Testing Accommodations
North Carolina Testing Program
NCDPI Division of Accountability Services
Spring 2006
1
This presentation is the property of the North
Carolina Department of Public Instruction
and may be used for training and
informational purposes only. It may not be
used for personal or financial gain.
2
Information from this training is located in:
Testing Students with Disabilities
(Published July 2005)
www.ncpublicschools.org/accountability/
policies/tswd
Guidelines for Testing Students
Identified as Limited English
Proficient (Published September 2005)
www.ncpublicschools.org/accountability/
3
policies/slep
Training Modules
• Module I
–
–
–
–
Introduction to Accommodations
Scheduled Extended Time
Multiple Testing Sessions
Testing in a Separate Room
• Module II
– Test Administrator Reads Test Aloud
• Module III
– Student Marks Answers in Test Book
– Student Reads Test Aloud to Self
– Dictation to a Scribe
4
Testing Accommodations
Module I:
Introduction to Accommodations
Scheduled Extended Time
Multiple Testing Sessions
Testing in a Separate Room
Accommodations Trivia
5
6
What are Testing
Accommodations?
• Changes in the administration of an assessment,
such as setting, scheduling, timing, presentation
format, response mode, or others
• Valid accommodations do not change the
construct intended to be measured by the
assessment or the meaning of the resulting
scores
7
What are Testing
Accommodations? (cont’d)
• Are used for equity, not advantage, and serve
to level the playing field
• Allow students to access the standard test
administration
• Must be identified in the student’s
Individualized Education Program (IEP),
Section 504 plan, or Limited English Proficient
(LEP) documentation
• Must be used regularly during instruction and
similar classroom assessments administered
throughout year
8
Instructional vs. Testing
Accommodations
INSTRUCTIONAL
Graphic Organizers
TESTING
Mark in Book
Scaffolding
Extended Time
Large Print
Peer Tutor
Separate Setting
Teacher Notes
9
Who is Eligible for
Accommodations?
A student with disabilities who has a current:
• Individualized Education Program (IEP) or
• Section 504 Plan
• A student identified as LEP who has scored
below Superior in reading on the most recent
administration of the IPT
– for writing assessment, student must have scored
below Superior in writing on the IPT
10
Who Determines
Accommodations?
For a student with disabilities:
• IEP Team
• Section 504 Committee
For a student identified as limited English
proficient:
• School-based team/committee
11
Where are the Accommodations
Documented?
For a student with disabilities:
• IEP (some LEAs also use NCTP Tables)
• Section 504 Plan
For a student identified as limited English
proficient:
• LEP documentation (created by LEA)
12
Examples of Accommodations for
Students with Disabilities and
Students Identified as LEP
STUDENTS WITH DISABILITIES
Assistive Technology
Braille Edition
Dictation to a Scribe
Large Print Edition
Sign Language Interpreter
STUDENTS
IDENTIFIED
Read Aloud (for tests AS LEP
other than reading tests)
Multiple Test Sessions
Dictionary/
Extended Time
Separate Setting
Electronic
Read Aloud to Self
Translator
13
Types of Accommodations
• Modified Test Formats
• Assistive Technology (AT) Devices and
Special Arrangements
• Special Test Environments
14
Modified Test Formats
Accommodation
Students
with
Disabilities
Students
Identified
as LEP
Braille Edition
Large Print Edition
One Item Per Page Edition
15
AT Devices and Special
Arrangements
Accommodation
Students
with
Disabilities
Students
Identified as
LEP
AT Devices
Dictation to a Scribe
English/Native Language Dictionary or
Electronic Translator
Interpreter/Transliterator Signs/Cues Test
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Test Administrator Reads Test Aloud
16
Special Test Environments
Accommodation
Students
with
Disabilities
Students
Identified as
LEP
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
17
Top 5 Most Used
Accommodations on EOG
1. Scheduled Extended Time
2. Testing in a Separate Room
3. Test Administrator Reads Test Aloud
(Math)
4. Student Marks Answers in Test Book
5. Multiple Testing Sessions
Based on Green Book
data from 2004-05
18
Most Frequently Used
Accommodations - EOG
15,000
Grade 3
Grade 5
Grade 8
Grade 10 (HSCT)
10,000
Multiple
Testing
Sessions
Mark in
Book
Read
Aloud
Separate
Room
0
Extended
Time
5,000
Grades 3, 5, and 8 based on Green
Book data from 2004-05. Grade 1019
based on 2003-04 data.
