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NC EOG Accommodations

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NC EOG Accommodations

  1. 1. 1 Testing Accommodations: What Are They and How Are They Implemented? Pam Biggs NCDPI Division of Accountability Services Accountability Conference February 17, 2006
  2. 2. NCDPI Division of Accountability Services2 What are Assessment Accommodations?  Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others  Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores  Accommodations are used for equity, not advantage, and serve to level the playing field
  3. 3. NCDPI Division of Accountability Services3 What are Assessment Accommodations?  To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, or LEP documentation and used regularly during instruction and similar classroom assessments  Assessment accommodations must also be used in instruction, but not all instructional accommodations are appropriate assessment accommodations
  4. 4. NCDPI Division of Accountability Services4 Instructional vs. Testing Accommodations Mark in Book Extended Time Large Print Testing in Separate Room Graphic Organizers Scaffolding Peer Tutor INSTRUCTIONAL TESTING Teacher Notes
  5. 5. NCDPI Division of Accountability Services5 Who is Eligible for Accommodations? A student with disabilities who has a current:  Individualized Education Program (IEP) or  Section 504 Plan A student identified as LEP who has scored below Superior in Reading on the most recent administration of the IPT (for writing assessment, student must have scored below Superior in Writing on the IPT)
  6. 6. NCDPI Division of Accountability Services6 Who Determines Accommodations? For a student with disabilities:  IEP Team  Section 504 Committee For a student identified as limited English proficient:  School-based team/committee
  7. 7. NCDPI Division of Accountability Services7 Examples of Accommodations for Students with Disabilities and Students Identified as LEP STUDENTS WITH DISABILITIES Assistive Technology Braille Edition Dictation to a Scribe Large Print Edition Sign Language Interpreter Dictionary/ Electronic Translator Read Aloud (Math) Multiple Test Sessions Extended Time Separate Room Read Aloud to Self STUDENTS IDENTIFIED AS LEP
  8. 8. NCDPI Division of Accountability Services8 Types of Accommodations  Modified Test Formats  Assistive Technology (AT) Devices and Special Arrangements  Special Test Environments
  9. 9. NCDPI Division of Accountability Services9 Modified Test Formats Accommodation Students with Disabilities Students Identified as LEP Braille Edition Large Print Edition One Item Per Page Edition
  10. 10. NCDPI Division of Accountability Services10 AT Devices and Special Arrangements Accommodation Students with Disabilities Students Identified as LEP AT Devices Dictation to a Scribe English/Native Language Dictionary or Electronic Translator Interpreter/Transliterator Signs/Cues Test Student Marks Answers in Test Book Student Reads Test Aloud to Self Test Administrator Reads Test Aloud
  11. 11. NCDPI Division of Accountability Services11 Special Test Environments Accommodation Students with Disabilities Students Identified as LEP Hospital/Home Testing Multiple Testing Sessions Scheduled Extended Time Testing in a Separate Room
  12. 12. NCDPI Division of Accountability Services12 Top 5 Most Frequently Used Accommodations on EOG 1. Scheduled Extended Time 2. Testing in a Separate Room 3. Test Administrator Reads Test Aloud (Math) 4. Student Marks Answers in Test Book 5. Multiple Testing Sessions Based on Green Book data from 2004-05
  13. 13. NCDPI Division of Accountability Services13 Most Frequently Used Accommodations - EOG 0 5,000 10,000 15,000 Extended Time Separate Room Read Aloud Markin Book Multiple Testing Sessions Grade 3 Grade 5 Grade 8 Grade 10 (HSCT) Grades 3, 5, and 8 based on Green Book data from 2004-05. Grade 10 based on 2003-04 data.
  14. 14. NCDPI Division of Accountability Services14 Documentation of Accommodations  All testing accommodations must be documented in: – IEP; – 504 Plan; or – LEP documentation  Whatever is documented must be used on day of test  Helpful to provide school TC with copy of documentation form
  15. 15. NCDPI Division of Accountability Services15 Documentation Forms  Sample EC documentation forms may be found on the web: www.ncpublicschools.org/policies/tswd Forms available in Excel and PDF formats  LEP documentation forms are created by LEA
  16. 16. NCDPI Division of Accountability Services16 NCTP Table 2 Grades 3-8 and 10 Tests Space to List Accommodation Specifics Complete for those tests required at that grade level Blacked out spaces indicate accommodation would invalidate the test results or that a particular alternate assessment is unavailable for that test
  17. 17. NCDPI Division of Accountability Services17 NCTP Table 3 End-of-Course Tests
  18. 18. NCDPI Division of Accountability Services18 NCTP Table 1 Tests Required for Graduation
  19. 19. NCDPI Division of Accountability Services19 Scheduled Extended Time  The student’s IEP, Section 504 Plan, or appropriate LEP documentation should specify an estimated amount of extra time the student will require  Breaks at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions  Student must be allowed bathroom and lunch breaks  If testing continues past lunch, student must not communicate with other students during lunch EC LEP BOTH
  20. 20. NCDPI Division of Accountability Services20 Scheduled Extended Time  If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location  If test is not complete after standard test administration time, student should be moved to different location to complete test
  21. 21. NCDPI Division of Accountability Services21 Scheduled Extended Time  If student’s estimated time is over, but is working diligently, let him/her continue  Must complete in one day if used without Multiple Testing Sessions  Testing must be complete prior to normal afternoon dismissal  Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)
  22. 22. NCDPI Division of Accountability Services22 Testing in a Separate Room  One-on-one or Small Group  Must be designated on documentation  MUST be used if students receive one or more of the following accommodations: – Assistive Technology that reads test aloud (without use of headphones) – Student Reads Test Aloud to Self – Test Administrator Reads Test Aloud EC LEP BOTH
