Meriwether County School System
Assessment
2015 Schools Testing Coordinator’s
Meeting
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2015
2016
Assessments
Active Programs
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ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12)
Georgia Alternate Assessment (GAA) (Gr. 3-8 and HS)
Georgia High School Writing Test (GHSWT) – Remains a requirement in 2014-2015
Georgia Kindergarten Inventory of Developing Skills (GKIDS)
Georgia Milestones Assessment System (Georgia Milestones) (Gr. 3-8 and HS)
National Assessment of Educational Progress (NAEP) (Gr. 4, 8, and 12)
Student Learning Objective Assessments (SLO) – Growth Measure
ICAN (Screener)
• Former Programs – Discontinued and no longer available
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CRCT and CRCT-M
End of Course Tests (EOCT) – after November 2014 Mid-Month/Retest
Grades 3, 5, and 8 Writing Assessments
Basic Skills Test (BST)
Georgia High School Graduation Tests (GHSGT)
End of Course Tests (EOCT) – until close of November 2014 Mid-Month/Retest
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2015 - 2016 Assessments
• ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12)
• End-of-Course Tests (EOCT)
• Georgia Alternate Assessment (GAA) (K, 3-8, 11)
– Remains in its current form in 2014-2015
– Important change to content standards in high school mathematics in 2014-2015 (Coordinate
Algebra & Analytic Geometry) . . . Revised Blueprint for high school mathematics for 2014-2015
• Georgia High School Writing Test (GHSWT)
• Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K)
– No changes
• Georgia Milestones Assessment System (Georgia Milestones)
– Grades 3 – 8 (end of grade, “EOG”)
– High School (and middle school where applicable) (end of course, “EOC”)
– Anticipate Enrollment Count collection and Pre-ID Cycle I soon for the Winter 2014 EOC Main Admin.
• National Assessment of Educational Progress (NAEP) (4, 8, 12)
– 400+ schools sampled statewide in 2015
– 2015 is a “state year” for which state-level data will be reported
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2015 - 2016 Assessments
• Student Learning Objective Assessments
– Grades
– Growth Measure
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CONDUCTING SECURE & SUCCESSFUL
TEST ADMINISTRATIONS
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Roles and Responsibilities
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The successful implementation of the statewide student assessment program
requires a concerted effort by many individuals at the local level.
The failure of personnel to assume the responsibilities described in the Student
Assessment Handbook (SAH) may result in testing irregularities and/or invalidation
of scores.
Failure to assume responsibilities can have many far-reaching implications and
may affect professional certification status.
Most importantly, a failure to fulfill one’s responsibilities can also have a
detrimental impact upon students.
Detailed descriptions of roles and responsibilities are provided in the SAH:
Superintendent
System Test Coordinator (STC)
System Special Educ. Coordinator System Title III Coordinator
Principal
School Test Coordinator
Examiner
Proctor
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Scheduling Considerations
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Mandated tests must be scheduled in accordance with published GaDOE testing dates. This is a
provision that Superintendents document via the Supt’s. Certification Form.
– The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the ‘For
Educators’ link.
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http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx
– In scheduling each assessment, schools must adhere to the testing times prescribed in the
Examiner’s Manuals. Allowing too much or too little time may result in an invalidation.
– Given the implementation of Georgia Milestones in this first year, we will be working more
closely with systems than ever before regarding the details of scheduling.
When scheduling tests, consider the optimum time to administer the tests.
– Consider logistics, including time and staff availability.
– The advent of online testing, on a larger scale than ever before, requires different thinking
relative to logistics.
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Technology requirements, support needs, and capacity
More than one session per day (AM and PM, AM, Mid-Day, PM, etc.) and testing on Mondays and Fridays
(which are days many systems have tried to avoid in the past)
“Cycling” students through test settings where technology is housed
Seating/space considerations
Contingency planning for unexpected events such as power outages (incl. weather related), Internet service
interruptions, etc.
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Scheduling Considerations
While “traditional” scheduling considerations will continue to apply to multiple testing programs,
online testing considerations would apply here as well in terms of physical setting, space, etc.
•Each system/school has the option of deciding whether students will be tested in their classrooms or in
a large-group setting. It is strongly recommended that students are tested in a classroom setting (or
computer lab), especially for elementary school students.
•Mandated tests must be scheduled in accordance with published GaDOE testing dates . . . And where
applicable, the prescribed order of content areas, etc.
•If breaks are allowed, they should be scheduled so that an unhurried pace is maintained. The
monitoring of students during an allowed/scheduled break is required. While breaks are intended to
allow students to “pause” so to speak, they cannot be viewed as a time where disruptive or loud
behaviors are allowed or create a scenario where test security could be compromised.
•If the large-group testing option is selected, all students must be able to hear the test instructions and
have sufficient workspace for writing or marking answer documents. Instructions should be delivered
by the students’ examiner who is present with them in the test setting.
•A sufficient number of proctors must be available to assist with test administration and monitor test
security. A proctor is required when 30 or more students are in a test setting. For every additional 30
students, another proctor is required.
•Plans for the effective, documented, and secure distribution and collection of test materials (test
booklets, answer sheets, online authorization log-ins/passcodes, etc.) must be in place regardless of the
type of setting used.
•Plans must be in place for students who become ill or have an urgent personal need (restroom).
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Materials Management & Security
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Make certain that Pre-ID label files and/or student data submissions for online
testing are created accurately and uploaded in a timely manner.
Correction of school/system level errors that result in reporting errors may result
in fees (potentially substantial dollar amounts) to the local system. More
importantly, they may also negatively impact students.
All testing materials must be stored – under lock and key and with strict “key
control” – in a secure central location. Each STC must implement an accounting
system for the materials that are required for each test administration. This
applies at both the system and school levels.
The STC should plan for the distribution of test booklets, answer documents,
online log-in/password, etc., Examiner’s Manuals and Test Coordinator’s Manuals
in a timely manner.