Before Testing
• Make sure school test coordinator is aware of what
accommodations are actually documented to be used
• Make sure student is aware of what accommodations will
be used during test
STUDENT SHOULD BE USING ACCOMMODATIONS
ROUTINELY DURING INSTRUCTION AND SIMILAR
CLASSROOM ASSESSMENTS - THEY SHOULD NOT
BE A SURPRISE ON TEST DAY!
20
During Testing
• Follow procedures in this training
• Follow procedures in Test Administrator’s
Manual, Testing Students with Disabilities,
and Guidelines for Testing Students
Identified as Limited English Proficient
• Students must be provided the
accommodation(s) listed in the
documentation
21
After Testing
• Each student’s answer sheet must be coded
with exactly which accommodations were
provided during testing
PROVIDED ≠ USED
• For example, a student has the accommodation
of extended time. If he finishes early, he does
not need to be kept for extra time just because
he has extended time. He would have been able
to have extended time if he needed it. Therefore,
it was provided, but he didn’t use it.
22
After Testing
• Make note of what the student actually
used – keep in local records
– Some examples
•
•
•
•
Finished in standard time (no extra time needed)
Followed along with read aloud administration
Went ahead and did not listen to read aloud
Had multiple testing sessions over 2 days, but
finished in one
• Used English/Native Language dictionary
– This can aid future decisions regarding testing
23
accommodations
BOTH
SWD
LEP
24
Scheduled Extended Time
• The student’s IEP, Section 504 Plan, or appropriate
LEP documentation should specify an estimated
amount of extra time the student will require
• Breaks occur at standard intervals specified in Test
Administrator’s Manual unless student also has
Multiple Testing Sessions
• Student must be allowed bathroom and lunch
breaks
• If testing continues past lunch, student must not
communicate with other students during lunch
25
Scheduled Extended Time
• If student’s estimated time is over, but
student is working diligently, let him/her
continue
• Must complete in one day if used without
Multiple Testing Sessions
• Testing must be complete prior to normal
afternoon dismissal
• Documentation may be written in terms of
minutes (extra 30 minutes) or as multiple
of test time (1.5 x)
26
Scheduled Extended Time
• Students are not required by NCDPI to also
have the Testing in a Separate Room
accommodation in order to receive Scheduled
Extended Time
– If student does not also have Testing in a Separate
Room as an accommodation, he/she would begin the
test in his/her appropriate testing location
– If test is not complete after standard test
administration time, student should be moved to
different location to complete test
27
Scheduled Extended Time
EXAMPLE 1:
Victor can complete a test in one day with
breaks at the same intervals as his peers.
