California Assessment of Student
Performance and Progress (CAASPP)
2015 CAASPP
Online Test Administration
Workshop
January 28, 2015
Agenda
Morning
Session
Topic
8:30–8:45
Welcome
8:45–8:55
Overview
8:55–9:00
Roles and Responsibilities
9:00–9:10
Technology Infrastructure
9:10–9:20
Practice Tests and Training Tests
9:20–9:50
Using the Test Operations Management System (TOMS)
9:50–10:00
Break
10:00–10:30
Test Administration
10:30–10:40
Test Security
10:40–11:30
Questions
11:30–11:45
Digital Library
11:45–12:00
Interim Assessments
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Purpose
•
By the end of this workshop, attendees will
understand:
−
−
−
−
−
The administration of the Smarter Balanced summative
assessments using appropriate procedures
Proper technology infrastructure for the local educational
agency (LEA)
Student test registration in the Test Operations
Management System (TOMS)
Identifying and documenting students that need
designated supports and accommodations
The Smarter Balanced interim assessments and the
Digital Library
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Overview
Student Participation
Q: Who will take the online Smarter Balanced
summative assessments?
A: All students in grades 3–8 and 11 are required
to take the summative assessments.
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Student Participation:
Early Assessment Program
•
•
•
The Early Assessment Program (EAP) will be using the
grade 11 Smarter Balanced summative assessments in
English language arts/literacy (ELA) and mathematics in
place of the grade 11 CSTs in ELA and/or mathematics,
additional 15 test questions and the ELA essay
Grade 11 students taking the Smarter Balanced summative
assessments may choose to release their test results to the
California State University (CSU) and participating California
Community Colleges (CCC) at the end of the computer
adaptive tests
Students who do not authorize the release of their test
results at the time of testing may need to provide a copy of
the score report upon request of the campus.
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Student Participation (cont.)
•
The only students exempt from participating in the
Smarter Balanced summative assessments are:
− Students participating in the California Alternate
Assessments (CAA) in English language arts/literacy
(ELA) and mathematics
− English learners (ELs) who have been attending
school in the United States for less than 12 months
(for the ELA test only)
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About the
Summative Assessments
• Content areas:
– English language arts/literacy (ELA)
– Mathematics
• Two components per content area:
– Computer adaptive test (CAT)
– Performance task (PT)
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About the
Summative Assessments (cont.)
Q: What is the CAT component of the online
summative assessment?
A: The computer adaptive portion of the online test
includes a wide variety of item types. As students
progress throughout a CAT, the computer program
adjusts the difficulty of questions throughout the
assessment based on their responses. For example, a
student who answers a question correctly will receive a
more challenging item, while an incorrect answer
generates an easier question.
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About the
Summative Assessments (cont.)
Q: What is the PT component of the online summative
assessment?
A: The PT is designed to provide students with an
opportunity to demonstrate their ability to apply their
knowledge and higher-order thinking skills to explore
and analyze a complex, real-world scenario. Prior to the
PT, teachers or instructional staff conduct a Classroom
Activity for all students to ensure that a lack of
understanding of the context of the task does not
interfere with a student’s ability to address the content
of the task.
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Systems and Processes for
Online Administration
1
2
3
TOMS
CALPADS
(California Longitudinal
Pupil Achievement Data
System)
•Manage student
demographic data
• Set up test administration
windows
• Verify student
demographic data
• Configure online test
settings (designated
supports and
accommodations)
Test Administrator
Interface & Student
Testing Site
• Administer online
Smarter Balanced
assessments
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Roles and Responsibilities
Important Roles
•
•
•
•
•
LEA CAASPP coordinator
Test Site Coordinator (SC)
Test Administrator (TA)
Technology Coordinator
CALPADS Administrator
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LEA CAASPP Coordinator
•
•
•
•
•
Add SCs and TAs into the TOMS
Ensure that SCs and TAs are appropriately trained regarding
the state and Smarter Balanced assessment administration
as well as security policies and procedures
Report all test security irregularities and/or breaches that
occur before, during, or after test administration to the
California Department of Education (CDE)
Oversee all CAASPP administration activities in schools
Note: LEA CAASPP Coordinators were designated by the
district superintendent at the beginning of the 2014–15
school year.
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Test Site Coordinator
•
•
•
•
•
Identify TAs, ensure that they have submitted signed
CAASPP Test Security Affidavits
Add TAs into TOMS
Ensure TAs are properly trained so they can administer
the assessments
Enter and/or verify student test settings in TOMS
Create or approve testing schedules and procedures for
the school
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Test Site Coordinator (cont.)
•
•
•
•
•
Work with technology staff to ensure that necessary
secure browsers are installed and any other technical
issues are resolved
Monitor testing progress and ensure that all eligible
students participate
Address testing problems at the school site
Mitigate and report all test security incidents to the LEA
CAASPP coordinator
Oversee CAASPP administration activities in the school
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Test Administrator
•
•
•
•
•
Read and sign the CAASPP Test Security Affidavit
Complete training and review all Smarter Balanced policy
and administration documents prior to administering any
Smarter Balanced assessments
Review student information prior to testing to ensure that the
correct student receives the proper test with the appropriate
supports/test settings
Administer the Smarter Balanced assessments
Report all potential test security incidents to the SC and LEA
CAASPP Coordinator in a manner consistent with Smarter
Balanced, state, and LEA policies
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Technology Coordinator
•
•
•
•
Assist LEAs in setting up and overseeing
technology infrastructure
Support each school site
Work closely with the LEA CAASPP Coordinator to
ensure network and testing devices are properly
prepared by installing the most current secure
browser
Help troubleshoot during time of testing
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CALPADS Administrator
•
•
Ensure student demographic, enrollment, and
program participation data is correct in the
CALPADS (3 files total)
Work closely with the LEA CAASPP Coordinator
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Technology Infrastructure
Technology Infrastructure
•
Prior to the test administration, LEA CAASPP
coordinators with technology coordinators should review
the technology infrastructure at their schools.