Secure materials should be distributed to schools as close to the beginning of the
testing window as possible.
Each of the above bullets applies to online testing log-ins, etc. as well.
Once an answer document has a student pre-id label on it, student information
bubbled on it, and/or student responses on it . . . It is considered secure.
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Materials Management & Security
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Staff members who are not involved in testing should also be aware of the
school’s responsibility for test security.
Paraprofessionals, custodial staff, and others in the school who may be in
classes during testing or may be near the area where tests are stored (even
though they do not have direct access to tests) should be aware of security
rules.
All personnel involved in the administration must be trained in a manner
appropriate to their role; this includes all staff who are involved in the
handling of secure test materials (receipt, distribution, pre/post administration
activities, return shipment, computer hardware management, etc.).
Volunteers who assist in the school (non-employees) should not manage test
materials or manage testing logistics but may assist in the administration in
other ways (front office support, hall monitors, etc.). If needed, volunteers
may serve as proctors – but MUST be fully trained. See SAH for details.
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Materials Management & Security
• Distribute materials to schools in a timely manner. However,
materials should not be in schools for lengthy periods of time
either prior to or after the assessment window.
• Use appropriate “security checklists” to assign booklets to
schools.
• School Test Coordinator should count and sign for all paper
materials and online “tickets” received.
• Materials should be in a locked, secure location both at the
system and school levels.
– Restricted access must be confirmed.
– A “rule of thumb” . . . If one would not store a large sum of money in
the chosen location, then it is probably not a wise choice for secure
test materials either.
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Materials Management & Security
• The School Test Coordinator must count before disseminating to
examiners.
• Examiners must verify count upon receipt.
• Materials that are specific to a student (answer documents,
booklets, online test tickets, etc.) MUST be given to the correct
student. This is a staff error that we see much too frequently –
watch this carefully. Mistakes on this task can result in reporting
errors that may be irreparable . . . With potentially negative impacts
upon students . . . And potentially with financial costs to a district.
• At the end of testing each day, the examiner must account for all
materials before dismissing students.
• The School Test Coordinator must count and secure all materials as
examiners check in the materials at the end of testing each day.
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Materials Management & Security
• Each school should have a process that outlines how, when, where tests
are to be distributed and collected each testing day.
– Schools should distribute materials to examiners immediately before testing.
– Schools should collect materials immediately at the conclusion of testing each
day (or after each testing “period” or “session” if applicable).
• A local school’s process must ensure that staff is in possession of test
materials for only the amount time that is necessary to ensure a secure
and successful test administration. Secure materials may not be in the
possession of staff (outside the designated secure location) for an entire
day.
– For instance, if multiple sessions are conducted during the day, the morning
session materials must be turned in immediately after the morning session
concludes. They cannot remain outside of the school’s secure storage until
the end of afternoon testing.
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Materials Management & Security
• All personnel are prohibited from reviewing contents of test
booklets.*
• Do not copy any secure test materials.
• The use, or intended use, of an electronic device to
photograph, post, retain, or share information/images from
any portion of a secure test booklet and/or answer
document will result in invalidation.
• Monitor students.
*Interpreters for the hearing impaired may review in advance,
with supervision, to plan for administration.
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Materials: Pre-ID Labels
• Pre-ID labels (where provided) must be used to
provide accurate student information for state tests.
– Refer to the Test Coordinator’s and Examiner’s
manuals for current information on use of labels
specific to each test.
– Labels with incorrect information should not be
used (and should be securely destroyed).
– Labels should be applied to answer documents
prior to administration. Once applied, the answer
document is considered secure.
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Training Plan
• The STC must develop and implement a district plan for training for
each specific assessment program.
• Remember, online test administration necessitates the inclusion of
very detailed information that in many aspects differs from the training
that most are familiar with for paper/pencil testing. Additionally, it
may require the inclusion of staff members who were not included in
trainings before – such as technology specialists, etc.
• Maintain detailed attendance records with the name of each
participant, responsibility, date of training, and name of assessment.
• Develop a specific plan for implementing accommodations including:
– ensuring students receive the right accommodations
– ensuring the examiner administers the accommodation
appropriately
– ensuring that any necessary logistics, materials, peripherals are
considered
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Importance of Training Materials
Prior to and during test administrations, please
refer to the following resources:
– Student Assessment Handbook
– Examiner’s Manuals (paper/pencil & online)
– Test Coordinator’s Manuals (paper/pencil &
online)
– Accommodations Manual
Even for those Georgia programs that are not experiencing
changes this year, read manuals again even though you may
have read them before.
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Planning for a Conducive Environment
• Ensure that seating spaces and writing surfaces are large
enough.
• Seating arranged to prevent cheating.
• No cell phones or other electronic devices in the test setting.
• No. 2 Pencils - Each student should have two No. 2 pencils
with erasers on test days. However, there should be a supply
of extra pencils and erasers available.
• Keep a timing device visible - you should have a clock or watch
to keep track of time during test administration.
• Prior to testing, make a plan for students who finish early,
arrive late, appear to be (or become) ill, etc.
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Online Testing Implications
Online testing requires different thinking relative to logistics . . .
• For many systems (if not all), many lessons have been learned over time through use
of the EOCT online in Main, Mid-Month, and Retest administrations and through the
CRCT Retest online.
• Technology hardware, requirements, support needs, and capacity
• More than one session per day (AM and PM, AM, Mid-Day, PM, etc.) and testing on
Mondays and Fridays (which are days of the week many systems have tried to avoid
in the past)
• “Cycling” students through test settings where technology is housed
• The number of students a school can test online given the bullets noted above
• Seating/space considerations
• Securing log-ins, passwords, etc.
• Proficiency of staff and students with technology
• Contingency planning for both expected and unexpected events such as power
outages (incl. weather related), Internet service interruptions, construction in or near
a school, etc.
Remember, the state’s (minimum) goal is 30% in this first year of Georgia Milestones . . . 80% by Year 3 .
