Download
slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Assessment Division PowerPoint Presentation
Download Presentation
Assessment Division

Assessment Division

158 Views Download Presentation
Download Presentation

Assessment Division

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. System Test Coordinators’Fall 2014 ConferenceGeneral Session/Test AdministrationGeorgia Student Assessment Program 2014 – 2015 Assessment Division Recording Link (8/1/14): https://sas.elluminate.com/mr.jnlp?suid=M.DC2C4EA888A377BD873895F475CED3&sid=2012003 Recording Link: (8/5/14): https://sas.elluminate.com/mr.jnlp?suid=M.007B8E44C6500D7C4FB0A124F3F415&sid=2012003

  2. 2014 Fall Assessment Conference Sessions Assessment Webinar memos posted at: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Memoranda--Announcements.aspx

  3. Agenda • General Information and Key Reminders • High Level Overview of 2014-2015 • Conducting secure and successful test administrations • Accommodations and Special Populations • Post-Administration Information/Reminders • Ethics and Assessment • Online Forms on the MyGaDOE Portal • Program Updates/Major Topics for each Assessment Program • Questions & Answers

  4. Assessment & AccountabilityContact Information Melissa Fincher, Ph.D.Deputy Superintendent, Assessment and Accountability (404) 651-9405; mfincher@doe.k12.ga.us Melodee Davis, Ph.D. Director, Assessment Research and Development (404) 657-0312; medavis@doe.12.ga.us Anthony (Tony) Eitel Director, Assessment Administration (404) 656-0478; aeitel@doe.k12.ga.us Cowen Harter Director, Accountability (404) 463-1168; charter@doe.k12.ga.us

  5. Assessment & Accountability Team Deputy SuperintendentSupport Staff ¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe Assessment Administration – Anthony (Tony) Eitel ∞ August Ogletree ∞ Bobbie Bable ∞ Deborah Houston ∞ Mary Nesbit-McBride ∞ Michael Huneke ∞ Robert McLeod Assessment Research & Development – Melodee (Dee) Davis ∞ Jan Reyes ∞ Kelli Harris-Wright ∞ Niveen Vosler ∞ Sheril Smith Accountability – Cowen Harter ∞ Michelle Christensen ∞ Nancy Haight ∞ Paula Swartzberg Growth Model ∞ Allison Timberlake ∞ Qi Qin

  6. Assessment Administration Contact Information Georgia Milestones • Lead Contact for End of Grade (EOG) • Support Contact for EOG & EOC Technology Robert McLeod, Ed.D. 404.656.2589; RMcLeod@doe.k12.ga.us • Lead Contact for End of Course (EOC) • Lead Contact for EOG & EOC Accommodations Mary Nesbit-McBride, Ph.D. 404.232.1207;mmcbride@doe.k12.ga.us • Lead Contact for EOG & EOC Technology: Michael Huneke 404.232.1208; mhuneke@doe.k12.ga.us ACCESS for ELLs Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; dhouston@doe.k12.ga.us Georgia Graduation Assessments (GHSGT & GHSWT) Georgia Online Formative Assessment Resource (GOFAR) & Online Assessment System (OAS) Michael Huneke 404.232.1208; mhuneke@doe.k12.ga.us National Assessment of Educational Progress (NAEP) Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; bbable@doe.k12.ga.us

  7. Assessment Research & DevelopmentContact Information Assessment Specialists, Research and Development Sheril Smith, Ph.D. Assessment Specialist 404.463.0164; shsmith@doe.k12.ga.us Niveen Vosler Assessment Specialist 404.463.0166; nvosler@doe.k12.ga.us Formative & Benchmark Assessment/RT3 Projects Jan Reyes, Ph.D. Assessment Specialist 404.463.6665; jreyes@doe.k12.ga.us Formative Instructional Practices (FIP) Kelli Harris-Wright Assessment Specialist 404.463-5047; kharris-wright@doe.k12.ga.us

  8. Accountability & Growth ModelContact Information Growth Model Allison Timberlake, Ph.D. Program Manager 404.463.6666; atimberlake@doe.k12.ga.us Qi Qin Assessment Specialist 404.657.0311; qqin@doe.k12.ga.us Accountability Michelle Christensen Accountability Specialist 404-463-1175; mchristensen@doe.k12.ga.us Nancy Haight Accountability Specialist 404-463-1166; nhaight@doe.k12.ga.us Paula Swartzberg Accountability Specialist 404-463-1539; pswartzberg@doe.k12.ga.us

