CAASPP Smarter Balanced Paper-Pencil Test Administration

Transcription

Grade 6
CALIFORNIA
Assessment of Student Performance and Progress
Smarter Balanced Paper-Pencil
Test Administration Manual
Winter/Spring 2015
English Language Arts/Literacy Summative Assessment
Mathematics Summative Assessment
Mathematics Summative Assessment in Spanish
Published April 2015
Prepared by the Smarter Balanced Assessment Consortium
California customization prepared by Educational Testing Service
© The Regents of the University of California, 2014
Smarter Balanced Paper-Pencil Test
Administration Manual and Directions for Administration
TABLE OF CONTENTS
PART 1: INTRODUCTION .............................................................................................................. 2
1.1 Resources ......................................................................................................................................... 2
1.2 Test Administration Roles and Responsibilities ............................................................................. 3
1.3 Ensuring Test Security ...................................................................................................................... 5
1.4 Verifying Student Information .......................................................................................................... 7
1.5 Pre-Identification Label Directions .................................................................................................. 7
1.6 Schedule for Testing ......................................................................................................................... 7
PART 2: GENERAL TEST ADMINISTRATION INFORMATION ........................................................... 9
2.1 Student Participation........................................................................................................................ 9
2.2 Preparation for the Assessment ...................................................................................................... 9
2.3 General Rules for the Paper-Pencil Assessment ............................................................................ 9
2.4 Early Assessment Program (EAP) .................................................................................................. 14
2.5 Directions for Completing the Student Demographic Page ......................................................... 14
PART 3: ADMINISTERING THE GRADE 6 SMARTER BALANCED PAPER-PENCIL ASSESSMENTS . 23
Grade 6 ELA, Session 1 ........................................................................................................................ 23
Grade 6 ELA, Session 2 ........................................................................................................................ 26
Grade 6 ELA, Session 3 (Performance Task)....................................................................................... 28
Grade 6 Mathematics, Session 1 ......................................................................................................... 30
Grade 6 Mathematics, Session 2 ......................................................................................................... 33
Grade 6 Mathematics, Session 3 (Performance Task) ....................................................................... 34
Grade 6 Mathematics (Spanish), Session 1 ........................................................................................ 35
Grade 6 Mathematics (Spanish), Session 2 ........................................................................................ 38
Grade 6 Mathematics (Spanish), Session 3 (Performance Task) ...................................................... 39
PART 4: AFTER TESTING............................................................................................................ 40
4.1 Assemble Materials for Return ...................................................................................................... 40
4.2 Instructions for CAASPP Test Site Coordinators (SCs).................................................................. 40
PART 5: APPENDIXES ................................................................................................................ 41
APPENDIX A: UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS ................... 41
APPENDIX B: ITEM TYPES ..................................................................................................................... 45
APPENDIX C: FREQUENTLY USED TERMS............................................................................................ 46
APPENDIX D: ADMINISTERING THE BRAILLE VERSION OF THE SUMMATIVE ASSESSMENT ............ 50
APPENDIX E: MULTIPLICATION TABLE .................................................................................................. 52
APPENDIX F: GUIDE TO RESPONSE BOOKLET SECTIONS A2, A3, AND A4 ........................................ 53
-i-
List of Tables
Table 1: Additional resources ....................................................................................................................................2
Table 2: User Roles in the Online Testing System ...................................................................................................3
Table 3: Requirements of the Test Environment .....................................................................................................5
Table 4. 2015 Smarter Balanced Paper-Pencil Test Schedule ...............................................................................7
Table 5: Allowable calculators ................................................................................................................................ 10
Table 6: Assessment sequence—English Language Arts ...................................................................................... 11
Table 7: Assessment sequence—Mathematics ..................................................................................................... 12
Table 8: Definitions for Universal Tools, Designated Supports, and Accommodations ...................................... 41
Table 9: List and Description of Universal Tools Available to All Students .......................................................... 42
Table 10: List and Description of Designated Supports ....................................................................................... 43
Table 11: List and Description of Accommodations ............................................................................................. 44
Table 12: Item and Scoring Types .......................................................................................................................... 45
Table 13: Frequently Used Terms .......................................................................................................................... 46
Table of Acronyms and Initialisms in the Smarter Balanced Paper-Pencil Test Administration Manual and
Directions for Administration
Term
Meaning
CAASPP
California Assessment of Student Performance and Progress
CALPADS
California Longitudinal Pupil Achievement Data System
CalTAC
California Technical Assistance Center
CCC
California Community Colleges
CCR
California Code of Regulations
CSU
California State University
DFA
Directions for Administration
EAP
Early Assessment Program
EL
English learner
LEA
local educational agency
PDA
personal digital assistant
PT
performance task
SC
CAASPP Test Site Coordinator
SSID
Statewide Student Identifier
TA
Test Administrator
TOMS
Test Operations Management System
-ii-
CALIFORNIA SUPPORT FOR THE SMARTER BALANCED ASSESSMENTS
Note: Requests for paper-pencil versions of the online summative assessments were due to
the California Technical Assistance Center (CalTAC) by September 30, 2014. California Code
of Regulations, Title 5 (5 CCR), Education, Section 857(a)(3)
For questions regarding the online and paper-pencil testing or for additional assistance:
 Local educational agency (LEA) CAASPP Coordinators should contact the California Technical
Assistance Center (CalTAC) by phone at 800-955-2954, by e-mail at caltac@ets.org, or by using the
chat function linked on the CAASPP portal at http://caaspp.org.
 CAASPP Test Site Coordinators should contact their LEA CAASPP Coordinator.
 Test Administrators and other school personnel should contact their CAASPP Test Site Coordinator.
CalTAC is open from 7 a.m. to 5 p.m. Monday through Friday. During these hours, staff will respond
promptly to calls.
When contacting CalTAC, provide the representative with as much detail as possible about the problem
that was encountered.
For your convenience, a Microsoft Word form that you can use to log and save your question or problem
has been posted to the CAASPP Forms Web page at http://caaspp.org/administration/forms/.
-1-
Support
The California Assessment of Student Performance and Progress (CAASPP) portal at http://caaspp.org/
is the home for all online Smarter Balanced assessment administration information as well as
information on paper-pencil test administration.
1.0 Introduction
PART 1: INTRODUCTION
This manual provides an overview of the Summative Assessment administration and supplements the
Online Field Test Administration Manual. Use this document to familiarize yourself with general rules for
testing, how to prepare for the assessment, and what your students will experience in participating in the
assessment. Test Administrators (TAs) should become familiar with this document well in advance of the
test administration date so materials for distribution to students are prepared and made available prior
to the administration of the test.
1.1 Resources
Refer to the additional resources in Table 1 before administration of the paper-pencil versions of the
Smarter Balanced Summative Assessments. All resources are linked on the California Assessment of
Student Performance and Progress (CAASPP) Instructions and Manuals Web page at
http://caaspp.org/administration/instructions/. In addition, paper versions of resources marked with an
asterisk (*) were shipped to local educational agencies (LEAs) for distribution to test sites.
Table 1: Additional resources
Resource
Description
Smarter Balanced Usability, Accessibility,
and Accommodations Guidelines
These guidelines define considerations for test administration in
terms of universal tools, designated supports, and
accommodations available during test administration. While the
online test administration offers more flexibility, the static paperpencil assessment administration is more limited than the current
online test and future paper-pencil test options. Appendix A of this
document provides guidance regarding specific accessibility
resources available for this administration and should be reviewed
in advance of the test administration sessions.
CAASPP Smarter Balanced Online Test
Administration Manual
The manual for administration of the Smarter Balanced online
Summative Assessments provides the following information that
can be applicable to the administration of the Smarter Balanced
paper-pencil tests:
 Test administration roles and responsibilities
 Test security (including the secure handling of printed materials
and reporting testing improprieties, irregularities, and breaches)
 General test administration information
 Universal tools, designated supports, and accommodations
CAASPP Paper-Pencil Testing Test
Administration Manual (California
Standards Tests for Science, California
Modified Assessment for Science,
California Alternate Performance
Assessment for Science, and Standardsbased Tests in Spanish for
Reading/Language Arts) *
The manual for administration of the CAASPP paper-pencil tests
provides the following information that can be applicable to the
administration of the Smarter Balanced paper-pencil tests:
 Summary of responsibilities
 General test preparation
 Test security and confidentiality
 Universal tools, designated supports, and accommodations
 Security of paper-pencil testing ((including the secure handling of
printed materials and reporting testing improprieties,
irregularities, and breaches)
2015 Online Student Test Settings User
Guide
The manual with instructions for how to check student
demographic and test setting information.
-2-
Resource
Description
Materials Return Instructions *
Instructions for packaging and returning paper-pencil materials for
scoring.
Pre-ID Instructions
Instructions for applying Pre-ID labels.
Users’ roles and responsibilities for the test are provided in Table 2.
Table 2: User Roles in the Online Testing System
User Role
Description
LEA CAASPP
Coordinator
LEA CAASPP Coordinators were designated by the district superintendent at the
beginning of the 2014–15 school year. A signed Superintendent Designation Form
appointing the LEA CAASPP Coordinator and a signed CAASPP Test Security
Agreement from the LEA CAASPP Coordinator must be on file with the California
Technical Assistance Center (CalTAC). LEA CAASPP Coordinators are responsible for
the following:
 adding CAASPP Test Site Coordinators (SCs) and Test Administrators (TAs) into the
Test Operations and Management System (TOMS);
 ensuring that the SCs and TAs in their LEA are appropriately trained regarding the
state and Smarter Balanced assessment administration as well as security policies
and procedures;
 reporting all test security irregularities and/or breaches that occur before, during, or
after test administration to the California Department of Education (CDE) within 24
hours of discovery using the Online Security Breach and Testing Irregularity Report
Form found on the CAASPP Forms Web page at http://caaspp.org/
administration/forms/. (California Code of Regulations [CCR], Title 5, Section
859 [e])
 assuming general oversight responsibilities for all administration activities in their
LEA schools; and
 printing out checklists for SCs and TAs to review in preparation for the Summative
Assessments.
-3-
1.0 Introduction
1.2 Test Administration Roles and Responsibilities
1.0 Introduction
User Role
Description
CAASPP Test Site
Coordinator (SC)
Note: An SC can be a
principal, vice principal, technology coordinator, counselor, or
other staff member.
If possible, an SC
should be a person
with non-instructional
or limited instructional duties so he or
she can coordinate
and monitor testing
activity in the school.