. . 100% by Year 5 (2018-2019). All schools will be expected to conduct some testing online.
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Materials: Resources
RESOURCES AND AIDS
• NO dictionaries(*), textbooks, or other aids and/or resources
that would provide assistance. (*EL Word to Word
Dictionaries would be an exception to this if prescribed in an
EL-TPC plan)
• Any instructional materials that are displayed in the room,
such as posters, must be covered or removed during testing.
• Review the calculator policies for each program as they differ.
• Further information will be forthcoming relative to
calculator allowances/restrictions for Georgia Milestones, in
both grades 3-8 and high school.
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Roles and Responsibilities
– Refer to Student Assessment Handbook for detailed
information.
– Superintendent has ultimate responsibility for all
testing activities within the local school system. The
System Test Coordinator shares this responsibility as
the Superintendent’s designee.
– Principal has ultimate responsibility for all testing
activities within the school.
• Emphasis: The Principal must complete the
Principal’s Certification Form after each
administration.
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Roles and Responsibilities
System Test Coordinator
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Liaison between system and GaDOE
Conduct local system trainings of School Coordinators
Coordinate ALL administration activity
Know and enforce responsibilities of all other roles
Adhere to the state testing calendar and local
calendars/schedules
– Implement plans for ordering and receipt of materials,
distribution, test security, administration, collection and return
shipments, receipt and dissemination of reports and data
– Detailed list of responsibilities in SAH
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Roles and Responsibilities
School Test Coordinator
– Must hold a PSC-issued certificate (per Student Assessment
Handbook)
– Count and secure all test materials
– Materials distribution/return, signing out and signing in
materials
– Attend and then redeliver training
– Plan for all aspects of the school’s test administration, monitor
test administration environment
– Receive/verify test material counts after testing each day
– Collaborate effectively with local system colleagues who have a
role in the success of your system’s testing program.
– Detailed list of responsibilities in SAH
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Examiner
Roles and Responsibilities
– Must hold a Georgia PSC-issued certificate (teachers, counselors,
administrators, paraprofessionals) . . . This is required per SBOE Rule 1603-1-.07. GaDOE is compelled to invalidate when this does not occur (!).
– Security/verification of test materials
– Control of testing environment and active monitoring
– Accuracy of demographic/student information on answer documents
– Correct delivery of assigned accommodations
– Follows procedures for testing as given in Examiner’s Manuals, including
reading all directions/script to students
– Test materials are not to be used for any purpose other than test
administration
– Detailed list of responsibilities in SAH
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Roles and Responsibilities
Proctor
– Must be trained
– With examiner supervision, ensures that students
are managing test materials appropriately
– Active monitoring
– Detailed list of responsibilities in SAH
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Irregularities
• All personnel in the local system must follow protocol as they become
aware of testing irregularities
• Signs of any testing irregularity must be dealt with immediately
– Test Examiner > School Test Coordinator > System Test Coordinator >
GaDOE
• All irregularities must be coded, documentation completed and submitted
to the GaDOE Assessment Administration Division
• Only the GaDOE may invalidate assessments
• The Assessment Administration Division will review all reports of
irregularities
– Issue irregularity/invalidation codes
– If appropriate, advise the local system as to whether a report of
possible unethical conduct should be made to the Professional
Standards Commission (PSC)
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Examples of Irregularities in Security
Procedures:
– Examinee was given access to test questions or
prompts prior to testing
– Test Examiner or other personnel copied or
reproduced and distributed secure test materials
– Examinee’s test booklet, online testing “ticket”,
answer sheets, or portfolio entries (GAA) are lost
– Test Examiner or other personnel provided answers to
the examinee, or altered/interfered with student
responses
– For more examples, please refer to the SAH
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Examples of Irregularities during Testing
Administration:
– Test Examiner or other personnel failed to follow
administration directions for the test
– Examinee’s test booklet, online testing “ticket”,
answer sheets, or portfolio entries (GAA) are lost
– Test Examiner fails to provide an examinee with a
documented accommodation or provides examinee
with an accommodation that is not documented . . .
Including a failure to transfer student responses to
an answer document (such as with a Braille student)
– For more examples, please refer to the SAH
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Steps for Reporting an Irregularity
School Test Coordinator:
– Communicate with the Principal and System Test
Coordinator about a possible testing irregularity
– System Test Coordinator will provide guidance regarding
investigation if necessary
– Statements should be provided by all parties involved in
the irregularity . . . Details, Details, Details . . .
– Return all documentation to the System Test Coordinator
in the manner and at the time prescribed
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Steps for Reporting an Irregularity
System Test Coordinator:
– Collect Testing Irregularity Forms and documentation, if needed, from
School Test Coordinators
– Documentation may include statements from parties with knowledge of
event, list of students involved, copies of training logs, etc.
– Compile documentation and submit Portal entry for each incident
– Notify the Assessment Specialist in the Assessment Administration
Division to determine appropriate coding for student answer documents
– Know your system’s protocol for cases that may constitute a breach of
the Code of Ethics . . . Systems typically have defined investigation
protocols for such instances. This may even require support from your
system’s Human Resources Division and/or Board Attorney.
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Characteristics of a Quality Investigation
• Examiner must notify Principal and School Test
Coordinator of incident
• School Test Coordinator must notify System Test
Coordinator
• Request detailed written statements from all parties
involved if necessary
– Follow up on details, probe all angles, etc.
• Follow district procedures regarding alleged
employee misconduct
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Characteristics of a Quality Investigation
• Provide a written summary of incident and
investigation findings
– Consult with GaDOE as needed.
