Administering an Online Test Session

This section contains information on how to start a test session, add tests to the session, verify a student’s test settings, approve a student for testing, and monitor the student’s progress.

Computer-based Assessments:

  • Green—Smarter Balanced Interim Assessments
  • Red—Smarter Balanced Summative Assessments
  • Indigo—California Alternate Assessments (CAA)
  • Brown—California Science Test (CAST)
  • Mint—California Spanish Assessment (CSA)
  • Teal—Initial ELPAC
  • Blue—Summative ELPAC
  • Orange—Alternate ELPAC

Online Practice and Training Tests:

  • Golden Yellow—Smarter Balanced training tests
  • Pink—Smarter Balanced practice tests
  • Golden Yellow—CAA training tests
  • Pink—CAA practice tests
  • Golden Yellow—CAST training tests
  • Pink—CAST practice tests
  • Golden Yellow—CSA training tests
  • Pink—CSA practice tests
  • Golden Yellow—ELPAC practice tests
  • Pink—ELPAC training tests
  • Golden Yellow—Alternate ELPAC training tests
  • Pink—Alternate ELPAC practice tests

A test session must be created before the TE can log the student on to the secure student browser. For a student to take a specific test, the test must be selected in the test session.

Entering Student Responses into the System

A student or the TE may enter responses into the testing device using a mouse, keyboard, or other assistive technology as necessary. The DFAs and training materials include guidance on the use of engagement strategies, including the “Mark as No Response” functionality and the use of pauses and breaks, so that TEs can identify when it is appropriate to continue administering the test or when it is appropriate to stop testing and submit the test.

LEAs can refer to the Response Options for Alternate Assessments flyer for more information on what to do during the assessment based on the student’s needs, skills, and abilities. Decisions on how to administer a test to each student should be informed by the TE’s knowledge of the individual student.

Using the Mark as No Response Feature

TEs should follow guidance in the DFAs and training on the use of engagement strategies, including the use of the “Mark as No Response” option. For cases where the student is presented with a question and does not respond, after attempts to reengage the student have been made either the same day or during another session, TEs should use the “Mark as No Response” option. On each test question within the student interface, TEs have the ability to select “Mark as No Response” in the context menu. Questions that have been marked as no response can be presented to the student again as appropriate. If the TE determines that the student’s test should be stopped and submitted, the TE should be sure that at least one receptive and one expressive test question have been responded to or have the “Mark as No Response” option selected in the context menu to count as participated in the assessment. Questions that have are marked as no response will have this symbol of a circle with a diagonal line through it: Circle with a diagonal line through it .

Note that to be considered as having participated in the Alternate ELPAC operational field test, a response must be indicated using the multiple-choice options or the “Mark as No Response” option in the context menu for, at minimum, one receptive test question and one expressive test question. If a student’s test is submitted without a response for at least one expressive test question and one receptive test question, then the student will not be counted as having participated. In the administration scripts, receptive test questions are marked with an “R” [ flyer for more information.

Figure 1 shows how to select the “Mark as No Response” option in the TDS. A warning will appear. More information on the “Mark as No Response” feature is available in the DFA.

         Confirmation screen from the TDS

Figure 1. “Mark as No Response” option

Pause Rules

The pause rules that follow apply regardless of whether the student or the TE pauses the test, or if there was a technical issue (for example, power outage or network failure) that resulted in the student being logged off. The same pause rules used on the CAAs apply to the Alternate ELPAC operational field test. For example, the TE may pause and resume the test as many times as necessary to allow the student to perform well, even if this means that a test will be administered over a number of days. However, once the testing window has closed, all open tests will be force submitted and students will not be able to continue testing.

Test Timeout (Due to Inactivity)

As a security measure, the student and TE are automatically logged off after 30 minutes of test inactivity. For the student, activity is defined as selecting an answer or navigation option in the assessment (for example, selecting [Next] or [Back] or using the Questions drop-down list to navigate to another item). Moving the mouse or selecting an empty space on the screen is not considered activity. This timeout also results in the test being paused automatically.

For the TE, activity means that the student is registering test activity. As long as the student is testing, the TE will not be logged off. If the student is not engaging with the items, the TE can pause and resume the test as many times as necessary, including over multiple days. Be sure to keep in mind that the test will expire at the end of the testing window. LEAs can refer to the Response Options for Alternate Assessments flyer for more information on when to pause and resume during the assessment.

