cim re-tests - ode.state.or.us re-tests mathematics, ... assembling materials for knowledge and...

OREGON STATEWIDE

ASSESSMENTS

FALL ASSESSMENT WINDOW 2002

Test Administration

Manual

EARLY Graduating Seniors Only

CIM Re-tests

MATHEMATICS,

READING/LITERATURE,

SCIENCE, MATHEMATICS PROBLEM

SOLVING, AND WRITING

September 26, 2002

It is the policy of the State Board of Education and a priority of the Oregon Department of

Education that there will be no discrimination or harassment on the grounds of race, color,

sex, marital status, religion, national origin, age or handicap in any educational programs,

activities, or employment. Persons having questions about equal opportunity and

nondiscrimination should contact the State Superintendent of Public Instruction at the

Oregon Department of Education.

Developed by the

Office of Assessment and Evaluation

Oregon Department of Education

255 Capitol Street NE

Salem, Oregon 97310-0203

www.ode.state.or.us/asmt

Special appreciation is expressed to the educators who served on the Assessment and Content

Panels. Their contributions were invaluable in shaping the direction of the testing program.

A product of the Oregon Statewide Assessment Program, Oregon Department of Education

Stan Bunn, State Superintendent of Public Instruction Cathy Brown, Specialist, Assessment and Evaluation

Bill Auty, Associate Superintendent, Assessment and Evaluation Ken Hermens, Specialist Assessment and Evaluation

Phyllis Rock, Director, Assessment and Evaluation Elaine Hultengren, Specialist, Assessment and Evaluation

Steve Slater, Coordinator, Assessment and Evaluation Leslie Phillips, Specialist, Assessment and Evaluation

Pat Almond, Specialist, Assessment and Evaluation

2002 OREGON STATEWIDE ASSESSMENT

CIM Re-Test in Mathematics, Reading/Literature , Science,

Mathematics Problem Solving and Writing

FALL 2002

INTRODUCTION ............................................................................................................................................................1

PART 1: BACKGROUND AND PREPARATION FOR TESTING .............................................................................1

WHO WILL BE TESTED?.............................................................................................................................1

PART 2: GENERAL ADMINISTRATION....................................................................................................................2

GENERAL INFORMATION..........................................................................................................................2

STANDARD TEST ADMINISTRATION.......................................................................................................2

IMPORTANT PROCEDURES .......................................................................................................................3

COMPLETING STUDENT INFORMATION ON THE ANSWER SHEET ................................................4

PART 3: KNOWLEDGE AND SKILLS TESTS ...........................................................................................................5

ACCOMMODATIONS/TABLE .....................................................................................................................5

ASSEMBLING MATERIALS FOR KNOWLEDGE AND SKILLS TESTING..........................................7

PART 4: ADMINISTERING THE MATHEMATICS TEST........................................................................................9

SIDE-BY-SIDE TESTS....................................................................................................................................9

PART 5: ADMINISTERING THE READING/LITERATURE TEST .......................................................................11

PART 6: ADMINISTERING THE SCIENCE TEST...................................................................................................13

PART 7: RETURNING KNOWLEDGE AND SKILLS TEST MATERIALS ...........................................................14

PART 8: ADMINISTERING THE MATHEMATICS PROBLEM SOLVING TEST...............................................15

ASSEMBLING MATERIALS FOR TESTING............................................................................................15

SOME HELFUL PROCEDURES .................................................................................................................15

ACCOMMODATIONS/ACCOMMODATIONS TABLE............................................................................16

CHECKING AND COMPLETING MATERIALS ......................................................................................20

RETURNING TEST MATERIALS ..............................................................................................................20

PART 9: ADMINISTERING THE WRITING TEST.................................................................................................21

ASSEMBLING MATERIALS FOR TESTING............................................................................................21

SOME HELFUL PROCEDURES .................................................................................................................22

ACCOMMODATIONS/ACCOMMODATIONS TABLE............................................................................23

CHECKING AND COMPLELTING TEST MATERIALS.........................................................................28

CHECKING FOR CRISIS PAPERS.............................................................................................................28

RETURNING TEST MATERIALS ..............................................................................................................29

PART 10: GUIDELINES FOR INCLUDING ALL STUDENTS IN TESTING ..........................................................30

JURIED ASSESSMENTS.............................................................................................................................30

PART 11: ADDITIONAL QUESTIONS OR INFORMATION ...................................................................................30

POLICY DOCUMENTATION ENDNOTES ..............................................................................................31

IMPORTANT

IMPORTANT

IMPORTANT

IMPORTANT

IMPORTANT

IMPORTANT

IMPORTANT

REVISED

Oregon Statewide Assessment 1 Mathematics Reading/Literature,

Test Administration Manual Science, Mathematics Problem Solving and Writing

2002 Fall CIM Re-test

INTRODUCTION

Thank you for participating in the Oregon Statewide Assessments. Before administering any of

the tests, please thoroughly familiarize yourself with the procedures and directions in this manual.

The information in this manual should answer most questions regarding the administration of the

Knowledge and Skills (K/S, multiple choice format) and the Performance Assessments. A

separate Test Coordinator’s Guide provides information for test coordinators at the district and

school levels.

Oregon Statewide Assessment Schedule for Knowledge and Skills and Performance Benchmark Tests

For information regarding the 2002-2003 testing windows, see the Oregon Assessment Schedule

at http://www.ode.state.or.us/asmt/administration/schedule.htm. Exact dates of testing within

these windows are left to the discretion of the school or district.

PART 1: BACKGROUND AND PREPARATION FOR TESTING

The primary purpose of the Oregon Statewide Assessment is to determine or measure the achievement

level of individual students and compare that achievement with Performance Standards established by

the State Board of Education at each benchmark. Local school districts will obtain valuable information

about the performance of their students.

WHO WILL BE TESTED?

Only students enrolled in grade 12 who are early graduating seniors may participate in these

Knowledge and Skills and Performance Assessments. While re-tests are not mandatory, districts

should have some tests available for those students who wish to re-test.

English Language Learners

For this test window, side-by-side Spanish/English versions of the Mathematics Knowledge and

Skills Test, the Mathematics Problem Solving and the Writing Performance Assessment are

available. Your School Test Coordinator can provide the materials. Contact your District Test

Coordinator if additional copies are needed.

Extended Assessments

There are no extended assessments available for this testing window. Please see the 2002-2003

Testing schedule at http://www.ode.state.or.us/asmt/administration/schedule.htm for further

information.

Challenging Another Benchmark

There are no opportunities to challenge another benchmark during this testing window.

http://www.ode.state.or.us/asmt/administration/schedule.htm

http://www.ode.state.or.us/asmt/administration/schedule.htm




IMPORTANT

IMPORTANT

PART 2: GENERAL ADMINISTRATION

GENERAL INFORMATION

Any students may take a re-test assessment in this testing window if the student is:

• A grade 12 student

• Preparing to graduate mid-year during 2002-2003

• Has not yet met the CIM Benchmark standard in Mathematics, Mathematics Problem Solving,

Reading/Literature, Science and Writing.

Please note: Any student residing in the district who is not enrolled in a public (or private) school may

request to participate in this state test.

OPTIONS FOR PARTICIPATION

Standard Test Administration (with or without accommodations) is the ‘one single option’ for

assessment participation in the Fall CIM Re-test.

Definition Standard administration conditions essentially mean that the student takes the test in a

manner consistent with the test administration manual and listed accommodations. A score obtained

under standard administration conditions is a valid score determining whether a student did not meet,

met, or exceeded the benchmark standard. Oregon Statewide Assessments are power tests, not timed

tests (see page 3 for more information). Any student may be given additional time to complete the test

or may take the test in an environment conducive to working effectively. These options increase the

opportunities for all students to take regular assessments.