  23. 23. NCDPI Division of Accountability Services23 Testing in a Separate Room: One-on-One  Really 2:1  Test administrator and proctor for each student  Only one student per testing location  All standard testing procedures must be followed  MUST be used if student uses the following: – Assistive Technology that reads test aloud (without use of headphones) – Dictation to a Scribe – Student Reads Test Aloud to Self accommodation
  24. 24. NCDPI Division of Accountability Services24 Testing in a Separate Room: Small Group  IEP or Section 504 Plan may designate maximum group size  NCDPI does not mandate a maximum group size – HOWEVER, it is a “SMALL group”  Test administrator and proctor required  Test administrators and proctors must follow same guidelines/procedures as standard administration
  25. 25. NCDPI Division of Accountability Services25 Test Administrator Reads Test Aloud  Valid accommodation for tests that do not measure reading comprehension  Each student’s IEP/504 Plan/LEP documentation must state how test is to be read aloud For example:  Everything  By student request  Everything but numbers EC LEP BOTH
  26. 26. NCDPI Division of Accountability Services26 Administrative Procedures  Students should be in test groups based on how test is to be read  Must be in small group or one-on-one administrations (this must also be in documentation) – One-on-One suggested for Online Test of Computer Skills
  27. 27. NCDPI Division of Accountability Services27 Administrative Procedures  Test administrator must have a copy of the test to read from  May repeat instructions and test questions as many times as needed  Test items and answer choices must be read in a consistent manner
  28. 28. NCDPI Division of Accountability Services28 Administrative Procedures  Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom EXCEPT if reading it that way provides the student with the answer
  29. 29. NCDPI Division of Accountability Services29 Example 1 The students count 149 balls in the gym. What is another way of writing the number of balls in the gym? A fourteen nine B one forty-nine C one hundred forty-nine D one hundred fourteen nine Grade 3 Math Sample Test Item
  30. 30. NCDPI Division of Accountability Services30 Example 1 Should be read as: The students count one-four-nine balls in the gym. What is another way of writing the number of balls in the gym? A fourteen nine B one forty-nine C one hundred forty-nine D one hundred fourteen nine Grade 3 Math Sample Test Item
  31. 31. NCDPI Division of Accountability Services31 Example 2 What is the standard form of 7,000 + 800 + 20 + 5? A 7,285 B 7,825 C 7,852 D 7,528 Grade 3 Math Sample Test Item
  32. 32. NCDPI Division of Accountability Services32 Example 2 Should be read as: What is the standard form of seven-comma- zero-zero-zero plus eight-zero-zero plus two- zero plus five? A seven-comma-two-eight-five B seven-comma-eight-two-five C seven-comma-eight-five-two D seven-comma-five-two-eight Grade 3 Math Sample Test Item
  33. 33. NCDPI Division of Accountability Services33 Student Marks Answers in Test Book  Student’s full name and second identifier (e.g., student ID or date of birth) must be legible on cover of test book  Student should not have answer sheet during actual testing  If all students in group have this accommodation, omit directions on filling in answer choices on answer sheet EC LEP BOTH
  34. 34. NCDPI Division of Accountability Services34 Student Marks Answers in Test Book After completion of testing  Staff member must transfer student’s answers to multiple-choice test questions to the appropriate answer sheet  2nd staff member must check the transcription to verify accuracy  Both people must sign outside of test book
  35. 35. NCDPI Division of Accountability Services35 Multiple Testing Sessions  How test administration is to be divided must be documented – More frequent breaks – Over multiple days  If student does not also have Scheduled Extended Time, total administration time should be limited to that in TAM.
  36. 36. NCDPI Division of Accountability Services36 Multiple Testing Sessions Example 1 John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrator’s Manual. EC LEP BOTH
  37. 37. NCDPI Division of Accountability Services37 Multiple Testing Sessions Example 1 Standard Test Administration John Time on test 90 90 Days of testing 1 1 Frequency of breaks After 45 minutes Every 20 minutes Number of breaks 1 4
  38. 38. NCDPI Division of Accountability Services38 Multiple Testing Sessions Example 2 Sasha requires the test to be divided over two days. She will need additional time beyond that allowed in a standard test administration. Her LEP documentation lists the following accommodations: Testing in a Separate Room, Scheduled Extended Time (Extra 20 minutes), and Multiple Testing Sessions (2 days). EC LEP BOTH
  39. 39. NCDPI Division of Accountability Services39 Multiple Testing Sessions Example 2 Standard Test Administration Sasha Days of testing 1 2 Day 1 Day 2 Time on test 90 55 55 Frequency of breaks After 45 minutes After 45 minutes After 45 minutes Number of breaks 1 1 1
  40. 40. NCDPI Division of Accountability Services40 Student Reads Test Aloud to Self Accommodation  New for 2005-06 school year  Use of whisper-phone is included in this accommodation and must follow the same guidelines EC LEP BOTH
  41. 41. NCDPI Division of Accountability Services41 Student Reads Test Aloud to Self Accommodation  Requires one-on-one administration – Test administrator & proctor per student – No other students in room  If student misreads part of reading comprehension test, test administrator or proctor may NOT correct student
  42. 42. NCDPI Division of Accountability Services42 Other Accommodations: Students with Disabilities  IEP team/Section 504 committee determines appropriate accommodations  Check to see if on “approved” list (pg. D1.02- 1.04 of Testing Students with Disabilities)  If not on list (and for AT devices not specifically described in document) Accommodation Notification Form must be completed  Discuss with RAC
  43. 43. NCDPI Division of Accountability Services43 Other Accommodations: Students with Disabilities  TC will receive response stating whether use of accommodation invalidates the test results  If accommodation is used during testing, Accommodation Notification Form bubble must be coded on student’s answer sheet
  44. 44. NCDPI Division of Accountability Services44 Questions? Teacher School Test Coordinator LEA Test Coordinator RAC NCDPI