  9. State Board Rules The most current rules below can be found on the GaDOE web site at the following link: http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/Pages/PEABoardRules.aspx State Board Rules relating to assessment include: • 160-3-1-.07 Testing Programs – Student Assessment (Amendments initiated July 2014) • 160-4-2-.11 Promotion, Placement, and Retention • 160-4-2-.13 Statewide Passing Score • 160-4-2-.20 List of State-Funded K-8 Subjects and 9-12 Courses • 160-5-1-.15 Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades • 160-4-2-.06 through 160-4-2-.48 (IHF) High School Graduation Requirements • 160-1-3-.09 Waivers and Variances of High School Graduation Assessments • 160-4-5-.02 Language Assistance: Program for English Learners • 160-4-2-.31 Hospital/Homebound (HHB) Services • 160-4-2-.34 Dual Enrollment • 160-4-8-.12 Alternative/Non-Traditional Education Programs • 160-5-1-.07 Student Data Collection • 160-5-1-.14 Transfer of Student Records • 160‐7‐1‐.01 Single Statewide Accountability System

  10. General Announcements: Managerial Topics • Superintendent’s Certification Form (Online in the MyGaDOE Portal) January – June: Submit no later than July 31 July – December: Submit no later than January 31 • Principal’s Certification Form (Paper Form) – required after each administration. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx Must be kept on file by System Test Coordinator for 5 years. • Form is posted within the ‘For Educators’ link on the GaDOE site • Webinar schedule: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Memoranda--Announcements.aspx • GaDOE Published Resources: Please remind staff in your local systems that GaDOE publications/resources such as Study Guides, Test Content Descriptions, released test items, and test items from the OAS/GOFAR may not be “repackaged”, cut/pasted, etc. and presented as either a unique creation or as a GaDOE approved resource.

  11. General Announcements: Managerial TopicsTransmission of Secure Information • Do not include GTID or FTE #’s numbers in emails. • In addition, please do not email other secure information such as confidential personnel information, secure test content, confidential student documents, etc. • If secure information such as this needs to be shared via email, you may do so via the MyGaDOE Portal.

  12. General Announcements: Accurate Reporting • Reasons for non-participation must be provided during the Accountability Non-Participation Collection. This application may be accessed via the MyGaDOE Portal. Those marked (*) are applicable only for EOCT non-participation. - Illness - Medical Emergency - Other - Unknown * EOCT Course Not Completed * EOCT Course Not Taken for Core Credit/EOCT Administered Previously • Be reminded that assessment data must report to the “FTE-reporting” location (the school that reports the student for FTE purposes) and that students must be assessed per their FTE-reported grade level. • Program Codes (such as the four-digit 6000 series) may not be used as the four-digit state school number. Please note that doing so will result in reporting errors for your students and may also create inaccuracies in your Accountability reporting.

  13. State Assessments and the transition to the CCGPS in English Language Arts & Mathematics The implementation (“roll-out”) of the state-adopted content standards (CCGPS) will come to full fruition in 2014-2015. • For all Georgia Alternate Assessment (GAA) students, assessed for the first time in 2014-2015, the high school mathematics GAA blueprint has now transitioned to the CCGPS (select Coordinate Algebra standards for Entry 1 and select Analytic Geometry standards for Entry 2).

  14. Transition to Georgia Milestones:Resources Available NOW • Content Standards & Frameworks • PARCC evidence statements • Sample items • formative items/benchmarks via Georgia OAS→GOFAR; • released items via PARCC, SBAC, other states (KY, NY), NAEP • parent’s guide to Georgia’s new assessment developed by the National PTA http://www.pta.org/advocacy/content.cfm?ItemNumber=3816 • Technology Specifications (posted on GaDOE website on 7/28/14) • CRCT Readiness Indicators (posted to MyGaDOE Portal on 7/18/14) • Lexiles (included in CRCT & EOCT reports) Focus on teaching and learning – eliciting evidence of student learning during instruction and adjusting as needed.

  15. Transition to Georgia Milestones:Resources Available In Coming Weeks • Sample items specific to Georgia Milestones • Ancillary support resources, such as • Content Descriptions (test blueprints) • Student Study Guides • Accommodations Guidelines • Assessment for Learning Modules [types of items to elicit evidence of student learning] • Informational videos [parents & public /educators] • Online Practice Center (to aid students in getting a “feel” for CTB’s online test administration system) • Scheduling Guidelines/Logistical Considerations, etc. • Calculator Allowances/Restrictions • Allowable Accommodations

  16. High Level Overview of 2014-2015

  17. 2014 - 2015 Assessments • Active Programs • 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) • Legacy Programs – Still available, but only for a specific set of students or a specific period of time • Basic Skills Test (BST) • Georgia High School Graduation Tests (GHSGT) • End of Course Tests (EOCT) – until close of November 2014 Mid-Month/Retest • Former Programs – Discontinued and no longer available • CRCT and CRCT-M • End of Course Tests (EOCT) – after November 2014 Mid-Month/Retest • Grades 3, 5, and 8 Writing Assessments

