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Colorado Measures of Academic Success (CMAS)

Colorado Measures of Academic Success (CMAS)

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Colorado Measures of Academic Success (CMAS)

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  1. Colorado Measures of Academic Success (CMAS) Training for SAC’s

  2. Agenda • Pearson Access • Online test management • SAC Responsibilities • Communication • Scheduling • Test Security • Proctor Training • Accommodations

  3. Windows, grades, content areas Assessment Window April 14-May 2, 2014 • Science grades 5 and 8 • Social Studies grades 4 and 7

  4. Frameworks • The frameworks list • Percent representation and number of score points for each of the reporting categories/standard areas that will appear on the summative assessments • Evidence Outcomes eligible for inclusion • Topics explicitly identified in the Social Studies standards are legitimate content for the assessment in addition to the standards' concept and skills •

  5. Changes…..Online Assessment vs Paper Pencil • Will be a shift for teachers, proctors, students, parents, administrators-communicate regularly • Using Pearson Access to manage your testing • Accessibility features vs Accommodations • Learning tech readiness for you and your building • More rigorous, higher DOK

  6. Similarities • Test security is important for valid and reliable scores • Ethical administration and procedures and ensuring standardized conditions • Scheduling will have some hurdles just as when we first scheduled TCAP • Active Proctoring is a must

  7. Test Structure • Each grade level and content area consists of three sections • The assessments are composed of the following item types: • Selected Response • Constructed Response • Computer-enabled/technology-enhanced • Simulations (science) • Performance Events (social studies)

  8. What are the Responsibilities of School Assessment Coordinators?

  9. SAC Responsibilities include • Communication • Scheduling • Test Security and Ethics • Technology • Pearson Access • Proctor Training • Online Test prep

  10. Key SAC Responsibilities THROUGHOUT Testing • Understand all CMAS procedures and requirements • Employ school level security plan • Serve as liaison between DACs and Test Administrators • Read all communications from DAC and distribute as appropriate • NEW for CMAS: during testing, school level personnel will have direct communication with Pearson

  11. Key SAC Responsibilities BEFORE Testing • Participate in district trainings and review all manuals • Working with STC, create the testing schedule for your school, including accommodated computer-based and paper-based testing groups and make-up sessions • Determine school specific procedures (make-up testing, communication plan) • Determine school level security plan • Provide and ensure completion of all training by Test Administrators and anyone else you have authorized or expect to come in contact with secure materials or environments • Receive, secure, and distribute all test materials • Manage and return security and training compliance documents

  12. Key SAC Responsibilities BEFORE Testing-PearsonAccess • PearsonAccess • Set up user accounts for all necessary personnel • Identify and maintain a list of students requiring the text-to-speech form and accommodations (paper-based and computer-based administrations). • Verify that PearsonAccess accounts for students needing: • Paper forms of the assessment, including braille and large print • Oral scripts (paper and online) • Request from your DAC additional secure and non-secure materials as needed • Assign all students to a test session • Assign students requiring special forms for the computer-based assessment to the appropriate form • Register/add new students

  13. Key SAC Responsibilities BEFORE Testing • Establish the testing environments • PROCTOR CACHE!!!-simply choose the correct proctor caching server from the down menu when creating test sessions in pearsonaccess • Prepare students • Meet with students to review school testing policies and expectations, including that test results should be reflective of individual effort. • Ensure all students are familiar with TestNav 8.0—ePats!

  14. Key SAC Responsibilities DURING Testing • Ensure that all students are assessed in accordance with CMAS policies and procedures • Request additional secure and non-secure materials from DAC as needed • MONITOR TESTING ACTIVITY • Distribute and collect paper testing materials daily • Report suspected testing irregularities (misadministrations, security breaches, technology glitches). Work with DAC to investigate and declare misadministrations. • Account for the assessment of all students and ensure that all students have completed testing. Administer make-up sections as needed.