However, he needs additional time to
complete the test beyond that designated in
the Test Administrator’s Manual. His LEP
documentation states that he needs the
following accommodations:
–Scheduled Extended Time (1.5 x the test time)
–Testing in a Separate Room (small group)
–Test Administrator Reads Test Aloud (in English)
28
Scheduled Extended Time
Other documented accommodations:
•Testing in a Separate Room (small group)
•Test Administrator Reads Test Aloud (in
English)
EXAMPLE 1
Victor
Time on test
Standard Test
Administration
90
Days of testing
1
1
Frequency of
breaks
Number of
breaks
After 45 minutes
Every 45 minutes
1
2
135
29
BOTH
SWD
LEP
30
Multiple Testing Sessions
• How test administration is to be divided
must be documented
– More frequent breaks
– Over multiple days
• If student does not also have Scheduled
Extended Time, total administration time
should be limited to that in Test
Administrator’s Manual
31
Multiple Testing Sessions
EXAMPLE 1:
John can complete a test in the standard
administration time. However, he needs
breaks more frequently than those designated
in the Test Administrator’s Manual. His
Section 504 Plan lists the following
accommodations:
– Multiple Testing Sessions (breaks every 20
minutes)
– Testing in a Separate Room (small group)
32
Multiple Testing Sessions
Other documented accommodations:
•Testing in a Separate Room
(small group)
EXAMPLE 1
John
Time on test
Standard Test
Administration
90
Days of testing
1
1
Frequency of
breaks
Number of
breaks
After 45 minutes
Every 20 minutes
1
4
90
33
Multiple Testing Sessions
EXAMPLE 2:
Sasha requires the test to be divided over two
days. She can take breaks at the same
intervals as her peers. She will, however,
need additional time beyond that allowed in a
standard test administration. Her IEP lists the
following accommodations:
– Multiple Testing Sessions (over 2 days)
– Scheduled Extended Time (extra 30 minutes)
– Testing in a Separate Room (small group)
34
Multiple Testing Sessions
Other documented accommodations:
•Scheduled Extended Time (extra
30 minutes)
•Testing in a Separate Room
EXAMPLE 2A
Standard Test
Administration
Sasha
Days of
testing
1
2
Time on test
90
Day 1
60
Day 2
60
Frequency of
breaks
After 45
minutes
After 45
minutes
After 45
minutes
Number of
breaks
1
1
1
35
Multiple Testing Sessions
Other documented accommodations:
•Scheduled Extended Time (extra
30 minutes)
•Testing in a Separate Room
EXAMPLE 2B
Standard Test
Administration
Sasha
Days of
testing
1
2
Time on test
90
Day 1
45
Day 2
75
Frequency of
breaks
After 45
minutes
After 45
minutes
After 45
minutes
Number of
breaks
1
0
1
36
Multiple Testing Sessions
• Student is not allowed to look back over work
done in previous session
• Before ending each session, student must be
told to review work and may not change any part
of the responses in the following sessions
• After a break, student is not permitted to
complete unanswered questions from previous
section
• At the conclusion of each session, paper clips
may be used to secure those pages already
completed or planned for future session
37
Multiple Testing Sessions
• If completing test in multiple days or with
long breaks during the day, student may
return to regular class if general testing
has concluded
• Student is not allowed to revisit any
portion of the test already completed, even
if some questions were left unanswered
38
BOTH
SWD
LEP
39
Testing in a Separate Room
• One-on-one or Small Group
– Must be designated on documentation
• MUST be used if students receive one or
more of the following accommodations:
– Assistive Technology that reads test aloud
(without use of headphones)
– Student Reads Test Aloud to Self
– Test Administrator Reads Test Aloud
40
Testing in a Separate Room:
One-on-One
•
•
•
•
•
Really 2:1
Test administrator and proctor for each student
Only one student per testing location
All standard testing procedures must be followed
MUST be used if student uses the following:
– Assistive Technology that reads test aloud (without use
of headphones)
– Dictation to a Scribe
– Student Reads Test Aloud to Self accommodation
41
Testing in a Separate Room:
Small Group
• IEP or Section 504 Plan may designate
maximum group size
• NCDPI does not mandate a maximum
group size – HOWEVER, it is a “SMALL
group”
• Test administrator and proctor required
• Test administrators and proctors must
follow same guidelines/procedures as
standard administration
42
Accommodations Trivia
General
Scheduled
Multiple
Information Extended
Testing
Time
Sessions
200
200
200
Testing in a
Separate
Room
200
400
400
400
400
600
600
600
600
43
Game Over
What are two groups of students
that are eligible to receive testing
accommodations?
Students with disabilities and students
identified as limited English proficient (LEP)
Next Question44
Name an accommodation that
requires the student to also have
the Testing in a Separate Room
accommodation.