  18. 2014 - 2015 Assessments • ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12) • End-of-Course Tests (EOCT) • Fall 2014 Mid-Month Administration (August-November, 2014) (via CTB online assessment system) • Summer 2014 Retest Administration (August-November, 2014) (via PearsonAccess) • Remember, Math II and GPS Geometry are now discontinued (but will be available for retest purposes through PearsonAccess, August-November 2014) • The EOCT program sunsets following the November 2014 Mid-Month/Retest administrations • 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) • Unchanged in 2014-2015; REMAINS a diploma requirement in 2014-2015 • A rule change has been initiated with future implications . . . that would no longer requiring the GHSWT for students who enrolled in grade nine on/after July 1, 2013 (this year’s 9th & 10th graders) • Summer retest administration moves to June (June 17, 2015) . . . No more July graduation assessment windows . . . It is important that your system publicizes this fact early, and often.

  19. 2014 - 2015 Assessments • Georgia High School Graduation Tests (GHSGT) • Available for students who remain subject to this requirement (Reference: Secondary Assessment Transition Plan); BST remains available as well for students in that cohort • No summer retest window any longer (Last GHSGT summer administration, July 2014) . . . It is important that your system publicizes this fact early, and often. • All administrations (with maybe a few rare, student-by-student exceptions) are now “retests” . . . The Fall, Winter, and Spring windows will be available during 2014-2015 • Pre-registration is required per State Board Rule; Confirm identity of all test-takers • New contractor (Georgia Center for Assessment, GCA) • 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

  20. Contractor URLS, accounts, and Passwords

  21. Student Assessment Handbook (SAH) 2014-2015 • Posting anticipated no later than our Fall Assessment Conference SAH Overview session scheduled for August 26, 2014 (9:00 AM – 12:00 Noon). • It is likely that at least one addendum to the SAH will be published over the course the school year . . . After initial publication in late August (Ref: Georgia Milestones and related topics). • Currently posted SAH remains applicable to all active test administrations through November 2014. • Highlights/Updates for 2014-2015 to include: • Annual edits (dates, updated glossary, new weblinks, etc.) • Calculator guidelines (for Georgia Milestones), electronic devices, etc. • Accommodations updates • Assessment program information • Georgia Milestones • Annual updates to forms, etc. at end of Handbook

  22. CONDUCTING SECURE & SUCCESSFUL TEST ADMINISTRATIONS

  23. The state assessment program provides critical information to: ¤ Students ¤ Parents ¤ Teachers ¤ Schools & Systems ¤ Community Members ¤ Administrators ¤ Policymakers ¤ Various accountability measures The integrity of the assessment process is critical to all we do as educators . . . And the public’s faith and trust in what we do!

  24. Roles and Responsibilities • 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

  25. Scheduling Considerations • 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. • 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. • 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.

  26. 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 morestudents 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).

  27. Materials Management & Security • 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.

  28. Materials Management & Security • Upon receipt, STC should: • Inventory all materials to ensure sufficient quantities of materials have been provided for each school. • Locate pickup/return instructions/memo, return labels, and airbills/bills of lading. • If there are any errors in shipping materials, contact the vendor and/or Assessment Specialist associated with the testing program immediately.

  29. Materials Management & Security • 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.

  30. 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.

  31. 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.

  32. 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.

  33. 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.

  34. 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.

  35. 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

  36. 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.

  37. 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.

  38. 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.

  39. 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.

  40. Calculator Restrictions for “Legacy” High School Assessments (EOCT & GHSGT) If a student elects to use a calculator as allowed on the End of Course Tests (EOCT) and/or the Georgia High School Graduation Tests (GHSGT), the student must adhere to the guidelines listed below. It is incumbent upon the School Test Coordinator and Test Examiner to ensure all calculator policies are implemented and followed. Calculators may not be shared by students. The following features are NOT allowed: • Graphing calculators • Calculators that store text and/or have QWERTY keyboards or typewriter-like keyboards • Calculators that have programs stored in the memory other than those that are factory • installed • Non-calculators such as cell phones, PDAs, laptops, minicomputers, pocket organizers, iPods, • etc. • Calculators with beaming capabilities • Calculators with wireless communication technologies and/or Internet access • Calculators with built in Computer Algebra Systems – CAS • Calculators that make noise, have paper tape, or that have voice

  41. 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.

  42. Roles and Responsibilities System Test Coordinator • 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

  43. 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

  44. Roles and Responsibilities Examiner • Musthold a Georgia PSC-issued certificate (teachers, counselors, administrators, paraprofessionals) . . . This is required per SBOE Rule 160-3-1-.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

  45. 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

  46. 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)

  47. 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

  48. 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

  49. 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

  50. 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.