Who All students, including students with disabilities, English Language Learners, disadvantaged

students, and low performing students are eligible to take regular statewide assessments under

standard administration conditions.

� Accommodations: An accommodation is an alteration in how a test is presented to or

responded to by the person tested, including a variety of alterations in test presentation,

response format, the setting in which the test is taken as well as timing or scheduling. The

alterations do not substantially change level, content or performance criteria. The changes are

made in order to provide a student equal access to learning and equal opportunity to

demonstrate what is known. (See the table on pages 5-7 for clarification of the

accommodations allowed under the standard test administration.)

� Side-By-Side Tests: For the Fall assessment window, standard administration includes

students taking the Spanish/English version of the Mathematics Knowledge and Skills tests

and the Writing test, and the Russian/English and Spanish/English versions of the

Mathematics Problem Solving tests. The Russian/English Knowledge and Skills tests are

are not available as standard administraion.

REVISED




IMPORTANT

IMPORTANT PROCEDURES

Test Security

All test forms are secure and SPECIFIC TO A PARTICULAR TEST WINDOW. DO NOT use

these tests for any other testing window. Conversely, do not use test materials from any other

test window during this testing window. No part of the test materials may be reproduced in any

way during, or after the testing. Nor may any copies of the materials be kept in the school

building or district office after the test administration is complete. Descriptions of individual test

items should not be released to the general public. Any breach of security measures could result

in a loss of licensure.

Testing Times These are power tests, not strictly enforced timed tests. Students should be allowed to continue

working as long as they are making reasonable progress. Most students will finish within the times

suggested. Allowing additional time for administering sections of the test in smaller segments is an

acceptable practice for any student. Remember to add time for distribution and collection of the tests.

Subject Area Approximate Working Time

Mathematics 60-75 minutes

Reading/ Literature Two 50-minute sessions

Science Two 40-50 minute sessions

Mathematics Problem Solving ONE 45-minute session (this session may NOT be split)

Writing THREE 45-minute sessions

(For Block Scheduling – 2 longer sessions with a

significant break between may be desired).

Test Administrators should have test administration manuals as soon as possible.

Student test materials should NOT be in Test Administrators’ hands prior to the day before

actual administration.

You may administer the tests in whatever order you wish, according to what is convenient for the

schedule in your school or district. The “boxed-in” student directions provided are for Test

Administrators to read verbatim before each test is administered to ensure statewide consistency

of test administration.

SOME HELPFUL PROCEDURES

1. Sign the Assurance of Test Security, acknowledging all materials will be kept secure and that

no inappropriate assistance will be provided to students.




2. Sufficient numbers of each test have been sent to your School Test Coordinator. In advance

of the actual testing date, you should let your School Test Coordinator know how many of

each test to provide for each of the classes you will be testing.

3. Several days prior to the day of the testing, review this manual and ask your School Test

Coordinator any questions you have. Student test materials should NOT be in teachers’

hands prior to the day before actual administration.

4. When you receive your test materials, count to make sure you have the proper quantity of

materials, including test booklets and answer sheets. Notify your School Test Coordinator if

you need more.

5. Minimize interuptions or disturbances during testing. Post a “TESTING – PLEASE DO

NOT DISTURB” sign on the door while testing is in progress.

6. Plan time for make-up testing for students who are absent for any portion of the regular

testing periods. Every effort should be made to assure that all students have an opportunity

to complete the assessment.

COMPLETING STUDENT INFORMATION - ON THE ANSWER DOCUMENT

1. Give each student a blank answer sheet to bubble in all information by hand using a

number 2 pencil.

2. Demographic information will be collected on each answer sheet. This information includes:

• District Name

• School Name

• Teacher Name

• Period No. (optional)

• Student Name (left justify)

• District Student ID Number

• District Institution Identification

• School Institution Identification

• Secure State Student Identification

• Date of Birth

• Ethnic Background

• Gender

It is important that teachers/Test Administrators review this information carefully for

completeness and accuracy prior to submitting the finished test materials to the School Test

Coordinators. This information, especially the name of the school and school institution identification

will be used to generate individual student reports.

Administration Codes Note:

For purposes of the CIM re-test there are no relevant administration codes. For further

information, see “General Administration” beginning on page 2 of this manual.




KNOWLEDGE AND SKILLS TESTS

ACCOMMODATIONS

As well as allowing additional time to any individual student, there are other accommodations

available. Accommodations provide any student equal access and equal opportunity to demonstrate

what he or she knows and can do. Accommodations include a variety of changes in test presentation,

response format, the setting in which the test is administered, along with timing and/or scheduling.

Such changes do not substantially affect level, content or performance criteria. Accommodations are

available to all students including both students with and without disabilities.

The Accommodations Table on the following page provides a finite list of accommodations that

students may use when taking the tests under standard administration conditions.

Clarification Regarding Accommodations for the

Oregon State Assessment – February 2, 2001 9

In February 2001, the Oregon Department of Education (ODE) entered into an agreement with

Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the Oregon

State Assessments. In the past, ODE created a list of allowable testing accommodations judged to

provide valid test scores. The use of these accommodations are considered standard administration.

The agreement with ASK revised the way these testing accommodations are added to the

accommodations table.

Current accommodations will continue to be listed in the administration manual on the

accommodations table. New accommodations will be recommended by educators.

The IEP team on an individual student-by-student and test-by-test basis should make decisions about

how students with disabilities participate in Oregon’s statewide assessments.

Educators may recommend assessment adaptations that they believe should be added to the

accommodations or modifications tables by sending an e-mail or letter to Pat Almond, facilitator of the

Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE, Salem, OR 97310,

(503) 378-3600, ext. 2267, or e-mail [email protected].

These recommendations will be considered at regularly scheduled Accommodations Panel meetings

conducted by the Oregon Department of Education, Office of Assessment and Evaluation.




2002 AACCCCOOMMMMOODDAATTIIOONNSS TABLE as of October 2001 KNOWLEDGE AND SKILLS TEST ADMINISTRATION

Accommodations appearing on this table have been reviewed and do not change the content and/or performance standards of what is

being measured by the test. Note: Both Accommodations and Modifications tables in test administration manuals are updated

periodically by the ODE through a formal review process that employs the Accommodations Panel. For the initial update year,

additions to the tables appear with an underscore and deletions from the table appear with a strike through. These markings are

provided to facilitate visual comparisons between 2001 and 2002 tables. Updated tables can be found on the ODE web site

http//www.ode.state.or.us.

Type of

Adaptation

Standard Administration with Accommodations

Testing with Accommodations is considered a standard administration. Accommodations listed on this table

are available to all students including both students with and without disabilities. Accommodations should

reflect the instructional approaches used in the classroom. Scores obtained under standard administration

conditions with or without accommodations allow students to meet Benchmarks 1, 2, 3, and CIM.