Notes de l'éditeur

  • Activity 1
    Prior to training, make a copy of Blackline Master A.
    Cut apart to have 2 cards.
    During training, give cards to two people.
    Card 1 – Have someone read Card 1.
    Ask group what is wrong with how it was read.
    Reading the number as it written gave away the answer.
    Card 2 – Have someone read Card 2.
    This is how this type of question must be read. It reads what is written to the students but does not provide them with the answer.
    Sample test items (1998 Standard Course of Study) located at: http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/math3
  • Activity 1
    Prior to training, make a copy of Blackline Master A.
    Cut apart to have 2 cards.
    During training, give cards to two people.
    Card 1 – Have someone read Card 1.
    Ask group what is wrong with how it was read.
    Reading the number as it written gave away the answer.
    Card 2 – Have someone read Card 2.
    This is how this type of question must be read. It reads what is written to the students but does not provide them with the answer.
    Sample test items (1998 Standard Course of Study) located at: http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/math3
  • Activity 2
    Prior to training, make a copy of Blackline Master B.
    Cut apart to have 2 cards.
    During training, give cards to two people.
    Card 1 – Have someone read Card 1.
    Wait to discuss.
    Card 2 – Have someone read Card 2.
    Which one is the correct reading of the test item?
    Card 1 is the correct reading.
    Continue in a similar manner with Activity 3 if desired
    Sample test items (1998 Standard Course of Study) located at: http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/math3
  • Activity 2
    Prior to training, make a copy of Blackline Master B.
    Cut apart to have 2 cards.
    During training, give cards to two people.
    Card 1 – Have someone read Card 1.
    Wait to discuss.
    Card 2 – Have someone read Card 2.
    Which one is the correct reading of the test item?
    Card 1 is the correct reading.
    Continue in a similar manner with Activity 3 if desired
    Sample test items (1998 Standard Course of Study) located at: http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/math3

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