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Testing Accommodations: What Are They and How Are They Implemented?. Pam Biggs NCDPI Division of Accountability Services. Accountability Conference February 17, 2006. What are Assessment Accommodations?.

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Testing accommodations what are they and how are they implemented

Testing Accommodations: What Are They and How Are They Implemented?

Pam Biggs

NCDPI Division of Accountability Services

Accountability Conference

February 17, 2006


What are assessment accommodations
What are Assessment Accommodations?

  • Changes in the administration of an assessment, such as setting, scheduling, timing, presentation format, response mode, or others

  • Valid accommodations do not change the construct intended to be measured by the assessment or the meaning of the resulting scores

  • Accommodations are used for equity, not advantage, and serve to level the playing field


What are assessment accommodations1
What are Assessment Accommodations?

  • To be appropriate, assessment accommodations must be identified in the student’s Individualized Education Program (IEP), Section 504 plan, or LEP documentation and used regularly during instruction and similar classroom assessments

  • Assessment accommodations must also be used in instruction, but not all instructional accommodations are appropriate assessment accommodations


Instructional vs testing accommodations
Instructional vs. Testing Accommodations

INSTRUCTIONAL

TESTING

Mark in Book

Graphic Organizers

Extended Time

Scaffolding

Large Print

Peer Tutor

Testing in Separate Room

Teacher Notes


Who is eligible for accommodations
Who is Eligible for Accommodations?

A student with disabilities who has a current:

  • Individualized Education Program (IEP) or

  • Section 504 Plan

    A student identified as LEP who has scored below Superior in Reading on the most recent administration of the IPT (for writing assessment, student must have scored below Superior in Writing on the IPT)


Who determines accommodations
Who Determines Accommodations?

For a student with disabilities:

  • IEP Team

  • Section 504 Committee

    For a student identified as limited English proficient:

  • School-based team/committee


Examples of accommodations for students with disabilities and students identified as lep
Examples of Accommodations for Students with Disabilities and Students Identified as LEP

STUDENTS WITH DISABILITIES

Assistive Technology

Braille Edition

Dictation to a Scribe

Large Print Edition

Sign Language Interpreter

Dictionary/

Electronic

Translator

STUDENTS IDENTIFIED AS LEP

Read Aloud (Math) Multiple Test Sessions

Extended Time

Separate Room Read Aloud to Self


Types of accommodations
Types of Accommodations and Students Identified as LEP

  • Modified Test Formats

  • Assistive Technology (AT) Devices and Special Arrangements

  • Special Test Environments


Modified test formats
Modified Test Formats and Students Identified as LEP


At devices and special arrangements
AT Devices and Special Arrangements and Students Identified as LEP


Special test environments
Special Test Environments and Students Identified as LEP


Top 5 most frequently used accommodations on eog
Top 5 Most Frequently Used Accommodations on EOG and Students Identified as LEP

1. Scheduled Extended Time

2. Testing in a Separate Room

3. Test Administrator Reads Test Aloud (Math)

4. Student Marks Answers in Test Book

5. Multiple Testing Sessions

Based on Green Book data from 2004-05


Most frequently used accommodations eog
Most Frequently Used Accommodations - EOG and Students Identified as LEP

Grades 3, 5, and 8 based on Green Book data from 2004-05. Grade 10 based on 2003-04 data.


Documentation of accommodations
Documentation of Accommodations and Students Identified as LEP

  • All testing accommodations must be documented in:

    • IEP;

    • 504 Plan; or

    • LEP documentation

  • Whatever is documented must be used on day of test

  • Helpful to provide school TC with copy of documentation form


Documentation forms
Documentation Forms and Students Identified as LEP

  • Sample EC documentation forms may be found on the web:

    www.ncpublicschools.org/policies/tswd

    Forms available in Excel and PDF formats

  • LEP documentation forms are created by LEA


NCTP Table 2 and Students Identified as LEP

Grades 3-8 and 10 Tests

Space to List Accommodation Specifics

Complete for those tests required at that grade level

Blacked out spaces indicate accommodation would invalidate the test results or that a particular alternate assessment is unavailable for that test