Changes in timing

or scheduling of

the assessment

• Extended time

• Frequent breaks

• Divide testing over several sessions

• Administer at time of day most beneficial to student

Changes in the test

directions

• Read or reread directions to student *

• Sign directions++

• Translate directions orally

• Provide written version of oral directions

• Simplify language in directions

• Clarify directions

• Highlight words in directions

• Auditory amplification devices, hearing aids, noise buffers

• Provide written translations of oral directions

Changes in how

the test questions

are presented

• Large print version of the test +

• Braille version of the test +

• Read mathematics and science, (not reading/literature) items and response choices aloud to the

student * **

• Student reads test aloud or sub-vocalizes text to listener or self #

• For mathematics and science, (not reading/literature), proctor highlights vowel combinations in

passages, items and distractors

• Student highlights vowel combinations independently without assistance

• Visual magnification devices

• Auditory amplification devices, noise buffers

• Administration of side-by-side Spanish/English version of the mathematics test • For mathematics and science only, electronic word-for-word, text-to-voice scanning of assessment

(problems, passages, distractors); for example, computer reads verbatim science or math test to student. �

Changes in how

the student

responds

• Answers marked in test booklet and transcribed onto regular answer sheet by school staff

• Students using any assistive technology device that serves as their primary communication mode

• Point to or dictate multiple-choice responses to a scribe* • Student retells story to proctor or educational assistant in his or her own words before

responding to the multiple-choice items #

Changes in test

setting

• Test an individual student in a separate location

• Test a small group of students in a separate, but familiar location

• Minimize distractions (e.g., study carrel)

• Encourage a student’s work habits during test taking—only involves reinforcing consistent

engagement with testing activity*

References and

tools

• Calculator

• Manipulatives

• Masks/markers to limit distractions

• Abacus




FOOTNOTES FOR THE PRECEDING ACCOMMODATIONS TABLE

* Test Administrators, proctors, scribes, page-turners, educational assistants, and others supporting a

student’s test taking must be neutral in responding to the student during test administration.

Assistance in test administration must not give away the correct answer. The student’s response

must accurately represent the student’s own choice.

** Reading passages or test items on the reading/literature test is a modification, not an accommodation.

+ Braille and large print versions must be obtained from the Oregon Textbook and Media Center for

the Visually Impaired, phone (503) 916-5840 x421.

++ Signing directions must be done carefully. Some signs may be an interpretation of the concept

tested. In such cases, finger spelling may be more appropriate.

# Another accommodation may need to be used (e.g. separate setting or extended time) for

implementation. No response or feedback should be given by the listener.

� Student may need headphones so as not to distract or disturb fellow students.

� Electronic language translation devices are not allowed as accommodations.

If you would like to nominate modifications that should become accommodations or if you know of instructional

modifications that you would like included on the modifications table, please send an e-mail or letter to Pat

Almond, facilitator of the Accommodations Panel, Oregon Department of Education, 255 Capitol Street NE,

Salem, OR 97310, (503) 378-3600 ext. 2267 or e-mail [email protected].




ASSEMBLING MATERIALS FOR TESTING

Prior to opening any of the test materials School Test Coordinator.

In addition to this Administration Manual, you should have the following materials for testing:

• Answer Documents

For CIM retests, one answer sheet is provided for each of the subject areas being tested —

mathematics, reading/literature, and science. Students using the Spanish/English mathematics test

booklet will use the standard answer sheet. The School Test Coordinator has extra answer sheets

should you need them.

• Test Booklets For Each Student

For this CIM Re-test, there is one test booklet each in mathematics, reading/literature, and science.

• Side By Side Mathematics Test Materials

Side-by-Side Spanish/English mathematics test booklets are available. See your School Test

Coordinator for copies of the test booklets and translated Spanish student directions.

You will also need to make sure that students have:

• Number 2 Pencils

Have a supply of extra pencils for students who may not have brought their own. Be sure the

pencils are sharpened and have erasers.

• Scratch Paper

Students may need scratch paper for some of the tests. Be sure to have it available. Sufficient

quantities of the test booklets have been provided so that students may do their “scratch” work in

the booklet, provided the Test Administrator ensures that another student does not use the same

booklet.

• Calculator-for use with the Mathematics Tests




PART 4: ADMINISTERING THE MATHEMATICS TEST

The Mathematics Assessment will take approximately 60-75 minutes of working time. Schools may

administer the test in one sitting if sufficient time is available. Otherwise, schools may wish to break

the test into two segments, planning for approximately 30 minutes of actual testing time in each. In this

case, students should be instructed to complete the first five pages and then stop, completing the

remaining items on the second day.

In addition to allowing additional time, there are a number of other supportive administration

conditions that are allowed. See pages 5-7 of this manual for more details on accommodations.

The mathematics test ends with survey questions. These questions do not have correct answers

(except course of enrollment); however, they do provide valuable information for schools and districts

about their instructional programs. Students should be instructed to select the answer that best

represents what is true for them.

Make sure that all students have several number 2 pencils. If only one student is using a test booklet,

he or she may do his or her work in the test booklet. Make sure that students mark their answers on

the answer sheet and not only in the test booklet.

Students should have access to calculators, manipulatives, rulers, and other mathematics tools.

Textbooks, wall charts with mathematical content shown or described (i.e., “to find the

perimeter you…..”), computers, and notes should not be available. Conversely, wall charts with

mathematical processes (i.e., “make a list”) are allowed. Scientific or graphing calculators are

recommended for use. Calculators with keyboards or “solve-it” buttons are not allowed.

SIDE-BY-SIDE TESTS

Use of the Spanish/English side-by-side test is considered a standard administration. For students

who would benefit from the side-by-side tests, be sure they have the following materials:

A Mathematics re-test 2002 answer sheet

A test booklet for the re-test in Spanish/English

A copy of a translated version of Student Directions.

If additional copies of the above materials are needed, contact your School Test Coordinator.

Read verbatim to all students the information that appears in the boxes.

1. Hand each student his or her own answer sheet and test booklet. Students will need to follow

the instructions for completing the information on the front of the answer sheet. This

information is located on page 4 of this manual. Have each student write his or her name in the

space provided on the cover. When you are finished, say:




Today you are taking a mathematics test. Most students will finish in about 60-75 minutes. If

you are not finished after 60 minutes but are making progress, you will have additional time to

finish the test.

OR

Today you are taking the first part of a mathematics test. You are to finish the first five pages.

Do not open your booklet or write anything until I tell you what to do.

The last questions are survey questions. (For course enrollment, please bubble in the response

your teacher indicates is accurate for you.)

This test may be different from others you’ve taken. Do not spend too much time on any one

question. You should try to answer all of the items.

If you come to an item anywhere in the test that you can’t answer, skip it and go on to the next

one. When you have made it through the entire test, go back to the questions you skipped. Try

to eliminate one or two of the answers you know are wrong. Find the best answer even if you

are not sure; there is no penalty for guessing.

If you think more than one answer COULD be correct, pick the BEST answer. Remember, you

are not expected to know all the answers. Just do the best you can. Are there any questions?

You should use a calculator. Any other manipulatives may be used for any mathematics

problems where you think they might be helpful.

2. Monitor the students’ progress as they are working on the test, and answer any procedural

questions.

3. If students are working in two sessions, after day 1 have them place their answer sheet into the test

booklet (with their name showing) prior to handing them in.

4. When it appears that nearly all of your students have finished the major portion of the test or have

stopped making progress on the test, say:

We are nearing the end of this testing period. If you need additional time to work on this test,

let me know. You should check to see that you have tried to answer every item on the test. If

there are items where you might know the answer but did not mark it on your answer sheet, go

back and review them now.

5. When the test period is complete, collect the booklets and answer sheets.




PART 5: ADMINISTERING THE READING/LITERATURE TEST

The Reading/Literature Assessment will take approximately two 40 - 50 minute sessions. As always,

individual students at any grade level should be given additional time, if needed, as long as they are

making progress.


conditions that are allowed. However, please note: reading items or passages from the

Reading/Literature test to students is a modification, not an allowable accommodation. See

pages 5-7 of this manual for more details on accommodations.

During the administration of the reading/literature test, the use of resources such as dictionaries,

thesauruses, literature texts, or literary glossaries is not permitted. Wall charts which contain literary

definitions need to be removed or covered during the testing session.