• System Test Coordinator is responsible for
reporting to GaDOE
• Note:
– Report to GaDOE immediately, before investigation
– Final documentation should be entered into Portal
– The Portal is your system’s, and GaDOE’s, official
record of the event and its disposition
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Irregularities – Post Testing
• Make certain that all irregularities and invalidations
are documented correctly before sending scorable
documents
• Make certain that online test irregularity forms have
been finalized
• Communicate to school personnel the GaDOE
responses to irregularity forms and consequences of
irregularities, invalidations, and participation
invalidations
• If appropriate, refer to PSC for investigation
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Cell Phones and Electronic Devices
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Students are not permitted to use, or bring into the testing environment, any electronic
device that could allow them to access, retain, or transmit information (e.g., cell phone,
smartphone, PDA, electronic recording, camera, or playback device, etc.). Announcements
must be made prior to testing that such devices are not allowed in the testing environment
and that possession or improper use of such devices during testing may result in
disciplinary action in accordance with the system's student code of conduct and/or test
invalidation.
In the event students attempt to enter the testing environment with such a device,
districts and schools must have a plan to collect and secure such devices so that they are
not accessible during testing.
Script appears in the appropriate Examiner’s Manuals regarding this topic. This script, as
with all script, MUST be read to students.
If necessary, remind students that this expectation for Georgia’s state assessments is no
different than most (if not all) other test settings that they will experience . . . Georgia
Driver’s License Knowledge Exam, the ACT, the SAT, etc.
Many systems have local policies regarding cell phone access and/or use during the
instructional day. The district should continue to apply and enforce their local discipline or
other policies regarding the use of electronic devices.
The GaDOE will determine if the assessment should be invalidated.
Cell Phones and Electronic Devices
Should a case occur where a student does not conform to the directions given
by school staff and a device is located in the test setting . . .
•In the event an examiner confirms during testing that a student is using a device to
access, retain, or share information, the examiner must with minimal disruption:
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collect the device,
stop testing that student,
remove the student from the testing session, and
notify the School Test Coordinator immediately.
•In the event such actions are suspected, but not yet confirmed, the examiner must
with minimal disruption:
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collect the device,
allow the student to complete testing,
notify the School Test Coordinator immediately, and
as soon as it is appropriate attempt to confirm whether or not the device has been used
in violation of the guidelines above
•Simple possession of a device (including the ringing of a phone during test
administration) may be addressed in keeping with the system’s code of conduct and
does not require an irregularity report to the GaDOE.
Accommodations and Special
Populations
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Eligible Students
• Students eligible for accommodations include:
– Students with Disabilities
• students with individualized educational plans
• students served under Section 504*
– English Learners
• Students qualifying for language assistance services
• EL students who are also SWD
• Students who have exited language assistance services
in the last two years (EL-Monitored)**
*Only in the rarest of circumstances would a 504 student qualify for a conditional
accommodation.
**EL-M students are not eligible for conditional accommodations.
Accommodations
• Accommodations allow access…
– they are practices and procedures in the areas of
presentation, response, setting, and scheduling that
provide equitable instructional and assessment access for
students with disabilities and English learners.
• Accommodations reduce or eliminate the effects of a
student’s disability or limited English proficiency
• Accommodations do not provide an unfair advantage
• Accommodations do not reduce or change learning
expectations
Accommodations
In Georgia accommodations MAY NOT
• alter, explain, simplify, paraphrase, or eliminate
any test item, reading passage, writing prompt, or
choice option
• provide verbal or other clues or suggestions that
hint at or give away the correct response to the
student
Only state-approved accommodations may be
used on state-mandated assessments, following
the guidance issued.
Test Administration Accommodations
• Accommodations provide access for demonstration of
achievement
– Allow participation
– Do not guarantee proficiency
• and therefore should not be selected solely as mean to help
ensure proficiency
• Must be required by the student in order to participate in the
assessment
• Must be provided during routine instruction and assessment
in the classroom (both before and after the state tests are
administered)
Key Considerations
• For students with disabilities IEP teams should
consider –
– the characteristics of the disability or the combination
of disabilities for the individual student
– how the disability affects/impacts the learning of
specific content
– how the disability affects/impacts the demonstration
of learning
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Key Considerations
• For English learners EL-TPC teams should
consider –
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the student’s level of English proficiency
the student’s level of literacy in English
the student’s level of native language proficiency
the student’s level of literacy in native language
• Where a student is both SWD & EL, the
appropriate educators need to converse
regarding how to appropriately accommodate the
student in light of the fact that both plans would
apply.
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Plan for Accommodations
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Know who your SWD, EL, and 504 students are who require accommodations . . . And plan
well in advance for their needs.
Plan for small groups and the need for the same form number/letter.
Know who your visually impaired students are and ensure you have adequate materials.
Make provisions for Extended Time students.
Plan in advance for any Word to Word (EL) Dictionary needs.
Ensure that examiners are familiar with the proper way to deliver the necessary
accommodations.
Collaborate with others as needed to ensure that “paperwork” (IEP’s, EL-TPC’s, 504 Plans,
etc.) is in order.
The transposition of student responses to a student answer document (in cases such as Large
Print and Braille administrations) should be completed with a witness present . . . The
witness should hold a PSC-issued certificate. It is critical that staff confirm that this process
is completed where required. A form to document this process is provided in the Student
Assessment Handbook under Required Forms.
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Accommodations
• Any accommodation(s) given to a student during the
administration must be specified in the student’s IEP,
504/IAP, EL/TPC.
• All accommodation(s) during state mandated testing
should reflect instructional practices. Students
should not experience an accommodation for the
first time on a state assessment.
• School Test Coordinators must ensure that students
are given their appropriate accommodations, before
a student begins to test.
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Requests for Accommodations Not on State-Approved List
In rare instances, the GaDOE will consider a request for use of an accommodation that is not included in the
Student Assessment Handbook, on a student by student basis. In order to consider the request, the
Assessment Division will need detailed information for the/each student. See the Student Assessment
Handbook for the required information that must be submitted.