–
–
–
–
–
Testing devices are working
Secure browsers properly installed a minimum two weeks
before testing (uninstall old browsers, if necessary)
Necessary hardware available and working (i.e.,
headphones, external keyboards, printers)
Content filters, firewalls, and proxy servers configured
Stable (wired or wireless) Internet connection
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Internet and Network
Requirements
•
For testing to occur, a stable, high-speed Internet
connection is required since the Test Delivery
System (TDS) administers tests via the Internet.
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High-level Technology Overview
State hostedtest delivery
servers
Student using
Smarter Balanced
California Secure
Browser software
application
TA using
standard Web
browser
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Secure Browser
•
•
•
Specifically designed for California to provide secure
access
Prevents students from accessing other hardware and
software functions
A secure browser must be installed on all student
computers/devices
–
Updated and reinstalled annually
•
Note: Test Administrator computers will use a
standard Web browser
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Secure Browser Availability
•
•
•
•
•
•
•
•
Windows XP (Service Pack 3), Vista, 7, 8.0, and 8.1, Server
2003, 2008
Mac 10.4 (PowerPC or Intel processors)
Mac 10.5 (Separate versions for PowerPC and Intel
processors)
Mac OS X 10.6–10.10
Linux Fedora 16–20, openSUSE 13.1, Red Hat 6.5, and
Ubuntu (LTS) 10.04, 12.04, and 14.04
Apple iOS 6.0–8.0
Android 4.0.4–4.4
Chrome OS 31–39
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Secure Browser (cont.)
•
•
Students must use the secure browser to log on to
take a summative test
Prior to testing, TAs should verify that:
− External user applications are closed
 The secure browser will not work if the computer
detects that a forbidden application is running
− Testing does not occur on computers with dual
monitors
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Hardware Requirements
•
Device displays
– 10″ diagonal display or larger (iPads with 9.5″
screens are acceptable)
– 1024 x 768 display resolution or better
– Check monitor settings and brightness
•
On-site printers
– Print out test session information
– Print test stimuli or items for students with the printon-demand accommodation
– Only the TA’s computer should have access to a
single local or network printer in the testing room
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Hardware Requirements
•
Headphones are required for each test station
–
–
–
–
English language arts/literacy (ELA) tests
Text-to-speech accommodation
Job Access with Speech (JAWS)
Supported headphones:
 Wired headphones with a 3.5 mm connector
 USB headphones with a wired or wireless connection
 Bluetooth headphones: Logitech H800, SoundBot
SB270, and ECO Sound ECO-V300
– Microphones not required
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Hardware Requirements
• External keyboards required for tablets
–
–
–
–
Mechanical
Manual
Bluetooth-based
Avoid keyboards with additional “shortcut”
buttons
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Technology Resources
•
Diagnostic testing tool to test school’s bandwidth:
−
•
Secure Browser Installation Manual:
−
•
Available on the CAASPP Web site at http://caaspp.org
http://caaspp.org/rsc/pdfs/CAASPP.secure-browsermanual.2015.pdf
Technology Specifications Manual:
−
http://caaspp.org/rsc/pdfs/CAASPP.tech-specsmanual.2015.pdf
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Technology Resources (cont.)
•
Preparing Technology for 2015 Online Testing archived
Webcast:
–
•
http://caaspp.org/rsc/videos/archivedwebcast_101514.html
Call or e-mail CalTAC for help with troubleshooting
−
−
E-mail: caltac@ets.org
Phone: 800-955-2954
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Practice Tests
and Training Tests
Preparing Students and Staff
• There are multiple ways to prepare students
and staff for the Smarter Balanced summative
assessments:
– Practice Tests
– Training Tests
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Important Notes About
Practice and Training Tests
• Practice Tests and Training Tests do not:
– Assess all of the standards that will be in the
operational tests
– Predict or gauge a student’s success on the
operational assessments
– Produce scores
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Purpose of the Practice Tests
• Allow students and administrators to become
familiar with:
– The experience of a grade-level assessment
– A variety of grade-specific items and difficulty
levels
– Performance tasks (PTs)
– The format and structure of the operational
assessments
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About the Practice Tests
•
•
•
•
•
Practice Tests are available in each grade level for
grades 3–8 and 11 for English language
arts/literacy (ELA) and mathematics
Each Practice Test contains approximately 30 items
Performance tasks are available for both ELA and
mathematics
Scoring rubrics and answers are available on the
TA Resource Web page at http://caaspp.org/taresources/index.html
All universal tools, designated supports, and
accommodations are available
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Purpose of the Training Tests
• Allow students and administrators to become
familiar with the test delivery system and
interface features
• Allow students to become familiar with:
– Accessing the tests (log on process)
– The testing software
– The navigational tools
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About the Training Tests
•
Training Tests are available by grade bands for:
–
–
–
•
Each Training Test contains approximately 14–15 items
–
–
•
•
•
Grades 3–5
Grades 6–8
High school
6 ELA items
8–9 math items
There are no performance tasks included in the Training
Tests
No scoring rubrics or answer keys
All universal tools, designated supports, and
accommodations are available
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Practice Tests vs. Training Tests
Practice Test
Purpose
Grade Levels
Number and
Types of Items
Universal Tools,
Designated
Supports, and
Training Test
Provide students with a grade
specific testing experience similar in
structure and format to the
summative assessments
Provide students with an
opportunity to quickly become
familiar with the software and
interface features. There are no
performance tasks (PTs).