Make sure that all students have a number 2 pencil and that additional pencils are available.


1. Distribute the answer sheets. Students will need to follow the instructions for completing the

information on the front of the answer sheet. This information is located on page 4 of this

manual. When you are finished, say:

Today you are taking Part 1 of a test on reading and literature. Most students will finish in

about 50 minutes. If you are not finished after 50 minutes, but you are making progress, I will

give you additional time to finish Part 1 of the test.

Each of you will have a test booklet and answer sheet. Do not open your booklet or write

anything until I tell you what to do.

2. Part 1. Hand out the test booklets. Have students write their names in the space provided on

the test booklet cover so that they will receive the same booklet when they complete Part 2 on

the next scheduled day of testing.

Before you do anything else, look at the cover of your test; write your name in the space

provided.

This test may be different from others you’ve taken. Do not spend too much time on any one of

the questions. You should try to answer all of the questions. If you come to a question

anywhere in the test that you can’t answer, skip it and go on to the next one. When you have

made it through Part 1 of the test, go back to the questions you skipped. Try to eliminate one or

two of the answers you know are wrong. Find the best answer even if you are not sure; there is

no penalty for guessing.




If you think more than one answer COULD be correct, pick the BEST answer. Remember that

you are not expected to know all the answers. Just do the best you can. Are there any

questions?

3. Answer any procedural questions, then say:

Please begin your test by turning to page R1.

4. Monitor the students’ progress as they are working on the test, and answer any

procedural questions.

5. When it appears that nearly all of your students have finished this portion of the test or have


We are nearing the end of this testing period. If you need additional time to work on this test,

let me know. You should check to see that you have tried to answer every question on this part

of the test. If there are questions where you thought you might know the answer but did not

mark it on your answer sheet, go back and review them now.

After you have finished, place your answer sheet inside the front cover of your test booklet.

6. Collect the test booklets. Make sure that the answer sheets are placed under the front cover

of the appropriate test booklets so that students receive the same materials back during the

next testing session.

7. Part 2. Hand out the test booklets and answer sheets, making sure that each student is continuing

the test in the same test booklet as for Part 1. Ask the students to turn to the part of the

reading/literature test booklet that is marked Part 2 and continue working until they have reached

the end of the test.


stopped making progress on the test, have students close their test booklets. Collect the booklets

and answer sheets.




PART 6: ADMINISTERING THE SCIENCE TEST

The Science Assessment will take approximately two 40 - 50 minute sessions. Students should be

given additional time if needed as long as they are making progress.


conditions that are allowed. See pages 5-7 of this manual for more details on accommodations.

During administration of the science test, students should not have access to notes, textbooks, maps,

charts, or globes. A Periodic Table is provided in the back of each test booklet.

Make sure that all students have access to several number 2 pencils.


5. Distribute the answer sheets. Students will need to follow the instructions for completing the

information on the front of the answer sheet. This information is located on page 4 of this

manual. When you are finished, say:

Today you are taking Part 1 of a test in science. Most students will finish in about 50 minutes.

If you are not finished after 50 minutes but you are making progress, I will give you additional

time to finish Part 1 of the test.

Each of you will have a test booklet and answer sheet. Do not open your booklet or write

anything until I tell you what to do.

6. Part 1. Hand out the test booklets. Have students write their names in the space provided on

the test booklet cover so that they will receive the same booklet when they complete Part 2 on

the next scheduled day of testing. Then say:

Before you do anything else, look at the cover of your test; write in your name in the space

provided.

This test may be different from others you’ve taken. Do not spend too much time on any one of

the questions. You should try to answer all of the questions. If you come to a question you can’t

answer, skip it and go on to the next one. When you have made it through Part 1 of the test, go

back to the questions you skipped. Try to eliminate one or two of the answers you know are

wrong. Find the best answer even if you are not sure; there is no penalty for guessing.

If you think more than one answer COULD be correct, pick the BEST answer. Remember that

you are not expected to know all the answers. Just do the best you can. There is a copy of the

periodic table in the back of your test booklet. You may use it at any time during the test.

Are there any questions?




7. Answer any questions, then say:

Please begin your test.

4. Monitor the students’ progress as they are working on the test, and answer any

procedural questions.



We are nearing the end of this testing period. If you need additional time to work on this part

of the test, let me know. You should check to see that you have tried to answer each question in

Part 1. If there are questions where you thought you might know the answer but did not mark

it on your answer sheet, go back and review them now.

After you have finished, place your answer sheet inside the front cover of your test booklet.

6. Collect the test booklets. Make sure that the answer sheets are placed under the front cover

of the appropriate test booklets so that students receive the same materials back during the

next testing session.

7. Part 2. Hand out the test booklets and answer sheets, making sure that each student is continuing

the test using the same test form used for Part 1. Ask the students to turn to the part of the

science test booklet that is marked Part 2 and continue working until they have reached the end of

the test.


stopped making progress on the test, have students close their test booklets. Collect the booklets

and answer sheets.




IMPORTANT

PART 7: RETURNING KNOWLEDGE AND SKILLS TEST MATERIALS

CHECKING AND COMPLETING MATERIALS

Carefully review each answer sheet to ensure that students have correctly entered all requested

information. If any information is missing, incorrect, or incomplete, please add or revise the information

as necessary. It is important that teachers/Test Administrators review this information carefully

for completeness and accuracy prior to submitting the completed materials to the School Test

Coordinator. This information, especially the name of the school and school institution identification

will be used to generate individual student reports.

When you are certain that all answer sheets have been completed correctly, assemble the completed

answer sheets in an appropriate envelope or bag. Return these completed answer sheets, unused

answer sheets and any other secure test materials to your School Test Coordinator. This test

administration manual may be retained for future reference.

MATHEMATICS, READING/LITERATURE AND SCIENCE MATERIALS MUST BE RETURNED TO

YOUR SCHOOL TEST COORDINATOR ON THE DAY THAT TESTING IS COMPLETED, BUT NO

LATER THAN NOVEMBER 1, 2002.




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PART 8: ADMINISTERING

THE MATHEMATICS PROBLEM SOLVING TEST


Prior to opening any of the test materials, you should read and sign the Assurance of Test Security

form and return it to your School Test Coordinator.

In addition to this Administration Manual, you should have the following materials for testing:

� Mathematics Response Folders – One mathematics response folder is provided for

each student. The School Test Coordinator has extra response folders. The

response folder contains: student information, three problems, bubbles for the

survey responses, and space to write the solution completely.

� Survey Question/Student Directions – A slip sheet is provided for each student. The

sheet lists student directions and survey questions on one side, and at Benchmarks 3

and CIM a helpful formula page is on the opposite side of the same sheet.

The survey question regarding computer use in the home will be used for demographic

reporting to the public and federal government. Please be sure that all students answer this

question.

� Russian/English and Spanish/English Response Folders – The mathematics problem

solving assessment is available in Spanish or Russian for students who would benefit

from having the test questions in this form. Student responses in Spanish and/or

Russian are considered an accommodated administration, and will be scored as well

as included in the school and district summaries. Contact your School Test

Coordinator for the translated test materials, including student direction in Russian

and Spanish.


Number 2 Pencils– Have a supply of extra pencils for students who may not have pencils or pens of

their own. Be sure the pencils are sharpened and have erasers.


The following procedures for mathematics problem solving will help to create conditions for a

successful test administration.

1. Sign the Assurance of Test Security acknowledging that all materials will be kept secure

and that no inappropriate assistance will be provided to any student.

2. Observe test security measures prior to testing. The problem solving tasks are “released”

after the testing window. This means that the tasks and any copies of the student work

must be kept under lock and key until the assessment window is complete. Do not share

them with anyone prior to this date. (For more information see page 3.)