The Assessment Division will review this information with staff from the Division of Special Education Services
and determine if the request can be granted. To grant the request, there must be a clear relationship between
the student’s disability and the need for the accommodation to access the test. Accommodations that serve
to grant the student a differential boost in correct answers cannot be approved if that is the sole reason for the
request. Given that accommodations are to be prescribed based upon the needs of individual students,
requests that are identical for multiple students are not appropriate and will not be reviewed.
•The System Test Coordinator must review all requests submitted by their local schools PRIOR to submission
to GaDOE and indicate their approval of the school’s request. Requests must be reviewed with consideration
given to the purpose of the assessment and the constructs measured. Requests must not be forwarded to GaDOE
if they are not appropriate and/or are incomplete.
•Requests must be submitted by systems in a “batched” fashion so that all being submitted for each state
assessment are provided to GaDOE at one time (e. g.: all CRCT requests submitted in one batch).
•This will likely require local systems to establish internal timelines for such requests to be tendered to the
System Test Coordinator.
•This information should be submitted to the Assessment Division by submitting the form by fax at (404) 656-5976, or
preferably by emailing the information to Melissa Fincher, Deputy Superintendent, at mfincher@doe.k12.ga.us.
Requests MUST be received six weeks prior to the opening of each applicable state testing window for
consideration.
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Accommodations Publications
Updates Forthcoming Relative to Georgia Milestones
• Additional information and guidance on the
appropriate use of accommodations:
– Accommodations Manual: A Guide to Selecting,
Administering, and Evaluating the Use of Test
Administration Accommodations for Students with
Disabilities (Updated Sept. 2013) . . . A 2014-2015 update
to include Georgia Milestones is forthcoming.
– Found on the GaDOE web site
http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/default.aspx; in the link
labeled ‘For Educators’)
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Post Administration Info/Reminders
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Collecting Materials
• In a supervised setting, at the conclusion of testing:
– The School Test Coordinator . . . Conducts, coordinates, and supervises
inspection of all completed answer documents for the following
purposes only . . .
• to ensure that student demographic and identification information is accurate
• that necessary coding/labeling is complete
• that documents are in good condition for scanning/scoring. (If there is concern about
some form of damage, stain, tear, etc., please contact GaDOE Assessment to discuss.)
• Count the answer documents and test booklets to account for the
appropriate number
• Check to make certain there are no answer documents left in the test
booklets
• Unnecessary handling of answer documents must be avoided
• The timely return of answer documents ensures a timely return of scores
– for your systems and, to some degree, others
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Returning Scorables and Nonscorable Materials
• Arrange for pickup of test materials. Refer to Test
Coordinator Manual regarding pickup protocols
• Prior to shipping, make certain that there are no
documents left in the schools or district offices and
that an accounting of all documents is completed
• All materials should be in the proper order as
explained in the Test Coordinator Manuals
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Transferring Student Test Scores
• It is the responsibility of local school systems to
ensure that test scores become a part of students'
records as soon as possible after testing, and that
such records follow students to their new schools
• This responsibility to provide scores to
students/parents continues even after a student
withdraws/exits school. GaDOE does not issue
individual student scores to students, parents, or
receiving schools.
50
Dissemination of Test Scores
•
•
•
•
Data files, and for some programs PDFs of reports, are released on the
department’s secure portal, MyGaDOE, and/or (for some programs) via a
contractor’s delivery system
– To have access to these downloadable roster reports and data files, it is
imperative that System Test Coordinators acquire a login and password for
both the MyGaDOE Portal and any necessary contractor sites
Requests for data from other personnel in the system (e.g. principals,
teachers, parents, etc.) will be directed to the System Test Coordinator
Individual student reports, rosters, school level summary reports, and system
level reports are made available to districts via printed copy
Most importantly, parents must receive their student’s report(s) on a timely
basis – this includes both test scores and growth scores (SGPs)
Note that reports from the initial administrations (2014-2015) of
Georgia Milestones will be delayed until after the close of the 20142015 school year. Specific timelines will be provided in our
future/ongoing updates relative to Georgia Milestones.
51
Test Administration & Errors in Reporting
Please note that mistakes in test administration that occur in a school or system may result in the
local school system being invoiced for the costs incurred to correct any resulting errors in test
data/reports.
Such errors that may result in costs being borne by the local school system include, but are not limited
to:
•
•
•
•
•
•
•
•
•
late return of scorable materials
failure to report irregularities in a timely manner
use of old/incorrect answer documents
not correctly coding student information or incorrectly using one student's label for another student (this would
include providing incorrect online testing authorization tickets to the wrong student)
incorrect coding of header sheets, incorrect use of school names, inaccurate grouping of answer documents
failure to transpose student responses (i.e., for Braille students or other accommodated students) from the test
booklet to an answer document
leaving scorable answer documents in test booklets or shipping scorables with non-scorables
administering the wrong test(s) to the wrong student(s)
return shipments sent to the wrong location/wrong contractor
These errors may necessitate custom and/or hand scoring, creation of new student, school, system, or
state reports and/or data files and some may be irreparable. It is important to be aware that costs for
such instances could be quite substantial.
52
Ethics and Assessment
53
Your Duty…
https://youtu.be/gNhk859sfuQ
CODE OF ETHICS FOR GEORGIA EDUCATORS
The Professional Standards Commission’s (PSC) Code of Ethics for
Georgia Educators contains a standard specific to testing.
PSC Ethics Division: http://www.gapsc.com/Ethics/Home.aspx
Standard 11: Testing - An educator shall administer state-mandated
assessments fairly and ethically.
Unethical conduct includes but is not limited to:
1. committing any act that breaches Test Security; and
2. compromising the integrity of the assessment.
