1 Testing Accommodations: What Are They and How Are They Implemented? Pam Biggs NCDPI Division of...

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Testing Accommodations: What Are They and

How Are They Implemented?

Pam BiggsNCDPI Division of Accountability Services

Accountability ConferenceFebruary 17, 2006

NCDPI Division of Accountability Services 2

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 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

Mark in Book

Extended Time

Large Print

Testing in Separate Room

Graphic Organizers

Scaffolding

Peer Tutor

INSTRUCTIONAL

TESTING

Teacher Notes


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?

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

STUDENTS WITH DISABILITIES

Assistive Technology

Braille Edition

Dictation to a Scribe

Large Print Edition

Sign Language Interpreter

Dictionary/

Electronic

Translator

Read Aloud (Math) Multiple Test SessionsExtended TimeSeparate Room Read Aloud to Self

STUDENTS IDENTIFIED

AS LEP


Types of Accommodations

Modified Test Formats Assistive Technology (AT) Devices and

Special Arrangements Special Test Environments


Modified Test Formats

Accommodation Students with

Disabilities

Students Identified as

LEP

Braille Edition

Large Print Edition

One Item Per Page Edition


AT Devices and Special Arrangements

Accommodation Students with Disabilities

Students Identified as LEP

AT Devices

Dictation to a Scribe

English/Native Language Dictionary or

Electronic Translator

Interpreter/Transliterator Signs/Cues Test

Student Marks Answers in Test Book

Student Reads Test Aloud to Self

Test Administrator Reads Test Aloud


Special Test Environments

Accommodation Students with

Disabilities

Students Identified as

LEP

Hospital/Home Testing

Multiple Testing Sessions

Scheduled Extended Time

Testing in a Separate Room


Top 5 Most Frequently Used Accommodations on EOG

1. Scheduled Extended Time

2. Testing in a Separate Room

3. Test Administrator Reads Test Aloud (Math)

4. Student Marks Answers in Test Book

5. Multiple Testing Sessions

Based on Green Book data from 2004-05


Most Frequently Used Accommodations - EOG

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Grade 3Grade 5Grade 8Grade 10 (HSCT)

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


Documentation of Accommodations

All testing accommodations must be documented in:– IEP;– 504 Plan; or– LEP documentation

Whatever is documented must be used on day of test

Helpful to provide school TC with copy of documentation form


Documentation Forms

Sample EC documentation forms may be found on the web:

www.ncpublicschools.org/policies/tswd

Forms available in Excel and PDF formats LEP documentation forms are created by

LEA


NCTP Table 2

Grades 3-8 and 10 Tests

Space to List Accommodation Specifics

Complete for those tests required at that grade level

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


NCTP Table 3

End-of-Course Tests


NCTP Table 1

Tests Required for Graduation



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

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

Student must be allowed bathroom and lunch breaks If testing continues past lunch, student must not

communicate with other students during lunch

EC LEP

BO

TH



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



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

One-on-one or Small Group Must be designated on documentation MUST be used if students receive one or

more of the following accommodations:– Assistive Technology that reads test aloud

(without use of headphones)– Student Reads Test Aloud to Self– Test Administrator Reads Test Aloud

EC LEP

BO

TH


Testing in a Separate Room:One-on-One

Really 2:1 Test administrator and proctor for each student Only one student per testing location All standard testing procedures must be followed MUST be used if student uses the following:

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

– Dictation to a Scribe– Student Reads Test Aloud to Self accommodation


Testing in a Separate Room:Small Group

IEP or Section 504 Plan may designate maximum group size

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

Test administrator and proctor required Test administrators and proctors must follow

same guidelines/procedures as standard administration


Test Administrator Reads Test Aloud

Valid accommodation for tests that do not measure reading comprehension

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

For example: Everything By student request Everything but numbers

EC LEP

BO

TH


Administrative Procedures

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

Must be in small group or one-on-one administrations (this must also be in documentation)– One-on-One suggested for Online Test of

Computer Skills



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



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

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:

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



Example 2

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

A 7,285

B 7,825

C 7,852

D 7,528



Example 2Should 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-fiveB seven-comma-eight-two-five C seven-comma-eight-five-twoD seven-comma-five-two-eight




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

BO

TH



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

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 SessionsExample 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

BO

TH


Multiple Testing Sessions Example 1

Standard Test Administration

John

Time on test 90 90

Days of testing 1 1

Frequency of breaks

After 45 minutes Every 20 minutes

Number of breaks 1 4



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

BO

TH



Standard Test Administration

Sasha

Days of testing

1 2

Day 1 Day 2

Time on test 90 55 55

Frequency of breaks

After 45 minutes

After 45 minutes

After 45 minutes

Number of breaks

1 1 1


Student Reads Test Aloud to Self Accommodation

New for 2005-06 school year Use of whisper-phone is included in this

accommodation and must follow the same guidelines

EC LEP

BO

TH


Student Reads Test Aloud to Self Accommodation

Requires one-on-one administration– Test administrator & proctor per student– No other students in room

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


Other Accommodations:Students with Disabilities

IEP team/Section 504 committee determines appropriate accommodations

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

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

Discuss with RAC


Other Accommodations:Students with Disabilities

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

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


Questions?

Teacher

School Test Coordinator

LEA Test Coordinator

RAC

NCDPI

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