SCs are designated by the LEA CAASPP Coordinator. SCs are added to TOMS by the
LEA CAASPP Coordinator. (Note: There can be more than one CAASPP Test Site
Coordinator as required by school need.) SCs are responsible for:
 identifying TAs, ensuring that they are properly trained, and ensuring that they have
submitted signed CAASPP Test Security Affidavits (5 CCR Section 850 [w]);
 adding TAs into TOMS;
 coordinating with TAs so they administer all assessments;
 entering and/or verifying test settings for students;
 creating or approving testing schedules and procedures for the school (consistent
with state and LEA policies);
 working with technology staff to ensure that necessary secure browsers are installed
and all other technical issues are resolved;
 monitoring testing progress during the testing window and ensuring that all students
participate, as appropriate;
 using the school’s procedure for correcting student data errors reported by TAs in
the California Longitudinal Pupil Achievement Data System (CALPADS), verifying the
corrections in TOMS, and ensuring that the student’s test session is rescheduled;
 addressing testing problems, as needed;
 mitigating and reporting all test security incidents in a manner consistent with
Smarter Balanced, state, and LEA policies; and
 assuming general oversight responsibilities for all TAs and for all administration
activities in their school.
Test Administrator
(TA)
Note: The Smarter
Balanced
assessments should
be administered by
individuals with an
existing state
certification in
education (e.g.,
teachers, school
psychologists,
principals, etc.).
California regulations
have expanded the TA
role to include any
employee or
contractor of an LEA
or a nonpublic,
noncertified school
who has been trained
to administer the
tests and has signed
a CAASPP Test
Security Affidavit.
TAs administer the Smarter Balanced assessments. SCs should identify school
personnel to act as TAs. (Note: In the California regulations, this role is referred to as
the Test Examiner.) TAs are responsible for:
 reading and signing the CAASPP Test Security Affidavit, which is returned to the SC;
 completing Smarter Balanced assessment administration training (see section
1.4 Training) and reviewing all Smarter Balanced policy and administration
documents prior to administering any Smarter Balanced assessments;
 viewing student information prior to testing to ensure that the correct student
receives the proper test with the appropriate supports. TAs should report any
potential data errors to SCs and LEA CAASPP Coordinators as appropriate;
 administering the Smarter Balanced assessments; and
 reporting all potential test security incidents to their SC and LEA CAASPP Coordinator
in a manner consistent with Smarter Balanced, state, and LEA policies.
Note: TA questions about passwords, TOMS, technology issues, and test
administration should be relayed to his or her SC or LEA CAASPP Coordinator.
-4-
1.3 Ensuring Test Security
The security of the summative assessment instruments and the confidentiality of student information are
vital to maintaining the validity, reliability, and fairness of the results.
Warning: Test materials must be used within three weeks after the SC opens the shipping
carton.
Smarter Balanced materials are copyright protected. Smarter Balanced Summative Assessments,
whether online or paper-pencil, are SECURE materials. In addition, cell phones and nontesting-related
electronic devices are NOT PERMITTED in the testing location. Images, descriptions of the tests, and
images of the testing location while tests are being administered may not be shared using cell phones or
other technology.
Additional Resources:
 CAASPP Smarter Balanced Online Test Administration Manual—3.0 Ensuring Test Security
 CAASPP Paper-Pencil Testing Test Administration Manual—Chapter I.6 Test Security and
Confidentiality
Establishing Appropriate Testing Conditions
CAASPP Test Site Coordinators (SCs) and TAs will need to work together to determine the most
appropriate testing option(s) and testing environment based on the number of students in each testing
grade and the estimated time needed to complete each test. Testing students in classroom-sized groups
is preferable. Establishing classroom-sized groups reduces test fear and anxiety for the students and
facilitates monitoring and control for the TA.
The test administration should be conducted in a secure environment. Establish procedures to maintain
a quiet testing environment throughout the test session, recognizing that some students will finish more
quickly than others. If students are allowed to leave the testing room when they finish, explain the
procedures for leaving without disrupting others and where they are expected to report once they leave. If
students are expected to remain in the testing room until the end of the session, instruct them on what
activities they may engage in after they finish the test.
Table 3 describes security requirements for the test environment during various stages of testing. The
test environment refers to all aspects of the testing situation while students are testing and includes
what a student can see, hear, or access (including access via technology).
Table 3: Requirements of the Test Environment
Requirement
Description
BEFORE TESTING
Instructional materials
removed or covered
Instructional materials that contain literary definitions, mathematics formulas,
maps, etc., must be removed or covered. This includes, but is not limited to,
information that might assist students in answering questions that is displayed on
bulletin boards, chalkboards, or dry-erase boards, or on charts (e.g., wall charts).
Student seating
Students must be seated so there is enough space between them to minimize
opportunities to turn to each other’s work, or they should be provided with tabletop partitions.
-5-
1.0 Introduction
All test items and test materials are secure and must be appropriately handled. Secure handling protects
the integrity, validity, and confidentiality of summative assessment items, prompts, and student
information. Any deviation in test administration must be reported as a test security incident to ensure
the validity of the summative assessment results.
1.0 Introduction
Requirement
Description
Signage
If helpful, place a “TESTING—DO NOT DISTURB” sign on the door or post signs in
halls and entrances rerouting hallway traffic in order to promote optimum testing
conditions.
SCs or TAs should post the “Unauthorized Electronic Devices May Not Be Used at
Any Time During the Testing Session” signs so they are clearly visible to all
students. A master of this sign can be downloaded from the CAASPP Instructions
and Manuals Web page at http://caaspp.org/administration/instructions/.
DURING TESTING
Quiet environment
Provide a quiet environment void of talking or other distractions that might
interfere with a student’s ability to concentrate or might compromise the testing
situation.
Student supervision
Students are actively supervised and are prohibited from access to unauthorized
electronic devices that allow availability to outside information, communication
among students, or photographing or copying test content. This includes any
device with cellular, messaging, or wireless capabilities, and is not limited to cell
phones, personal digital assistants (PDAs), iPods, cameras, and electronic
translation devices.
Access to allowable
resources only
Students must only have access to and use of those allowable resources identified
by Smarter Balanced that are permitted for each specific test (or portion of a test).
Access to assessments
Only students who are testing may view items. Students who are not being tested
or unauthorized staff or other adults must not be in the room where a test is being
administered. Based on the item type (i.e., performance tasks [PTs]), TAs may also
have limited exposure to items in the course of properly administering the
assessments; however, even TAs and other trained staff may not actively review or
analyze any items.
No answer key
development
No form or type of answer key may be developed for test items.
DURING AND AFTER TESTING
No access to responses
LEA CAASPP Coordinators, SCs, TAs, and other staff are not permitted to review
student responses.
No copies of test
materials
No copies of the test items, stimuli, reading passages, PT materials, or Classroom
Activity may be made or otherwise retained.
No access to digital,
electronic, or manual
devices
No digital, electronic, or manual device may be used to record or retain test items,
reading passages, or writing prompts. Similarly, these materials must not be
discussed with or released to anyone via any media, including fax, e-mail, social
media Web sites, etc.
No retaining, discussing,
or releasing test
materials
Descriptions of test items, stimuli, printed reading passages, or writing prompts
must not be retained, discussed, or released to anyone.
No reviewing,
discussing, or analyzing
test materials
LEA CAASPP Coordinators, SCs, TAs, and other staff may not review, discuss, or
analyze test items, stimuli, reading passages, or writing prompts at any time,
including before, during, or after testing. Student interaction during a test is
limited to what is necessary for the purpose of a PT.
All test materials must
remain secure at all
times
Test booklets, answer booklets, scratch paper, and documents with student
information must be kept in a securely locked room or locked cabinet that can be
opened only with a key or keycard by staff responsible for test administration.
-6-
Requirement
Description
AFTER TESTING
Test items, stimuli, reading passages, or writing prompts must not be used for
instruction at any time.
Destroy test materials
securely
Scratch paper must be collected at the end of each test session and then
immediately shredded. For the PT, if a student needs to take the PT in more than
one session, scratch paper may be collected at the end of each session, securely
stored, and made available to the student at the next PT testing session. Once the
student completes the PT, scratch paper must be collected and shredded to
maintain test security.
1.4 Verifying Student Information
TAs should verify student information upon completion of the summative assessment. However, it is
important for anyone with access to this information to remember that students’ personal information is
confidential. If materials containing student names are distributed to students, these materials must be
collected before the students leave the testing room and must be either securely stored to be used in a
subsequent test session or shredded. Personal information includes any information that could
potentially identify a student, including student name, Statewide Student Identifier (SSID), birthdate, etc.
 CAASPP Smarter Balanced Online Test Administration Manual—3.0 Ensuring Test Security
Confidentiality
 2015 Online Student Test Settings User Guide
1.5 Pre-Identification Label Directions
Applying Pre-ID Labels
Before testing, if applicable, apply Pre-ID labels to the Student Answer Booklet.
Note: If it is necessary to mark student demographic information on a Student Answer
Booklet, follow the directions that start on page 14. This process should be documented and
completed in the presence of a witness who is a certified educator and/or certified
administrator.
 Pre-ID Instructions
1.6 Schedule for Testing
Table 4 describes the schedule for administration of the Smarter Balanced paper-pencil tests.
Table 4. 2015 Smarter Balanced Paper-Pencil Test Schedule
Activity
Timeline
LEA CAASPP Coordinator
Consult TOMS’s Testing Window Summary for the
specific LEA testing dates for 2015.
As needed
Make sure all student data from CALPADS are
No fewer than 15 working days before the materials
appearing correctly in TOMS and have the appropriate shipping date for pre-identification (Pre-ID) labels
test(s) configured.
-7-
1.0 Introduction
No test materials used
for instructions
1.0 Introduction
Activity
Timeline
Receive paper materials from the testing contractor.
10 to 20 working days before each test administration
period
Take inventory of cartons. LEA CAASPP Coordinators
should notify the Educational Testing Service (ETS)
California Technical Assistance Center (CalTAC) using
the contact information on the inside front cover of
this manual of any discrepancy in the number of
cartons received.
Within 2 working days of delivery to the LEA
Distribute materials to the test sites.
5 to 10 working days before the first testing day of
each test administration period
Review the “Supplemental Order/Late Labels” date in
the Testing Window Summary; contact CalTAC to
request late labels.
Up to 7 calendar days prior to the last day of the
selected testing window
Ship all Smarter Balanced scorable and nonscorable
materials to the Scoring and Processing Centers.
No more than 5 working days after completing testing
for each administration period (Note: If you received
your windows after the close of your testing windows,
materials must be returned by June 1, 2015.)
LEAs receive student results for each administration
period.
Dates on the calendar at http://caaspp.org/calendar/
after June 1, 2015
LEAs distribute Student Reports to parents/guardians. Within 20 working days of receipt of reports in the LEA
for each administration period
LEAs receive paper school and LEA summary reports.
after June 1, 2015
Results for schools, LEAs, county offices of education,
and the state are publicly released.
after June 1, 2015
Receive paper materials from the LEA CAASPP
Coordinator. Please note that you must use materials
within three weeks of opening the cartons.
5 to 10 working days before the first testing day of
each administration period
Take inventory of all materials and notify the LEA
CAASPP Coordinator of any missing or incorrect
materials.
Within 2 days of delivery to the test site
Distribute and collect:
Each day of testing (These are secure documents.)
 Smarter Balanced ELA Student Answer Booklets,
grades three through eight and grade eleven
 Smarter Balanced mathematics Student Answer
Booklets, grades three through eight and grade
eleven
 Smarter Balanced mathematics in Spanish Student
Answer Booklets, grades three through eight and
grade eleven
Return all scorable and nonscorable materials to the