55
Test Security Reminders
• Be thoroughly familiar with the Student Assessment
Handbook and test administration manuals
• Thoroughly train everyone involved in testing
• Carefully consider who has access to secure materials . . . And
that includes who has access to online testing platforms and
what “role” they have in the online system
• Make everyone in the school/system aware of the importance
of test security and the consequences of violating test security
• Report problems in a timely manner
• Principal’s Certification Form is required after each
administration and must be maintained by the System Test
Coordinator for 5 years
56
Test Security Reminders
•
•
•
•
•
Advanced planning is necessary
Solid logistical procedures must be in place
Secure storage before, during, and after must be present
Clear and concise communication about roles and responsibilities
Leave no doubt about what’s expected and required by both GaDOE and
your local system . . . And what’s unacceptable and unethical
• Remind staff that security breaches can be either “acts of commission”
(“doing something wrong”) or “acts of omission” (“not fulfilling one’s role
or responsibilities”)
• Document training carefully, including participants
• Loss of test booklets, answer documents, and/or any other secure
materials constitute a breach of test security that can result in a referral to
PSC
57
Georgia Online Formative Assessment Resource
(GOFAR)
• GOFAR is Georgia’s new online platform for our various online formative
assessment tools.
• These include the previous OAS item bank and the many formative
assessment items developed as part of Georgia’s Race to the Top work in
recent years.
• Items will be loaded into GOFAR both at launch – and over time after
launch.
• GOFAR will be “integrated” with the SLDS (meaning reports will populate in
SLDS and there will no longer be an upload process required).
• Training sessions will be available this fall and, as necessary, over the
course of the year.
• GOFAR will be available, running “parallel to”, the OAS in order to facilitate
a smooth transition from the OAS to GOFAR over the course of 2014-2015.
Specific roll-out dates will be announced this fall.
58
Formative Assessment Initiatives
Bringing a Balanced Assessment Focus to the Classroom
1600 new
items loaded
1100 new
science &
social
studies
items to be
loaded
Formative
Item Bank
Assessment
Literacy
Professional
Learning
Formative
Instructional
Practices: FIP
Foundations &
FIP in Action
Benchmark
Assessments
24 benchmark
assessments
Don’t forget the NAEP Item Tool consisting of
high quality, released NAEP items!
FIP Foundational Learning Modules
FIP tightly aligns to and directly supports TKES and LKES!
1. Introduction to Formative Instructional Practices
2. Clear Learning Targets
3. Collecting and Documenting Evidence of Student Learning
4. Analyzing Evidence and Providing Effective Feedback
5. Student Ownership of Learning: Peer Feedback,
Self-Assessment, and More
6. Leading Formative Instructional Practices (for district and/or
school leaders)
7. Coaching Formative Instructional Practices (for instructional
coaches and/or teacher leaders)
FIP in Action modules available this fall
SLOs
•
•
•
•
•
•
Protocols
Testing Security
Scheduling
Time Management
Input of Date
TIME SENSITIVE!
FIP Modules
FIP Modules
FIP Modules
Where are we now?
Melissa Fincher, Ph.D.
Deputy Superintendent, Assessment & Accountability
mfincher@doe.k12.ga.us
Georgia Milestones
• Grades 3 – 8
– End of Grade (EOG) in language arts, mathematics,
science, social studies
• High School
– End of Course (EOC) in 9th Grade Literature & Composition,
American Literature & Composition, Coordinate Algebra or
Algebra I*, Analytic Geometry or Geometry*, Physical
Science, Biology, U.S. History, and Economics
*Inaugural Administration Winter 2015
Georgia Milestones
Comprehensive
– single program – an assessment system – not series of tests (e.g.,
CRCT; EOCT; Writing Assessment)
Coherent
– consistent expectations and challenge to position Georgia students to
compete with peers nationally and internationally
– consistent signal about student preparedness for the next level, be it
the next grade, course, or college/career
– consistent signal about student achievement both within system
(across grades and courses) and with external measures (NAEP; PSAT;
SAT; ACT)
Consolidate
– combine reading, language arts, and writing into a single measure to
align to the standards
The Department has worked with the University and
Technical College Systems, as well as business and industry
representatives, to define college and career readiness.
Grade 4 Reading:
CRCT vs NAEP
Grade 8 Reading:
CRCT vs NAEP
Grade 4 Mathematics:
CRCT vs NAEP
Grade 8 Mathematics:
CRCT vs NAEP
Georgia Milestones by the Numbers….
Online Administrations
‒ Spring EOG:
‒ Winter EOC:
‒ Spring EOC:
~224,000
~130,000
~550,000
Feedback Surveys
‒ EOG Online Students: 83,557
‒ EOC Online Students: 13,007
‒ EOG/EOC Teachers: 16,446
192 districts
199 districts
175 districts
Summary of Challenges Encountered
• Long delays in syncing between Test
Administration System (TAS) and Secure
Testing Application (STA)
• Long delays and interruptions for students
using screen reader application
To investigate the impact of these delays, a forensic analysis is
being completed by an independent third party.
A mode comparability study is also being conducted.
Summary of Feedback
Feedback has been received from multiple sources –
administrators, teachers, and students.
• Major ‘take-aways’ include:
‒ too much time allotted for science and social studies
‒ scratch paper needed for the Science EOG, particularly
for students testing online
‒ more space is needed on answer documents for
constructed-response items
‒ reconsider placement of the no-calculator section in
mathematics (grades 6 – high school); inform students
of the number of items within this section
Important ‘Take-Aways’ from
Rangefinding
English Language Arts & Mathematics:
• Read the question and answer what is asked
• Answer all parts/components of the question
English Language Arts
• Incorporate evidence from text, with attribution,
to support answer
• If two texts are provided, cite evidence, with
attribution, from both texts
• Students tended to summarize passages rather
than answer question asked
Be wary of teaching students formulaic response strategies;
students can have a tendency to ramble and lose sight of the question.
Teacher Comments from Rangefinding
‘I think it would be good for teachers to know that the
scoring process is not punitive. Rating is based on looking
at what the student did correctly. Also – elements of
grammar are not judged too harshly.’
‘Teachers need to know that paired texts are paired….It
would calm panic for them to see that constructed
response items are not needlessly
complicated/convoluted.’
‘I was pleased that the DOE listens to us as teachers.’