Before the secure browser logs the student off the test, a warning message will be displayed on the screen. If [OK] is not selected within 60 seconds after this message appears, the student will be logged off. Selecting [OK] will restart the 30-minute inactivity timer.

Figure 2 provides an example of the message that appears in a test timeout warning:

Test timeout warning message that reads, 'Warning: Are you still there? Click OK to continue or you will be logged out in 60 seconds.'

Figure 2. Test timeout warning message

Test Expiration Rules

Opportunities refers to the number of times a student can take a test within a range of dates. The test remains active until the student completes and submits the test or until the test expires, whichever occurs sooner. The test will expire once the testing window has closed. Once a test opportunity expires, the student cannot complete or review the test.

Estimated Testing times

The Alternate ELPAC is an untimed test. Each task type is presented in each grade or grade span. The estimated cumulative testing time for the Alternate ELPAC operational field test is 40 to 60 minutes. This estimated testing time includes the presentation of student directions, stories, and test questions. The estimated testing time does not include logon and device setup time.

The estimated time for the administration of each task type is provided in table 1.

Table 1. Task Type Estimated Administration Time

Task Type Estimated Administration Time
Recognize and Use Common Words (Form 1) 4–8 minutes
Recognize and Use Common Words (Form 2) 2–4 minutes
Communicate About Familiar Topics (Form 1) 2–4 minutes
Communicate About Familiar Topics (Form 2) 4–8 minutes
Understand a School Exchange (Both Forms) 4–6 minutes
Describe a Routine (Both Forms) 10–12 minutes
Understand and Express an Opinion (Both Forms) 5–8 minutes
Interact with a Literary Text (Both Forms) 6–9 minutes
Interact with an Informational Text (Both Forms) 7–10 minutes

Second Scoring

A subset of LEAs will be required to participate in second scoring for the Alternate ELPAC. LEAs that are selected for second scoring must have a secondary TE present during testing. (Refer to the Second Scoring web page for the list of LEAs selected for second scoring.) All students within these LEAs will be required to participate in second scoring.

Second scoring is the process of having another educator score the student’s test questions that include a rubric simultaneously and independently from the student’s primary TE. To participate in second scoring, the secondary TE must receive the same training as the primary TE and have the TE role assigned to them in TOMS. The purpose of second scoring is to establish and document standardized scoring procedures and to provide scorer reliability evidence. For further directions on second scoring, please refer to Preparing for Second Scoring subsection of this manual.

If second scoring has been assigned to a school, a secondary TE is needed. This scorer, like the primary TE, should be familiar with the individual needs of the student as well as the student’s individually preferred communication modes. The secondary TE must complete Alternate ELPAC TE training.

The secondary TE must be present at all times during test administration. Questions that require second scoring will have the [Second Scoring] double check marks [] icon next to the item within the DFA.

At the time of testing, the secondary TE will observe the student’s response to rubric-scored test questions. Use the rubric in the DFA to score the student’s response to the test question (figure 3 ). Record the score in the answer sheet that follows. This score should reflect independent judgment.

Rubric from the DFA

Figure 3. Rubric in the DFA

Appendix E of the DFA contains an answer recording sheet for second scoring, as shown in figure 4 , intended for the secondary TE, who is assigned to score student responses to all test questions with a rubric at the same time as the primary TE. Remember that within in the DFA scripts, receptive test questions are marked with an “R” [Circled R] icon, and expressive test questions with an “E” [Circled E] icon. The secondary TE must only record answers to expressive test questions.

Figure 4. Answer Recording Sheet for Second Scoring

Data Entry Interface

Please note that before the end of test administration window, all second scores should be entered into the DEI, either by the secondary TE or the designated data entry staff that have been trained. For directions on logging on to the DEI, follow the instructions in the ELPAC Data Entry Interface User Guide. If responses were not entered into the DEI in real time, then use the responses from the Answer Recording Sheet for Second Scoring when entering data into the DEI.

  1. After the user logs on to the DEI via TOMS, the user will be presented with a screen to select the assessment for the student. On the Available Tests screen, select the orange [Alternate ELPAC - Second Scoring Data Entry] button for the Alternate ELPAC (figure 5).