Each grade:
•3–8, 11
Grade bands:
•3–5
•6–8
•High school
Approximately 30 items in ELA and
30 items in math per grade level
Includes 1 ELA PT and 1 math PT
per grade level
Approximately 15 items per grade
band (6 in ELA and 8–9 in math);
PTs are not available
All
All
Results are not scored, however
answer keys and scoring rubrics
are available
Results are not scored
Accommodations
Scoring
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Accessing the Practice
and Training Tests
•
There are two means for accessing the Practice
and Training Tests:
1. Through http://caaspp.org on a Web browser
2. Through the secure browser
−
•
Simulates operational online testing environment
TAs may create test sessions for the Practice Tests
or Training Tests on the TA Practice and Training
Site
− Students may return to a Practice Test and/or
Training Test session
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Accessing the Practice
and Training Tests
1
2
Students and parents
who wish to access
the Practice Test
and/or Test via an
Internet browser will
select the button below
3
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Practice and Training Tests
Resources
• Using the Online Practice and Training Tests
archived Webcast
– http://caaspp.org/rsc/videos/archivedwebcast_110514.html
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Using the Test Operations
Management System
(TOMS)
Tasks to Complete in TOMS
for the Online Administration
 Add and manage SCs and TAs
 Set up test administrations
 Review student data
− Demographic data from CALPADS
− Test enrollment
 Assign online test settings to students
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Accessing TOMS
•
•
LEA CAASPP coordinators were given access to TOMS
after the superintendent designation form and test
security agreement were submitted to the California
Technical Assistance Center (CalTAC)
LEA CAASPP coordinators received an e-mail with a
username and temporary password that allows access
to TOMS
–
•
If an LEA CAASPP coordinator has not received the email with temporary password, he or she should contact
CalTAC.
TOMS can be accessed from the CAASPP portal at
http://caaspp.org
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Adding and Managing SCs and TAs
• LEA CAASPP coordinators are responsible for
adding SCs and TAs to TOMS
• Two methods:
– One by one in TOMS
– Template upload through online form
 Template:
http://caaspp.org/rsc/pdfs/CAASPP.toms-userupload-file.2015.xlsx
 Online form:
http://caaspp.org/administration/toms/users/
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Adding and Managing SCs and TAs
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Adding and Managing SCs and TAs
Resources
• TOMS Adding and Managing User Guide:
– http://caaspp.org/rsc/pdfs/CAASPP.adding_man
aging_users.2015.pdf
• Adding and Managing Users in TOMS video
tutorial:
– http://caaspp.org/rsc/videos/archivedwebcast_toms-users.html
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Setting Up Test Administrations
• Testing windows for 2015 Smarter Balanced
online summative assessments:
– Grades 3–8
 At least 66% of a school’s annual instructional
days must be completed
– Grade 11
 At least 80% of a school’s annual instructional
days must be completed
 EAP information is derived from a subset of the
students’ summative assessment item responses
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Setting Up Test Administrations
• Steps to take in TOMS:
1.
2.
3.
4.
5.
Set non-delivery and non-working dates
Set instructional start and end dates
Set non-instructional dates
Set and activate testing administrations
Assign schools to testing administrations
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TOMS Testing Windows Summary
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Setting Up Test Administrations
Resources
•
TOMS Test Administration Setup Guide:
−
•
Assign Schools to Test Administrations instructions:
−
•
http://caaspp.org/rsc/pdfs/CAASPP.test_admin_setup.20
15.pdf
http://caaspp.org/rsc/pdfs/CAASPP.assignschools.2015.pdf
2015 TOMS Test Administration Setup archived
Webcast
−
http://caaspp.org/rsc/videos/archivedwebcast_082014.html
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Reviewing Student Data
•
Each student profile in TOMS includes:
− Demographic data
 Read-only; must be modified in CALPADS
− Test enrollment
 All students in grades 3–8 and 11 are automatically
enrolled in the online Smarter Balanced summative
assessments
− Online test settings
 Universal tools, designated supports, and
accommodations
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Reviewing Student Data (cont.)
•
Students’ grade levels must be correct in TOMS
before testing
− Grade levels are only correctable in CALPADS
•
•
All students who are going to test must appear in
TOMS
If a student’s designated supports and
accommodations information is incorrect, it must be
updated in TOMS before he or she tests
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Importance of CALPADS
•
•
•
•
•
CALPADS is the sole source for student demographic,
enrollment and program participation data
LEAs cannot update student demographic data in
TOMS
It is critical for LEAs to update CALPADS regularly
Processing time from CALPADS to TOMS is 24–48
hours
Student accessibility supports are uploaded and
maintained in TOMS, not in CALPADS
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Student Profile in TOMS:
Demographics
All
demographic
data is readonly
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Student Profile in TOMS:
Test Mode
All students in grades
3–8 and 11 are
automatically enrolled in
the online Smarter
Balanced summative
tests
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Student Profile in TOMS:
Test Settings
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Assigning Accessibility Supports
in TOMS
•
Student online test settings must be configured at least
24 hours prior to testing
–
•
Allow up to 24 hours from when you configure test
settings in TOMS to when the changes appear in the TA
and Student Testing Interface
LEA CAASPP coordinators and SCs are authorized to
set accessibility supports for students in TOMS
–
Two methods:
1. One-by-one through student profile
2. Template upload
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TOMS Online Test Settings
File Upload
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What are Accessibility Supports?
•
Universal Tools:
– Available to all; based on student preference and
selection (e.g., strikethrough, highlighter)
•
Designated Supports:
– Need to be indicated by an educator or guardian
(e.g., color contrast, read aloud, glossary,
magnification)
•
Accommodations:
− Based on individualized education programs (IEPs)
or Section 504 plans (e.g., American Sign
Language, scribe)
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What are Accessibility Supports?
(cont.)
• The online assessments include embedded and
non-embedded accessibility supports.
– Embedded: part of the computer administration
(e.g., digital notepad, calculator)
– Non-embedded: provided outside the computer
administration (e.g., scratch paper, multiplication
table)
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What are Accessibility Supports?
(cont.)
