Bootcamp for Test Coordinators

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Regional Instructional Facilitators
Know your Ps Qs For Successful MAP
Test Administration
Northeast RPDC Pam Carte Communication
Arts Myra Collins Mathematics Norma
Neely Science
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Remember to mind your Ps and Qs!
I know! You tell me this every year!
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Are you communicating the Ps and Qs in their
entirety to your staff?
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Standardized Test

• A standardized test is a test administered
  and scored in a consistent manner. The tests are
  designed in such a way that the "questions,
  conditions for administering, scoring procedures,
  and interpretations are consistent" and are
  "administered and scored in a predetermined,
  standard manner."

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Test Validity

•    Test validity refers to the degree to which
  the test actually measures what it claims to
  measure. Test validity is also the extent to
  which inferences, conclusions, and decisions made
  on the basis of test scores are appropriate and
  meaningful.

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Test Reliability

• Test reliability refers to the degree to which
  a test is consistent and stable in measuring what
  it is intended to measure. Most simply put, a
  test is reliable if it is consistent within
  itself and across time.

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Test Accountability
For more information contact the Department of
Accountability, Data and Accreditation ( 573)
751-1362
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Reminder of 2009 Changes

• Grades 3-8 will have only one test booklet that
  contains all mandated tests for each grade level.
  
• Two Examples
• Grade 5 test booklet will contain the MAP
  mathematics, communication arts and science
  tests.
• Grade 6 test booklet will contain MAP
  communication arts and mathematics tests.
• High school will still use EOC exam booklets

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Testing for Spring 2009

• Four sessions in CA test grades 3 and 7
• Embedded field test items in all tests
• NO released items in math and Comm. arts
• NO early returns or voluntary tests
• Mandated science in grades 5, 8, and Biology
• Fewer LNDs participation will get an
  achievement level

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Testing for Spring 2009

• One Group Information Sheet (GIS) per grade-level
  per building.
• Student Information Sheet (SIS) contain
  information related to the actual testing for
  each content area separate, example
• Accommodations
• Absent
• Teacher Invalidation

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Major Things To Think About Related to-----ONE
TEST BOOK

• How does your district/building want the student
  test book labels sorted and returned to the
  district?
• How will your school set up testing sessions?
• How will tests be administered since there is
  only one test booklet?

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Major Things To Think About Related to-----ONE
TEST BOOK

• Ordering Test Book LabelsDecision to sort
• Online enrollment December 1st -15th
• Scheduling?
• What content/sessions when?
• Who will administer the test?
• What training needs to occur?

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Format for the Spring 2009 TestsSee handout on
emphasis of strands
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Communication Arts Grades 3 and 7
Timings and item counts are approximate and may
vary by grade level.
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Communication Arts Grades 4, 5, 6, and 8
Timings and item counts are approximate and may
vary by grade level.
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Mathematics Grades 3, 5, 6 and 7
Timings and item counts are approximate and may
vary by grade level.
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Mathematics Grades 4 and 8
Timings and item counts are approximate and may
vary by grade level.
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Science Grades 5 and 8
Timings and item counts are approximate and may
vary by grade level.
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• MAP
• SCHEDULING

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Schedule

• Start several months ahead to plan the schedule
  your test administration.
• Testing window is 3/30 through 4/24
• RETURN TEST IMMEDIATELY AFTER YOUR DISTRICT
  TESTING WINDOW
• April 29 is the last day to contact CTB for
  pick-up to avoid cost to district

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Plan the Schedule

• Day of week
• Time of day
• School schedule
• Number of sessions per day

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Scheduling

• Testing all students
• One test booklet per student grades
• 3-8 including all content areas
• Be aware of time needed to presort for possible
  new groupings of content area
• Continuity of session
• Make-up sessions

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Scheduling

• Need for extra time
• Setting up testing groups
• Detailed report schedule to MAP officeto include
  update on changes

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TEST SCHEDULINGQuestions and Answers
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Can I give more than one testing session per day?