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3. Minimize interruptions or disturbances during testing. Post a “TESTING – PLEASE DO

NOT DISTURB” sign on the door while testing is in progress.

4. Plan time for make-up testing for students who are absent for the regular testing

period. Every effort should be made to assure that all students have an opportunity to

complete the assessment.

5. Let students know that they may bring their own calculators, or use

calculators/manipulatives supplied by the school for problem solving.

6. Remember that the mathematics problem solving assessment is to be completed in

one session, and must be written in the response folder. “Worksheets” sent with the

response folders, or extra pages other than the single page allowed for completing

thoughts will not be scored.

ACCOMMODATIONS FOR MATHEMATICS PROBLEM SOLVING

TEST ADMINISTRATION

As well as allowing additional time to any individual student, there are other accommodations

available. Accommodations provide any student equal access and equal opportunity to demonstrate

what he or she knows and can do. Accommodations include a variety of changes in test presentation,

response format, the setting in which the test is administered, along with timing and/or scheduling.

Such changes do not substantially affect level, content or performance criteria. Accommodations are

available to all students including both students with and without disabilities.

The Accommodations Table for the Mathematics Problem Solving Test on the following page

provides a finite list of accommodations that students may use when taking the tests under

standard administration conditions.

CLARIFICATION REGARDING ACCOMMODATIONS FOR

THE OREGON STATE ASSESSMENT 9.


Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the

Oregon State Assessments. In the past, ODE created a list of allowable testing accommodations

judged to provide valid test scores. The use of these accommodations are considered standard

administration. The agreement with ASK revised the way these testing accommodations are added

to the accommodations table.














2002 AACCCCOOMMMMOODDAATTIIOONNSS TABLE as of October 2001

MATHEMATICS PROBLEM SOLVING TEST ADMINISTRATION

Accommodations appearing on this table have been reviewed and do not change the content and/or

performance standards of what is being measured by the test. Note: Both Accommodations and Modifications

tables in manuals are updated periodically by the ODE through a formal review process that employs the

Accommodations Panel. For the initial update year, additions to the tables appear with an underscore and

deletions from the table appear with a strike through. These markings are provided to facilitate visual

comparisons between 2001 and 2002 tables. Updated tables can be found on the ODE web site

http://www.ode.state.or.us/asmt/administration/.

Type of

Adaptation

Standard Administration with Accommodations (Applies to All Students)

Testing with Accommodations is considered a standard administration. These

accommodations are available to all students including both students with and without

disabilities. Accommodations should reflect the instructional approaches used in the

classroom. Scores obtained under standard administration conditions with or without

accommodations allow students to meet the standards for Benchmarks 2, 3, and CIM.

These scores will also appear in school and district group statistics for 2002 assessments.

Changes in timing or

scheduling of the

assessment

• Extended time

• Frequent breaks for individuals who need them #

• Administer at time of day most beneficial to student

Changes in the test

directions

• Read or reread directions to student

• Sign directions

• Translate directions orally

• Provide written version of oral directions

from the Administration Manual

• Simplify language in directions

• Clarify directions

• Highlight words in directions

• Auditory amplification devices, hearing aids,

noise buffers

• Large print version of prompts +

• Braille version of prompts +

• Read math problems aloud to student *

**

• Sign math prompts * ++ • Student reads aloud or sub-vocalizes text

to listener or self �

• Proctor highlights vowel combinations in math

prompts

• Visual magnification devices

• Auditory amplification devices, noise buffers

• Administration of the Spanish/English and

Russian/English versions of mathematics

problem solving assessment

Changes in how the test

questions are presented

• Electronic word-for-word, text-to-voice scanning of assessment problem, for example computer

reads problem to student.

Changes in how the

student responds

• Assistance with spelling (needs to be discrete) ◊

• Student responds to mathematics problem solving in English, Spanish, or Russian

• Respond to mathematics problem solving assessment in Braille + +++

• Students should be allowed any assistive technology device that serves as their primary

communication mode (e.g., word processing)

• Student responds in sign-language +++ o

• Student requiring a scribe dictates mathematics problem solving. �

Changes in test setting

• Test an individual student in a separate location

• Test a small group of students in a separate, but familiar location

• Minimize distractions (e.g., study carrel)

• Encourage a student’s work habits during test taking—only reinforcing engagement with the

performance activity. *

References and tools

• Dictionary - English or other language/English

• Scissors, tape

• Calculator

• Manipulatives

http://www.ode.state.or.us/asmt/administration/




FOOTNOTES FOR THE PRECEDING ACCOMMODATIONS TABLE

If you would like to nominate modifications that should become accommodations or if you know of instructional


Almond, facilitator of the Accommodations Panel (503) 378-3600 ext. 2267 [email protected].

# Breaks must be monitored to insure test integrity. A student should not have access to information during a

break that informs a response.

+ Braille and Large Print Versions must be obtained from the Oregon Textbook and Media Center for the

Visually Impaired, phone (503) 916-5840 x421.

++ Signing math problems must be done carefully. Some signs may be an interpretation of the answer or

concept tested. In such cases finger spelling may be more appropriate. The purpose of signing math

problems is to give low-readers access to performance assessment problems without changing the content of

the concepts and processes assessed. Problems should be signed without extra explanations and

interpretations unavailable to other students.

++

+

If a student will be responding in Braille or sign language, please inform the School Test Coordinator and

separate that student’s response folders so that it can be sent to a site for transcription.

* Test Administrators, proctors, scribes, page-turners, educational assistants, and others supporting a student’s

test taking must be neutral in responding to the student during test administration. Assistance in test

administration must not give away the correct answer. The student’s response must accurately represent the

student’s own work.

** The purpose of reading math problems aloud is to give non-readers access to performance assessment

problems without changing the content of the concepts and processes assessed. Problems should be read

aloud without extra explanations and interpretations unavailable to other students.

� Other accommodations may need to be used (e.g., separate setting or extended time) to implement this

accommodation. The listener should give no response or feedback.

◊ Provide assistance one-on-one without disturbing or cueing other students. (Spelling is NOT a part of the

assessment.)

� A scribe needs to provide a literal transcription of the students response without inserting any information not

presented directly by the student. The following three clarifications should be followed and assume that the student

has the scoring guide or knowledge of it. The purpose of these clarifications is to ensure the response is that of the

student’s not the scribes.

1. When the scribe does not understand (e.g., misses or tracks) what the student has said, s/he may ask

a clarifying question such as “could you repeat that?” Scribes may not ask any other questions.

2. Scribes may not ask questions to clarify information when they know what the student has said but

do not understand what it means or why it was said.

3. If asked by the student, the scribe is allowed to read what the student has said. They are then

allowed to make changes, insertions, or deletions that are initiated by the student.

At the end of the session the scribe should ask as a final question “Did I accurately record what you have

said?” Students should review (look at) what they have had scribed to edit the total response. Both the student

and the scribe need to sign off at the bottom of the test protocol to reflect agreement that all recorded

information is correct.

Scribes need to be familiar with the needs of the student (and have worked with students and scribing before)

and not be scribing for the first time with a student during the test. Training of scribes needs to address three

important issues to ensure accurate recording: (a) speed or rate of recording, (b) conventions for (en)coding

symbols, and (c) format and layout of the response. Practice sessions should be held with students and scribes

in advance of actual use so the scribe understands students’ articulation. During the administration of the

test, school districts, students and/or parents have the option to request an audio or videotape of the session.

o Videotape the problem solving solution and submit along with paper/pencil solution on the student’s

mathematics problem solving response booklet.