Results of Student Surveys for
Georgia Milestones
Online Test Takers
Number of Districts/Charters
Responding to the Student Surveys
200
199
198
196
194
192
192
190
188
End-of-Grade Survey
End-of-Course Survey
Student Survey:
End-of-Grade
Number of Student Responses by Grade
(N=82,558)
Grade 8
11,446
(14%)
Grade 3
8,032
(10%)
Grade 4
21,493
(26%)
Grade 7
14,740
(18%)
Grade 6
12,062
(15%)
Grade 5
14,785
(18%)
Student Survey:
End-of-Course
Number of Student Responses by Grade
(N=13,008)
Grade 12 Grade 8
953
1,167
7%
(9%)
Grade 11
2,693
(21%)
Grade 10
3,886
(30%)
Grade 9
4,309
(33%)
Student Survey:
End-of-Course
4,500
4,000
Number of EOC Tests Reportedly Taken by
Students Responding to the Survey
4,045
3,628
3,560
3,500
3,000
2,500
3,199
3,386
3,208
2,533
2,000
1,295
1,500
1,000
500
0
9th Grade American Coordinate Analytic
Literature Literature Algebra Geometry
Physical
Science
Biology U.S. History Economics
Student Survey:
End-of-Grade
Percent
How comfortable are you working with computers?
100
90
80
70
60
50
40
30
20
10
0
91
89
11
Grade 3
93
91
9
Grade 4
9
Grade 5
Very Comfortable/Comfortable
91
7
Grade 6
90
9
Grade 7
10
Grade 8
Very Uncomfortable/Uncomfortable
Student Survey:
End-of-Course
Percent
How comfortable are you working with computers?
100
90
80
70
60
50
40
30
20
10
0
88
12
English Language Arts
89
88
85
15
Mathematics
Very Comfortable/Comfortable
13
Science
11
Social Studies
Very Uncomfortable/Uncomfortable
Student Survey:
End-of-Grade
Percent
How often do you use computers for school work?
100
90
80
70
60
50
40
30
20
10
0
70
16 14
Grade 3
73
73
70
18
12
Grade 4
Often
20
19
17
73
71
18
10
8
9
9
Grade 5
Grade 6
Grade 7
Grade 8
Sometimes
Not Often
Student Survey:
End-of-Course
Percent
How often do you use computers for school work?
100
90
80
70
60
50
40
30
20
10
0
73
19
18
74
71
71
19
9
English Language Arts
Often
16
10
10
Mathematics
Science
Sometimes
9
Social Studies
Not Often
Student Survey:
End-of-Grade
How often do you use a computer for writing
assignments like essays or reports?
50
44
45
40
Percent
37
30
30
30
25
25
10
30
28
24
21
21
20
20
10
41
34
35
15
41
41
38
8
9
22
21
8
8
9
5
0
Grade 3
Grade 4
Daily, or almost every day
Grade 5
A few times a week
Grade 6
Grade 7
A few times a month
Grade 8
Rarely or never
Student Survey:
End-of-Course
How often do you use a computer for writing
assignments like essays or reports?
50
45
44
45
44
41
40
Percent
35
30
25
23
26
25
24
24
22
21
23
20
15
10
10
12
9
8
5
0
English Language Arts
Daily, or almost every day
Mathematics
A few times a week
Science
A few times a month
Social Studies
Rarely or never
Student Survey:
End-of-Grade
70
If given a choice, would you like to do your school
work using a computer or paper and pencil?
60
Percent
50
40
57
55
54
54
50
48
36
34
33
35
32
31
30
20
14
11
13
11
Grade 4
Grade 5
Grade 6
14
16
10
0
Grade 3
Computer
Either
Grade 7
Paper & Pencil
Grade 8
Student Survey:
End-of-Course
50
If given a choice, would you like to do your school
work using a computer or paper and pencil?
45
42
40
43
43
40
39
39
38
38
Percent
35
30
25
20
20
21
19
19
15
10
5
0
English Language Arts
Computer
Mathematics
Science
Either
Social Studies
Paper & Pencil
Student Survey:
End-of-Grade
How easy was taking the tests on a computer
compared to a paper and pencil test?
70
60
64
60
58
56
57
52
Percent
50
40
30
20
10
22
21
20
16
14
14
7
6
15
13
11
7
24
22
20
5
9
8
0
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Easier on computer
Same on computer as paper & pencil
Difficult on computer at first but became easier
More difficult on computer
Student Survey:
End-of-Course
How easy was taking the tests on a computer compared
to a paper and pencil test?
50
43
38
40
33
Percent
45
43
33
34
32
30
20
13
16
14
11
14
11
11
10
10
0
English Language Arts
Mathematics
Science
Social Studies
Easier on computer
Same on computer as paper & pencil
Difficult on computer at first but became easier
More difficult on computer
Student Survey:
End-of-Grade
Percent
It was easy for me to read the questions on the test.
100
90
80
70
60
50
40
30
20
10
0
82
78
12 10
Grade 3
87
82
12
13
6
6
Grade 4
Grade 5
Strongly
Agree/Agree
85
10
84
11
4
5
Grade 6
Grade 7
Neither Agree
nor Disagree
10
6
Grade 8
Strongly
Disagree/Disagree
Student Survey:
End-of-Course
Percent
It was easy for me to read the questions on the test.
100
90
80
70
60
50
40
30
20
10
0
82
12
13
6
English Language Arts
Strongly
Agree/Agree
85
82
80
7
Mathematics
Neither Agree
nor Disagree
12
Science
7
10
6
Social Studies
Strongly
Disagree/Disagree
Student Survey:
End-of-Grade
Percent
It was easy for me to record my answers on the test.
100
90
80
70
60
50
40
30
20
10
0
87
81
79
86
85
72
14 14
Grade 3
13
8
Grade 4
Strongly
Agree/Agree
12
9
7
Grade 5
4
Grade 6
Neither Agree
nor Disagree
10
9
5
Grade 7
5
Grade 8
Strongly
Disagree/Disagree
Student Survey:
End-of-Course
Percent
It was easy for me to record my answers on the test.