    Available Tests selection box with Alternate ELPAC Grade K - Second Scoring Data Entry as the only option

    Figure 5. Available Tests selection box

  2. After selecting the appropriate test for the student (figure 5), an introductory screen will appear for directions (figure 6). Select [Next] to continue entering scores.

    Introductory screen with instructions about using the DFA and how to conduct second scoring

    Figure 6. Introductory screen

  3. Before entering scores for the items, the DEI will display to the user the question number that requires a second score (figure 7). Please make sure to check if the question number matches the DFA. Select [Next] to continue entering scores.

    Question number that should be answered in the DEI

    Figure 7. Sample instructions for TE

  4. After entering scores for all items, a review screen will appear (figure 8). Make sure to review all of the answers before ending the test. Only select the [End Test] button when ready to submit the test.

    End of second scoring screen in DEI

    Figure 8. Review screen

  5. A dialog box will appear ( figure 9 ). Select [OK]. A second dialog box will appear ( figure 9 ). Select [Yes] to end the test.

    Attention dialog box that reads, 'You have reached the end of the test. Please click [OK] to continue. [MessageCode: 10915]'

    Attention dialog box that reads, 'You are ending the test. Click [Yes] to end the test. Click [No] to continue working on the test. [MessageCode: 10900]'

    Figure 9. End Test dialog boxes

  6. Select the [Submit Test] button on the Data Entry Summary screen (figure 10 ).

    Data Entry Summary screen with Submit Test button

    Figure 10. Data Entry Summary screen

  7. The Submit Test dialog box will appear (figure 11 ). Select [Yes] to submit the test.

    Warning dialog box that reads, 'Are you sure you want to submit the test?' with Yes and No buttons

    Figure 11. Submit Test dialog box

  8. A Test Submission Record screen will appear to confirm the SSID, test name, and the date when the test administration was completed in the DEI (figure 12). Select one of the following options: [Log Out], [Enter Responses for a Different Test], or [Enter Responses for a Different Student].

    Test Submission Record screen

    Figure 12. Test Submission Record screen

Beginning the Test

Follow these instructions to administer the Alternate ELPAC operational field test. The TE must create a test session before logging the student on the student device via the secure browser (but no more than 30 minutes prior or the system will time out). The TE can also schedule a session ahead of time by specifying the start and end date in the Test Administrator Interface. When a TE creates a test session, a unique session ID is randomly generated. This session ID must be inserted into the student device and should be written down. A review of these logon instructions is also provided in the DFA.

The basic workflow for administering online tests is as follows:

  1. The TE selects the tests and starts a test session in the Test Administrator Interface.
  2. The TE or student signs in for the tests in the secure browser.
  3. The TE reviews and approves the student’s requests for testing. The TE should verify if all of the accessibility resources are appropriately assigned to the student at this time.
  4. The TE administers the test one-on-one with the student and uses the guidelines in the student’s IEP. Once the testing has been completed, the TE submits the student’s test.
  5. The TE stops the test session and logs off.
  1. Test Examiner
    Navigate to the ELPAC website on a supported web browser.
  2. Test Examiner
    Select the [Test Administrator Interface for All Online Tests] button, as shown in figure 13.

    Test Administrator Interface for All Online Tests button

    Figure 13.  [Test Administrator Interface for All Online Tests] button

  3. Test Examiner
    Log on to the Test Administrator Interface using the TE’s TOMS sign-in credentials, as shown in figure 14.

    Test Administrator Interface Logon screen

    Figure 14. Test Administrator Interface Logon screen

  4. Test Examiner
    If the TE is associated with multiple institutions, an “Important!” message appears when the TE logs on. The TE must select the appropriate institution from the drop-down list in this message and select the [Go] button, as shown in figure 15. The TE may only select one institution at a time. The TE will only be able to administer tests available for the selected institution. To select a different institution, the TE must log off and then log back on.

    Select Institution drop-down list, which includes a message to select the institution that is administering the test, Go button is indicated

    Figure 15. Message from the Test Administrator Interface

  5. Test Examiner
    The Operational Test Selection window, as shown in figure 16, color-codes tests and groups them into various categories. A test group may include one or more subgroups. All test groups and subgroups appear collapsed by default.