Embedded
Designated Support
Color Contrast
Accommodation
American Sign Language (ELA
listening and math items)
Non-Embedded
Designated Support
Accommodation
Bilingual Dictionary (ELA
Abacus
performance task full writes)
Alternate Response
Color Contrast
Options
Masking
Braille
Text-to-Speech (math and
ELA items)
Translated Test Directions
(math items)
Translations (glossaries)
(math items)
Translations (stacked) (for
math items)*
Closed Captioning (ELA
listening items)
Color Overlays
Calculator
Streamlined Interface
Magnification
Multiplication Table
Text-to-speech (ELA reading
passages)
Noise Buffers
Print on Demand**
Read Aloud (math and ELA
items)
Scribe (ELA non-writing and
math items)
Separate Setting
Translated Test Directions
Translation (glossaries) (math
items)
Special Lighting or Acoustics
Translated Test Directions
(math items)
Read Aloud (ELA reading
passages)
Turn off any universal tools*
Permissive Mode
Print Size
*Must be activated in the test delivery system.
**Print on demand for stimuli only can be
activated in TOMS. If a student(s) need print
on demand for items and/or items and stimuli,
contact CalTAC at least 24 hours prior to
testing.
Scribe
Speech-to-Text
Individualized Aids
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Reviewing Student Data
Resources
•
TOMS Student Paper-Pencil Test Registration User Guide:
−
•
Student Paper-pencil Test Registration in TOMS archived
Webcast:
−
•
http://caaspp.org/rsc/videos/archived-webcast_112014.html
TOMS Online Student Test Settings User Guide:
−
•
http://caaspp.org/rsc/pdfs/CAASPP.ppt-registration.2015.pdf
http://caaspp.org/rsc/pdfs/CAASPP.student-testsettings.2015.pdf
Configuring Online Student Test Settings in TOMS archived
Webcast:
−
http://caaspp.org/rsc/videos/archived-webcast_121814.html
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Accessibility Supports Resources
•
Smarter Balanced Usability, Accessibility, and Accommodations
Guidelines:
–
•
Smarter Balanced Usability, Accessibility, and Accommodations
Implementation Guide:
–
•
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/03/Usability-Accessibility-and-AccommodationsImplementation-Guide.pdf
Guidelines: Frequently Asked Questions:
–
•
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/08/SmarterBalanced_Guidelines.pdf
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
Accessibility and Accommodations for CAASPP 2014–15: An Overview
archived Webcast
–
http://caaspp.org/rsc/videos/archived-webcast_102214.html
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Accessibility Supports Resources
(cont.)
•
Matrix One:
−
•
http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf
Using the CAASPP Individual Student Assessment
Accessibility Profile (ISAAP) Tool video tutorial:
−
http://caaspp.org/rsc/videos/archived-webcast_ISAAPoverview-and-demo.html
•
Embedded Universal Tools and Online Features training
module:
−
http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=
37891690
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Test Administration
Scheduling Testing Time
•
Estimated testing times:
Computer
Adaptive Test
(CAT) items
Content Area
English
Language
Arts/Literacy
Mathematics
Both
Grades
hrs : mins
Performance
Task (PT)
Total
Classroom
Activity
(administered
prior to the
PT)*
hrs : mins
hrs : mins
hrs : mins
hrs : mins
Total
3–5
1:30
2:00
3:30
:30
4:00
6–8
1:30
2:00
3:30
:30
4:00
11
2:00
2:00
4:00
:30
4:30
3–5
1:30
1:00
2:30
:30
3:00
6–8
2:00
1:00
3:00
:30
3:30
11
2:00
1:30
3:30
:30
4:00
3–5
3:00
3:00
6:00
1:00
7:00
6–8
3:30
3:00
6:30
1:00
7:30
11
4:00
3:30
7:30
1:00
8:30
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Scheduling Testing Time (cont.)
•
•
The estimates do not account for any time needed to
start computers, load secure browsers, and log in
students
To help estimate number of days and associated
network bandwidth required, schools should access the
Smarter Balanced Technology Readiness Calculator at
http://www3.cde.ca.gov/sbactechcalc/
−
Based on number of students, computers, and hours per
day computers are available
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Scheduling Testing Time
•
•
Scheduling is a collaborative effort
Recommended: CAT first, PTs second
–
The classroom activity should be completed within 3 days
prior to administering a PT
 ELA PTs have 2 parts and can be completed over 2 days
 Mathematics PTs have 1 part and can be completed in 1 day
CAT
•
Classroom
Activity
Performance
Task
Recommended: PTs should not be administered on the
same day as the CAT
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Example Testing Schedules
•
•
Example 1:
Monday
Tuesday
Wednesday
Thursday
Friday
All Math CAT
Math classroom
activity
Math PT
All ELA CAT
ELA classroom
activity
Next Monday
Next Tuesday
Next Wednesday
Next Thursday
Next Friday
ELA PT Part 1
ELA PT Part 2
Wednesday
Thursday
Friday
Example 2:
Monday
Tuesday
Math CAT Session 1
Math CAT Session 2
Math classroom
activity
Math PT
ELA CAT Session 1
ELA CAT Session 2
ELA classroom
activity
Next Monday
Next Tuesday
Next Wednesday
Next Thursday
Next Friday
ELA PT Part 1
ELA PT Part 2
2015 CAASPP Online Test Administration Workshop
71
Establishing Appropriate
Testing Conditions
•
Testing students in classroom-sized groups is
preferable
–
–
•
•
Reduces test fear and anxiety
Facilitates monitoring and control for TAs
Room should have good lighting, ventilation, and
freedom from noise and interruptions
Remove or cover displayed information (on bulletin
boards, chalkboards, or dry-erase boards, etc.) that
might be used by students to help answer questions
–
Rubrics, vocabulary charts, student work, posters,
graphs, charts, etc.
2015 CAASPP Online Test Administration Workshop
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Establishing Appropriate
Testing Conditions (cont.)
•
Make appropriate seating arrangements prior to
test administration
– Students should be seated so that they cannot view
the answers of others
•
Establish procedures to maintain a quiet testing
environment
– Remember that some students will finish more
quickly than others
2015 CAASPP Online Test Administration Workshop
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Establishing Appropriate
Testing Conditions (cont.)
