California Assessment of Student Performance and Progress (CAASPP) Smarter Balanced Spring 2014 Field Test Workshop for YCUSD Site Coordinators February 19, 2014
Agenda • Overview • Roles and Responsibilities • Preparing Students and Staff for the Field Test • Field Test Registration • Break (if you are good) • Field Test Administration • Test Security • Questions
By the end of this workshop, attendees will know how to: • Schedule and administer the Field Test (FT) using appropriate procedures, including security; • Manage data and utilize the Test Information Distribution Engine (TIDE); and • Ensure school computers/devices are set up correctly.
Purpose of the Smarter Balanced Field Test • “Test the test” • Evaluate testing software • Ensure quality of test questions • Evaluate the effectiveness of the test administration and training materials • Establish scoring and reporting levels • “Dress rehearsal” for operational assessments in 2015 • “Stress test” LEA technology • Familiarize educators, administrators, and students with online testing
Field Test Participation in Yuba City • Who will take the Field Test? • Grades 3–8: All students • Grade 11: Students selected for the scientific sample; all others are highly encouraged to participate • The only students exempt from participating in the Field Test are: • Students participating in the California Alternate Performance Assessment (CAPA) • For the English language arts/literacy (ELA) test only, English learners (ELs) who have been attending school in the United States for less than 12 months
Field Test Participation in California • 5% of students will take Field Test items from one content area (ELA or mathematics) . • 95% of students will take Field Test items from both content areas. • All students will receive onePerformance Task (PT) in either ELA or mathematics. • There is roughly same amount of testing time for all students. • Content areas will be assigned by grade and school level. • Content area assignments will be available in March (projected availability, 3/10). There are four scenarios:
Examples of Field Test Participation in California • Example 1: Elementary School X • Grade 3 was assigned a single content area (ELA), which includes an ELA performance task (PT). • Grade 4 was assigned both ELA and math, with a mathematics PT. • Grade 5 was assigned both ELA and math, with an ELA PT. • Example 2: High School Y - Grade 11 was selected to participate and is taking a single content area (math), which includes a math PT. • Example 3: High School Z • Grade 11,not in the sample, but administering the test. They were assigned ELA and math with an ELA PT.
Field Test Format • Note: The Field Test is computer-based, notcomputer adaptive. • Need to try out the test questions during the Field Test before tests can be made adaptive for the first operational administration in 2015. • Two components: • Performance task (PT) • A set of complex questions that is centered on a common theme or problem; requires classroom activity • Non–performance task (non-PT) • E.g., Selected Response, Drag and Drop, Matching Tables
New Terminology for Roles Other important roles • LEA Technology Coordinator • LEA CALPADS Administrator
Test Site Coordinator (SC) • Collect security affidavits from Test Administrators (TAs) and retain at your site. • Train TAs (and possibly add them to TIDE). • Review appropriate supports and accommodations. • Ensure that testing in the school is conducted in accordance to test security policies. • Create/approve test schedules and procedures for the school. • Work with technology staff to ensure network capacity and devices are ready in accordance with test schedules. • Monitor testing and address problems, as needed. • Report test security incidents to the DC. • Increase comfort levels and reduce anxiety of TAs.
Test Administrator (TA) • Carefully and completely read and sign new security affidavit. • Complete test administration training. • View student information prior to testing, to ensure it is correct. • Ensure that appropriate designated supports and accommodations have been set prior to testing. • Start testing sessions and monitor/proctor testing. • Report all potential test security incidents to the SC and LEA CAASPP Coordinator. • Increase comfort levels and reduce anxiety of students. • Encourage students to do their best.
Additional Resources • California Online Field Test Administration Manual • Your new “bible” • Please take advantage of the role-specific checklists in the appendixes. • School Coordinator • Test Administrator
Additional Resources • Series of video training modules produced by Smarter Balanced: • Available at http://sbac.portal.airast.org/ca/field-test-ca/resources/ Must Dos: • Test Administrator (TA) Interface for Online Testing • Student Interface for Online Testing
Secure Browser Reminders • Test Administrators will use a standard Web browser to log in and start/monitor testing sessions. • Students must use the secure browser to log in to the Student Interface and access the Field Test. • Prohibits access to external applications or navigation away from the test • Prior to testing, TAs/proctors/techs should verify that: • External user applications are closed • The secure browser will not work if the computer detects that a forbidden application is running. • No testing on computers with dual monitors • Students must not take the test on computers connected to more than one monitor.
Field Test Item Types • Selected response • one correct response • multiple correct responses • two-part • Matching tables • yes/no • true/false • Fill-in tables • Select or order text or graphics • Drag and drop • Graphing • Equation or numeric response • Short text • Long essay
Training Tests • Available by grade band (3–5, 6–8, and high school) • There are 6–8 items per content area per grade band • Allow students to experience interface features and functionality. • Do not include PTs or scoring guides. • LEAs are highly encouraged to have teachers and students access the Training Test Site before the FT. • Teachers are encouraged to conduct a group walk-through with students. • Two ways to access Training Tests: • Web • Secure Browser
Practice Tests • Available for grades 3–8 and grade 11 in ELA and mathematics. • Approximately 30 items per test, including one PT and scoring guide.