LEA CAASPP Coordinator after all testing is complete.
2 working days after completing testing for each
administration period
-8-
PART 2: GENERAL TEST ADMINISTRATION INFORMATION
This section provides an overview of the paper-pencil testing environment and guidelines for test
administration. Use this section to become familiar with what students will experience in accessing the
assessments, how to prepare for the assessments, and to review general rules for paper-pencil testing.
Information about the Practice and Training tests, test pauses, and test resumptions is also included
in this section. Test Administrators (TAs) should become familiar with this section well in advance of the
start of testing.
Participation of Students with Disabilities and/or English Learners
Consistent with the Smarter Balanced testing plan, all students, including students with disabilities,
English learners (ELs), and ELs with disabilities, should have equal opportunity to participate in the
Smarter Balanced Summative Assessments.
Additional Resource:
 CAASPP Paper-Pencil Testing Test Administration Manual
– Chapter II.1: General Preparation for the CAASPP Administration
– Chapter III.2: CST, CMA, and STS Multiple-Choice and CAPA Tests
– Appendix A: CAASPP Program Irregularities and Incidents
2.2 Preparation for the Assessment
Before administering the assessment, make sure you have the following materials available for each
student:
 A test booklet
 An answer booklet
 At least two sharpened No. 2 pencils
 Blank scratch paper
 Graph paper (grades six, seven, eight, and high school)
 Calculator (grades six, seven, eight and high school—see calculator guidelines on page 10)
All students enrolled in grades three through eight and eleven are required to participate in the Smarter
Balanced English Language Arts (ELA) Summative Assessment and the Mathematics Summative
Assessment except:
 Students with the most significant cognitive disabilities who meet the criteria for a state-selected or
state-developed alternate assessment based on alternate achievement standards (approximately one
percent or fewer of the student population).
 ELs enrolled in a school in the United States or one of its territories after April 15, 2014 have a onetime exemption. These students may instead participate in California’s English language proficiency
assessment, the California English Language Development Test, consistent with state and federal
policy.
2.3 General Rules for the Paper-Pencil Assessment
This section provides a brief overview of the general test administration rules for different portions of the
assessment.
Test items and performance tasks (PTs) will be presented as separate sessions. For example, grades six
through high school mathematics tests include a session in which students may use calculators and
-9-
Part 2: General Test
Administration Information
2.1 Student Participation
other sessions where calculators are not allowed. Students may not return to a test session once it has
been completed.
The student test booklets and answer booklets are secure. Maintaining the security of all test materials
is crucial to obtaining valid and reliable student results. Therefore, test materials must be kept in locked
storage, except during actual test administration. It is the responsibility of all individuals who administer
the test to follow security procedures.
Allowable Calculators by Grade for the Mathematics Assessment
Students in grades six, seven, eight, and high school are able to use calculators for Sessions 2 and 3.
Allowable calculator types include four-function, scientific, and graphing. Students in grades three, four,
and five are not permitted to use any calculators.
For Sessions 2 and 3, calculators with the following maximum functionality are acceptable for use.
Table 5 lists allowable calculators for each grade level:
Table 5: Allowable calculators
Grade
Calculator Type
Calculator Description
Grades 3–5 Mathematics
NO CALCULATORS PERMITTED
Grade 6 Mathematics
Four-function Calculator
Four-function with square root and
percentage functions
Grades 7 and 8 Mathematics
Scientific Calculator
A scientific calculator with exponents,
trigonometry, and logarithmic
functionalities
High School Mathematics
Graphing Calculator
A graphing calculator with similar
functionalities to a TI-84
Calculator Use Guidelines
 Grades three, four and five: NO calculator may be used for any portion of the test.
 Grades six, seven, eight, and high school: The first session of each test is a non-calculator session. Be
sure that no calculators are available until students begin working on Session 2.
 Items are placed in the non-calculator section when students are expected to be able to perform the
skill without a calculator or if a particular calculator would provide an unfair advantage for a student.
 Test Administrators are responsible for ensuring and verifying that calculators that have the ability to
store functions and equations, e.g., a graphing or a scientific calculator, have the memory cleared
before and after each mathematics assessment.
 Calculators cannot have Internet connectivity or be able to connect to anyone inside or outside the
classroom during testing.
 Students cannot use a calculator on a laptop or other portable computer, pocket organizer, cell phone,
device with a typewriter-style keyboard, electronic writing pad, or pen-input device unless a particular
assistive device is required for a student and is specified on his or her IEP.
 No calculators with QWERTY keyboards are allowed.
Testing Times
Table 6 and Table 7 contain the estimated times it will take most students to complete the Smarter
Balanced Paper-Pencil Test in both content areas at all grade levels. This information is for scheduling
purposes only, as the assessments are not timed.
-10-
Table 6: Assessment sequence—English Language Arts
Session 1
Session 2
Classroom Activity
Session 3 (PT)
Number and
Duration of
sessions
Recommendations:
Recommendations:
Recommendations:
 Administered in
one session
 Administered in
one session
 Administered in
one session
The PT is presented in
two parts.
Recommendations:
 Approximate
session duration:
90–120 minutes
 Approximate
session duration:
15–30 minutes
 Approximate
session duration:
30 minutes or
less
 Should occur one
to three days prior
to PT
 Should NOT occur
on the same day
as the English
Language Arts PT
Breaks
within
sessions
A student may be
provided breaks
within a test
session as needed.
A student may be
provided breaks
within a test
session as needed.
NA
 Administered in two
sessions
corresponding to
Parts 1 and 2 of
the PT
 Approximate session
durations: 35–40
minutes for Part 1
and 70–85 minutes
for Part 2
The PT is presented in
two parts. Students
may take breaks
between Parts 1 and 2;
however, once a
student moves to Part
2, he or she will not be
able to review or revise
items in Part 1.
 Recommendation:
Students complete
Part 1 in one test
session and Part 2
the next school day.
Total
Duration
90–120 minutes
15–30 minutes
-11-
30 minutes or less
durations: 35–40
minutes for Part 1
and 70–85 minutes
for Part 2
ELA
Table 7: Assessment sequence—Mathematics
Mathematics
Session 1
Session 2
Classroom Activity
Session 3 (PT)
Number and
Duration of
sessions
Recommendations:
Recommendations:
Recommendations:
Recommendations:
 Administered in
one session
 Administered in
one session
 Administered in
one session
 Administered in one
session
 Approximate
session duration:
15–90 minutes
 Approximate
session duration:
15–90 minutes
 Approximate
session duration:
30 minutes
duration: 15–90
minutes
 Should occur as
close to the PT as
is feasible and no
more than three
days prior to the
PT
 MAY occur on the
same day as the
PT
Breaks
within
sessions
A student may be
provided breaks
within a test
session as needed.
A student may be
provided breaks
within a test
session as needed.
NA
A student may be
provided breaks within
a test session as
needed.
Total
Duration
15–90 minutes
15–90 minutes
Less than
30 minutes
Recommendation:
 Student completes
the PT in one day.
Classroom Activity
When developing a testing schedule, use the estimated testing times to calculate the number of days
and the amount of time it will take to complete an assessment in each content area and grade level.
There are many scheduling options for testing. Schedules should be made in conformance with local
educational agency (LEA) and/or school policy.
Recommended Order of Test Administration
The assessments are comprised of three sessions for ELA and three sessions for mathematics. The
Performance Task (Session 3) for ELA contains two parts. All PTs must be preceded by the administration
of a Classroom Activity.
Smarter Balanced recommends that students take the non-PT portions of the test (Sessions 1 and 2)
and the PT (for ELA, this is two parts, Parts 1 and 2) on separate days. For both ELA and mathematics,
the order of administration should be Session 1 and Session 2, followed by the Classroom Activity, and
then the PT (for ELA, this is PT Part 1 and then PT Part 2). LEAs/Schools may opt to administer in a
-12-
different order if needed; however, the Classroom Activity, which is designed to introduce the PT, must
occur prior to the PT.
Recommended Order of Test Administration, ELA
Session 1
Session 2
Classroom
Activity
PT Part 1
(Research
Questions)
PT Part 2
(Full-Write)
Session 1
Session 2
Classroom
Activity
Performance
Task
Classroom Activity
The purpose of the Classroom Activity is to introduce students to the context of a performance task so
they are not disadvantaged in demonstrating the skills the task intends to assess. Classroom Activities
do not address content information; instead, they focus on vocabulary and key contextual topics. The
Classroom Activity is designed to be an introduction and not an assessment.
Guidelines for administering the Classroom Activity for ELA are as follows:
 Classroom Activities should be administered by a teacher. It is preferable—but not essential—that the
teacher or TA administering the Classroom Activity has content knowledge in the area of assessment.
 The teacher/TA should be able to record information—including any tables, graphics, formulas, or other
information contained in the Classroom Activity materials—for students to see, such as on a chalkboard
or dry-erase board. Computers, projectors, and other technology are allowed but not required for
the Classroom Activity. Recorded information should not be available when students participate in the
PT. When the PT is being administered, content from the Classroom Activity should not be available
(i.e., do not put any content from the Classroom Activity on the board, in handouts, etc.).
 Students may take notes during the Classroom Activity, but the notes may not be used during the
administration of the PT. Notes must be collected before proceeding to the PT and stored in a secure
location until securely shredded.
 There should be no more than a three-day lapse between the Classroom Activity and the PT
administration. Inadvertently administering the PT before or without the Classroom Activity constitutes
a testing irregularity.
 The Classroom Activity should only be administered to students once and is designed to be completed
in approximately 30 minutes or less.
 The Classroom Activity is nonsecure; however, it should not be supplemented with any other content
that the administrator may think is helpful. Supplementing the Classroom Activity may detract from the
intended purpose of the Classroom Activity and is not advised. Providing students with additional
information that isn’t displayed in the prompt impacts the validity of results and could invalidate
student tests.
 Consider the appropriate accommodations that should be provided to students in the class that would
normally be provided during instruction. Appendix G: Accessibility Guidelines for Classroom Activities of
the Online Test Administration Manual contains information on those student resources that can be
provided during the Classroom Activity.
 In the event a student is absent during the Classroom Activity, a make-up session must be scheduled.
The Classroom Activity may be recorded; however, the make-up session should provide students with
-13-
Recommended Order of Test Administration, Mathematics
an experience similar to that of his or her peers. To the greatest extent possible, the make-up session
should provide students an opportunity to interact with the teacher or TA and his or her peers.
2.4 Early Assessment Program (EAP)
The Early Assessment Program (EAP) is a joint program of the CDE, California State University (CSU), and
the California Community Colleges (CCC). The EAP provides students with an early indicator of their
college readiness in English and mathematics prior to starting their senior year. In addition, EAP may
earn students an exemption from the CSU and participating CCC English and/or mathematics placement
tests that are required for entering freshmen. EAP is now embedded in the CAASPP grade eleven ELA and
mathematics assessments.
Students taking the grade eleven CAASPP ELA and mathematics assessments will automatically be
participating in the EAP. To provide appropriate information to students on their college readiness,
students may voluntarily release their grade eleven CAASPP ELA and/or mathematics results to the CSU
and CCCs. The results will not be used for admissions.
At the end of the Smarter Balanced grade eleven ELA and mathematics tests, students will be asked
whether or not they want to release their results to the CSU and CCCs. Students who want to release
their results should mark the check box that indicates their understanding that their CAASPP/EAP results
will be shared directly with the CSU and/or the CCC. Students who choose not to release their results to
the CSU and CCC will need to provide those results upon request at a later date.
2.5 Directions for Completing the Student Demographic Page
Use the following information and script to assist students.
The Test Administrator (TA) should verify the security of the testing environment prior to beginning a test
session. (See page 5, Ensuring Test Security.) TAs must ensure that students do not have access to
digital, electronic, or manual devices during testing.
To ensure that all students are tested under the same conditions, the TA should adhere strictly to the