NCTP Table 3 and Students Identified as LEP

End-of-Course Tests


NCTP Table 1 and Students Identified as LEP

Tests Required for Graduation


Scheduled extended time

EC and Students Identified as LEP

LEP

BOTH

Scheduled Extended Time

  • The student’s IEP, Section 504 Plan, or appropriate LEP documentation should specify an estimated amount of extra time the student will require

  • Breaks at standard intervals specified in Test Administrator’s Manual unless student also has Multiple Testing Sessions

  • Student must be allowed bathroom and lunch breaks

  • If testing continues past lunch, student must not communicate with other students during lunch


Scheduled extended time1
Scheduled Extended Time and Students Identified as LEP

  • If student does not also have Testing in a Separate Room as an accommodation, he/she would begin the test in his/her appropriate testing location

  • If test is not complete after standard test administration time, student should be moved to different location to complete test


Scheduled extended time2
Scheduled Extended Time and Students Identified as LEP

  • If student’s estimated time is over, but is working diligently, let him/her continue

  • Must complete in one day if used without Multiple Testing Sessions

  • Testing must be complete prior to normal afternoon dismissal

  • Documentation may be written in terms of minutes (extra 30 minutes) or as multiple of test time (1.5 x)


Testing in a separate room

EC and Students Identified as LEP

LEP

BOTH

Testing in a Separate Room

  • One-on-one or Small Group

  • Must be designated on documentation

  • MUST be used if students receive one or more of the following accommodations:

    • Assistive Technology that reads test aloud (without use of headphones)

    • Student Reads Test Aloud to Self

    • Test Administrator Reads Test Aloud


Testing in a separate room one on one
Testing in a Separate Room: and Students Identified as LEPOne-on-One

  • Really 2:1

  • Test administrator and proctor for each student

  • Only one student per testing location

  • All standard testing procedures must be followed

  • MUST be used if student uses the following:

    • Assistive Technology that reads test aloud (without use of headphones)

    • Dictation to a Scribe

    • Student Reads Test Aloud to Self accommodation


Testing in a separate room small group
Testing in a Separate Room: and Students Identified as LEPSmall Group

  • IEP or Section 504 Plan may designate maximum group size

  • NCDPI does not mandate a maximum group size – HOWEVER, it is a “SMALL group”

  • Test administrator and proctor required

  • Test administrators and proctors must follow same guidelines/procedures as standard administration


Test administrator reads test aloud
Test Administrator Reads Test Aloud and Students Identified as LEP

  • Valid accommodation for tests that do not measure reading comprehension

  • Each student’s IEP/504 Plan/LEP documentation must state how test is to be read aloud

    For example:

    • Everything

    • By student request

    • Everything but numbers

EC

LEP

BOTH


Administrative procedures
Administrative Procedures and Students Identified as LEP

  • Students should be in test groups based on how test is to be read

  • Must be in small group or one-on-one administrations (this must also be in documentation)

    • One-on-One suggested for Online Test of Computer Skills


Administrative procedures1
Administrative Procedures and Students Identified as LEP

  • Test administrator must have a copy of the test to read from

  • May repeat instructions and test questions as many times as needed

  • Test items and answer choices must be read in a consistent manner


Administrative procedures2
Administrative Procedures and Students Identified as LEP

  • Fractions, greater/less than signs, equal signs, exponents, etc. should be read in same manner as routinely used in classroom

    EXCEPT

    if reading it that way provides the student with the answer


Example 1
Example 1 and Students Identified as LEP

The students count 149 balls in the gym. What is another way of writing the number of balls in the gym?

A fourteen nine

B one forty-nine

C one hundred forty-nine

D one hundred fourteen nine

Grade 3 Math Sample Test Item


Example 1 should be read as
Example 1 and Students Identified as LEPShould be read as:

The students count one-four-nine balls in the gym. What is another way of writing the number of balls in the gym?