Student Directions

Problem Solving Directions

After students are finished filling in the information on the front of the response folder, tell them

that using scratch paper is discouraged on the problem solving assessment. Unlike the writing

assessment where rough drafts are not included, in problem solving the readers need to see the

first attempts as well as the final approaches to student solutions.

Read the information in the following double lined boxes verbatim to all students. The

directions have been translated into Russian and Spanish, and are available from your School Test

Coordinator.

Read aloud:

Today you will be completing a mathematics problem solving test that asks you to

show how you solve a problem. All work must be completed in this ONE testing

session (which may be longer than 45 minutes). If you finish early, please read a

book or do other “quiet” work.

Inside of your response folder, you will find three problems. Read all of the

problems and select the one you believe will best allow you to show your ability to

solve a problem.

You should do all of your work in the space provided on pages 3 and 4 of the

response folder. ONE extra page may be attached ONLY if necessary to complete a

process or idea. If more than one page is attached, these pages will be discarded.

Only solutions written in the response folder will be scored.

Create your work as neatly as you can so that it is easy for others to read. For this

test, it is important to show all of the steps that you used to solve the problem, so

please don’t use scratch paper when solving the problem.

The “student directions,” printed on the separate sheet will tell you what the raters

will be looking for when they score your work. Review them before you begin to

work the problem and after you have finished it to be sure that you have included

all of the information needed. (The other side of this sheet has formulas that you

may find useful for Benchmarks 3 and CIM.)

Make sure your name and your teacher and school’s name are on the front of the

response folder, also include them on page 3. When you finish solving the problem,

you should bubble your answer to the survey questions (found on the separate

sheet) into page 2 of the response folder.

You may use a calculator, manipulatives, or any other math tool that we normally

use in the classroom. Computers, textbooks, or notes may not be used.




Local Rater Option – To discover how closely your scores compare to the raters at the state sites,

many teachers have found it helpful to first score the student papers themselves. If there is not enough

time to score the student’s work before the tests are sent in, pages 3 and 4 of the response folder may

be copied. For the 2000-2002 scoring guide go to http://www.ode.state.or.us/asmt/resource.

Checking and Completing Materials

Carefully review each response folder to ensure that students have correctly entered all requested

information. If any information is missing, incorrect, or incomplete, please add or revise the information

as necessary. The information on them, especially the name of the school and school institution

identification will be used to generate individual student reports.

RETURNING YOUR MATERIALS

When you are certain that all response folders have been completed correctly, assemble the used

response folders in an appropriate envelope or bag. Return the completed response folders, unused

folders and any other secure test materials to your School Test Coordinator. This test administration

manual may be retained for future reference.

All assessment materials MUST BE RETURNED to your School Test Coordinator by the end of

the last day of the test, but no later than December 18, 2002.

IMPORTANT

IMPORTANT

http://www.ode.state.or.us/asmt/resource




PART 9: ADMINISTERING THE WRITING TEST


Prior to opening any of the test materials, you should read and sign the Assurance of Test Security

form and return it to your School Test Coordinator.

In additions to this Administration Manual, you should have the following materials for testing:

� Writing Response Folders – One writing response folder is provided for each

student. The School Test Coordinator has extra response folders. The response

folder contains: student information, three choices of writing prompts, and space to

write the final copy.

� Survey Question/Guide to Revision – A slip sheet with the “Guide to Revision” is

provided for each student. The guide provides a checklist of the criteria raters will

look for in scoring the writing. Additional student directions specify conditions under

which papers might not be scored.

� A Spanish version – A Spanish/English version of the writing test is available for

students who would benefit from reading the test in this form. Responding in a

language other than English on the writing assessment is considered a modified

administration; it does not count toward meeting the standard. These papers are

scored at the Spanish scoring site, but are not included in school or district

summaries. Contact your School Test Coordinator or District Test Coordinator for

the test materials.


� Number 2 Pencils and Black or Blue ink Pens – Have a supply of extra pencils and pens

for students who may not have pencils or pens of their own. Be sure the pencils are

sharpened and have erasers. The students may write their final draft in pen or in pencil (if

they write darkly enough).

� Extra Lined Paper – Students may need extra lined paper for rough drafts, so you should

have it available.

Resources –

� Students may use resources as identified on the Accommodations to all students both those

with and without disabilities. The Accommodations Tables also clarifies use of word

processing as an allowable accommodation for all students. Review the footnotes following

the table for clarification about automated spelling and grammar-check functions.

� Teachers may not proofread or edit student work. Teachers may not lead students in pre-

writing activities or discussions related to the provided prompts. Note that “Peer editing or

response groups during writing process” is a modification .

� Accepted “references and tools” are listed on the Accommodations Table. Other reference

sources such as textbooks, encyclopedias, or almanacs may not be used during the testing

session, though students may have consulted such a resource on their own outside of class.




Note that the use of a word processor is an allowable accommodation. As long as spelling and

grammar checks are disabled, students will receive scores that count toward meeting the

standard. If spelling and grammar checks are left on, it is a modified administration, and scores

will not count toward meeting the standard.


The following procedures for writing will help to create conditions for a successful test administration.

1. Sign the Assurance of Test Security acknowledging that all materials will be kept secure and

that no inappropriate assistance will be provided to any student.

2. Sufficient numbers of response folders have been sent to your School Test Coordinator. In

advance of the actual testing date, you should let your School Test Coordinator know how

many response folders to provide for each of the classes you will be testing.

3. Several days prior to the day of the testing, review this manual and ask your School Test

Coordinator any questions you have. Student response folders should NOT be in teachers’

hands prior to the day before actual administration.

4. When you receive your test materials, count to make sure you have the proper quantity

of materials. This would include the slip sheet and response folders. Notify your School

Test Coordinator if you need more.

5. Minimize interruptions or disturbances during testing. Post a “TESTING – PLEASE

DO NOT DISTURB” sign on the door while testing is in progress.

6. Plan time for make-up testing for students who are absent for any portion of the regular testing

periods. Every effort should be made to assure that all students have an opportunity to complete

all assessments if they have been absent for one or more of the regular testing periods.

ADMINISTERING THE WRITING TEST

General Guidelines – The following are general guidelines for administering the writing test.

� Three testing sessions are standard for the writing assessment. Generally students seem to benefit from time between testing sessions (i.e., 3 separate sessions on 3 separate days) rather than one or two extended length sessions.

� Schools on a block schedule with class periods longer than 45-50 minutes should carefully consider how to structure the assessment.

� Students must use the student response folder assigned to them. Copying the prompts from a different form is a modification; also, assigning a student a specific prompt or mode is a modification. These papers will be scored as “off topic” and the student’s scores would not count toward meeting benchmark standards.

� Most students will use some of the first session and part of the second to pre-write/brainstorm, and write rough drafts. The remainder of the second session is often used to revise and edit rough drafts. The third session is often used to complete revisions and recopy final papers into the writing folders.

� The final copy should not exceed the space provided in the writing response folder, except for one additional paragraph to complete a thought begun on the previous page, not to




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exceed one-half of a page. Students may not draw additional lines between the existing lines of the response folder to circumvent space limitations.

� As much as possible, students should be allowed to proceed at their own pace. Students who finish ahead of other students should have reading materials or other planned activities available so that they will not disturb those who need additional time for writing.

� Be sure that students know that papers may be disqualified from scoring under certain conditions which are listed on the back of the slip sheet. Papers that are written on a topic other than those specifically provided in that student’s response folder may be scored, but would not count toward meeting that benchmark’s standards. As Day 2 and Day 3 activities begin for writing, summarize the instructions again. Answer any questions students might have about why the assessment is being given, how the paper will be scored, etc.