script for administering the test. These instructions can be found in the boxes in bold on the following
pages. When asked, the TA should answer questions raised by students but should never help the class
or individual students with specific test items. No test items may be read to any student for any content
area, unless specified as an accommodation in the Usability, Accessibility, and Accommodations
Guidelines.
Please remember that the script must be followed exactly and used each time a test is administered.
All directions that a TA needs to read to students are indicated by the word “SAY” and are in boxes so
they stand out from the regular text. They should be read exactly as they are written, using a natural tone
and manner. If the TA makes a mistake in reading a direction, the TA should stop and say, “I made a
mistake. Listen again.” Then the direction should be reread.
The TA should try to maintain a natural classroom atmosphere during the test administration. Before
each test begins, he or she should encourage students to do their best.
Filling Out the Student Data Grid—English
The student data grid is located on the front cover of the paper-pencil form. Figure 1 shows a sample
student data grid.
In the sections that describe the student data grid, the material to be read aloud to the students is
printed in boldface and is preceded by the word “SAY.” All other information is for the Test Administrator
and should not be read to the students.
-14-
Figure 1. Sample student data grid
Before you begin, print the following information on the board: Names of the test examiner, school, and
district. The test examiner’s name is the name of the person administering the test.
Deliver these instructions to all students regardless of whether their Student Answer Booklet has a Pre-ID
label or not:
SAY
Please follow these steps to complete the Student Data Grid on the front of your
Student Answer Booklet. On the front page of your Student Answer Booklet, find
Section 1 at the top, “Student Name.” In that box, print your first and last name.
In the box “Test Examiner,” print my name. In the box “School,” print the name of
our school. In the box “District,” print the name of our school district.
Use these instructions only if the Student Answer Booklet does not have a Pre-ID label:
-15-
SAY
We will now complete Sections 3 and 9. In Section 5, fill in the bubble next to
your gender (Female or Male). Turn to the section “Statewide Student Identifier”
in Section 9. Print your Statewide Student Identifier starting in the first box on the
left. Fill in the corresponding circles under the numbers you have printed. If you
do not know your Statewide Student Identifier, please raise your hand.
Pause and provide SSIDs to students who have their hands raised.
SAY
Find Section 8 “Student ID Number.” Print your local Student ID Number starting
in the first box on the left. Fill in the corresponding circles under the numbers you
have printed. If you do not know your Student ID Number, please raise your hand.
Pause and provide Student ID numbers to students who have their hands raised. These are numbers
assigned by the school or district.
If applicable, read the next section to students as they complete Box 8, “Student ID Number.” If this field
is not necessary, skip to the instruction box for Date of Birth.
SAY
Find the Date of Birth section in Section 3. In the column below the space labeled
“Month,” fill in the circle next to the month in which you were born.
SAY
In the space labeled “Day,” print the numerals of the day on which you were born.
If there is only one numeral in your day of birth, print a zero before the numeral.
For example, if your day of birth is the seventh, you would print the numerals zero
and seven. In the two columns below, fill in the circles for the numerals of the day
on which you were born. Fill in only one circle in each column.
SAY
There are three columns for the year in which you were born. Mark the circle for
“19” or “20” in the first column. In the next two columns, fill in the circles for the
numerals of the year in which you were born. Fill in only one circle in each
column.
SAY
In Section 4, complete the top row with your last name, first name, and middle
initial. Each of the boxes in which you have written the letters of your name has a
column of circles below it. In the first column, fill in the circle that has the same
letter as the first letter of your last name. Repeat the process for each of the
other letters in your name. Mark only one circle in each column. For each empty
space in the name section, fill in the blank circle in the top row.
Pause.
Pause.
Pause.
To ensure accurate student identification, the Date of Birth section must be completed correctly. Make
sure each student has filled in the correct circles for the month, day, and year of birth. The space labeled
“Statewide Student Identifier” in Section 9 may be filled in by the TA before or after the test
administration, but is not required.
-16-
For Students in Grade Eleven Only
EAP SECTION—READ TO STUDENTS IN GRADE ELEVEN ONLY
SAY:
The EAP for [insert test subject: ELA or mathematics] includes questions from the
Smarter Balanced assessment you are finishing now.
If you choose to participate in the EAP, please carefully read the statement
presented as the last question in this test session. If you are considering or plan
to enroll at CSU or CCC, mark the “Release” circle. Your Smarter Balanced results
will be provided to both institutions by selecting this circle and then submitting. If
you do not select to release your results, you may be requested to provide a copy
of your results to the campus at a later time.
Your CAASPP Student Report will provide a Web site, where additional information
is available on what your EAP results mean. If you do not wish your results to be
sent to the CSU and CCC, select “Do Not Release.”
END OF EAP SECTION
Filling Out the Back Page
The TA may fill in the nonpublic, nonsectarian school (NPS) school code in Section 10 and Sections A2
Special Conditions, A3 Designated Supports and Accommodations, and A4 Designated Supports for
English Learners (ELs) before or after the test administration if applicable. An indication is needed for
special conditions and designated supports and accommodations students use. See Figure 2 for a
sample of the back page of the Student Answer Booklet and Appendix F for a list of codes for Sections
A2, A3, and A4.
When the students have completed the student data grid, turn to the appropriate page in this document
for test directions and begin test administration.
-17-
The Early Assessment Program (EAP) will assist the California State University
(CSU) system and the California Community Colleges (CCC) system in providing
you information on your readiness for college-level English and/or mathematics
coursework. Additionally, the EAP may help you to earn an exemption from the
CSU and participating CCC English and mathematics placement tests that are
required for entering freshmen. However, providing EAP results is not a
requirement to be admitted to the CSU or CCC.
Figure 2. Sample back page
-18-
Filling Out the Student Data Grid—Spanish
The student data grid is located on the front cover of the paper-pencil form. Figure 3 shows a sample
student data grid for the Smarter Balanced for Mathematics Student Answer Booklet in Spanish.
The material to be read aloud to the students is printed in boldface and is preceded by the word “SAY.”
All other information is for the Test Administrator and should not be read to the students.
Figure 3. Sample student data grid (Spanish)
Before you begin, print the following information on the board: Names of the test examiner, school, and
district. The test examiner name is the name of the person administering the test.
Deliver these instructions to all students regardless of whether their Student Answer Booklet has a Pre-ID
label or not:
-19-
SAY
Por favor sigue estos pasos para rellenar la Cuadrícula de datos del estudiante.
Pasa al reverso de tu cuadernillo de respuestas. En el espacio 1, escribe (Nombre
y apellido del estudiante), (Examinador/a), (Escuela), y (Distrito escolar).
Use these instructions only if the Student Answer Booklet does not have a Pre-ID label:
SAY
Ahora rellenaremos las casillas 5 y 9. En la casilla 5, rellena el círculo junto a tu
género (Femenino o Masculino). Pasa a la sección titulada “Statewide Student
Identifier” (número de identificación de estudiante del estado) en la casilla 9.
Escribe el número de identificación de estudiante del estado empezando en la
primera casilla de la izquierda. Rellena los círculos correspondientes debajo de
los números que has escrito. Si no sabes cuál es tu número de identificación de
estudiante del estado, por favor levanta la mano.
If applicable, read the next section to students as they complete Box F, “Student ID Number.” If this field
is not necessary, skip to the instruction box for Date of Birth.
SAY
Encuentra la Casilla 8 que dice “Student ID Number” (número de identificación
local). Escribe tu número de identificación local empezando en la primera casilla
de la izquierda. Rellena los círculos correspondientes debajo de los números que
has escrito. Si no sabes cuál es tu número de identificación local, por favor
levanta la mano.
Pause and provide Student ID numbers to students who have their hands raised. These are numbers
assigned by the school or LEA.
SAY
Encuentra la sección de Fecha de nacimiento en la Casilla 3. En el espacio que
dice “Mes” rellena el círculo junto al mes en que naciste.
SAY
En el espacio titulado “Día” escribe los números del día en que naciste. Si el día
de nacimiento sólo tiene un número, agrega un cero antes del número. Por
ejemplo, si tu día de nacimiento es el siete, debes escribir los números cero y
siete. En las dos columnas de abajo, rellena los círculos para indicar los números
del día en que naciste. Rellena solo un círculo de cada columna.
SAY
En el espacio titulado “Año” escribe los números del año en que naciste. En las
tres columnas de abajo, rellena los círculos para indicar los números del año en
que naciste. Rellena sólo un círculo de cada columna.
SAY
En la Casilla 4, escribe en el primer renglón tu apellido, tu nombre y la inicial de
tu Segundo nombre. Cada una de las casillas en las que escribas las letras de tu
nombre tiene una columna de círculos abajo. En la primera columna, rellena el
círculo con la letra de la primera letra de tu apellido. Repite el proceso para cada
una de las demás letras de tu nombre. Marca solo un círculo de cada columna.
Para cada espacio vacío de la sección del nombre, rellena el círculo vacío del
renglón de arriba.
Pause.
Pause.
Pause.
-20-
To ensure accurate student identification, the Date of Birth section must be completed correctly. Make
sure each student has filled in the correct circles for the month, day, and year of birth. The space labeled
“Statewide Student Identifier” in Section 9 may be filled in by the TA before or after the test
administration but is not required.
For Students in Grade Eleven Only
SECCIÓN EAP – LÉALA SOLAMENTE A LOS ESTUDIANTES DEL GRADO 11
El Programa de evaluación temprana (EAP por sus siglas en inglés) asistirá al
sistema de California State University (CSU por sus siglas en inglés) y al sistema
de California Community Colleges (CCC por sus siglas en inglés) en
proporcionarte información sobre tu preparación para cursos de inglés y
matemáticas a nivel universitario. Adicionalmente, el EAP puede ayudarte a
conseguir una exención del CSU y de pruebas participantes de ubicación de
matemáticas e inglés que se requieren para entrar al primer año de universidad.
Sin embargo, presentar los resultados del EAP no es un requisito para ser
admitidos en la CSU o las CCC.
El EAP para [incluir la asignatura de la prueba: Lenguaje y Literatura o
Matemáticas] incluye preguntas de la prueba de los exámenes estatales (Smarter
Balanced) que estás terminando ahora.
Si eliges participar en el EAP, por favor lee con cuidado la declaración presentada
como la última pregunta de esta sesión de la prueba. Si estás considerando o
piensas inscribirte en la CSU o las CCC, rellena el círculo junto a “Release”
(Divulgar). Al rellenar este círculo y entregarlo, los resultados de tu prueba de
Smarter Balanced se les proporcionarán a ambas instituciones. Si eliges que tus
resultados no se divulguen, puede que más adelante te pidan en el campus que
presentes una copia de tus resultados.
Tu Informe individual del estudiante de tu prueba de CAASPP incluirá un sitio web
donde encontrarás más información para interpretar tus resultados del EAP. Si
no deseas que tus resultados se envíen a la CSU o a las CCC, selecciona “Do Not
Release” (No divulgar).
FIN DE LA SECCIÓN EAP
Filling Out the Back Page
The TA may fill in the nonpublic, nonsectarian school (NPS) school code in Section 10 and Sections A2
Special Conditions and A3 Designated Supports and Accommodations before or after the test
administration if applicable. (Note that Section A4 Designated Supports for English Learners (ELs) has
been premarked.) An indication is needed for special conditions and designated supports and
accommodations students use. See Figure 4 for a sample of the back page of the Student Answer
Booklet in Spanish and Appendix F for a list of codes for Sections A2, A3, and A4.
When the students have completed the student data grid, turn to the appropriate page in this document
for test directions and begin test administration.
-21-
SAY:
Figure 4. Sample back page (Spanish)
-22-
PART 3: ADMINISTERING THE GRADE 6 SMARTER BALANCED PAPER-PENCIL
ASSESSMENTS
Grade 6 ELA, Session 1
For the English Language Arts Summative Assessment, please read aloud the directions in white print
preceded by the word SAY for students.
Be sure each student has his or her own test booklet, answer booklet, scratch paper, and a sharpened
No. 2 pencil with an eraser. Students will record their answers in their answer booklet.
SAY
Pause to make sure the students have their own test booklet, answer booklet, and No. 2 pencils.
SAY
Now you will be taking Session 1 of the English Language Arts Summative
Assessment. First, open your test booklet to page 1. Then, open your answer
booklet to page 1.
SAY
We will begin by doing some sample questions. You will mark your answers to the