Accessing the Training Tests and Practice Tests • CDE Web site: http://www.cde.ca.gov/ta/tg/sa/index.asp OR • California Smarter Balanced Portal: http://sbac.portal.airast.org/ca/practice-test-ca/
Test Information Distribution Engine (TIDE) TIDE is a password-protected Web site that provides administrators with tools to manage users and students participating in the Smarter Balanced Field Test. • Repository for student information, including initial test settings and accommodations • Different levels of user access • Just for the Field Test, not remaining paper-pencil tests
Field Test Student Registration Student demographic data 3 Designated supports and accommodations Student registration
Importance of CALPADS • CALPADS is the sole source for student demographic and program participation data for TIDE. • LEAs cannot update student demographic or program participation data in TIDE; must be updated in CALPADS. • Processing time from CALPADS to TIDE is 48 hours. • Realistically for new students after Feb. 18th: 4-5 days to appear in TIDE
Importance of TIDE • LEA staff must set designated supports and accommodations for students in TIDE. • District Co. - batch upload • Site Coordinators – individual students (in an “emergency”) • Demographic data or program participation cannot be updated in TIDE.
Student Registration • The student’s grade level must be correct in TIDE before testing. (Only correctable in CALPADS.) • Eligible students must appear in TIDE. • If a student’s designated supports and accommodations information is incorrect, it must be updated in TIDE before he or she can test.
TIDE: First-Time Users • When a user is added to TIDE, the user will receive an automated email from Smarter-CA-DoNotReply@airast.org that contains the following: • User role • Temporary password that must be changed upon initial login • Use the link in email to “register” for the 1st time • If user has not received the e-mail with temporary password, he or she should contact Site Co. • Note: The domain airast.org has been whitelisted to ensure users receive these e-mails.
Registering Your TIDE Account: • Accessed from your “Welcome” email
Accessing TIDE • Users may access a link to the California Smarter Balanced Portal on the California TAC website at http://californiatac.org. Selecting the portal link will bring you to the page below. • To access TIDE, select the Field Test link. Note: DCs add SC users; SCs add TA users.
Accessing TIDE • Select the Online TIDE System for California Users icon.
TIDE: Logging In • To log in after initial time, the user should enter his or her: • 1) username = District email address • 2) password (what it was changed to)
The TIDE interface uses tabs as the principal means of navigating between tasks. Some tasks in the TIDE interface contain multiple sub-tasks. TIDE shows only the features that are available to the user based on his or her role. Navigating TIDE
The Manage Users tab may be used to: Upload users (group of users) Add new user (individual user) Search for existing user records View and/or edit existing user records Delete an existing user record TIDE: Manage Users Tab
The Add User tab allows you to enter details for a single individual and add them to the system. DCs and SCs will be able to add users. TIDE: Adding an Individual User
TIDE: Student Information Tab • The Student Information tab may be used to: • Search for existing student records • Export a list of existing student records • View an existing student record • View and update student test settings
TIDE: View Student Information • To search for existing student records, select the sub-tab [View/Edit Students]. Note: Users only have access to students in districts and schools with which they are associated in TIDE.
TIDE: View Student Information • To help narrow results, search by First Name, Last Name, SSID, Confirmation Code, and/or grade. • You can select Add Additional Search Criteriato include Test Settings in your search.
TIDE: View a Student Record • To view a student’s record, select the [View] button for that record.
TIDE: View Student Information • Student demographic data is read-only. • Changes must be submitted to CALPADS and will be reflected within 48 hours.
Model Accessing/Navigating TIDE to: 1) Manage Users 2) View/Edit Students http://californiatac.org/
Scheduling Testing Time: Things to Note • Non-PT items and PTs will be presented in up to three separate tests. • For 95%, 3 tests total: 2 condensed non-PT tests (ELA and math) and 1 PT • For 5%, 2 tests total: 1 non-PT test (ELA OR Math) and 1 PT in same content area • ELA PTs have 2 parts; math PTs have 1 part • Reminder: Overall testing time will be the same, regardless of content assignment (approximately 3.5–4 hours).
Scheduling Testing Time: Things to Note • Estimated testing times are available in the California Online Field Test Administration Manual. • See green handout • Note: The estimates do not account for any time needed to start computers, load secure browsers, and log in students.
Scheduling Testing Time: Things to Note • Scheduling is a collaborative effort. • Each school is assigned a 6-week window. • Recommended: Non-PT first, PT second. • Classroom activity should be completed within 3 days prior to starting the PT. • ELA PTs have 2 parts and can be completed over 2 days. • Math PTs have 1 part and can be completed in 1 day. • Recommended: PT should not be administered on the same day as non-PT.
Scheduling Considerations for Special Populations • Students taking CAPA will appear in TIDE but should not be tested. • English Learners in US schools for 12 months or less should not be given any ELA items. • SCs must ensure that TAs know which students are not to take the FT • Schedule activities for students not taking exam (or that finish early).
Example Testing Schedules • Example 1: For a grade taking bothcontent areas and an ELA PT. • Example 2: For a grade taking one content area and assigned mathematics
Establishing Appropriate Testing Conditions • Testing students in classroom-sized groups is preferable. • Reduces test fear and anxiety • Facilitates monitoring and control for TAs • Administer in a room that does not crowd students. • Room should have good lighting, ventilation, and freedom from noise and interruptions. • Displayed information (on bulletin boards, chalkboards, or dry-erase boards, etc.) that might be used by students to help answer questions must be removed or covered, including: • Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.