    Test selection screen from TDS

    Figure 16. Operational Test Selection window

  6. Test Examiner
    To select tests for the session, mark the checkbox for each test that is to be included, as shown in figure 17.
  7. Test Examiner
    Select the [Start Operational Session] button, as shown in figure 17, and then select [OK] in the confirmation box (figure 18).

    Operational Test Selection screen with the Add Filter button, grade test checkbox, and Start Operational Session button called out

    Figure 17. Sample Operational Test Selection screen

    Warning confirmation box from the TDS to confirm DFA and IEP is complete for student

    Figure 18. Important! confirmation box

  8. Test Examiner
    Either use the filtering feature to open specific grade level, grade span, or content-area assessments; or, to start the test, select the [Start Operational Session] button. These features are also indicated in figure 17.
    1. Select the [Add Filter] button [Add Filter button with three horizontal lines] (indicated in figure 17) to access the filter panel.
    2. Expand the available filter categories by selecting a [Plus] plus-sign [Plus sign] icon.

      Filtering option in the TDS for the Alternate ELPAC

      Figure 19. Sample Operational Test Selection screen with filtering option

    3. Check the criteria to filter.
    4. Select the [Apply Filter(s)] button [Apply Filter(s) button] (indicated in figure 19).
    5. Remove the filter by selecting the [Remove Filter] “X” icon [] (indicated in figure 20), which also presents the screen that displays after the [Apply Filter(s)] button was selected).

      Sample Operational Test Selection screen with filtering applied

      Figure 20. Sample Operational Test Selection screen with filtering applied

    6. Select the [Start Operational Session] button to start the test.
  9. Test Examiner
    The session ID is automatically generated upon the selection of the [Start Operational Session] button in the previous step. Write the session ID, as shown in figure 21, provide the written session ID directly to the student for one-on-one administration; or enter the session ID directly into the secure browser to help the student log on.

    Top of the Test Administrator Interface

    Figure 21. Top of the Test Administrator Interface

  10. Test Examiner
    Instruct the student to open the secure browser, if it isn't open already, and log on using the Student Sign In web form. For a student who may require assistance, perform the sign-in steps.
  11. Student
    Sign in using the Student Sign In web form, as shown in figure 22. The student or the TE [if student needs assistance] will enter the first name and the SSID of the student as it appears in CALPADS. The test session ID must be entered as it appears on the Test Administrator Interface.

    Student Sign In web form, which includes fields for the student's first name, SSID, and the test session ID

    Figure 22. Student Sign In web form

  12. Test Examiner
    Ensure that all information has been successfully entered into the system.
  13. Student
    Verify identity by selecting [Yes] or [No], as shown in figure 23.

    Is This You? screen

    Figure 23. Is This You? screen

  14. Student
    Select the test to take, as shown in figure 24.

    Your Tests selection box

    Figure 24. Your Tests selection box

  15. Student
    TE approves the student to be tested, as shown in figure 25.

    Waiting for Approval screen

    Figure 25. Waiting for Approval screen

  16. Test Examiner
    Approve the student for testing by selecting the [Approve] check mark [Green check mark] icon in the Actions column for the individual student or the [Approve all Students] button, as shown in figure 26.

    Approvals and Student Test Settings screen

    Figure 26. Approvals and Student Test Settings screen

  17. Test Examiner
    Select the [Details] eye [‍] icon, as shown in figure 26, to view and correct the student’s test settings for the current test opportunity. “Custom” in the See Details column indicates the student has been assigned test settings. Refer to the Accessibility Resources subsection of this manual for the embedded resources that are available for the Alternate ELPAC operational field test.
    • To confirm the settings, select [Set] at the top of the student’s Test Settings screen (figure 27). The TE must still approve the student for testing.
    • To confirm the settings and approve the student, select the [Set & Approve] button.
    • To return to the Approvals and Student Test Settings screen without confirming settings, select [Cancel].

    Test settings screen for a selected student

    Figure 27. Part of the Test Settings screen for a selected student

  18. Test Examiner
    If the settings are incorrect, the TE should select [Cancel]. The TE must report the incorrect test settings to the site ELPAC coordinator, who will update them as required in TOMS and reschedule the student’s testing. The update, once made, may take up to 24 to 48 hours to appear in the Test Administrator Interface. After a student’s test settings are corrected, the test can be administered to the student as previously described.
  19. Student
    The Instructions and Help screen is the last step of the sign-in process (figure 28).