sample questions on page 1 of your answer booklet. For Sample A, fill in only the
bubble that goes with the answer you choose. Be sure to fill in the bubble
completely and make your mark heavy and dark. If you want to change an
answer, completely erase the mark you made before making a new mark. When
you have finished, stop working.
Give students time to answer Sample A.
Students should respond to the sample items in their answer booklet. The correct answers to the sample
items are shown in the test booklet on page 4. However, wait until students answer all sample items in
their answer booklet before directing them to check their answers against the keys shown on page 4 in
the test booklet.
The correct answer to Sample A is choice D.
SAY
Are there any questions?
Pause to answer any questions and then continue. Do not discuss content as a question.
SAY
Now go to Sample B. For some questions in the test, there will be more than one
correct response. Sample B is an example of this type of test question. For
Sample B, fill in the two bubbles that go with the answers you choose. Be sure to
fill in the bubbles completely and make your mark heavy and dark. If you want to
change an answer, completely erase the mark you made before making a new
mark. When you have finished, stop working.
Give students time to answer Sample B.
The correct answers to Sample B are choices B and E.
-23-
Part 3: Administering the
Summative Assessments, Grade 6
Turn to the front cover of your answer booklet. Make sure you have the answer
booklet with your name on it and not another student’s answer booklet. Please do
not open your test booklet until I tell you to do so. Make sure you are using a No.
2 pencil with an eraser when taking this test. Pens are not allowed.
SAY
SAY
Now go to Sample C. For some questions in the test, there will be more than one
part. Sample C is an example of a question which contains a passage and two
parts. For Sample C, read the sample passage. Then do Part A and Part B. Fill in
the bubbles that go with the answers you choose. Be sure to fill in the bubbles
Give students time to answer Sample C.
Do not read the sample aloud.
The correct answer to Part A is choice C, and the correct answer to Part B is choice C.
SAY
SAY
Now go to Sample D. For some questions in the test, you will need to complete a
table. For Sample D, fill in the bubbles in your answer booklet that go with the
answer you choose for each row in the table. Be sure to fill in the bubbles
Give students time to answer Sample D.
The correct answer to Sample D is
a. D
b. N
c. D
d. N
SAY
SAY
Now go to Sample E. For this type of question in the test, you will write your own
response. You will write your answer to Sample E on the lines in the answer
booklet. Now read the essay and then do Sample E. Make sure you follow
directions and make sure your response is complete. When you have finished,
stop working.
Give students time to answer Sample E. They do not need to finish the entire response.
-24-
SAY
There are several ways to answer this type of question. Now turn to page 4 in your
test booklet and read the sample answers provided in your test booklet. Are there
any questions?
Give students time to read the sample responses in their test booklet. Do not read the samples aloud.
This test session includes different types of questions. Read each question
carefully and follow the directions. The questions will require you to pick one or
more options from a list of answer choices or write an answer. For test questions
with bubbled answer choices, fill in the bubble for your answer completely. Mark
your answers to questions 1 through 39 in your answer booklet.
SAY
When you come to the STOP symbol at the bottom of the page, you have finished
this session. When you have finished, please close your test booklet and answer
booklet and sit quietly. Are there any questions?
Pause.
Pause to answer any questions the students might have. When you are sure that the students
understand the directions, continue.
SAY
Turn to page 8 in your test booklet. Now turn to page 2 in your answer booklet.
You may begin.
Make sure the students are on the correct pages.
When the students have finished,
SAY
Stop. This is the end of English Language Arts Summative Assessment, Session 1.
Please close your test booklet and answer booklet.
Depending upon whether your school chooses to administer Sessions 1 and 2 in one test sitting or in two
separate test sittings, TAs will need to adjust the following procedures.
For those administering Sessions 1 and 2 in a single test sitting, you will need to collect any used scratch
paper and distribute new, blank scratch paper before beginning Session 2. Be sure to give students a
break between sessions. Students must close their test booklets and answer booklets and leave them on
their desks. Shred all scratch paper.
For those administering Sessions 1 and 2 in separate test sittings, collect all test materials and securely
store until you begin Session 2.
-25-
SAY
Grade 6 ELA, Session 2
For Session 2, audio CDs are available for items assessing Claim 3, Listening.
Be sure each student has his or her own test booklet, answer booklet, new scratch paper, and a No. 2
pencil with an eraser. Students will record their answers in their answer booklet.
SAY
SAY
Now, you will be taking Session 2 of the English Language Arts Summative
Assessment. Be sure to read each problem carefully and mark your answers in
your answer booklet.
You may NOT go back to Session 1 in your test booklet. Work through each
problem in Session 2 only.
Pause.
SAY
This test session includes passages that you will listen to rather than read, and it
includes different types of questions. Read each question carefully and follow the
directions. The questions will require you to pick one or more options from a list of
answer choices. For test questions with bubbled answer choices, fill in the bubble
for your answer completely. Mark your answers to questions 40 through 48 in
your answer booklet.
SAY
For this portion of the test, you will play the audio CD. Play track one on the audio CD now.
Please refer to the Listening Audio CDs that will be
included in your paper-pencil test administration materials.
Pause the CD. Read aloud to all students:
SAY
I will play it one more time.
Play track one again on the audio CD now.
SAY
Please answer questions 40 through 42. When you complete these three
questions, please stop working and sit quietly.
Pause. Allow time for students to respond.
-26-
SAY
Turn to page 45 in your test booklet.
For this portion of the test, you will play the audio CD. Play track two on the audio CD now.
SAY
Play track two again on the audio CD now.
SAY
Turn to page 46 in your test booklet.
For this portion of the test, you will play the audio CD. Play track three on the audio CD now.
SAY
Play track three again on the audio CD now.
Stop the CD. Read aloud to all students:
SAY
SAY
Collect all test materials.
-27-
SAY
Grade 6 ELA, Session 3 (Performance Task)
Be sure each student has his or her own test booklet, answer booklet, scratch paper, and a sharpened
No. 2 pencil with an eraser. Students will record their answers in their answer booklet.
SAY
SAY
In Session 3 of the English Language Arts Summative Assessment, you will
complete a performance task. The performance task is made up of two parts,
Part 1 and Part 2, and includes a number of sources to read. First, you will read
about the task you have been given. Then, in Part 1, you will read three or four
sources and answer three Research Questions. You can take notes on your
scratch paper as you read the sources and answer the three questions. In Part 2,
you will be given a writing assignment based on the sources you read. You can
use your notes to help you write your assignment. Be sure to write your answers
in your answer booklet. Open your test booklet to page 50. Now open your answer
booklet to page 6.
SAY
This test session includes different types of questions. Read each question
carefully and follow the directions. The questions will require you to pick one or
more options from a list of answer choices or write an answer. For test questions
with bubbled answer choices, fill in the bubble for your answer completely. Mark
your answers to the questions in Part 1 and Part 2 in your answer booklet.
You may NOT go back to Session 1 or Session 2 in your test booklet. Work
through each problem in Session 3 only.
Pause.
SAY
Part 1. Do not continue to Part 2 until I instruct you to do so.
SAY
You may begin Part 1.
When the students have finished Part 1 and are ready to start Part 2,
SAY
Turn to page 59 in your test booklet. Now turn to page 8 in your answer
document. You may begin Part 2.
-28-
SAY
-29-
Grade 6 Mathematics, Session 1
For the Mathematics Summative Assessment, please read aloud the directions in white print preceded
by the word SAY for students.
Be sure each student has his or her own test booklet, answer booklet, scratch paper, graph paper, and a
sharpened No. 2 pencil with an eraser. Students will record their answers in their answer booklet.
Calculators are not allowed for Session 1.
SAY
SAY
Now you will be taking Session 1 of the Mathematics Summative Assessment.
First, open your test booklet to page 1. Then, open your answer booklet to page 1.
SAY
We will begin by doing some sample questions. This test booklet contains several
different types of problems as shown below. Each sample shows what a certain
type of problem looks like in the test booklet. Respond to each problem in your
answer booklet. You will mark your answers to the sample questions in the box
above Session 1 in your answer booklet. For Sample A, fill in only the bubble that
goes with the answer you choose. Be sure to fill in the bubble completely and
make your mark heavy and dark. If you want to change an answer, completely
erase the mark you made before making a new mark. Let’s practice!
Pause.
Give students time to answer Sample A. Do not read the sample aloud.
their answer booklets before directing them to check their answers against the keys shown on page 3 in
the test booklet.
The correct answer to Sample A is choice B.
SAY
SAY
Now go to Sample B. For some questions in the test, there will be more than one
correct response. Sample B is an example of this type of test question. For
Sample B, fill in the two bubbles that go with the answers you choose. Be sure to
fill in the bubbles completely and make your mark heavy and dark. If you want to
change an answer, completely erase the mark you made before making a new
mark.
The correct answers to Sample B are choices A and B.
-30-
SAY
SAY
Now go to Sample C. For some questions in the test, there will be more than one
part. Sample C is an example of a question which contains three parts. For
Sample C, you will need to complete parts a, b, and c. Fill in the bubbles that go
with the answers you choose. Be sure to fill in the bubbles completely and make
your mark heavy and dark. If you want to change an answer, completely erase the
mark you made before making a new mark.
a. N
b. N
c. Y
SAY
SAY
Now go to Sample D. For some questions in the test, you will need to write your
own response. Other questions on the test may contain blank lines for you to
write your answer on. For Sample D, draw a point on the number line to show your
answer.
2
The correct answer to Sample D is a point placed at the line representing the number 1 .
3
SAY
SAY
Now turn to page 2 in your test booklet. At the top of page 2, you’ll find the
directions for completing the grids. Feel free to refer back to this page as you
work through Session 1. Now go to Sample E. For this type of question in the test,
you will complete a grid. Read the question and work the problem to find an
answer. Write your answer in the answer boxes at the top of the grid. Be sure to
write a decimal point or fraction bar in the answer box IF it is a part of the answer.
Print your answer with the first digit in the answer box all the way to the left, OR
with the last digit in the answer box all the way to the right. Print only one digit,
decimal point, or fraction bar in each answer box. Do NOT leave a blank answer
box in the middle of an answer. Fill in a bubble under each answer box that you
used to write your answer. Fill in one and ONLY one bubble for each answer box.
Fill in each bubble by making a solid mark that completely fills the bubble. You
MUST fill in the bubbles to receive credit for your answer.
Give students time to answer Sample E.
-31-
The correct answers to Sample C are
The correct answer to Sample E is
3
4
or 0.75.
Pause.
SAY
At the top of page 3, you’ll see a completed answer key for the sample questions
we just discussed. Check to be sure you correctly bubbled in your answers to the
sample questions in your answer booklet. Any questions?
SAY
Read each problem carefully and follow the directions. You may do your work in
this test booklet, but you must mark your answers in the answer booklet. No
calculators are allowed in this session. You may also use the scratch and/or
graph paper provided if you need more room to work the problems.
SAY
booklet and sit quietly.
Pause.
Pause.
SAY
Turn to page 6 in your test booklet. You may begin.
SAY
Stop. This is the end of the Mathematics Summative Assessment, Session 1.
For those administering Sessions 1 and 2 in a single test sitting, you will need to collect and shred any
used scratch paper and distribute new, blank scratch paper before beginning Session 2. Be sure to give
students a break between sessions, but you may be able to allow them to leave their test booklets and
answers booklets closed on their desks rather than collecting them.
-32-
Grade 6 Mathematics, Session 2
sharpened No. 2 pencil with an eraser. Students will record their answers in their answer booklet. Fourfunction calculators are allowed for Session 2.
SAY
Now, you will be taking Session 2 of the Mathematics Summative Assessment. Be
sure to read each problem carefully and mark your answers in the answer
booklet. You may NOT go back to Session 1 in your test booklet. Work through
each problem in Session 2 only. You may use a four-function calculator for this
portion of the test.
SAY
Pause.
SAY
You may begin.
SAY
-33-
SAY
Grade 6 Mathematics, Session 3 (Performance Task)
SAY
SAY
In this session, you will complete a performance task. The performance task is