•
•
•
Cell phones or other electronic devices are not allowed
to be used during testing (e.g., turned off and put away)
Post an “Unauthorized Electronic Devices May Not
Be Used at Any Time During the Testing Session”
sign so that it is clearly visible to all students
Place a “TESTING—DO NOT DISTURB” sign on the
door
2015 CAASPP Online Test Administration Workshop
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General Test Rules
•
•
•
•
•
Students must answer all test items on a page before moving
on to the next page
Students may not return to a test segment once it has been
completed and submitted
Students must answer all test items before the test can be
submitted
Students may not return to a test once it has been completed
and submitted
TAs must follow the “SAY” script exactly each time a test
session is administered
−
Refer to the “SAY” boxes of the Online Test Administration
Manual and/or Online Directions for Administration
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
1. The TA logs on to the TA Interface from
http://caaspp.org on a standard Web browser
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
2. The TA selects the test category or the grade and
content area
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
3. The TA selects the tests to administer
–
Additional tests can be added to a session; you will
receive a confirmation message box
4. The TA starts a test session
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
5. The TA informs students of the test Session ID
–
–
Write or display clearly in a place all students can see
Session IDs are automatically generated upon selecting
the [Start Session] button
Additional tests can be added
to a session; you will receive a
confirmation message box
2015 CAASPP Online Test Administration Workshop
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Distributing Student Logon
Information
•
TAs need to provide students with the Session ID, the
student’s Statewide Student Identifier (SSID), and
confirmation code (student first name in CALPADS) for
logon
−
−
May be provided on a card or piece of paper
TAs may write the Session ID on a board or where
students can see it
Important: Student personal information is secure
and must be collected and securely stored at the end
of a test session, then securely destroyed at the end
of the test administration.
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
6. Students log on through the secure browser
–
−
Recommended: Secure browsers are already launched on
testing devices before students sit down to test
To log on, students need:
 First Name (Confirmation Code): Student’s legal first name as
spelled in CALPADS
 State-SSID: “CA” followed by a hyphen “-” and the student’s SSID
 Session ID: TA-generated
Session ID
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
7. Students verify their identity
–
–
After logging on, students will see the “Is This You?” screen
Students should select [Yes] to continue
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
8. Students selects the test
–
–
All grade-level tests that the student is eligible to take are
displayed
Only the tests that the TA selected for the test session and
those that have not been completed are selectable by students
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
9. Upon selecting a test, students will wait for TA approval
10. As students select tests, the TA will see approvals populate
in the Approvals queue of the TA Interface
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
11. The TA selects the [Approvals (#)] button to access the
Approvals and Student Test Settings screen
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
12. The TA verifies the student has selected the appropriate test
and reviews the students’ test settings by selecting [See/Edit
Details] button next to each student
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
13. The TA selects [Set] to confirm the current test settings and
return to the list of students awaiting approval
–
The TA will still have to approve the student for testing
OR
14. The TA selects [Set & Approve] to establish the existing
settings and approve the student for testing
Note: If a student’s test settings are incorrect, TAs should
deny the student, contact the LEA CAASPP coordinator or
SC to correct the test settings in TOMS, and test the
student on another day
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
15. Upon reviewing test settings for all students, the TA approves
students to test on the Approvals and Student Test Settings
screen
–
–
Select [Approve] to approve a specific student for testing
Select [Approve All Students] to approve all students
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
16. After the TA has approved a student for testing, the student
will verify the test information and settings
–
The student will select [Yes, Start My Test] to begin testing or
[No] if their settings are incorrect
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
17. If a student has a text-to-speech accommodation or is
taking a test with ELA listening items, he or she will verify
the audio checks through headphones
Test with listening items audio
check
Text-to-speech audio check
2015 CAASPP Online Test Administration Workshop
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Administering a Test Session
(cont.)
18. Finally, students will see the Test Instructions and Help page
before they begin testing
–
Students will select [Begin Test Now] to begin testing
2015 CAASPP Online Test Administration Workshop
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Monitoring Student Progress
•
TAs can monitor student testing through the
Students in Your Test Session table on the TA
Interface
– Displays students who have logged in and been
approved for testing
2015 CAASPP Online Test Administration Workshop
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Pausing Tests
• TAs may pause an individual student’s test in
the Students in Your Test Session table
− This will not affect other students’ tests
2015 CAASPP Online Test Administration Workshop
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General Pause Rules
•
•
•
If there is a technical issue (e.g., power outage or
network failure), students will be logged out and the
tests will automatically be paused
If a test is paused, the student must log in again to
resume testing
Highlighted text and global notes will not be
preserved
2015 CAASPP Online Test Administration Workshop
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Pause Rules:
Computer Adaptive Test
•
If a CAT is paused for more than 20 minutes, the student is:
−
−
−
•
–
–
Presented with the test page containing the test item he or she
was last working on (if the page contains at least 1 unanswered
item) OR
Presented with the next test page (if all items on the previous
test page were answered)
Not permitted to review or change any test items on previous
test pages
If a CAT is paused for less than 20 minutes, the student
is:
Presented with the test item or passage he or she was working on
when the test was paused
Permitted to answer previously shown items within a segment
2015 CAASPP Online Test Administration Workshop
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Pause Rules: Performance Task
•
There are no pause rules for PTs
− Even if a PT is paused for more than 20 minutes, the
student can return to the current section and
continue
•
ELA PTs are divided into two parts
− After a student completes the first part, he or she
cannot return to it
2015 CAASPP Online Test Administration Workshop
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Test Timeout Due to Inactivity
•
•
As a security measure, students are automatically logged out
of the test after 30 minutes of inactivity
Activity means:
−
−
−
•
Selecting an answer
Using a navigation option in the test (e.g., selecting [Next] or
[Back], using the Questions drop-down list)
Note: Moving the mouse or selecting an empty space on the
screen is not considered activity
Before the system logs out, a warning message will be
displayed
2015 CAASPP Online Test Administration Workshop
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Stopping an Entire Test Session
• TAs can stop a test session (and therefore pause tests
for all students in the session)
–
Select the [Stop Session] button in the upper-left corner
of the TA Interface
–
An “Important!” box will appear, requesting verification to
end the session and log students out
Select [OK] to continue or [Cancel] to keep the test
session open
–
2015 CAASPP Online Test Administration Workshop
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Reaching the End of the Test
1. After students answer the last item on the test, the
[End Test] button will appear in the upper-left
corner of the screen
2015 CAASPP Online Test Administration Workshop
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Reaching the End of the Test
2. Upon selecting the [End Test] button, an “Attention”
message will appear
– Students will select [Yes] to proceed with reviewing
answers and submitting the test
2015 CAASPP Online Test Administration Workshop
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Reaching the End of the Test
3. Students may review answers before submitting a
test
2015 CAASPP Online Test Administration Workshop
102
Reaching the End of the Test
4. When a student is ready to submit the test, he or
she will receive a confirmation screen
2015 CAASPP Online Test Administration Workshop
103
Test Expiration Rules
•
•
A student’s CAT test remains active until the
student completes and submits the test or 45
calendar days after the student has begun the CAT
A student’s PT remains active for 10 calendar days
after the student has begun it
2015 CAASPP Online Test Administration Workshop
104
Classroom Activity
Administration Guidelines
•
•
•
•
Purpose: To provide students with important context,
concepts, and key terms prior to taking the PT
All students will have a classroom activity before they
complete a PT
May be administered in a classroom or any other
appropriate space
Recommended:
–
–
ELA Classroom Activity should take place on a separate
day from the PT
No more than a 3-day lapse between the classroom
activity and the PT administration
2015 CAASPP Online Test Administration Workshop
105
Classroom Activity
Administration Guidelines (cont.)