100
90
80
70
60
50
40
30
20
10
0
85
10
11
5
English Language Arts
Strongly
Agree/Agree
86
85
82
6
Mathematics
Neither Agree
nor Disagree
10
Science
6
9
5
Social Studies
Strongly
Disagree/Disagree
Student Survey:
End-of-Grade
It was easy for me to move from question
to question on the test.
100
90
80
80
88
84
82
86
85
Percent
70
60
50
40
30
20
10
9 11
10 8
Grade 3
Grade 4
10
8
7
4
9
9
6
5
0
Strongly
Agree/Agree
Grade 5
Grade 6
Neither Agree
nor Disagree
Grade 7
Grade 8
Strongly
Disagree/Disagree
Student Survey:
End-of-Course
It was easy for me to move from question
to question on the test.
100
90
85
86
84
83
80
Percent
70
60
50
40
30
20
10
10
5
11
7
9
6
9
5
0
English Language Arts
Strongly
Agree/Agree
Mathematics
Neither Agree
nor Disagree
Science
Social Studies
Strongly
Disagree/Disagree
Student Survey:
End-of-Grade
My computer worked well during the test.
100
90
79
80
Percent
70
68
77
75
70
70
60
50
40
30
20
21
11
14 15
15 14
13
14
8
11
12 11
Grade 6
Grade 7
Grade 8
10
0
Grade 3
Grade 4
Strongly
Agree/Agree
Grade 5
Neither Agree
nor Disagree
Strongly
Disagree/Disagree
Student Survey:
End-of-Course
My computer worked well during the test.
100
90
80
79
80
78
80
Percent
70
60
50
40
30
20
10
10
10
11
11
11
10
11
10
0
English Language Arts
Strongly
Agree/Agree
Mathematics
Neither Agree
nor Disagree
Science
Social Studies
Strongly
Disagree/Disagree
Student Survey:
End-of-Grade
100
90
80
Did you like using the computer to answer
writing questions on the test?
80
83
84
82
79
75
Percent
70
60
50
40
30
20
10
0
Grade 3
Grade 4
Grade 5
Grade 6
Yes
Grade 7
Grade 8
Student Survey:
End-of-Course
80
70
Did you like using the computer to answer
writing questions on the test?
70
Percent
60
50
40
30
20
10
0
English Language Arts
Yes
Student Survey:
End-of-Grade
For your next test, would you choose to use a computer
or paper and pencil when you take the test again?
70
63
61
60
58
58
57
52
Percent
50
40
30
20
28
27
26
15
13
28
25
24
15
13
Grade 5
Grade 6
16
20
10
0
Grade 3
Grade 4
Computer
Either
Grade 7
Paper & Pencil
Grade 8
Student Survey:
End-of-Course
50
45
For your next test, would you choose to use a computer
or paper and pencil when you take the test again?
43
39
40
Percent
35
30
25
43
43
33
32
32
33
28
25
24
24
20
15
10
5
0
English Language Arts
Computer
Mathematics
Science
Either
Social Studies
Paper & Pencil
Scoring & Reporting
• Scores will be issued in October
• Scores will consist of the following:
‒ Scale Scores
‒ Achievement Levels designating proficiency
‒ For ELA, grade level reading determination and
writing rubric scores
‒ For other content areas, domain mastery signals
‒ For embedded norm-referenced items, national
percentile ranks
Note: It is anticipated that scoring and reporting will occur approximately two-weeks after
receipt of student responses/answer documents beginning in 2015-2016.
Achievement Levels
Beginning Learners do not yet demonstrate proficiency in the knowledge and skills
necessary at this grade level/course of learning, as specified in Georgia’s content
standards. The students need substantial academic support to be prepared for the next
grade level or course and to be on track for college and career readiness.
Developing Learners demonstrate partial proficiency in the knowledge and skills
necessary at this grade level/course of learning, as specified by in Georgia’s content
standards. The students need additional academic support to be prepared for the next
grade level or course and to be on track for college and career readiness.
Proficient Learners demonstrate proficiency in the knowledge and skills necessary at
this grade level/course of learning, as specified in Georgia’s content standards. The
students are prepared for the next grade level or course and are on track for college and
career readiness.
Distinguished Learners demonstrate advanced proficiency in the knowledge and skills
necessary at this grade level/course of learning, as specified in Georgia’s content
standards. The students are well prepared for the next grade level or course and are well
prepared for college and career readiness.
ESEA Waiver Update
Newly Approved:
• Middle school students who enroll in mathematics
and/or science high school courses assessed by the
EOC no longer have to take the grade-level EOG in
the corresponding content area.
‒ For example, Joe, a grade 8 student is enrolled in
Algebra I rather than grade 8 math. Joe takes the
Algebra I EOC at the end of the course and does not
take the grade 8 mathematics EOG. Joe does take the
grade 8 EOG in ELA, Science, and Social Studies.
• This flexibility is approved in mathematics and
science only.
FIP: Formative Instructional Practices
•
•
•
•
•
•
•
Foundation of Formative Instructional Practices
Leading and Coaching
FIP in Action
Reaching Every Student
Creating Clear Learning Targets
Designing Sound Assessments*
Implementing Evidence-Based Grading*
*Available in Fall 2015
FIP: Designing Sound Assessments
•
•
•
•
•
•
•
•
Creating and Using Rubrics
Creating and Using Master Rubrics
Creating and Using Assessment Blueprints
Creating and Using Written Response Assessments
Creating and Using Verbal Response Assessments
Creating and Using Performance Assessments
Creating and Using Selected Response Assessments
Designing and Critiquing Sound Assessments:
Putting the Pieces Together
Questions
Contact Information
Dr. Summer R. Doucet
summer.doucet@mcssga.org
706-977-8198