Test Administrator Reads Test Aloud
Student Reads Test Aloud to Self
Assistive Technology that reads the test aloud
Next Question45
If a student has the Scheduled
Extended Time accommodation
and is working diligently at the
end of his estimated time, may I
let him continue?
YES
If the student is still working after the
conclusion of the estimated time written in the
IEP/504 Plan/LEP documentation, he may
continue. Testing must be concluded by end of
that school day.
Next Question46
Can a student that has Scheduled
Extended Time be tested in the
regular classroom?
YES
If the student does not also have the Testing in
a Separate Room accommodation and is still
working after the conclusion of the standard
test administration, he/she may then move to
another designated location to complete the
test.
Next Question47
Are all instructional accommodations
also testing accommodations?
NO
Testing accommodations must also be used in
instruction, but not all accommodations used
in instruction are appropriate for testing.
Next Question48
Where do you document what
accommodations were provided to
the student during testing?
On the student’s answer sheet
Next Question49
Are all Testing in a Separate Room
accommodations small group?
NO
Some accommodations (such as Student
Reads Test Aloud to Self) require the student
to be in a one-on-one setting. Also, some
students may need to be by themselves to
focus.
Next Question50
How often do students with
Scheduled Extended Time get
breaks?
With the exception of overall time limits,
procedures in the Test Administrator’s Manual
are followed, including break times.
Next Question51
How many adults are in the room for
a “one-on-one” administration?
Two – a test administrator and a proctor are
required for the administration of state tests
Next Question52
Are all students with Multiple Testing
Sessions tested over multiple days?
NO
Some students are able to finish the test within
one day but need breaks more frequently than
those of the standard test administration.
Next Question53
If a student needs several days and
extra time to complete the test, what
accommodations should be in her
documentation?
Both Multiple Testing Sessions and Scheduled
Extended Time should be in the student’s IEP,
Section 504 Plan, or LEP documentation
Next Question54
If a student has Multiple Testing
Sessions, can the pages the student
is not going to be working on during
a session be clipped together?
YES
Pages the student has completed and those
planned for a future session may be secured
by paper clips.
Next Question55
Thank you for taking the time to
learn more about testing
accommodations in North Carolina.
When students are given accommodations appropriately,
it helps ensure that students are able to access the test
and that the test results are valid
and a true representation
of what your students have learned.
If you have questions about testing accommodations,
please contact your school test coordinator.
56
Testing Accommodations
Module II:
SWD
BOTH
Test Administrator Reads Test Aloud
LEP
57
General Information
• Valid accommodation for tests that do not
measure reading comprehension
– NOT a valid accommodation for:
•
•
•
•
•
•
•
EOG – Reading
NCEXTEND2 EOG – Reading
English I EOC
NCEXTEND2 OCS – Occupational English I
HSCT – Reading
Competency Test – Reading
IPT (English language proficiency test – accommodations
only available for students with disabilities) - Reading
58
Administrative Procedures
Prior to Testing
• Each student’s IEP/504 Plan/LEP
documentation must state how test is to be read
aloud
For example:
• Everything
• By student request
• Everything but numbers
• Each student must be aware of how test will be
read aloud (see above)
59
Administrative Procedures
During Testing
• Students should be in test groups based
on how test is to be read
• Students must be in small group or oneon-one administrations (this must also be
in documentation)
– One-on-One suggested for Online Test of
Computer Skills
60
Administrative Procedures
During Testing (cont’d)
• Teacher must have a copy of the test to
read from
• Directions for the student are located in
the Test Administrator’s Manuals
• May repeat instructions and test questions
as many times as needed
• Test items and answer choices must be
read in a consistent manner
61
If Entire Test is To Be Read Aloud
• Test administrator must read
– Item number
– Test item
– Corresponding answer choices
• Pause and allow students to choose an answer
• While students are responding, review next item
to determine how it should be read
• Proceed to next item after students have marked
their answers
62
If Test is To Be Read
by Student Request
• Student will indicate which item number
he/she needs read.