•
•
•
•
Computers, projectors, and other technology are
allowed but not required for the classroom activity
Involves the participation of all students in an
instructional task
PT will be completed by individual students on the
testing device
Students may take notes during the classroom activity,
but the notes must be collected before proceeding to
the PT
2015 CAASPP Online Test Administration Workshop
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Classroom Activity
Administration Guidelines (cont.)
•
Designed to fit into a 30-minute window
– Will vary due to complexity of topic and individual
student needs
•
•
The SC should download the assigned classroom
activity and provide to TAs at least 1–2 days prior
After receiving the activity from the SC, the TA or
classroom teacher should administer the classroom
activity
2015 CAASPP Online Test Administration Workshop
107
Test Security
Test Security
• There are three different types of test security
incidents:
1. Impropriety
2. Irregularity
3. Breach
2015 CAASPP Online Test Administration Workshop
109
Test Impropriety
•
•
•
•
•
•
Unusual circumstance that has a low impact on the testing
individual or group of students
Low risk of affecting student performance, test security, or
test validity
Correctable and containable at local level
Must be reported to the LEA CAASPP Coordinator or SC
using the Test Administration Testing Incident or Impropriety
Report Form on the CAASPP Forms Web page at
http://caaspp.org
May be reported in the Appeals module should an Appeal be
required
Example: Students talking during testing
2015 CAASPP Online Test Administration Workshop
110
Test Irregularity
•
•
•
•
•
•
Unusual circumstance that impacts the testing individual or group
of students
May affect student performance, test security, or test validity
Correctable and containable at the local level
Must be reported to the LEA CAASPP Coordinator or SC using the
online Test Administration Testing Incident or Impropriety Report
Form at http://caaspp.org, who must then report it to the CDE
(caasppirreg@cde.ca.gov) within 24 hours
Submitted in the Appeals module for resolution
Examples: Student cheating or providing answers to another;
student accessing or using electronic equipment (e.g., cellphone)
2015 CAASPP Online Test Administration Workshop
111
Test Breach
•
•
•
•
Event that threatens test validity (e.g., release of
secure materials)
External implications for the Consortium
A breach incident must be reported to the CDE
within 24 hours (caasppirreg@cde.ca.gov)
Examples:
− Administrator or coordinator modifying student
responses or record at any time
− Administrator allowing students to take home test
items, passage, prompts, or scratch paper
2015 CAASPP Online Test Administration Workshop
112
Test Security Resources
•
2015 CAASPP Test Security live Webcast
– Wednesday, February 18, 2014 from 1–2 p.m.
•
Smarter Balanced Online Test Administration
Manual:
– http://caaspp.org/rsc/pdfs/CAASPP.online_tam.2015.
pdf
2015 CAASPP Online Test Administration Workshop
113
Questions
Help Desk Support
The California Technical Assistance Center
(CalTAC) is there to support all LEA CAASPP
coordinators!
Monday–Friday from 7 a.m.–5 p.m.
E-mail: caltac@ets.org
Phone: 800-955-2954
Web site: http://caaspp.org
2015 CAASPP Online Test Administration Workshop
115
Interim Assessments and
the Digital Library
TOM TORLAKSON
State Superintendent
of Public Instruction
Senior Assessment Fellows
Kathy Caric
Gina Koency
Mary Tribbey
CALIFORNIA DEPARTMENT OF EDUCATION
Tom Torlakson, State Superintendent of Public Instruction
A Balanced Assessment System
Summative:
Tests used for end-ofyear accountability
and evaluation
TOM TORLAKSON
State Superintendent
of Public Instruction
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
All students
leave
high school
college
and career
ready
Teachers and
schools have
information and
tools they need
to improve
teaching and
Formative resources:
learning
Interim Assessments:
Educator resources
that support
measuring student
learning in real-time
during instruction
Tests used for timely
and periodic information
based on local
needs/goals
117
Purpose of the Interim
Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• Designed to support teaching and
learning throughout the year.
