Produced by the Missouri Department of Elementary and Secondary Education in collaboration with...

MAP Grade-Level Examiner’s Manual Training

Spring 2009Produced by the Missouri Department of Elementary and Secondary EducationProduced by the Missouri Department of Elementary and Secondary Education

in collaboration with CTB/McGraw-Hill in collaboration with CTB/McGraw-Hill

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OverviewOverview

The Missouri Assessment Program (MAP) is one of several educational initiatives mandated by the Outstanding School Act of 1993.

The State Board of Education mandated the Department of Elementary and Secondary Education (DESE) to identify the knowledge, skills, and competencies that Missouri students should acquire.

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DESE uses testing DESE uses testing information to:information to:• Monitor the progress of Missouri

students in meeting the Show-Me standards

• Inform the public and state legislature about student performance

• Decide state and federal accountability issues

• Make informed decisions about educational issues

• Improve the services provided to Missouri students

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Missouri Assessment Program Grade-level Assessments for

Spring 2009

Communication Arts: Grades 3-8Mathematics: Grades 3-8Science: Grades 5 and 8

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Testing Time GuidelinesTesting Time GuidelinesTesting times vary by grade

level.Testing time has increased given

the fact that additional Field Test Items are embedded.

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Types of QuestionsTypes of QuestionsStudents’ content knowledge is

measured using three types of test items.◦Selected Response (multiple

choice)◦Constructed Response (short

answer)◦Performance Events or Writing Prompts

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Field Test ItemsField Test ItemsField test items are embedded

throughout the test.The testing times reflect

additional time for the embedded field test items (EFT).

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Test Examiner’s ManualTest Examiner’s ManualAn Examiner can administer more than

onecontent area in a grade level using onemanual. Steps 1-4: Contain the same information in

all content areasStep 5: Contains test administration

directions specific to Communication Arts, Mathematics, and Science for relevant

grade levelSteps 6-8: Contain the same information in all

content areas8

Table of ContentsTable of ContentsStep 1 Preparing for Testing and Testing Schedule

Step 2 Organize Your Classroom

Step 3 Check Your Testing Materials

Step 4 Before Testing

Step 5 Administer the Test

Step 6 Invalidations and Make-ups

Step 7 After Testing: Student Status Coding

Step 8 Assemble Materials for Return

Glossary

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GlossaryGlossary

Located on the last 2 pages in each Examiner’s Manual.

An extensive list of terms and definitions used for testing materials and administering the assessment.

Helpful resource while reviewing the procedures/guidelines for administering the grade-level test.

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Step 1: Preparing for Step 1: Preparing for TestingTesting (Pages 1-3)(Pages 1-3)• Testing Schedules are on Page 1 for

all content areas.• Review test directions in the

Examiner’s Manual in advance. • Student testing materials shall not be

viewed by examiners, with the exception of translators, before testing.

• Some sessions are strictly timed. Other sessions allow students who are making adequate progress to complete the test.

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Step 1: Preparing for Step 1: Preparing for TestingTesting (Continued)(Continued)• Each test session must be

completed in one sitting.• One proctor for every 20 students

in excess of 30 is allowed.• Accommodations – Discussed in

Step 7 (ELL and IEP).

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Use Standardized Testing Use Standardized Testing ProceduresProcedures●Follow the instructions to ensure that similar

testing conditions are used in all classrooms.*Read test directions exactly as written.*Observe time allowances for strictly-timed sections.

Verify that students understand the directions and how to mark answers -*Test directions from the manual can be clarified if necessary.*Test directions and items in student test books CANNOT be clarified or paraphrased.

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Large Print and BrailleLarge Print and Braille• Braille and Large Print test books have

special instructions that accompany the test books rather than the Test Coordinator Kit.

• Accommodations must be coded on SIS inside front cover of the test book.

• Brailler can be used for the Braille edition.• Manipulatives are included with Braille and

Large Print editions.• Braille and Large Print test books must be

transcribed to regular test book (Form A). • Mark the Braille and Large Print book

“Contents transcribed to a regular test book. DO NOT SCORE” and return to CTB/McGraw-Hill with the unused test books.

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Step 2:Step 2: Organize Your Organize Your Classroom Classroom (Page 4)(Page 4)Plan and organize for:• Distributing and collecting

materials• Making seating arrangements• Using a “Do Not Disturb Sign”• Noting starting and stopping

times on the board for the timed sections of the test

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DoDo remove all information from the room that might cue students about test

content or process.

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DoDo prepare students the day before the test to get a good night’s sleep.

DoDo remind students to useONLY No. 2 non-mechanical pencils

to bubble in their answers.

DoDo eliminate noise distractions.

FOUR DOs FOR FOUR DOs FOR EXAMINERSEXAMINERS

Don’tDon’t limit students -- encourage students to attempt all items.

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Don’tDon’t return books to students to have them revise or complete answers.

Don’tDon’t correct answers that are wrong.