made up of six questions and information that will help you answer the questions.
First, you will read about the task you have been given. Then, you will answer the
six questions. You may use scratch and/or graph paper to help you with this task,
but be sure to answer the questions in the space provided in your answer
booklet. You may use a four-function calculator to help you with this task. Open
your test booklet to page 26. Now open your answer booklet to page 7. Please
read the directions at the top of page 26 in your test booklet along with me as I
read them aloud.
SAY
This session contains a performance task. Read the following information about
your task. Then provide answers for each of the six problems that follow, referring
back to this information as often as needed. Be sure to write your answers in your
answer booklet.
You may NOT go back to Session 1 or Session 2 in your test booklet. Work
through each problem in Session 3 only.
Pause.
SAY
SAY
You may begin.
Make sure the students are on the correct pages. When the students have finished,
SAY
-34-
Grade 6 Mathematics (Spanish), Session 1
For the Mathematics Summative Assessment, please read aloud the directions in white print preceded
by the word SAY for students.
sharpened No. 2 pencil with an eraser. Students will record their answers in their answer booklet.
Calculators are not allowed for Session 1.
SAY
Pasa a la cubierta de enfrente de tu cuadernillo de respuestas. Asegúrate que tu
cuadernillo de respuestas tenga tu nombre y no el nombre de otro estudiante.
Por favor no abras tu cuadernillo de examen hasta que te lo indique. Asegúrate
de usar un lápiz número 2 con borrador para tomar este examen. No se permite
usar pluma.
SAY
Ahora tomarás la Sesión 1 de la Evaluación sumativa de matemáticas
(Mathematics Summative Assessment). Primero, abre tu cuadernillo de examen
en la página 1. Luego abre tu cuadernillo de respuestas en la página 1.
SAY
Empezaremos contestando algunos ejemplos. Este cuadernillo de examen
contiene varios tipos diferentes de problemas, tal como se muestra a
continuación. En cada ejemplo se muestra cómo aparece cierto tipo de problema
en el cuadernillo de examen. Responde cada problema en tu cuadernillo de
respuestas. Marcarás las respuestas de los ejemplos en la casilla que está arriba
de la Sesión 1 de tu cuadernillo de respuestas. Para el Ejemplo A, rellena sólo el
círculo que corresponde con la respuesta que selecciones. Asegúrate de rellenar
completamente el círculo y hacer muy bien la marca. Si quieres cambiar una
respuesta, borra completamente la marca que hiciste antes de hacer una nueva
marca. ¡Practiquemos!
Pause.
Give students time to answer Sample A. Do not read the sample aloud.
their answer booklets before directing them to check their answers against the keys shown on page 3 in
the test booklet.
The correct answer to Sample A is choice B.
SAY
¿Alguna pregunta?
SAY
Ahora pasa a el Ejemplo B. Para algunas preguntas del examen habrá más de
una respuesta correcta. El Ejemplo B es un ejemplo de este tipo de preguntas.
Para el Ejemplo B, rellena los dos círculos que corresponden con las respuestas
que selecciones. Asegúrate de rellenar completamente los dos círculos y hacer
muy bien las marcas. Si quieres cambiar una respuesta, borra completamente
la marca que hiciste antes de hacer una nueva marca.
-35-
The correct answers to Sample B are choices A and B.
SAY
¿Alguna pregunta?
Pause to answer any questions and then continue. Do not disucss content as a question.
SAY
Ahora pasa a el Ejemplo C. Algunas preguntas del examen tendrán varias partes.
El Ejemplo C es un ejemplo de una pregunta que contiene tres partes. Para el
Ejemplo C, deberás contestar las partes a, b y c. Rellena los círculos que
corresponden con las respuestas que selecciones. Asegúrate de rellenar
completamente los círculos y hacer muy bien las marcas. Si quieres cambiar una
respuesta, borra completamente la marca que hiciste antes de hacer una nueva
marca.
The correct answers to Sample C are
a. N
b. N
c. Y
SAY
¿Alguna pregunta?
SAY
Ahora pasa a el Ejemplo D. Para algunas preguntas del examen deberás escribir
tu propia respuesta. Otras preguntas del examen pueden tener renglones en
blanco para que escribas tu respuesta. Para el Ejemplo D, dibuja un punto en la
recta numérica para indicar tu respuesta.
2
The correct answer to Sample D is a point placed at the line representing the number 1 .
3
SAY
¿Alguna pregunta?
SAY
Ahora pasa a la página 2 de tu cuadernillo de examen. En la parte superior de la
página 2 encontrarás las instrucciones para rellenar las cuadrículas. Puedes
consultar esta página cuando contestes la Sesión 1. Ahora pasa a el Ejemplo E.
Para este tipo de preguntas del examen, rellenarás una cuadrícula. Lee la
pregunta y resuelve el problema para encontrar una respuesta. Escribe tu
respuesta en las casillas de respuesta en la parte superior de la cuadrícula.
Asegúrate de escribir un punto decimal o una barra de fracción en la casilla de
respuesta SI es parte de la respuesta. Escribe tu respuesta en letra de imprenta
con el primer dígito en la casilla de respuesta en el extremo izquierdo, O con el
último dígito en la casilla de respuesta en el extremo derecho. Escribe solo un
dígito en cada casilla de respuesta. NO dejes una casilla de respuesta vacía en el
medio de una respuesta. Rellena el círculo debajo de cada casilla de respuesta
-36-
para el dígito que usaste en tu respuesta. Rellena SOLO un círculo por cada
casilla de respuesta. Rellena cada círculo con una marca sólida que llene el
círculo por completo. TIENES que rellenar los círculos para recibir el puntaje por
tu respuesta.
Give students time to answer Sample E.
3
The correct answer to Sample E is or 0.75.
4
Pause.
SAY
En la parte inferior de la página 3 verás las respuestas completas de los
ejemplos que acabamos de ver. Asegúrate de rellenar correctamente los círculos
de tus respuestas a los ejemplos en tu cuadernillo de respuestas.
¿Alguna pregunta?
SAY
Lee cada problema con atención y sigue las instrucciones. Puedes realizar tu
trabajo en este cuadernillo de examen, pero debes marcar tus respuestas en el
cuadernillo de respuestas. No se permite el uso de calculadoras en esta sesión.
También puedes usar las hojas adicionales o el papel cuadriculado si necesitas
más espacio para resolver los problemas.
SAY
Cuando llegues al símbolo de ALTO en la parte inferior de la página significa que
has terminado esta sesión. Cuando hayas terminado, por favor cierra el
cuadernillo de examen y el cuadernillo de respuestas y quédate sentado en
silencio.
¿Alguna pregunta?
Pause.
SAY
Pasa a la página 6 en tu cuadernillo de examen. Puedes empezar.
SAY
Alto. Este es el final de la Evaluación sumativa de matemáticas, Sesión 1. Por
favor cierra el cuadernillo de examen y el cuadernillo de respuestas.
For those administering Sessions 1 and 2 in a single test sitting, you will need to collect and shred any
used scratch paper and distribute new, blank scratch paper before beginning Session 2. Be sure to give
students a break between sessions, but you may be able to allow them to leave their test booklets and
answers booklets closed on their desks rather than collecting them.
-37-
Pause.
Grade 6 Mathematics (Spanish), Session 2
SAY
usar pluma.
SAY
Ahora tomarás la Sesión 2 de la Evaluación sumativa de matemáticas. Asegúrate
de leer cada problema con atención y marcar tus respuestas en el cuadernillo de
respuestas. NO puedes regresar a la Sesión 1 de tu cuadernillo de examen. Sólo
realiza cada problema de la Sesión 2. Puedes usar una calculadora de cuatro
funciones para esta porción del examen.
SAY
silencio.
Pause.
¿Alguna pregunta?
SAY
Pasa a la página 16 de tu cuadernillo de examen. Ahora pasa a la página 3 de tu
cuadernillo de respuestas. Puedes empezar.
SAY
-38-
Grade 6 Mathematics (Spanish), Session 3 (Performance Task)
usar pluma.
SAY
En esta sesión realizarás una tarea de desempeño. La tarea de desempeño tiene
seis preguntas e información que te ayudará a responder las preguntas. Primero
leerás la tarea que se te da. Luego responderás las seis preguntas. Puedes usar
papel adicional o el papel cuadriculado para resolver esta tarea, pero asegúrate
de responder las preguntas en el espacio provisto de tu cuadernillo de
respuestas. Puedes usar una calculadora de cuatro funciones en esta tarea. Abre
tu cuadernillo de examen en la página 34. Luego abre tu cuadernillo de
respuestas en la página 7. Por favor sigue conmigo las instrucciones en la parte
superior de la página 34 de tu cuadernillo de examen mientras las leo en voz
alta.
SAY
Esta sesión contiene una tarea de desempeño. Lee la siguiente información
sobre tu tarea. Luego provee respuestas para cada uno de los seis problemas
que aparecen a continuación, volviendo a utilizer esta información cada vez que
sea necesario. Asegúrate de escribir tus respuestas en tu cuadernillo de
respuestas.
NO puedes regresar a la Sesión 1 ni a la Sesión 2 de tu cuadernillo de examen.
Sólo realiza cada problema de la Sesión 3.
Pause.
SAY
silencio.
¿Alguna pregunta?
SAY
Puedes empezar.
SAY
-39-
SAY
PART 4: AFTER TESTING
Confidentiality
 Materials Return Instructions
4.1 Assemble Materials for Return
 After testing has been completed, prepare materials to be returned to the CAASPP Test Site
Coordinator (SC).
 Check to make sure that all answer booklets have been removed from inside the test booklets.
 Check answer booklets and test booklets to make sure there are no sticky notes, staples, pins, paper
clips, or tape of any kind on all pages. Check that no scratch paper was left inside the answer booklets.
Remove any extraneous material.
Part 4: After Testing
 Verify that the Pre-ID label has been affixed or complete the student-identifying information and return
test booklets for all enrolled students, including those who do not participate in the English Language
Arts and/or Mathematics Summative Assessment and for whom tests will be invalidated.
 Only one answer booklet per student/content area may be submitted. If multiple answer booklets for
any student are identified, please ensure that all responses are transcribed into a single answer
booklet.
 Make sure that responses for students taking the braille version of the test have been transferred to
standard answer booklets.
 Return the stack of alphabetized test and answer booklets to the SC.
 Bundle all unused materials together and return them to your SC.
 Bundle together all of the scratch paper. This material is to be destroyed securely according to your
school’s policy. Do not dispose of the scratch or graph paper by placing it in the trash.
4.2 Instructions for CAASPP Test Site Coordinators (SCs)
SCs and LEA CAASPP Coordinators must package and return secure Smarter Balanced paper-pencil test
materials according to the instructions in the Materials Return Instructions they received with their
shipments. This document is also posted on the CAASPP Instructions and Manuals Web page at
http://caaspp.org/administration/instructions/.
-40-
PART 5: APPENDIXES
APPENDIX A: UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS
The Smarter Balanced Assessment Consortium’s Universal Tools, Designated Supports, and
Accommodations Guidelines are intended for school-level personnel and decision-making teams,
including individualized education program (IEP) and Section 504 teams, as they prepare for and
implement the Smarter Balanced Assessments. The Guidelines provide information for classroom
teachers, English language development educators, special education teachers, and instructional
assistants to use in selecting and administering universal tools and accommodations for those students
who need them. The Guidelines are also intended for assessment staff and administrators who oversee
the decisions that are made in instruction and assessment.
The Smarter Balanced Guidelines apply to all students. They emphasize an individualized approach to
the implementation of assessment practices for those students who have diverse needs and participate
in large-scale content assessments. The Guidelines’ focus is on universal tools and accommodations for
the Smarter Balanced Assessments of English language arts/literacy and mathematics. At the same
time, the Guidelines support important instructional decisions about and connection between
accessibility and accommodations for students who participate in the Smarter Balanced assessments.
If a school or local educational agency (LEA) staff member identifies a designated support and/or
accommodation that he or she believes should be offered, and that is not available, the LEA CAASPP
Coordinator or CAASPP Test Site Coordinator may request an individualized aid.
The Summative Assessments allow for accommodations. Accommodation resources are defined in Table 8.
Table 8: Definitions for Universal Tools, Designated Supports, and Accommodations
Type
Definition
Accommodations
Accommodations are changes in procedures or materials that increase equitable
access during the Smarter Balanced Assessments. Assessment accommodations
generate valid assessment results for students who need them; they allow these
students to show what they know and can do. Accommodations are available for
students with documented IEPs or 504 Plans. Consortium-approved accommodations
do not compromise the learning expectations, construct, grade-level standard, or
intended outcome of the assessments.
Designated Supports
Designated supports for the Smarter Balanced Assessments are those features that
are available for use by any student for whom the need has been indicated by an
educator (or team of educators with parent/guardian and student). It is recommended
that a consistent process be used to determine these supports for individual students.
Designated supports need to be identified prior to assessment administration.
Universal Tools
Universal tools are available to all students based on student preference and
selection.
For the Smarter Balanced Paper-Pencil Assessment, the Smarter Balanced Universal Tools, Designated
Supports, and Accommodations Guidelines should be used to guide the use of all available universal
tools, designated supports, and accommodations. Table 9, Table 10, and Table 11 list and describe the
resources available for the Smarter Balanced Paper-Pencil Assessment along with considerations for
planning and administration.
-41-
Appendix
Additional Resource:
 CAASPP Smarter Balanced Online Test Administration Manual—8.0 Universal Tools,
Designated Supports, and Accommodations
 Individualized Aid Request form—https://etsforms.formstack.com/forms/access_ia_request
Appendix
Table 9: List and Description of Universal Tools Available to All Students
Universal Tools
Description
Breaks
Breaks may be given at predetermined intervals or after completion of sections of the
assessment for students taking a paper-based test. Sometimes students are allowed
to take breaks when individually needed to reduce cognitive fatigue they experience
during heavy assessment demands. The use of this universal tool may result in the
student needing additional overall time to complete the assessment.
English Dictionary (for
ELA performance task
full-writes)
An English dictionary may be provided for the full-write portion of an ELA performance
task. A full-write is the second part of a performance task. The use of this universal
tool may result in the student needing additional overall time to complete the
assessment.
English glossary
Grade- and context-appropriate definitions of specific construct-irrelevant terms are
provided with test materials for a student’s test form. Only glossaries provided with
the test materials may be used.
Highlighter
A tool for marking desired text, item questions, item answers, or parts of these with a
color.
Mark for review
Students may note items for further review after completing other items. Marks may
be made in the test booklet, to avoid stray marks in the answer booklet that may
interfere with scoring.
Scratch paper
Scratch paper to make notes, write computations, or record responses may be made
available. Only plain paper or lined paper is appropriate for ELA; Graph paper is
required beginning in sixth grade and may be used on all math sessions. A student
may use an assistive technology device for scratch paper as long as the device is
certified.
Sessions 1 and 2: All scratch paper must be collected and securely shredded at the
end of each session to maintain test security.
Performance Tasks: For performance tasks, if a student needs to take the
performance task in more than one session, scratch paper may be collected at the
end of each session, securely stored, and made available to the student at the next
performance task testing session. Once the student completes the performance task,
the scratch paper must be collected and securely shredded to maintain test security.
Strikethrough
Students may cross out answer options in their test booklets.
Thesaurus (for ELA
performance task fullwrites)
A thesaurus contains synonyms of terms that students can use while interacting with
text included in the assessment. A full-write is the second part of a performance task.
The use of this universal tool may result in the student needing additional overall time
to complete the assessment.
-42-
Table 10: List and Description of Designated Supports
Designated Supports
Description
Color overlays
Color transparencies are placed over a paper-based assessment.
Magnification
Students may use magnifying devices or take a large print version of the test.
Masking
Students may be provided materials to block off content that is not of immediate need
or that may be distracting to the student. Students are able to focus their attention on
a specific part of a test item by masking.
Noise buffers
Ear mufflers, white noise, and/or other equipment used to block external sounds.
Read aloud (for ELA
items in Session 2
only, not for reading
passages)
Text is read aloud to the student by a trained and qualified human reader who follows
the administration guidelines provided in the Smarter Balanced Test Administration
Manual. All or portions of the content may be read aloud.
Read aloud (for math
items)
Text is read aloud to the student by a trained and qualified human reader who follows
the administration guidelines provided in the Smarter Balanced Test Administration
Manual. All or portions of the content may be read aloud.
Scribe (For ELA nonwriting items and
math) (See also
Accommodations for
writing)
Students dictate their responses to a human who records verbatim what they dictate.
The scribe must be trained and qualified and must follow the administration
guidelines provided in the Online Smarter Balanced Test Administration Manual.
Test location is altered so the student may be tested in a setting different from that
made available to most students.
Translations
(glossaries)
Translated glossaries are a language support. Translated glossaries are provided for
selected construct-irrelevant terms for math. Glossary terms are listed by item and
include the English term and its translated equivalent.
Translations (stacked)
Stacked translations are a language support. Stacked translations are available for
some students; stacked translations provide the full Spanish translation of each test
item above the original item in English. Students requiring this support should be
given the Spanish version of the math paper-pencil assessment. See the Smarter
Balanced Usability, Accessibility, and Accommodations Guidelines, linked on the
CAASPP Instructions and Manuals Web page at http://caaspp.org/administration/
instructions/, for a complete list of available languages.
Translated test
directions
Translation of test directions is a language support available prior to beginning the
actual test items. Students can see test directions in another language. As an
embedded designated support, translated test directions are automatically part of the
stacked translation designated support. See the Smarter Balanced Usability,
Accessibility, and Accommodations Guidelines, linked on the CAASPP Instructions and
Manuals Web page at http://caaspp.org/administration/instructions/, for a complete
list of available languages.
-43-
Appendix
Separate setting
Appendix
Table 11: List and Description of Accommodations
Accommodations
Description
Abacus
This tool may be used in place of scratch paper for students who typically use an
abacus.
Alternate Response
Options
Students with some physical disabilities (including both fine and gross motor skills )
may need to use the alternate response options accommodation to respond to test
items.
American Sign
Language (ASL)
Test content is translated into ASL. ASL human signer signs the listening portions of
the test.
Braille
Graphic material (e.g., maps, charts, graphs, diagrams, and illustrations) is
presented in a raised format (paper or thermoform). Contracted and non-contracted
braille is available ; Nemeth code is available for math. Please note that the answer
booklets will not be brailled. Administrators must transcribe student responses into
the paper-pencil answer booklets.
Calculator (for
calculator-allowed
sessions only)
A calculator for students needing a special calculator, such as a braille calculator or
a talking calculator.
Multiplication Table
(grade 4 and above
math items)
A single-digit (1–9) multiplication table may be used by students with a persistent
calculation disability. The multiplication table is located in Appendix E of this manual.
Read Aloud
(mathematics)
Text is read aloud to the student by a trained and qualified human reader who
follows the administration guidelines provided in the Smarter Balanced Online Test
Administration Manual. All or portions of the content may be read aloud.
Read Aloud (for ELA
reading passages,
grades 6–8 and High
School; visually
impaired students in
grades 3–8 and High
School who do not yet
have adequate braille
skills)
Text is read aloud to the student by a trained and qualified human reader who
follows the administration guidelines provided in the Smarter Balanced Online Test
Administration Manual. All or portions of the content may be read aloud.
Scribe (See
Designated Supports
for non-writing ELA;
mathematics)
Students dictate their responses to a human who records verbatim what they
dictate. The scribe must be trained and qualified and must follow the administration
guidelines provided in the Smarter Online Balanced Test Administration Manual.
Speech-To-Text
Voice recognition allows students to use their voices as input devices to th e
computer, to dictate responses or give commands (e.g., opening application
programs, pulling down menus, and saving work). Voice recognition software
generally can recognize speech up to 160 words per minute. Students may use their
own assistive technology devices.
-44-
APPENDIX B: ITEM TYPES
Item and response types
As students engage with the Smarter Balanced Assessments, they will be given test questions that
require them to respond in several ways, some of which may be new to students.
Smarter Balanced has produced resources for teachers and students to use to get ready for the test,
including sample items and Classroom Activities. The sample items will be administered by Test
Administrators (TAs) prior to the beginning of Session 1 of each test; completing these items will provide
students an opportunity to view and practice each of the item types. More information on Classroom
Activities can be found on page 12 of this manual.
Summary of item types and how to provide responses
Table 12 lists the different item types and briefly describes each one. Not all assessments will
necessarily include all item types.
Table 12: Item and Scoring Types
Brief Description of Item Type
Multiple-choice, single-correct response
3- and 4-option multiple-choice
Multiple-choice, multiple-correct response
Multiple option selected responses
Grid in
Numeric values entered in grid
Two-part multiple-choice, with evidence
responses
4-option multiple-choice followed by another 4–6 option
multiple-choice using evidence
Matching-table response
Respond to a series of 2–4 statements/questions and bubble
in a response for each
Short-text response
A brief written response of one or two paragraphs
Full-write
A multi-paragraph written response or essay
Constructed response items
Write equation, plot points, fill in tables, explanations, etc.
-45-
Appendix
Item Types
APPENDIX C: FREQUENTLY USED TERMS
Table 13 defines terms that are specific to the Smarter Balanced Assessments.
Appendix
Table 13: Frequently Used Terms
Term
Definition
Accommodation
Changes in procedures or materials that increase equitable access during the
Smarter Balanced Assessments. Assessment accommodations generate valid
assessment results for students who need them; they allow these students to
show what they know and can do. Accommodations are available for students
with documented Individualized Education Programs (IEPs) or 504 Plans.
Consortium-approved accommodations do not compromise the construct,
grade-level standards, or intended outcome of the assessments. See the
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines at
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/08/SmarterBalanced_Guidelines.pdf for complete
information.
Appeal
Authorized users—LEA CAASPP Coordinators and CAASPP Test Site
Coordinators—may submit and view requests for resetting, reopening,
invalidating, or restoring students’ assessments in accordance with state
policy. These requests must result from a test security incident or incorrect
test setting that impacted testing. All requests must be approved by the
California Department of Education (CDE).
Break
There is no limit on the number of breaks or the length of a break that a
student may be given according to his or her unique needs. However, for
some portions of the test, breaks of more than 20 minutes will prevent the
student from returning to items already attempted by the student.
For a performance task (PT), the student can break for any amount of time
and still return to any previously answered item within the PT’s current
segment only.
(SC)
School staff member responsible for monitoring the test schedule, process,
and Test Administrators (TAs). SCs are also responsible for ensuring that TAs
have been appropriately trained and that testing is conducted in accordance
with the test security and other policies and procedures established by the
Smarter Balanced Assessment Consortium. SCs must have a signed CAASPP
Test Security Agreement on file with the LEA CAASPP Coordinator.
Classroom Activity
A short, teacher-led activity designed to introduce students to the context and
contextual vocabulary in the performance task (PT) to ensure that students
are not disadvantaged in demonstrating the skills the task intends to assess.
A TA or other authorized staff can lead the Classroom Activity. An applicable
Classroom Activity is required before the PT portion of the test. The PT should
be administered within three days after the Classroom Activity. The Classroom
Activity should not be supplemented with any other content that the
administrator may think is helpful, because doing so may detract from the
intended purpose of the Classroom Activity.
Designated Supports
Accessibility features of the assessments available for use by any student for
whom the need has been indicated by an educator (or team of educators working
with the parent/guardian and student).
See the Smarter Balanced Usability, Accessibility, and Accommodations
Guidelines linked on the CAASPP Instructions and Manuals Web page at
http://caaspp.org/administration/instructions/ for complete information.
-46-
Term
Definition
Full-write
A component of the English language arts/literacy (ELA) performance task that
requires the student to develop an informative/explanatory, narrative, or opinion/
argumentative multi-paragraph piece of writing for which he or she engages the
full writing process.
Invalidation
A specific appeal in the Appeals system. Invalidating a test in the Appeals
system results in the omission of test results and student responses.
Invalidation is often the outcome for assessments impacted by a test security
incident.
Permission for an invalidation is initiated through the Appeals process in the Test
Operations Management System (TOMS). See the Appeals User Guide at
http://caaspp.org/rsc/pdfs/CAASPP.appeals-guide.2015.pdf for more
information on the Appeals process.
Item
A test question or stimulus presented to a student to elicit a response.
LEA CAASPP Coordinator
LEA-level staff member who is responsible for the overall administration of the
summative assessment in an LEA. LEA CAASPP Coordinators should ensure that