ACCOMMODATIONS FOR WRITING TEST ADMINISTRATION

As well as allowing additional time to any individual student, there are other accommodations available.

Accommodations provide any student equal access and equal opportunity to demonstrate what he or she

knows and can do. Accommodations include a variety of changes in test presentation, response format, the

setting in which the test is administered, along with timing and/or scheduling. Such changes do not

substantially affect level, content or performance criteria. Accommodations are available to all students

including both students with and without disabilities.

The Accommodations Table for the Writing Test on the following page provides a finite list of

accommodations that students may use when taking the tests under standard administration conditions.

CLARIFICATION REGARDING ACCOMMODATIONS FOR

THE OREGON STATE ASSESSMENT 9


Advocates for Special Kids (ASK) to revise the way ODE identified accommodations for the

Oregon State Assessments. In the past, ODE created a list of allowable testing accommodations

judged to provide valid test scores. The use of these accommodations are considered standard

administration. The agreement with ASK revised the way these testing accommodations are

added to the accommodations table.














2002 AACCCCOOMMMMOODDAATTIIOONNSS TABLE as of December 2001

WRITING TEST ADMINISTRATION Accommodations appearing on this table have been reviewed and do not change the content and/or performance standards of what is being measured by the test. Note: Both Accommodations and Modifications tables in manuals are updated periodically by the ODE through a formal review process that employs the Accommodations Panel. For the initial update year, additions to the tables appear with an underscore and deletions from the table appear with a strike through. These markings are provided to facilitate visual comparisons between 2001 and 2002 tables. Updated tables can be found on the ODE web site http://www.ode.state.or.us/asmt/administration.

Type of

Adaptation

Standard Administration with Accommodations (Applies to All Students) Testing with Accommodations is considered a standard administration. These accommodations are available to all students including both students with and without disabilities. Accommodations should reflect the instructional approaches used in the classroom. Scores obtained under standard administration conditions with or without accommodations allow students to meet the standards for Benchmarks 2, 3, and CIM. These scores will also appear in school and district group statistics for 2002 assessments.

Changes in timing or

scheduling of the assessment

• Extended time • Frequent breaks • Administer at time of day most beneficial to student

Changes in the test directions

• Read or reread directions to student* • Sign directions++ • Translate directions orally • Provide written version of oral directions

• Simplify language in directions • Clarify directions • Highlight words in directions • Auditory amplification devices,

hearing aids, noise buffers

Changes in how the test

questions are presented

• Large print version of prompts + • Braille version of prompts + • Read prompts aloud to student ** • Sign writing prompts ++ • Student reads aloud or sub-vocalizes text to listener or

self # • Electronic word-for-word, text-to-voice scanning of

assessment prompts, for example computer reads prompts to student.*

• Proctor highlights vowel combinations in passages, items and distractors

• Visual magnification devices • Auditory amplification devices, noise

buffers • Administration of the Spanish/English

writing prompts

Changes in how the student

responds

• Student responds to writing prompts in English only • Students who require increased spacing, wider lines or margins should have additional room beyond

what is in the writing folder to complete their response. √ • Respond to writing in Braille +++ ++++ • Students who are unable to hand write should be allowed any assistive technology device that serves as

their primary communication mode. Word processing or typewriting is not allowed under any other conditions. √

• Students should be allowed any assistive technology device that serves as their primary written communication mode( e.g. word processing or typewriter (see footnote)). �

Changes in test setting

• Test an individual student in a separate location • Test a small group of students in a separate, but familiar location • Minimize distractions (e.g., study carrel) • Encourage a student’s work habits during test taking—only reinforcing engagement with the

performance activity. ^

References and tools

• Spelling dictionary • Dictionary - English or other language/English • Electronic spell reference without automated correction

(e.g., Franklin Speller) • Writing Handbook (word definitions, usage and spelling

guides only) • Use of masking device while copying from rough to final • Commercially or locally published materials that only

include word definitions, usage, and spelling guides and that do not incorporate instructional or learning strategies for guidance in the writing process. ±

• Thesaurus • Highlighter • Word processor used only as an

electronic spell reference in the same manner as the Franklin Speller (not automated checker)

• Correction fluid (“white-out”) and correction tape may be used on pages 3 and 4 of the response folder. White-out should not be used on the scannable portion of the response folder.

http://www.ode.state.or.us/asmt/administration




FOOTNOTES FOR THE PRECEDING WRITING ACCOMMODATIONS TABLE

* Student may need headphones to avoid distracting or disturbing other students.

** The purpose of reading prompts aloud is to give non-readers access to performance assessment prompts without changing the content of the concepts and processes assessed. Prompts should be read word for word without extra explanations or interpretations that are unavailable to other students.

+ Braille and Large Print Versions must be obtained from the Oregon Textbook and Media Center for the Visually Impaired, phone (503) 916-5840 x421.

++ Signing writing prompts must be done carefully. Some signs may be an interpretation of the answer or concept tested. In such cases, finger spelling may be more appropriate.

+++ Students using Braille or word processing need to follow the same writing process as in a standard administration (no allowance of electronic spell checker, grammar checker, or any other 'help' feature on a word processor) and have the composition transcribed to English text before submitting it for evaluation.

++++ If a student will be responding in Braille, please inform the School Test Coordinator and separate that student’s writing folder so that it can be sent to a site for translation.

^ Test Administrators, proctors, scribes, page-turners, educational assistants, and others supporting a student’s test taking must be neutral in responding to the student during test administration. Assistance in test administration must maintain test integrity. The student’s response must accurately represent the student’s own work.

# Other accommodations may need to be used (e.g., separate setting or extended time) to implement this accommodation. The listener should give no response or feedback.

� Technology assisted writing is an accommodation if the following criteria are followed: • Text files—free of style—only (automated features like formatting and correction disengaged) • No automated spell check—student can look up words in a dictionary • No automated grammar check • No/cut/copy and paste/search and replace • No automated word prediction • No function keys (combination key strokes and the technology that enters text for the writer)

± Locally published refers to reference materials produced by district, school, classroom, or students that meet standards of readability.

√ Attach appropriate pages and an explanation of this accommodation to the writing folder.

If you would like to nominate adaptations that should become accommodations or if you know of instructional


Almond, facilitator of the Accommodations Panel (503) 378-3600 ext. 2267 or e-mail [email protected].




Student Directions

THE TEXT IN THE BOXES IS TO BE READ ALOUD

Pre-writing/Beginning Rough Draft

1. After students are finished filling in the information on the front of the response folder, tell

them that the writing response folder is for final copy only, and most students will not write

anything inside the response folder until Day 3 (or late on Day 2).

Read the information in the following double lined boxes verbatim to all students The

directions have been translated into Spanish and are available from your School Test Coordinator.

Read aloud:

Starting today, you will take part in a writing assessment. You will write a paper that

will be read and scored by two readers other than your teacher. You will have three

different sessions – today, tomorrow, and the next day – to work on your paper.

STEP ONE: Prewriting on a Topic

Look in your response folder to find the topic you can write about. You MUST write

on ONE of the three topics printed in your response folder for your score to count.

Use a separate sheet of paper to list ideas, or do some other prewriting BEFORE you

write your rough draft.

STEP TWO: Writing the Rough Draft

Begin writing your rough draft on notebook paper when you finish prewriting. Be

sure to circle the number of the topic you are choosing on page 2 of your response

folder. Remember that your final copy should fit into the writing response folder on

the two pages indicated.

STEP THREE: Revising and Editing

When your rough draft is finished, you should spend some time revising and editing.