  15. Key SAC Responsibilities AFTER Testing • PearsonAccess: • Account for the assessment of all students and ensure that all students have completed testing • Verify all testing sessions have been completed • Verify that PearsonAccess has been updated to reflect the accommodations used during testing, including students taking paper-based assessments • Transcribe student responses from large print and braille test books into scannabletest books. • Collect, sort, secure, and return all test materials to DAC by district determined date • Manage, submit and retain compliance documents

  16. SAC Responsibilities:Communication

  17. Communication • Lead contact for questions in their building • Always available to school proctors during all testing sessions in case of tech or test administration question or concern • Lead communication with building technology staff • Be part of communication with building tech staff and district IT • Building communication to DAC

  18. Who to contact with questions • Test administration • Proctor to SAC • SAC to DAC • DAC to CDE • Tech questions • Building tech to district IT-inform SAC of any tech issues so they are aware

  19. Assessment TechnologyCDE

  20. SAC responsibilities-Scheduling

  21. Definitions • PearsonAccess Test Session: Virtual data grouping of students who are grouped together within PearsonAccess for test management purposes. Each PearsonAccess test session consists of one grade level and one content area (three sections). Students must be placed in a scheduled PearsonAccess test session before they can log in to a test. • Test Section: The parts of a CMAS: Science and Social Studies assessment. Each grade and content area of the CMAS: Science and Social Studies assessments include three sealed test sections. • Physical Testing Group: Students who test within a physical testing environment at the same time.

  22. Scheduling • Create school wide testing schedule • including accommodations and make ups • Proctor scheduling: Suggest proctor and tech savvy person both be in room so if students are stuck with tech issues proctor isn’t stuck with one student

  23. CMAS Scheduling Considerations • Each grade level and content area consists of 3 sections • Test sections can only be administered to students in consecutive order • One grade level and one content area at a time except for make-ups • To the extent possible, all students within a grade should be assessed at the same time. Should that not prove possible, all students should be assessed within the shortest timeframe practicable (i.e., in back-to-back sections, within the same day or consecutive days if more sections are needed than can be administered in a day, etc.)

  24. Scheduling considerations cont… • Technology • Number of compatible devices • Bandwidth • Wireless access points • How many concurrent testing sessions can you run?-use the site readiness tool • Extra computers • Drag and drop on laptop vsipadvs desktop computer • Fine motor considerations? • External Mouse available? Vs touch pad

  25. Section Timing • 90 minutes per section • Includes 10 min. for login, directions, sample items • 80 minutes of actual test time for every student (required) • 55 minutes minimum required • 3 sections in Science • 3 sections in Social Studies

  26. CMAS: Test Structure and Timing

  27. Time for Set up and Transition Includes…. • Start up TestNav 8.0 • Log in • Test transfer (proctor cache…) • Give directions • Review sample items

  28. Best Practices-Recommendations • 2 extra devices in each testing room • Minimum: Two proctors per each testing room • No more than 2 test sections per day (this year) • Do not start first thing in the morning-make up session • Students remain in room for at least 55 minutes, up to 80 minutes if at least one student is still working

  29. Recommendations • Schedule first group/first day with more of a time cushion than other groups if you can • If you have to do multiple sessions, schedule smallest group first • Plan for accommodations • Recommendation: Schedule students for only one section per day (exception: make-ups) • Remember: This is Colorado

  30. School CMAS schedules • Email to Kim Terry no later than March 31st • Also send security of testing materials form

  31. Make-Up Testing Priority: minimize risk of prior exposure to test content that could result in an invalidation

  32. Student completes missed test section during make-up testing time in advance of re-joining original physical testing group Make-Up Testing

  33. Scheduling Discussion – Guiding Questions • How do device and facility availability affect scheduling? • What other impacts to scheduling do you see? • How does make-up testing affect scheduling? • How to schedule for students who miss mutiple days?