A fourteen nine

B one forty-nine

C one hundred forty-nine

D one hundred fourteen nine

Grade 3 Math Sample Test Item


Example 2
Example 2 and Students Identified as LEP

What is the standard form of 7,000 + 800 + 20 + 5?

A 7,285

B 7,825

C 7,852

D 7,528

Grade 3 Math Sample Test Item


Example 2 should be read as
Example 2 and Students Identified as LEPShould be read as:

What is the standard form of seven-comma-zero-zero-zero plus eight-zero-zero plus two-zero plus five?

A seven-comma-two-eight-five

B seven-comma-eight-two-five

C seven-comma-eight-five-two

D seven-comma-five-two-eight

Grade 3 Math Sample Test Item


Student marks answers in test book
Student Marks Answers and Students Identified as LEPin Test Book

  • Student’s full name and second identifier (e.g., student ID or date of birth) must be legible on cover of test book

  • Student should not have answer sheet during actual testing

  • If all students in group have this accommodation, omit directions on filling in answer choices on answer sheet

EC

LEP

BOTH


Student marks answers in test book1
Student Marks Answers and Students Identified as LEPin Test Book

After completion of testing

  • Staff member must transfer student’s answers to multiple-choice test questions to the appropriate answer sheet

  • 2nd staff member must check the transcription to verify accuracy

  • Both people must sign outside of test book


Multiple testing sessions
Multiple Testing Sessions and Students Identified as LEP

  • How test administration is to be divided must be documented

    • More frequent breaks

    • Over multiple days

  • If student does not also have Scheduled Extended Time, total administration time should be limited to that in TAM.


Multiple testing sessions example 1
Multiple Testing Sessions and Students Identified as LEPExample 1

John can complete a test in the standard administration time. However, he needs breaks more frequently than those designated in the Test Administrator’s Manual.

EC

LEP

BOTH


Multiple testing sessions example 11
Multiple Testing Sessions and Students Identified as LEPExample 1


Multiple testing sessions example 2
Multiple Testing Sessions and Students Identified as LEPExample 2

Sasha requires the test to be divided over two days. She will need additional time beyond that allowed in a standard test administration. Her LEP documentation lists the following accommodations: Testing in a Separate Room, Scheduled Extended Time (Extra 20 minutes), and Multiple Testing Sessions (2 days).

EC

LEP

BOTH


Multiple testing sessions example 21
Multiple Testing Sessions and Students Identified as LEPExample 2


Student reads test aloud to self accommodation
Student Reads Test Aloud to Self Accommodation and Students Identified as LEP

  • New for 2005-06 school year

  • Use of whisper-phone is included in this accommodation and must follow the same guidelines

EC

LEP

BOTH


Student reads test aloud to self accommodation1
Student Reads Test Aloud to Self Accommodation and Students Identified as LEP

  • Requires one-on-one administration

    • Test administrator & proctor per student

    • No other students in room

  • If student misreads part of reading comprehension test, test administrator or proctor may NOT correct student


Other accommodations students with disabilities
Other Accommodations: and Students Identified as LEPStudents with Disabilities

  • IEP team/Section 504 committee determines appropriate accommodations

  • Check to see if on “approved” list (pg. D1.02-1.04 of Testing Students with Disabilities)

  • If not on list (and for AT devices not specifically described in document) Accommodation Notification Form must be completed

  • Discuss with RAC


Other accommodations students with disabilities1
Other Accommodations: and Students Identified as LEPStudents with Disabilities

  • TC will receive response stating whether use of accommodation invalidates the test results

  • If accommodation is used during testing, Accommodation Notification Form bubble must be coded on student’s answer sheet


Questions
Questions? and Students Identified as LEP

Teacher

School Test Coordinator

LEA Test Coordinator

RAC

NCDPI


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