You may use any of the editing tools we use in the classroom to edit your paper,

except for help from your teacher or other students. Use your “Guide to Revision” to

help you know the things that the raters will look for when they score your paper.

You may want to revise your paper to include the things listed on the “Guide to

Revision.”

STEP FOUR: Recopying and Proofreading

When you are done revising and editing, recopy your paper into the writing response

folder. Please use a pen or write firmly in pencil. Your final copy should fit on the

two pages provided. Another page may be attached ONLY to finish a paragraph

begun on the final page of the response folder, and may not exceed one-half of the

page. Make your copy as neat as you can so that it is easy for others to read.

When you finish, make sure your name and your teacher’s name are on the front of

the response folder and also on page 3.




2. Make sure all students have notebook paper for prewriting and rough drafts. This paper is not

provided in the test materials.

Encourage students to do any prewriting they wish (outlining, brainstorming, clustering,

etc.). However, students must do this prewriting individually. Do NOT lead students in

any structured prewriting activities, or make suggestions about their writing.

3. At the end of Day 1, remind students to write their names in the upper right-hand corner of

each sheet of their rough drafts. Ask students to put all of the materials, including their rough

drafts, survey questions, and “Guide to Revisions” inside their writing response folders.

Collect all materials, and store them overnight in a secure place.

Rough drafts must remain at the testing site and may not be taken home by the students.

Local Rater Option

To discover how closely your score compared to the raters at the state sites, many teachers have

found it helpful to first score the student papers themselves. If there is not enough time to score

the student’s work before the tests are sent in, pages 3 and 4 of the response folder may be

copied. For the 2001-2002 scoring guides go to http://www.ode.state.or.us/asmt/scoring.

Checking and Completing Materials

Carefully review each response folder to ensure that students have correctly entered all requested

information. If any information is missing, incorrect, or incomplete, please add or revise the

information as necessary. The information on them, especially the name of the school and school

institution identification will be used to generate individual student reports.

Check that students have circled the number of the topic to which they responded on page 2 of

the response folder. Separate rough drafts from the writing response folder. Do not return rough

drafts to the scoring sites.

Only the response folders are to be submitted for scoring. Staple the single additional page (that

may be required to complete a thought) where indicated on the writing response folder. (Do not

staple at the corners of the response folder.) Remember that this may be no more than a sentence

or paragraph that was begun on the final page of the response folder, and may not exceed one-

half of the page.

Checking for “Crisis” Papers – Even though students are asked to write on one of the three

topics provided in the writing response folder, each year a number of students write about critical

issues in their lives. Although we have a procedure for responding to these “crisis” papers at the

scoring sites, a response would be more timely at the school level before the papers are sent to be

scored.

Remember that ORS 418.750 requires that any public, or private official having reasonable

cause to believe that a child has suffered abuse must report this information. The Department of

IMPORTANT

http://www.ode.state.or.us/asmt/scoring




Education believes that such decisions are best made at the local level by educators who know

individual student’s situations.

Please review your student papers briefly with this concern in mind. If you find papers that deal

with topics such as abuse, negligent treatment, drug or alcohol abuse, extreme violence,

depression, or suicidal tendencies by a student or a family member, you should take appropriate

action. Such action might include making a photocopy of the paper to share with a counselor or

building administrator. The original paper could then be sent to the scoring site if that is

appropriate.

We will continue to refer papers that the raters believe may contain such information to local

schools. However, more immediate action, made possible by your review of the papers, would be

the ideal response to these situations.

RETURNING YOUR MATERIALS

When you are certain that all response folders have been completed correctly and you have

removed rough drafts, assemble the completed response folders in the appropriate envelope or

bag. Return the completed response folders, unused folders and any other secure test materials

to your School Test Coordinator. This Administration Manual and the “Guide to Revision”

may be retained for future reference.

All assessment materials MUST BE RETURNED to your School Test Coordinator by the end of

the day of the last day of the test, but no later than November 16, 2002.

IMPORTANT




PART 10: GUIDELINES FOR INCLUDING ALL STUDENTS IN TESTING

JURIED ASSESSMENT 8

Students who have:

• Mastered CIM content, but have been unable to demonstrate that mastery on statewide

assessements, or

• Entered Oregon schools at grades 11 or 12, choosing not to participatein the state assessment, or

• Met the PASS standards,

may be able to use a Juried Assessment process. Consult the Assessment Web Site

http://www.ode.state.or.us/asmt/administration/juried/ or the Juried Assessment Manual for more

information. This option became available beginning in the spring of 2001. For about the Juried

Assessment, please contact Cathy Brown at (503) 378-3600, ext. 2259 or email

[email protected].

PART 11: ADDITIONAL QUESTIONS OR INFORMATION

If you need additional clarification or information about test administration procedures, please contact

your School Test Coordinator or District Test Coordinator. You may also contact staff members at the

Oregon Department of Education, Office of Assessment and Evaluation. For a listing of staff, go to:

www.ode.state.or.us/asmt/staff.

Thank you for your help in administering these Statewide Assessment tests.

http://www.ode.state.or.us/asmt/administration/juried/




POLICY DOCUMENTATION ENDNOTES

1. Oregon Department of Education, Numbered Memorandum 127-2001-02, regarding ninth graders

taking CIM benchmark test. www.ode.state.or.us/supportservices/memos/index.htm

2. U. S. Department of Education, H. R. 6 Improving America’s Schools Act of 1994, Sec. 1111,

(b)(3)(I). www.ed.gov/legislation/ESEA/sec1111.html

3. U. S. Department of Justice, American’s With Disabilities Act of 1990, Public Law 101-336;

www.usdoj.gov/crt/ada/pubs/ada.txt

U.S. Department of Education, H. R. 5, Individuals with Disabilities in Education Act of 1997, Public

Law 105-17; http://www.dssc.org/frc/idea_law.htm

U. S. Department of Education, The Rehabilitation Act of 1973, Sec. 504

www.ideapractices.org/relatedlaws.htm

Oregon Administrative Rule 581-068-0068 www.ode.state.or.us/supportservices/rules/index.htm

4. U. S. Congress, U. S. Statutes at Large, Civil Rights Act of 1964, Public Law 88-352;

http://tc.unl.edu/neoc/CRA-64.html

Oregon Department of Education letter, Superintendent Stan Bunn, dated October 10, 2000,

regarding participation in Oregon statewide assessment.

5. Oregon Department of Education, Numbered Memorandum 217-1999-00, Clarification

Regarding Inclusion of Non-English Students in Oregon Statewide Assessment.

www.ode.state.or.us/supportservices/memos/index.htm

6. U. S. Department of Education, Elementary and Secondary Education Act of 1994

www.ed.gov/legislation/ESEA/sec1111.html

7. Oregon Administrative Rule 581-022-1910 – Exemptions

Oregon Administrative Rule 581-022-0611 – Disabilities exemption, Pending

www.ode.state.or.us/supportservices/rules/index.htm

8. Oregon Department of Education, Office of Assessment and Evaluation, Juried Assessment

Manual, 2001-2002, dated July 25, 2001 http://www.ode.state.or.us/asmt/administration/manuals/

9. Oregon Department of Education, Office of Assessment and Evaluation, Accommodations

Clarification, February 2001. Knowledge and Skills Administration Manual, page 3.

10. Robert Lissitz and William D. Schafer, Assessment in Educational Reform: Means and Ends, Allyn

and Bacon, Boston, 2002, Chapter 6, “How Will Assessment Accommodate Students with

Disabilities?”

http://www.dssc.org/frc/idea_law.htm

http://tc.unl.edu/neoc/CRA-64.html

http://www.ode.state.or.us/asmt/administration/manuals/




Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 378-3600