– Feedback to inform instruction including:
• Global measures of early and midyear
progress
• Identify specific areas of strength and
weakness
• Assess skills of incoming students
• Local use
118
Interim Assessments: Two Types
TOM TORLAKSON
State Superintendent
of Public Instruction
• Interim Comprehensive
Assessments (ICAs)
– Assess the same claims and
standards
• Interim Assessment Blocks (IABs)
– Assess smaller sets of assessment
targets
– Address specific content areas
– More flexible
119
Interim Assessment Items
• Same as summative items
TOM TORLAKSON
State Superintendent
of Public Instruction
– assess Common Core State Standards
– same accessibility resources
– provide evidence to support claims in
mathematics and English language
arts/literacy
• Different from summative items
– Separate, non-secure pool
120
IABs for ELA, Grades 3 to 5
Grades 3–5
TOM TORLAKSON
State Superintendent
of Public Instruction
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task (Grades 4–5 only in 2014–15)
*Informational Performance Task
*Opinion Performance Task (Grade 3 only in 2014–15)
*Will be available in 2015–16
121
IABs for ELA, Grades 6 to 8
Grade 6-8
TOM TORLAKSON
State Superintendent
of Public Instruction
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
*Narrative Performance Task
*Explanatory Performance Task
Argument Performance Task
*Will be available in 2015–16
122
IABs for ELA, High School
High School
TOM TORLAKSON
State Superintendent
of Public Instruction
Read Literary Texts
Read Informational Texts
Edit/Revise
Brief Writes
Listen/Interpret
Research
Explanatory Performance Task
*Argument Performance Task
*Will be available in 2015–16
123
IABs for Mathematics
Grades 3 to 5
TOM TORLAKSON
State Superintendent
of Public Instruction
IAB Name
Grade
3 4 5
aa *
Numbers and Operations in Base 10 * a a
Fractions
aaa
Geometry
* *
Measurement and Data
a * a
Mathematics Performance Task
aaa
Operations and Algebraic Thinking
*Will be available in 2015–16
124
IABs for Mathematics
Grades 6 to 7
TOM TORLAKSON
IAB Name
State Superintendent
of Public Instruction
Ratio and Proportional Relationships
Number System
Expressions and Equations
Geometry
Statistics and Probability
Mathematics Performance Task
Grade
6
7
a
*
a
a
*
a
a
a
a
*
*
a
*Will be available in 2015–16
125
IABs for Mathematics
Grade 8
TOM TORLAKSON
State Superintendent
of Public Instruction
Grade 8
*Expressions & Equations I (and Proportionality)
*Expressions & Equations II
Functions
Geometry
Mathematics Performance Task
*Will be available in 2015–16 (available as a
single Expressions & Equations Block in 2014–15)
126
IABs for Mathematics
for High School
High School
TOM TORLAKSON
State Superintendent
of Public Instruction
Algebra and Functions – Linear Functions
Algebra and Functions – Quadratic Functions
*Algebra and Functions – Exponential Functions
*Algebra and Functions – Polynomials Functions
*Algebra and Functions – Radicals Functions
*Algebra and Functions – Rational Functions
*Algebra and Functions – Trigonometric Functions
*Geometry – Transformations in Geometry
Geometry – Right Triangle Ratios in Geometry
*Geometry – Three-Dimensional Geometry
*Geometry – Proofs
*Geometry – Circles
*Geometry – Applications
*Interpreting Categorical and Quantitative Data
*Probability
*Making Inferences and Justifying Conclusions
Mathematics Performance Task
*Will be available in 2015–16
127
Administration of ICAs and IABs
TOM TORLAKSON
State Superintendent
of Public Instruction
• Administered online
(no paper/pencil administration)
• Same teacher registration process
and test delivery interface as the
summative assessment
• Fixed length test format for
2014−15
• Computer adaptive tests (CATs)
for 2015-16
128
Grades Supported by Interim Assessments
for 2014–15
TOM TORLAKSON
State Superintendent
of Public Instruction
Grade 3
Grade 4
Interim Tests: ELA and Mathematics
Grade 5
Grade 6
Grade 7
Grade 8 High School
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
129
Scoring of the Interim Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• Most items are scored by the Smarter
Balanced test delivery engine
• Scoring of constructed-response items
and performance tasks is a local
responsibility
• Reports are generated after the
constructed-response item scores and
performance task scores are input into
the system
• Scoring is supported by rubrics and
anchor papers
130
Interim Blocks That Do Not Require
Local Scoring in 2014–15
TOM TORLAKSON
State Superintendent
of Public Instruction
• ELA, all grade levels:
– Edit/Revise
– Listen/Interpret
– Research
• Mathematics, all grade levels
– All blocks
(Performance task blocks in both
ELA and math require local scoring)
131
Results from the Smarter
Balanced Interim Assessments
TOM TORLAKSON
State Superintendent
of Public Instruction
• The ICAs and the IABs provide
individual student results that
teachers can examine in order to
adjust instruction.
– ICA: Overall scale score and
Score of “Below” “At/Near” or
“Above” Standard for each Claim
– IAB: Score of “Below” “At/Near” or
“Above” Standard for each Block
132
Smarter Balanced Mockup:
Individual Interim Student Report
TOM TORLAKSON
State Superintendent
of Public Instruction
133
TOM TORLAKSON
State Superintendent
of Public Instruction
Suggested Uses of the
Interim Assessments
in 2014−15
134
Inform Teaching and Learning
TOM TORLAKSON
State Superintendent
of Public Instruction
• Administer IAB(s) that align with
current curriculum and pacing
• Use IAB results with other sources
of evidence to identify student
strengths and weaknesses
• Use ICAs or IABs to evaluate
progress and plan adjustments to
increase student learning
135
Authentic Experience
TOM TORLAKSON
State Superintendent
of Public Instruction
• Create test sessions, pause the test,
experience the interface, experience
the technology
• Experience content and items
reflective of the summative
• Use ICAs to gauge time needed for
students to complete the summative
136
Accessibility Supports
TOM TORLAKSON
State Superintendent
of Public Instruction
Universal tools, designated
supports, and accommodations are
modifiable on the TA Interface for
the interim assessments
− Provides an excellent opportunity to
try out accessibility supports with
students and actual test items
Note: Only universal tools will be
modifiable on the TA Interface for the
summative assessments.
137
Local Scoring
TOM TORLAKSON
State Superintendent
of Public Instruction
• Builds content knowledge
• Supports collaboration
• Provides a sense of the student’s
strengths and weaknesses
• Builds teacher comfort with the
process of online scoring
• Helps LEAs estimate the time
required to conduct local scoring of
ICAs and IABs.