the CAASPP Test Site Coordinators (SCs) and Test Administrators (TAs) in their
LEAs are appropriately trained and aware of policies and procedures. LEA
CAASPP Coordinators are designated by their district superintendents or the
administrator of their independently testing charter school and must have a
signed CAASPP Test Security Agreement on file with the California Technical
Assistance Center (CalTAC).
Reopen
A specific appeal in the Appeals system. It applies to a test that has already
been started.
For example, a test may be reopened if a student started a test and became
ill and was unable to resume testing until after the testing opportunity.
Permission for a reopen is initiated through the Appeals process. See the
Appeals User Guide at http://caaspp.org/rsc/pdfs/CAASPP.appealsguide.2015.pdf for more information on the Appeals process.
Reset
A specific appeal in the Appeals system. Resetting a student’s test.
Valid reasons for a reset would be if a student’s test event was administered
inconsistently with the student’s IEP or if the student started a test and didn’t
have a needed language support (such as a language glossary).
Permission for a reset is initiated through the Appeals module in TOMS. See the
Appeals User Guide at http://caaspp.org/rsc/pdfs/CAASPP.appealsguide.2015.pdf for more information on the Appeals process.
Session
A timeframe in which students actively test in a single sitting. The length of a
test session is determined by building or LEA administrators who are
knowledgeable about the periods in the building and the timing needs
associated with the assessment. Smarter Balanced recommends that session
durations range between 15 and 90 minutes. However, Smarter Balanced
Assessments are not timed, and an individual student may need more or less
time overall. Further, individual students will have unique needs regarding the
length of a test session.
-47-
Appendix
Performance Task (PT)
A PT is an item type designed to provide students with an opportunity to
demonstrate their ability to apply their knowledge and higher-order thinking
skills to explore and analyze a complex, real-world scenario. It is a required
portion of the test. Prior to the PT, teachers or instructional staff conduct a
Classroom Activity for all students in the class to ensure that a lack of
understanding of the context of the task does not interfere with a student’s
ability to address the content of the task.
Term
Definition
Statewide Student Identifier
(SSID)
A unique, non-personally-identifiable number linked to a given individual
student within the California public kindergarten through grade twelve
educational system. SSIDs are used to maintain data on individual students,
such as linking students to statewide assessment scores and tracking
students in and out of schools and LEAs in order to determine more accurate
dropout and graduation rates.
Stimulus/Stimuli
Material or materials used in the test context that form the basis for
assessing the knowledge and skills of students. Many items/tasks for the
assessments include a stimulus along with a set of questions to which the
student responds. Stimulus materials are used in ELA and mathematics
assessments to provide context for assessing the knowledge and skills of
students. They can be traditional reading passages, texts for students to use
for research, or scenarios to react to.
Test Administrator (TA)
Local educational agency or school personnel responsible for administering
the Smarter Balanced Assessments in a secure manner in compliance with
the policies and procedures. The Smarter Balanced Assessments should be
administered by individuals with an existing state certification in education
(e.g., teachers, school psychologists, principals, etc.). Expanding the TA role to
other individuals who receive the required test administration trainings is a
decision made at the state level in accordance with state policy, protocol, or
guidelines.
Appendix
Test Operations and
Management System (TOMS)
The management and registration system used for the Smarter Balanced
assessments in California. This is the system through which LEA CAASPP
Coordinators interact with and inform the test delivery system. This
registration system provides users with the tools to set up testing windows,
register and manage students participating in the Smarter Balanced
assessments, and file appeals. This system uses a role-specific design to
restrict access to certain tools and applications based on the user’s
designated role.
See the CAASPP Test Operations and Management System Web page at
http://caaspp.org/administration/toms/ for complete information.
Test Security Incident
For additional information about security protocols, refer to Section 3.0 Test
Security of the Online Test Administration Manual.
Testing Breach
A security event that poses a threat to the validity of the test. Examples may
include such situations as a release of secure materials or a security/system risk.
These circumstances have external implications for the Consortium and may
result in a Consortium decision to remove the test item(s) from the available
secure bank. A breach incident must be reported immediately to the CDE.
For specific details on how to proceed when an incident has occurred, please
refer to Section 4.0 Responding to Testing Improprieties, Irregularities, and
Breaches of the Online Test Administration Manual.
Testing Impropriety
An unusual circumstance that has a low impact on the individual or group of
students who are testing and has a low risk of potentially affecting student
performance on the test, test security, or test validity. These circumstances can
be corrected and contained at the local level.
-48-
Term
Definition
Testing Irregularity
An unusual circumstance that affects an individual or group of students who
are testing and may potentially affect student performance on the test, test
security, or test validity. These circumstances can be corrected and contained at
the local level, but are submitted in the Appeals module in TOMS for resolution
of the appeal for testing impact.
Universal Tools
Available to all students based on student preference and selection.
See the Smarter Balanced Usability, Accessibility, and Accommodations
Guidelines linked on the CAASPP Instructions and Manuals Web page at
http://caaspp.org/administration/instructions/ for complete information.
Appendix
-49-
APPENDIX D: ADMINISTERING THE BRAILLE VERSION OF THE SUMMATIVE ASSESSMENT
The directions in this manual also apply to the administration of the braille versions of the summative
assessments. Additional braille instructions are as follows:
 References to specific page numbers in the Student Test Booklet may be incorrect for the braille
version. To supply the correct page numbers and other references, Test Administrators (TAs) should
review—prior to testing—all test materials that accompany the Braille Test Booklet.
 Follow the procedures in the General Test Administration Information section that starts on page 9 of
this manual regarding the application of Pre-ID labels and the marking of demographic information and
other coding. Additionally, the student’s name, TA, school, and system must be printed on the front
cover of each Braille Test Booklet.
 Indicate in Section A3 on the back page of the Student Answer Booklet that the student was
administered the braille version by marking circle G.
Appendix
 Because extra time may be needed for administering the braille version, it is recommended that
students be tested individually or in a small-group setting.
 Depending upon the manner in which responses are provided by the student, the student responses
must be transcribed onto the Student Answer Booklet exactly as provided by the student. When a
student using braille responds by pointing to the answers or giving a verbal response in English only,
the TA is permitted during the course of test administration to fill in student responses on the Student
Answer Booklet. When a student using braille responds by using a braille writer or marking answers in
the Test Booklet, the procedures for transcribing student responses detailed in the Guidelines for
Transcription of Student Responses section of this manual should be followed. In each instance, the TA
must provide written affirmation to the CAASPP Test Site Coordinator that student responses have
been completed on the Student Answer Booklet with fidelity. Under no circumstances should a
student’s answer be altered or edited—to do so is a direct violation of test security.
 Keep the transcribed Student Answer Booklet with the other used Student Answer Booklets from the
student’s class.
-50-
Guidelines for Transcription of Student Responses
Students with disabilities have the option to use accommodations for providing responses on this
assessment. These accommodations allow students with disabilities to provide oral responses, taped
responses, or written responses on paper besides the answer booklet provided with the assessment.
These responses are then transcribed onto the Student Answer Booklet so they can be scored. The
following guidelines must be followed to ensure accurate and fair transcription of student responses:
 All test materials and student responses are to be considered secure and confidential.
 Only persons who know braille should transcribe braille responses.
 Transcribers should be impartial and have no vested interest in student scores.
 Transcriptions of student responses must be identical to what the student provides, including
grammar, punctuation, and spelling. If a student provides an incomplete response, the transcription
must match that incomplete response exactly.
 Transcriptions should be proofread by a second impartial party to confirm accuracy. For cases where
students have provided a graphic in a response, two transcribers should collaborate to transfer the
response.
 When transcription is complete, student responses must be securely destroyed using a shredder. Do
not dispose of student responses by placing them in the trash.
Appendix
-51-
APPENDIX E: MULTIPLICATION TABLE
A single-digit (1–9) multiplication table is a non-embedded accommodation for grades four and above
mathematics items. The multiplication table is to be used only for students with a documented and
persistent calculation disability (i.e., dyscalculia). This table can be printed for students requiring this
accommodation.
Appendix
MULTIPLICATION TABLE
×
1
2
3
4
5
6
7
8
9
1
1
2
3
4
5
6
7
8
9
2
2
4
6
8
10
12
14
16
18
3
3
6
9
12
15
18
21
24
27
4
4
8
12
16
20
24
28
32
36
5
5
10
15
20
25
30
35
40
45
6
6
12
18
24
30
36
42
48
54
7
7
14
21
28
35
42
49
56
63
8
8
16
24
32
40
48
56
64
72
9
9
18
27
36
45
54
63
72
81
-52-
APPENDIX F: GUIDE TO RESPONSE BOOKLET SECTIONS A2, A3, AND A4
A2 Special Conditions
The student was absent for regular and makeup testing.
The test examiner or proctor observed the student cheating.
The student was not tested because of a significant medical emergency.
The student became ill while taking this test, had to leave the room, and was unable to return and complete
F
the test.
I The student used an individualized aid.
L The student enrolled after the first day of testing and was given this test.
M The student was enrolled on the first day of testing but moved before this test was administered or completed.
P The student was not tested by parent/guardian request.
The student was enrolled on the first day of testing and was not given this test because a staff member
T
verified that the student had taken the test at a previous school.
When offered, the student refused to use the universal tool, designated support, and/or accommodation
X
specified in his or her IEP or Section 504 plan.
Y This document replaces a lost or destroyed answer document or test booklet.
The student was present for the test and was given this test. The student closed the test booklet or answer
Z
document and did not mark any answers.
A3 Universal Tools, Designated Supports, and Accommodations
B The student marked his or her responses in the test booklet.
The student dictated his or her responses orally or in Manually Coded English or American Sign Language to
C
a scribe.
F The student used an alternate response option(s).
G The student used a braille version of the test.
The student used a large-print version of the test or test items enlarged (not duplicated) to a font size larger
H
than that used on large- print versions.
J The student had supervised breaks within a test part.
K The student had supervised breaks within a test part.
L The test was administered at the most beneficial time of day for the student.
M The test was administered in a separate setting.
N The student used an English dictionary (ELA only).
O The test examiner used American Sign Language to present test questions, answer options, or passages.
Q The student used a calculator on a mathematics test.
R The student used a multiplication table on a mathematics test (not used for grade three).
The student used math tools such as a non-embedded ruler or a non-embedded protractor on a
S
mathematics test.
U The student used speech-to-text (ELA only)
V Leave blank.
X The student used an abacus on the mathematics test.
Z The student heard the Test Administrator read test questions, answer options, or passages aloud.
A4 English Learner Test Variations (Additional Universal Tools and Designated Supports for English Learners)
The student heard the test directions printed in the Directions for Administration “SAY” boxes translated into
A the student’s primary language. The student asked clarifying questions about the test directions in the
student’s primary language.
The student used a translation glossary/word list (English-to-primary language). Glossaries/Word lists shall
D not include definitions, parts of speech, or formulas. Glossaries/Word lists may not be used on any reading
or language tests.
S The student used a stacked translation (mathematics in Spanish only).
A
C
E
Appendix
-53-

CAASPP Smarter Balanced Paper-Pencil Test Administration

Transcription

Similar documents

Written Response Test

Sassy Summer Sippers - Triangle Performance

9 Globetrotters - Forest Primary School

Russell Elementary School / Homepage

Rust Repair - Fixing a Fender

dave matthews band

PDF

Keema High School - Twin Rivers Unified School District

Year 8 Curriculum Booklet

telemonitoring