• Yes, but it is important to consider the rigor
  and length of the sessions.
• For shorter and less demanding sessions, it may
  be acceptable to schedule two sessions in one
  day.
• See suggested time table in the examiners
  manual.

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May I break a testing session up so that my
students can complete the session throughout the
day?

• No, each session of the test must be
  completed in one sitting. Breaks can only be
  taken if specified in the examiners manual.

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Can I start the writing prompt in the afternoon
and have my students finish it the next morning?

• No, each session of the test must be completed
  in one sitting.

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How long are breaks during a testing session?
Does that include lunch?

• Breaks may be taken before or after a testing
  session, but not during a session unless
  specified in the examiners manual. Lunch should
  be eaten before or after a session.

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My students need beverages and snacks during
testing. Can they have these items at their
desks?

• Yes, but it is best to have food or drink
  before the test or during breaks so nothing is
  spilled on a test booklet. If this happens, the
  test may have to be retaken or answers
  transcribed to another test booklet.

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My students will test better if they are divided
into small groups. Is it okay if I divide them
into small groups (for example, 5 or less) for
the MAP test?

• Small group testing is an accommodation.
• Students may not be tested in smaller groups for
  the purpose of MAP testing.

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I want to test all students that I instruct. Can
I test different groups of students over the same
sessions of the test on different days?

• It is not recommended that the test is
  administered over an extended period of time,
  because it can lead to test security issues.
  Testing all grade level/subject area students at
  the same time during the day is recommended.

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• TEST
• SECURITY

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Test Security

• Plan now to secure storage availability for test
  books and materials in school buildings and at
  the district level.
• This may be more of an issue if trying to
  transport or exchange student books between/among
  different content area teachers for test
  administration.

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• Access to test books before testing
• Storage of books
• Teacher access to books
• No Grading test responses (MAP only)
• Beware of Practice Tests not to include

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TEST SECURITYQuestions and Answers
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I want to view the test booklets before I hand
them out to students. How soon can I get the
books to preview them?

• Only the school test coordinator and the district
  test coordinator should have access to tests
  before testing sessions begin.
• The exception may be a special education teacher
  pre-selecting items for a student whose IEP
  requires this accommodation OR an ELL translator
  who needs to prepare for test administration.
• In both instances, these processes should be done
  under the supervision of the school test
  coordinator and in a secure area.

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Can special education teachers view the test
booklets in advance of testing?

• Special education teachers can view the test
  booklets only if they have students with IEPs
  that specify the accommodation of pre-selected
  items. The previewing process should be done
  under the supervision of the school test
  coordinator and in a secure area.

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All of the teachers in my department want to see
what the MAP test looks like. Can they view a
test booklet at any time?

• No, teachers are not permitted to view the
  test booklets at any time.

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I want to grade my students responses so I can
assign classroom points. Is that okay?

• No, grading test booklets is not permitted.

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Is it acceptable if I take notes on the current
test? I know those items wont be on the test
next year, so does it matter?

• No, all test questions and their contents are
  secure.

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• TEST
• ADMINISTRATION

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Test Administration

• Plan early in the school year for teacher
  in-services addressing
• MAP testing environment/procedures
• Balanced assessmentsQuestion Types

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What can a proctor do during the test?

• See the handout/next slide What a Proctor Looks
  Like and Sounds Like
• No giving cues, clues or hints as to the correct
  answer or how to go about finding the answer.