138
Sample Implementation Plan for
LEAs for 2015–16
TOM TORLAKSON
State Superintendent
of Public Instruction
• Become familiar with the ICAs and IABs
• Consider the district’s available technology
• Plan how to use the Interim Assessments
next year:
–Locus of control/roles and responsibilities
–Student registration
–Accessibility supports
–Teacher log-ins and security agreements
–Scoring (training and time to score)
–Technology
–Scheduling
–Troubleshooting
139
Log-ins required to support Interims
Requires same logon
credentials used for the
Digital Library:
User Name: LEA e-mail
Password: ****** (6 characters)
1
TOM TORLAKSON
State Superintendent
of Public Instruction
2
4
Interim Handscoring System
3
Handscore students’
constructed responses
Requires TOMS logon credentials:
User Name: First Name.Last Name
Password: ********* (9 characters)
Data Warehouse
Receive and view student
reports
140
A Balanced Assessment System
Summative:
Tests used for end-ofyear accountability
and evaluation
TOM TORLAKSON
State Superintendent
of Public Instruction
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
All students
leave
high school
college
and career
ready
Teachers and
schools have
information and
tools they need
to improve
teaching and
Formative resources:
learning
Interim Assessments:
Educator resources
that support
measuring student
learning in real-time
during instruction
Tests used for timely
and periodic information
based on local
needs/goals
141
Digital Library
• On-line collection of resources:
TOM TORLAKSON
State Superintendent
of Public Instruction
– Aligned with the intent of the Common Core State
Standards
– Contributed by educators for educators
– Vetted against a set of quality criteria
• Supports implementation of the
formative assessment process
• Incorporates collaboration features
• Supports diverse groups of learners
142
Definition of the Formative
Assessment Process
TOM TORLAKSON
State Superintendent
of Public Instruction
Formative assessment is a
deliberate process used by teachers
and students during instruction
that provides actionable feedback
that is used to adjust ongoing
teaching and learning strategies to
improve students’ attainment of
curricular learning targets/goals.
143
Four Attributes of the
Formative Assessment Process
TOM TORLAKSON
State Superintendent
of Public Instruction
Clarify
intended
learning
Act on
evidence
Elicit
evidence
Interpret
evidence
144
Digital Library Resources
Assessment
Literacy Modules
• Interactive Professional Learning Modules
• Resources for educators, students, and families
TOM TORLAKSON
State Superintendent
of Public Instruction
Instructional
Modules
Education
Resources
• Frame Formative Assessment within a Balanced Assessment System
• Articulate the Formative Assessment Process
• Highlight Formative Assessment Practices and Tools
• Interactive Professional Learning Modules
• Instructional coaching for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative
assessment process
• Focus on key content and practice from the Common Core State
Standards for Mathematics and English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
• Reflect and support the formative assessment process
• Reflect and support the Common Core State Standards for Mathematics
and English Language Arts
• Create Professional Learning Communities
145
Assessment Literacy Modules
•Interactive Professional Learning Modules
•Resources for educators, students, and
families
TOM TORLAKSON
State Superintendent
of Public Instruction
•Frame Formative Assessment within a
Balanced Assessment System
•Articulate the Formative Assessment
Process
• Highlight Formative Assessment Practices
and Tools
146
Instructional Modules
•Interactive Professional Learning Modules
•Instructional coaching for educators
•Instructional materials for students
TOM TORLAKSON
State Superintendent
of Public Instruction
•Demonstrate/support effective
implementation of the formative
assessment process
•Focus on key content and practice from
the Common Core State Standards for
Mathematics and English Language Arts
Literacy
147
Education Resources
•High-quality vetted instructional resources
and tools for educators
•High-quality vetted resources and tools for
students and families
TOM TORLAKSON
State Superintendent
of Public Instruction
•Reflect and support the formative
assessment process
•Reflect and support the Common Core State
Standards for Mathematics and English
Language Arts Literacy
•Create Professional Learning Communities
148
Digital Library Features
TOM TORLAKSON
State Superintendent
of Public Instruction
149
Interim Assessment Blocks
Interactive Module
TOM TORLAKSON
State Superintendent
of Public Instruction
150
Using Interim Assessment Blocks
Elicit Baseline
Evidence Using
an Interim
Assessment
Block
TOM TORLAKSON
State Superintendent
of Public Instruction
Clarify
Intended
Learning
Elicit
Act on
Evidence
Interpret
Evidence
Evidence
Digital
Library
Digital
Library
Clarify
Intended
Learning
Elicit
Act on
Evidence
Interpret
Evidence
Evidence
Check Progress
Using an Interim
Assessment
Block
151
Log-in Credentials for Teachers
Each LEA must:
TOM TORLAKSON
State Superintendent
of Public Instruction
• Register Schools (Institutions)
• Register Teachers
• Important to complete forms
Accurately
Role
AssociatedEntityID
Level
District Coordinator
CDS Code for the District
DISTRICT
DL_EndUser
CDS Code for the District
DISTRICT
DL_EndUser
CDS Code for the School
INSTITUTION
DL_EndUser
CDS Code for the School
INSTITUTION
• Help: CalTAC at 855-631-1510
152
Digital Library Implementation
TOM TORLAKSON
State Superintendent
of Public Instruction
• Think through what the teachers
might need
• Provide hands-on training and
support
• Embed into existing meetings
• Encourage collaborative
exploration
• Build the knowledge base around
formative assessment practice
153
TOM TORLAKSON
State Superintendent
of Public Instruction
Questions?
154
For Further Information
TOM TORLAKSON
http://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp
http://www.cde.ca.gov/ta/tg/sa/diglib.asp
State Superintendent
of Public Instruction
Smarter Balanced Web Page
http://www.smarterbalanced.org/interim-assessments/
CalTAC
http://caaspp.org/
1-800-955-2954
(for Digital Library: 1-855-631-1510)
155