for students’ use in the subsequent testing session. The retention of scratch paper is only
allowed for the PTs. Following the conclusion of the PT all scratch paper and/or graph paper
must be collected and securely destroyed to maintain test security.
40. Can a student receiving the Spanish-English stacked translation (embedded designated
support) mathematics assessment respond to items in Spanish, rather than English?
For students who use dual language supports in the classroom and for whom "Stacked
Translations" has been set as a designated support - those students may respond to items in
either English, Spanish or a combination of English and Spanish. Because Stacked Translations
is available only in the mathematics assessment, students would be able to respond only to
mathematics items in Spanish.
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Smarter Balanced Field Test
Frequently Asked Questions
for Test Coordinators and Administrators
41. Are there any summary charts/tables that I can share with my state?
Descriptions of Smarter Balanced Universal Tools, Designated Supports, and Accommodations
Type
Definition
Universal Tools
Access features of the assessment that are either provided as digitally delivered
components of the test administration system or separate from it. Universal tools
are available to all students based on student preference and selection.
Designated Supports
Access features of the assessment available for use by any student for whom the
need has been indicated by an educator (or team of educators working with the
parent/guardian and student). They are either provided as digitally delivered
components of the test administration system or separate from it.
Accommodation
Accommodations are changes in procedures or materials that increase equitable
access during the Smarter Balanced assessments. Assessment accommodations
generate valid assessment results for students who need them; they allow these
students to show what they know and can do. Accommodations are available for
students with documented IEPs or Section 504 Plans. Consortium-approved
accommodations do not compromise the learning expectations, construct, gradelevel standard, or intended outcome of the assessment.
Conceptual Model Underlying the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines
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