  34. CMAS or CoAlt • CSAP-A decision not based on: • Category of disability • Time in special education • Program placement • Must be documented by IEP team • Contact Barb Rice @ x21931 if you need clarification

  35. SAC responsibility Test and materials security

  36. Test Security • Testing environment-screen security and number of computers • How far apart to sit students • Can students view from front to back the rows of screens in front of them? • Student view side to side • St authorization tickets • Student pre exposure to items

  37. Test security • No cell phones in testing room • Collect (baggies with names) so students do not have them during testing • No student tablets allowed in testing room • Ipads are allowed for TEST ADMINISTRATORS only • No recording • No pictures of anything in test environment ever

  38. Security of Student Authorization tickets-one approach • SAC print the day before the test • Put all into an envelope labeled for that test • Maybe with a class list on the outside of it, • All used tickets will be collected by the proctor and put back in that envelope • Have another empty envelope labeled “MAKE UP TESTING REQUIRED” • Proctors put any unused authorization tickets

  39. Chain of Custody • Count in/out and test administrator sign for number of student authorization tickets each time • Paper forms • Oral scripts • Scratch Paper (official CMAS scratch paper, not any other paper) • Secure central storage location • Not stored in classrooms

  40. Maintaining Security of CMAS • All secure test materials must be secured while in the Test Administrator’s possession • No duplication of secure CMAS materials is permissible • No cell phones or other communication, reproduction or recording devices are allowed in the classroom

  41. Unauthorized Visitors and the Media • Only students, Test Administrators/Examiners, and authorized school, district, state personnel or state-sanctioned test monitors may be in testing areas during administration • Media are not allowed to have access to the tests before, during, or after test administration, or take pictures or video of testing materials or testing students

  42. Accessibility Features and AccommodationsOverview

  43. Increased Accessibility • TestNav 8 • Embedded features: available to all students to increase accessibility • Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility • Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans

  44. Embedded Features for All Students Tool Bar • Navigation • Back page • Next page • Review • Flag • Pointer • Highlighter (Caution: in development) • Ruler (cm in 5th and 8th grade, inch in all grades) • Can also be used as line guide • Calculator (4 function for 5th grade, scientific for 8th grade) • Eliminate answer choice

  45. Embedded Features for All Students Drop Down • Magnifier Zoom • Dependent on device Writing tools for constructed response • Bold, italics, and underline • Bullet and number • Cut, copy, and paste • Undo and redo

  46. Embedded Accessibility Features and Accommodations that Must Be Requested Ahead of Time for Computer-based Administration • Selected by form • Text-to-speech with volume control • Continue to play • Click to hear – recommend students are taught to default to this • Color contrast (accommodation) • Text-to-speech with color contrast (accommodation) • Oral script (accommodation) • Samplers for text-to-speech and text-to-speech with color contrast will be available in the second week of February

  47. Accommodations • Must be based on an individual need documented in the student’s approved IEP, 504, or English learner plan • A master list of all students and their accommodations must be maintained by the SAC. These will need to be recorded in PearsonAccess. Please include students using text-to-speech. • Accommodations are available for computer-based and paper-based administration. • Paper-based form is itself intended to be an accommodated form

  48. Paper Pencil or Online? • Paper-based Assessments: A paper-based form of the assessments will only be available for students who: • Have a neurological disorder, a condition that causes seizures or another health condition that prevents the student from accessing the computer • Need a braille form with tactile graphics   • IEP or 504 plan requires assistive technology, such as speech-to-text, that may not be compatible with the test engine. • Will provide written responses in a language other than English or Spanish

  49. Accommodations for Computer-based Administration • Presentation • English oral script used for: • On-site translations into languages other than Spanish* • On-site sign language presentation* • Spanish oral script • Color contrast, including high contrast and reverse contrast • External cover overlays • Word-to-word dictionaries (English/native language) • Assistive technology devices – compatibility will need to be established *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.