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What does a testing proctor look like and sound
like?
LOOKS LIKE
SOUNDS LIKE

• The person is writing the starting/stopping times
  on the board for timed sessions.
• The person is moving around the room and through
  the aisles to ensure students
• Understand directions
• Are on the correct page
• Are marking bubbles properly
• Are starting/stopping in correct location
• Stop when time is over for timed testing
  sessions.
• Do not look ahead/back into previous/past
  sessions
• Stay on task and are not goofing off/wasting
  time/disturbing others
• Have basic needs provided for such as sharpened
  pencils, tissues for runny noses, white erasers,
  etc.
• Are not getting food or drinks near test books
• Have books, etc to read upon completion of the
  testing session

• The person might be heard saying
• Sorry. I cannot assist with answers but can only
  clarify directions.
• You need to do your own thinking.
• I may only pronounce one word per sentence.
• I may not explain or define a word.
• Please do not look back into other sessions.
• Please do not eat snacks/drink beverages during
  a testing session. You might spill something on
  the test booklet.
• It is alright to write slightly below the
  lines/outside the box but do not write on/past
  the coding lines.
• Find the STOP sign---so you will know where to
  stop.

Created by Jana Scott, MAP RIF/ University of
MO-Columbia, 2007.
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Test Administration

• Wall, Wall, whats on the Wall?
• Acceptable student materials during testing
• Test stamina

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TEST ADMINISTRATIONQuestions and Answers
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Can I leave anything on my classroom walls during
MAP testing that has been up all year?

• No, materials that give clues to correct
  content and/or processes should be covered or
  removed from the walls/desks or within view of
  the students.
• If in doubt, cover it up or take it down.

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If I leave up a word wall am I violating test
procedures?

• It would depend on the information contained
  in the word wall. If information on the word
  wall gives clues to content or processes, then it
  must be covered or removed.

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My students have their own dictionaries that they
have made. Can they use these on the MAP test?

• No, only a standard dictionary may be used by
  students in grades 3 and 7 during Session II of
  the Communication Arts test. (This content
  session is the only session which allows the use
  of a dictionary.)

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Can students make notes or write rough drafts of
the constructed response questions and answers
for the MAP test?

• No, constructed responses must be answered in
  the test booklet in the space provided.

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Ive been told to look over my students test
booklets and return them if there are unanswered
items. Is that okay to do?

• No, teachers should not give feedback related
  to specific test items. They cannot have
  students change, add to, or supply missing
  answers.

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Can I hand out graphic organizers for my students
to use during testing and or the prewriting on
the writing prompt?

• No, all students should create their own
  graphic organizers during the testing process.
  The same rule applies for a prewriting strategy
  for the writing prompt.

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• MOTIVATING
• STUDENTS
• TO TRY

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Share Ideas Your School Uses to Motivate Students
to Do Their Best
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• CONCERNS AND ALERTS DURING TESTING AND SCORING

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Common Concerns Noted During Testing

• 1. Inappropriate or Improper Use of
  Accommodations
• 2. Inappropriate Assistance-Verbal or Non-verbal
  (Cueing, pointing, pronouncing more than one word
  per sentence, reviewing test questions, etc.)
• 3. Returning books for correction or completion
  
• 4. Inappropriate Administration (Not using
  manual, splitting sessions, not following timing
  guidelines, etc.)
• 5. Inappropriate materials exposed
• 6. Photocopied Tests or Created Practice Tests
  Using MAP Tested Content
• 7. Test Security Violations
• 8. Inappropriate use of calculator or
  dictionary

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ALERTS Found During the Scoring Process

• Editing Student Responses
• Teachers should not edit student responses for
  spelling, grammar, and/or handwriting.
• Readers do a good job at figuring out what
  students are trying to write and say!

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ALERTS Found During the Scoring Process

• Students should not look back into other testing
  sessions of the test while completing the essay
  portion of the Comm. Arts MAP (Grades 3 and 7
  Session II).
• The looking back into other sessions is apparent
  by the fact that some students essays contain
  verbatim quotes taken from a story in a different
  testing session

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MAP Manuals Training in the Spring

• It is important to note----todays training does
  not replace MAP Manuals Training in the Spring.
• More specific and detailed information in regard
  to form completion, test administration, and test
  security.
• School and/or District Testing Coordinators
  should plan on attending the spring manuals
  training.

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Please remember to share this information with
your staff!
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• Questions
• Closure