• Test administrator should pause to read
problem to self prior to reading to student
• Test administrator must move near the
student and read
– Item number
– Test item
– Corresponding answer choices
63
Administrative Procedures
After Testing
• If used during a test of reading
comprehension, must code appropriate
Special Code
– Use of the accommodation invalidates the
results of the test
64
Math Tests
Fractions, greater/less than signs, equal
signs, exponents, etc. should be read in
same manner as routinely used in
classroom
EXCEPT
if reading it provides the student with the
answer
65
Problem Types: Place Value
Most numbers can be
read as they would be
used in the classroom
All examples presented in Module II are from the Sample Test Items
available online at: www.ncpublicschools.org/accountability/testing
66
Place Value
Example 1
RIGHT WAY
TO READ
UNNECESSARY
WAY TO READ
Sam got fifty-four stickers from his
mother, forty-seven stickers from his
father, and seventy-two stickers from
his uncle. About how many stickers did
Sam receive?
Sam got five four stickers from his
mother, four seven stickers from his
father, and seven two stickers from his
uncle. About how many stickers did
Sam receive?
A
one hundred ninety
A
one - nine - zero
B
one hundred seventy
B
one - seven - zero
C
one hundred fifty
C
one - five - zero
D
one hundred thirty
D
one - three - zero
67
Problem Types: Place Value
When place value is
involved in the
question, numbers
need to be read as
digits, commas,
decimals, etc.
All examples presented in Module II are from the Sample Test Items
available online at: www.ncpublicschools.org/accountability/testing
68
Place Value
Example
RIGHT WAY
TO READ
A class collected seven hundred
fourteen box tops. Which number
represents seven hundred fourteen?
WRONG WAY
TO READ
A class collected seven hundred
fourteen box tops. Which number
represents seven hundred fourteen?
A
seven – zero – four
A
seven hundred four
B
seven – one – four
B
seven hundred fourteen
C
seven – four – zero
C
seven hundred forty
D
seven – four - one
D
seven hundred forty-one
69
Problem Types: Fractions
In many cases, fractions
may be read as done
in classroom
70
Fractions
Example 1
RIGHT WAY
TO READ
Which of the following is the
largest?
UNNECESSARY
WAY TO READ
Which of the following is the
largest?
A
five thirds
A
five divided by three
B
eight ninths
B
eight divided by nine
C
three halves
C
three divided by two
D
seven fourths
D
seven divided by four
71
Problem Types: Fractions
If a question deals with converting fractions to another
form, such as decimals, one of the forms must be
read as digits
72
Fractions
Example 2
RIGHT WAY
TO READ
The coach used a digital stopwatch to time a race. The fastest time was
recorded on this stopwatch:
One point seven zero zero
When the race was over, the coach posted the winning time in fraction
form. Which is the winning time?
A
seventeen one-thousandths
B
one and seven tenths
C
one and seven one- hundredths
D
one and seven one-thousandths
73
Problem Types: Geometry
Symbols may be read
as done in instruction
unless test item
specifically asks what
the symbol represents
74
Geometry
Example 1
RIGHT WAY
TO READ
Given points P, seven, five, Q, eight, three, R, zero, negative
one, and S, negative one, one, which of the following is true?
A
line PQ is parallel to line RS
B
line PQ is perpendicular to line RS
C
line PR is perpendicular to line QS
D
line PR is parallel to line QS
75
Now for some items to practice handling
various problem types…
76
Practice Activities
• With partner or small group, read over the
sample math items that have been handed
to you.
• Activities 1-4
– Read problem as originally printed
– Read Choice A and Choice B
– Determine which is the proper way to read the
problem during testing
77
Partner/small group practice:
Activities 1-4
78
Activity 1
Choice A
A pilot flies seven-two-eight miles. Which is
another way to write this number?
A
B
C
D
seven hundred eighty-two
seven hundred thirty-eight
seven hundred twenty-eight
seven hundred and twenty-eight
79
Activity 2
Choice B
What is the decimal form of three hundred
twenty-five divided by one thousand?