THREE DON’Ts FOR THREE DON’Ts FOR EXAMINERSEXAMINERS

Step 3: Check Your Testing Step 3: Check Your Testing MaterialsMaterials(Pages 5-7)(Pages 5-7)

Examiner materials:

1. Examiner’s Manual2. Student barcode labels3. Test Books4. Manipulatives - Prepare by having

all manipulatives “punched-out” prior to testing

5. One Group Information Sheet (GIS) per Examiner/Grade

6. Large white envelopes7. A box or envelope for unused test

books 8. Do Not Disturb sign

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Student MaterialsStudent Materials Items not provided but specified for

use in various testing sessions are:• Writing instruments – students

must use non-mechanical, No. 2 pencils

• Scratch paper for Communication Arts and Mathematics

• Bookmarks (such as blank paper strips or index cards)

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Ancillary Materials for Ancillary Materials for Communication ArtsCommunication Arts

Grade 3: A standard dictionary and extra paper for writing first drafts may be used only during Session 2.

Grades 7: A standard dictionary, thesaurus, grammar handbook, and extra paper for writing first drafts may be used during Session 2.

Grades 4, 5, 6, 8: No tools may be used for any session of the test.

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Ancillary Materials for Ancillary Materials for MathematicsMathematics

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Manipulatives:Students will be provided with a standard set of manipulatives for use during the test if needed. No other classroom sets of manipulatives are allowed.

Reference Sheets: Grades 3 through 7 are provided all necessary formulas and conversions within the items. No separate reference sheet will be provided. Grade 8 will be provided with a reference sheet that contains formulas and conversions.

Calculators:Grades 3 through 5 are not allowed to use calculators during any session of the test.Grades 6 through 8 may use calculators except during Session 2, Parts 1 and 3. If schools choose to use calculators on the other parts of the test, students should be given advanced notice and given access to a calculator.

Ancillary Materials for Ancillary Materials for ScienceScienceReference Sheets:

Grade 5 will not be provided a reference sheet. Necessary formulas and conversions will be included within the item.Grades 8 will be provided with a reference sheet that contains formulas and conversions when required by particular items.

Calculators:Grade 5 and 8 will not be allowed to use calculators during any session of the test.

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Security “Shall Nots”Security “Shall Nots”Testing materials shall not be

photocopied, duplicated or made accessible to non-testing personnel.

Testing materials shall not be viewed by examiners before testing.

Testing materials shall not be discussed between examiners.

Testing materials shall not be left in an unsecured area at any time, for any reason -- must be locked in a secure cabinet or in a secure room before, between, and after testing sessions.

Test books shall not be shared between schools.

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Security BarcodeSecurity Barcode• Each test book has a unique barcode, numbered in consecutive order for security and inventory.

• Security barcodes are located on the lower right-hand corner of the student test book.

• Barcodes should be checked by DTC and STC, and books counted by the examiner.

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TranslatorsTranslators• Translators should be a contracted

employee and must be trained in giving the assessments.

• All tests, except Communication Arts, may be read to ELL students in their native language.

• ELL students may give responses orally or in writing in their native language in all content areas.

• All native language written responses must be transcribed verbatim to another test book.Note: Accommodation Codes for ELL have been added in back of manual.

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Step 4: Before Testing(Pages 7-9)

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Affix the barcode labelDo not complete the SIS

Do not use the barcode labelBubble in ALL info on SIS

Place one blank label

over the incorrect label

Then affix correct labelWrong student label

is affixed

Error in Student Name, Birth Date, Race/Ethnicity,

Gender, MOSIS State ID

When all information

on the student pre-code roster is

correct

Using Student Barcode Labels

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No student barcode

label

Place 2 blank labels over

incorrect label

Bubble in all info on SIS

Label attached with error in Student Name, Birth Date, Race/Ethnicity, Gender,

MOSIS State ID

Enroll/submit to core data

Leave barcode area blank

Bubble in all info on SIS

How to Fill Out the SIS ( if How to Fill Out the SIS ( if needed) needed) (Page 8)(Page 8)

1. Student Name2. Birth Date3. Race/Ethnicity4. Gender5. MOSIS State ID

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Step 5: Administer the TestStep 5: Administer the Test(Begins on Page 11. Section 5 will vary in length depending on grade level or content being tested).

• Help students relax and be positive.

• Explain the purpose of the test.

• Point out that some items may be more difficult or may be new to students –

they are not expected to know all the

answers. They are only expected to do

their best.30

Specific Instructions for Specific Instructions for TestTest• Examiner’s instructions are given for

each content area at each grade level.

• Content area is in alphabetical order– Communication Arts, Mathematics, and Science.

• Sample questions are illustrated and printed in the Examiner’s Manual for each content.

• A starting/stopping time graphic is printed for examiner’s to follow.

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Specific Instructions for Specific Instructions for TestTest• Sessions cannot be split over 2

days or over lunch periods.• Break times are printed in the

Examiner’s Manual.