A
B
C
D
three two point five
three point two five
zero point three two five
zero point zero three two five
80
Activity 3
Choice B
Which statement is true?
A
B
C
D
two is greater than negative two
two is less than negative four
negative two is less than negative four
negative four is greater than four
81
Activity 4
Choice A
Which of the following lists the numbers in order from least
to greatest?
A seventeen point three percent, seventeen point
three three, seventeen and one third, seventeen point
three four with a line over the three four
B seventeen point three three, seventeen and one
third, seventeen point three percent, seventeen point
three four with a line over the three four
C seventeen point three four with a line over the three
four, seventeen point three three, seventeen and one
third, seventeen point three percent
D seventeen point three percent, seventeen point
three three, seventeen point three four with a line over
the three four, seventeen and one third
82
Discussion
• One can see from these examples that the
proper way to read some problems is not always
the easiest way to understand them
• They must be read this way because reading
them with terms used in the classroom may give
away information that is being tested
• REMINDER: If documentation states it, students
can have test read by student request or without
numbers
Let’s continue…
83
Activities 5-9
• Read over the problem as written. With
your partner or group, decide how it
should be read aloud.
• Write down a “script” of how you think it
should be read aloud
• Remember
– When possible, use terms used in classroom
– Do not give away the answer in the way it is
read
84
Activity 5
Proper way to read problem
Simplify: the quantity two squared times five end
quantity to the third power (or “cubed”) divided
by the quantity two to the fifth power times five to
the eighth power end quantity
A two divided by five to the fifth power
B one divided by the quantity two squared
times five
C one-fifth
D five-halves
85
Activity 6
Proper way to read problem
Triangle ABC is congruent to triangle DEF
with a right angle at B and angle C equals
forty-two degrees.
What is the measure of angle D?
A
B
C
D
forty-two degrees
forty-eight degrees
fifty-eight degrees
ninety degrees
86
Activity 7
Proper way to read problem
Simplify: the quantity three b squared c end
quantity times the quantity eight b cubed c to the
sixth power end quantity
A eleven b to the fifth power c to the seventh
power
B twenty-four b to the sixth power c to the sixth
power
C twenty-four b to the fifth power c to the
seventh power
D eleven b to the sixth power c to the sixth
power
87
Activity 8
Proper way to read problem
Evaluate the absolute value of the quantity
three x plus two end quantity minus four
when x equals negative four.
A
B
C
D
ten
six
negative twelve
negative fourteen
88
Activity 9
Proper way to read problem
Which of the following best describes what
angle SVT and angle TVU have in
common?
A
B
C
D
ray VT
line segment VT
line VT
point V, point T
89
Some things that can help in figuring out
how to read test item correctly:
– Test administrator should be familiar with
grade-level/course content
– Review examples in this training; make
yourself as aware as possible of the issues
involved
– Review the next problem while students are
answering previous problem (if reading entire
test aloud)
– If reading by student request, pause and read
over problem to self before reading to student
90
Thank you for taking the time to
learn more about testing
accommodations in North Carolina.
If you have questions about testing accommodations,
please contact your school test coordinator.