• Notice the wording about not paraphrasing test questions and pronouncing only one word per sentence.

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Step 6: Invalidations and Step 6: Invalidations and Make-upsMake-ups(Page 37 – Page numbers will vary due to variation in (Page 37 – Page numbers will vary due to variation in length of Step 5)length of Step 5)Six categories for test invalidation:

1. Student discovered cheating.2. Examiner reads any part of the C.A. test to

student(s) other than students who are Blind/Visually impaired who do not read Braille.

3. Examiner signs any part of the C.A. test.4. Examiner paraphrases test questions in

any content area.5. Examiner reads any part of the C.A. test to

a student in the student’s native language.6. A student uses a bilingual dictionary for

any part of the C.A. test.33

Examiner’s and STC’s Examiner’s and STC’s Responsibilities Regarding Responsibilities Regarding InvalidationsInvalidations

• The examiner must provide STC with student information and the reason for the invalidation.

• The examiner and STC must be in

agreement about the invalidation due to cheating.

• The STC is responsible for filling in appropriate bubble in Accommodations Section of SIS.

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Make-upsMake-upsStudents who are absent during

one or more sessions of testing should make-up the sessions.

If a student cannot participate in make-up testing sessions, follow the procedures in the Examiner’s Manual listed in Step 6.

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Step 7: Student Status Step 7: Student Status CodingCoding((Page 39– Page numbers will vary due varying Page 39– Page numbers will vary due varying length of Step 5)length of Step 5)How to fill in SIS• Examiners /school personnel are

responsible for completing the SIS after the last day of testing.

• The lower portion of the SIS is used for student status coding.

• Accommodation Codes are for ELL and IEP students ONLY.

• Descriptions for accommodations for ELL and IEP students are provided in the back of the manual.

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Accommodations Accommodations FootnotesFootnotes Please observe the footnotes at the

bottom of Accommodations pages.1. Oral reading of CA except for blind students

who do not read Braille2. Paraphrasing test questions invalidates that

student’s scores for accountability purposes.3. If paraphrasing is used, student scores

cannot be compared with scores generated under standard conditions.

4. Use of magnifying equipment, amplification equipment, graph paper, and testing with the teacher facing student are not listed as accommodations because these are no longer required to be reported as accommodations for the MAP tests.

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Students Not Tested Students Not Tested in Content Area Assessmentsin Content Area AssessmentsOnly two groups of students are not required to be tested -

1. MAP Alternate (MAP-A) students2. ELL (English Language Learner) in

the United States 12 months or fewer at the time of administration of MAP assessments may be exempted from the Communication Arts test. All other content areas must be assessed.

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Step 8: Assemble Materials for Step 8: Assemble Materials for ReturnReturn(Pages 43-48 Page numbers will vary due to Step 5.)(Pages 43-48 Page numbers will vary due to Step 5.)Checklist after testing:

√ Student barcode labels are accurate and attached correctly.

√ Student identifying information is correct and complete.

√ The SIS should not be damaged or torn.√ All applicable accommodations are

completed accurately.√ Non-mechanical, No. 2 pencil was used.√ Test books with issues/problems were

transcribed and recorded.

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Assemble Materials for Assemble Materials for Return Return (cont.)(cont.)√ All loose papers, scratch paper, etc.,

are removed and securely destroyed.√ Examiners must count the test books

against the pretest total – both used and unused.

√ The STC completes and checks Group Information Sheets (GIS).

√ Organize test books whose scores are to be reported together.

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Assemble Materials for Assemble Materials for Return Return (cont.)(cont.)Organize materials as shown in

picture of the envelope - 1.MAP test books – each with a

student barcode label or with a completed SIS

2.GIS for class/groupNOTE: Do not seal the envelopes. The DTC will verify the contents before sealing them.

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Large White EnvelopesLarge White Envelopes

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• Each envelope will hold approximately 5–10 test books, depending on grade level.• If an Examiner has more than one envelope,

put the GIS in the Examiner’s first envelope with as many test books as will fit. • If multiple envelopes are needed to hold

large groups of books, the envelopes should be bundled together and marked on the front upper-left corner “1 of X,” “2 of X,” “3 of X,” etc., with “X” being the total number of envelopes.• The information requested on the front of

each envelope must be completed.

Assemble Materials for Assemble Materials for Return Return (cont.)(cont.)• Unused test books, Large Print

and Braille test books can be placed in a box together labeled “Unused Test Books”.

• Draft copies of writing prompt and scratch paper should be given to STC for secure destruction.

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What should an examiner do if What should an examiner do if a problem occurs?a problem occurs?• For any problems or questions,

contact the STC who will, in turn, contact the DTC.

• The DTC is the sole channel for all communication between districts and the CTB/McGraw-Hill customer service line.

• The DTC should also be the channel of communication regarding testing issues with DESE.

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