91
Testing Accommodations
Module III:
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Dictation to a Scribe
92
BOTH
SWD
LEP
93
Student Marks Answers
in Test Book
Prior to testing
• Student’s full name and second identifier (e.g., student
ID or date of birth) must be legible on cover of test book
During testing
• Student should not have answer sheet
• If all students in group have this accommodation, omit
directions on filling in answer choices on answer sheet
• Instruct students to circle the letters of their multiplechoice responses in the test book
94
Student Marks Answers
in Test Book
After completion of testing
Under secure conditions:
• Staff member must transcribe student’s answers
to multiple-choice test questions to the
appropriate answer sheet
• Take care to use correct section of answer sheet
• 2nd staff member must check the transcription to
verify accuracy
• Both people must sign outside of test book
95
Student Marks Answers
in Test Book
• Test books with student’s original
responses must be securely stored for 6
months
96
Student answers must be transcribed exactly onto answer document
Sample test questions and sample answer sheet available at
http://www.ncpublicschools.org/accountability/testing/eog/math/
97
BOTH
SWD
LEP
98
Student Reads Test Aloud to Self
• One-on-one administration
– Test administrator & proctor per student
– No other students in room
• If student misreads part of reading
comprehension test, test administrator or
proctor may NOT correct student
99
Student Reads Test Aloud to Self
• Use of whisper-phone is included in this
accommodation and must follow the same
guidelines
100
BOTH
SWD
LEP
101
Dictation to a Scribe
Writing Assessment at Grades 4, 7, and 10
• Use of this accommodation invalidates the
conventions score
• Student’s score will be based on content
score
• Achievement level cut scores remain the
same
102
Dictation to a Scribe
Writing Assessment at Grades 4, 7, and 10
Prior to Testing
• Student should be familiar with the scribe
• During class writing activities
– Practice with scribe to be used during testing
– Practice with appropriate length of response
– Practice indicating edits
• Student needs to be aware whether the
response can be read back
– If student also has Test Administrator Reads Test
Aloud accommodation response may be read to
student
– If not, student must read response
103
Dictation to a Scribe
Writing Assessment at Grades 4, 7, and 10
During Testing
• Must be done in one-on-one setting (Testing in a
Separate Room)
• Omit any instructions not applicable to this
accommodation (e.g., dealing with No. 2 pencils)
• Student may dictate in variety of ways (e.g.,
speech, augmentative communication, sign
language)
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Dictation to a Scribe
Writing Assessment at Grades 4, 7, and 10
During Testing (cont’d)
• Scribe may record directly on test book or on
separate paper
• Scribe must record exactly what the student
“says”
• Student does not need to indicate location of
capital letters or punctuation
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Dictation to a Scribe
Writing Assessment at Grades 4, 7, and 10
During Testing (cont’d)
• Student must be given opportunity to review
response and make changes
• If separate paper was used, scribe must transfer
final response onto test book
• Entire student response must fit on the test book
in the space provided
• Scribe may not
– Write in margins
– Double-stack lines
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Dictation to a Scribe
Writing Assessment at Grades 4, 7, and 10
After Testing
• If the response had to be transcribed (separate
paper was used for drafting), staff member other
than transcriber must verify accuracy of transcription
• Both people must sign paper with original response
• Special Code regarding use of Dictation to Scribe
must be properly coded on test document
• Original response must be kept and securely
stored for 6 months
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Dictation to a Scribe
Multiple-Choice Tests
Prior to Testing
• Student should be familiar with scribe
• Scribe should be made aware of how student will
indicate answer choice (e.g., speech, augmentative
communication, sign language)
• Student must be notified that he/she must proofread
responses
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Dictation to a Scribe
Multiple-Choice Tests
During Testing
• Omit instructions that are not applicable to this
accommodation (e.g., dealing with No. 2 pencils)
• Student indicates answer choice by predetermined
method
• Scribe records answer choice on answer sheet or
separate paper
• Student proofs responses and indicates any desired
changes
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Dictation to a Scribe
Multiple-Choice Tests
After Testing
• If answer choices were recorded somewhere other
than scannable answer sheet, responses must be
transcribed
– staff member other than transcriber must verify
accuracy of transcription
– Both people must sign front cover of test book/paper
with original responses
• Original responses must be kept and securely
stored at central office for 6 months
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Dictation to a Scribe
Example 1
Your facilitator will read an example of a
possible student dictation.
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Dictation to a Scribe
Example 1
This would be recorded by a scribe as:
I was at home. I saw a huge tree at least 100
feet tall. I ran like the swift wind to it. I could not
believe my eyes. There was a deer in the tree. I
was safe. I turn around. I went home and sleep.
Example adapted from the North
Carolina Writing Assessment Grades 4,
7, and 10 Trainer Manual Summer 2005
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Thank you for taking the time to
learn more about testing
accommodations in North Carolina.
If you have questions about testing accommodations,
please contact your school test coordinator.
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