    Instructions and Help page screen with text reads, 'You may select the question mark button to access this Help Guide at any time during your test.'

    Figure 28. Instructions and Help screen

  20. Student
    (continuation) The TE may use the Review Test Settings screen to review settings that were approved for the student to use during the test (figure 29). The TE may use the Help Guide to understand how to navigate the test and use test tools.

    Review Test Settings screen

    Figure 29. Review Test Settings screen

  21. Student
    Select [Begin Test Now] (figure 30) to begin testing.

    Instructions and Help screen with the Begin Test Now button indicated

    Figure 30. Instructions and Help screen

  22. Student
    A message will appear prior to administering the test to the student verifying the correct form assignment for the student. The TE should confirm the correct form assignment prior (figure 31) to beginning testing. Note that if the form assignment does not match, do not continue with the test. Notify the LEA ELPAC coordinator.

    Confirm Form Assignment message that reads, 'You are assigned Form 1. Be sure to have Directions for Administration Form 1 and Picture Cards Form 1 available before administering the assessment.

    Figure 31. Confirm form assignment

  23. Test Examiner
    Follow the scripts in the DFA as the administration gets underway. While administering the Alternate ELPAC, TEs are encouraged to provide the student pauses and breaks (including pausing and returning to the test on another day) to give the student the opportunity to demonstrate as much of the student’s language proficiency as possible without overburdening the student by presenting the student with questions which the student is not able to meaningfully respond to. These pauses and breaks are not considered stopping the test and should be done prior to submitting the test. Monitor the student during the test administration to decide when it is appropriate to stop and submit the test. Refer to the DFA for guidance on the administration for the Alternate ELPAC operational field test. Continue with the instructions in the next subsections, Test Segments and Ending a Test Session.

Test Segments

The test is divided into three segments. Table 2 contains details of each segment.

Table 2. Test Segments

Test Segment Participant(s) Content Instructions

Segment 1:

In-Test Survey Part A

Test examiner In-test survey questions 1–6 Must be answered by the TE prior to administering test to student

Segment 2:

One-on-one Test Administration

Test examiner and student 34 test questions Must be administered one-on-one with TE and student

Segment 3:

In-Test Survey Part B

Test examiner In-test survey questions 1–4 Must be answered by the TE after administering test to student

After each test segment is completed, users will be presented with a review screen that allows them to review the questions from that particular segment.

Segment 1

The first segment contains the in-test survey questions 1 through 6, which is followed by a review screen (figure 32). LEAs may refer to the in-test survey questions within the Test Administration In-Test Survey Questions subsection of this manual. Remember that these first six in-test survey questions must be responded to prior to administering the test.

Review screen for in-test survey questions 1 through 6

Figure 32. Review screen for in-test survey questions 1 through 6

Segment 2

The second segment contains the 34 test questions that must be administered one-on-one with the student, which is followed by a review screen (figure 33).

Attention screen after Segment 2

Figure 33. Review screen after Segment 2

Attention dialog box that reads, 'You are leaving the current segment. Are you sure you want to do this?'

Figure 34. Leaving Current Segment dialog box

Segment 3

The third segment contains in-test survey questions 1 through 4, which is followed by a review screen (figure 35 ). LEAs may refer to the in-test survey questions within the Test Administration In-Test Survey Questions subsection of this manual. Remember that these final four in-test survey questions must be responded to after administering the test. Responses cannot be revisited after submitting the test.

Review screen for in-test survey Segment 3: Questions 1 through 4

Figure 35. Review screen for in-test survey Segment 3: Questions 1 through 4

Test Administration In-Test Survey Questions

In addition to administering and scoring test questions, TEs are also asked to complete a brief in-test survey regarding the student’s communication in the classroom as well as communication and accessibility during testing. All in-test survey questions are meant only for the TE and are part of the student’s online test. They should not be presented to the student. There are six in-test survey questions that are presented at the beginning of the test, which must be completed by the TE prior to administering the test to the student. The remaining four in-test survey questions are presented at the end of the test. These four in-test survey questions must be responded to after the student has completed testing, but prior to submitting the test. The purpose of the in-test survey is to gather validity evidence on the following aspects of the Alternate ELPAC:

    • ELP: to gather an external measure of student ELP, to provide a concurrent check on the validity of the test
    • Communication modes: to gather evidence on the appropriateness of the assessment design (i.e., the organization of task types into receptive and expressive), which helps the CDE make the argument that evidence is being gathered about both students who are nonverbal (for whom the test gathers most information from receptive tasks) as well as students who are verbal
    • Accessibility:
      • to gather evidence about how accessibility resources are being used (e.g., will allow comparisons of those using a certain accessibility resource to those not using it, and impact on test scores)
      • to inform future test administration training (e.g., to fine-tune what needs to be emphasized in training)

In-Test Survey Part A (Segment 1: Questions 1–6)

  1. [Single Selection Multiple Choice]
    Based on interactions with this student during classroom instruction, which of the following best characterizes this student’s current level of overall ELP?

    1. High or fluent English proficient (Students at this level have sufficient ELP. They may need occasional linguistic support to enable them to access adapted grade-level content in English.).
    2. Medium or intermediate English learner (Students at this level have moderate ELP. They may need frequent linguistic support to enable them to access adapted grade-level content in English.).
    3. Low or novice English learner (Students at this level have minimal ELP. They need substantial linguistic support to enable them to access adapted grade-level content in English.)
  2. [Single Selection Multiple Choice]
    Which of the following best describes the student’s listening skills in English?

    1. Follows 2-step directions
    2. Follows 1-step directions
    3. Attends and responds to simple commands
    4. Indicates a choice when offered an array of items
    5. Points to or touches objects upon request
    6. Does not yet attend to sound
  3. [Single Selection Multiple Choice]
    Which of the following best describes the student’s speaking skills in English?

    1. Verbally speaks 3 or more words in complete sentences using grammatical rules
    2. Verbally speaks 2 to 3 or more words in sentences or phrases without consistently following grammatical rules
    3. Verbally speaks 1- to 2-word phrases
    4. Verbally speaks 1 word at a time
    5. Uses touch and gestures by pointing and head nodding
    6. Uses a sign language (ASL or other)
    7. Uses vocalizations, gestures, and facial expressions to communicate intentionally
    8. Uses eye gaze with intentionality
    9. Uses an AAC system (e.g., communication board, picture cards, Big Mack Switch, Proloquo2Go app on iPad)
    10. Intentionally communicative, when interpreted by a familiar individual
    11. Not yet intentionally communicative
  4. [Single Selection Multiple Choice]
    Which of the following best describes the student’s reading skills in English?

    1. Reads text without any symbol support with comprehension
    2. Reads text without symbol support but without comprehension
    3. Identifies individual words without picture support
    4. Reads words, phrases, or sentences when pictures/symbols are provided for support
    5. Recognizes letter sounds (knows sounds associated with letters)
    6. Recognizes letters (can identify them by name).
    7. Matches objects to pictures
    8. Identifies and names objects
    9. Does not yet have an understanding of print or text
  5. [Single Selection Multiple Choice]
    Which of the following best describes the student’s writing skills in English?

    1. Writes 1 to 3 sentences (spelling not always correct)
    2. Writes a simple sentence or phrase (spelling not always correct)
    3. Writes words (spelling not always correct)
    4. Writes using word banks
    5. Selects letters or symbols to express meaning
    6. Copies letters and words, but does not produce independent writing
    7. Randomly selects letters or symbols when asked to write
    8. Makes random marks or scribbles
    9. Does not yet demonstrate expressive writing skills
  6. [Single Selection Multiple Choice]
    During classroom instruction, what is the primary communication mode that the student uses to communicate, either in English or in another language?

    1. Verbal (i.e., spoken language)—responses of three words or more
    2. Verbal (i.e., spoken language)—two-word responses or fixed phrases
    3. Verbal (i.e., spoken language)—single-word responses
    4. Writing
    5. Gesture (e.g., pointing, nodding, touching, arranging)
    6. AAC systems (e.g., communication board, picture cards, Big Mack Switch, Proloquo2Go app on iPad)
    7. Eye gaze
    8. Braille (either contracted or uncontracted)
    9. ASL or other signed response
    10. (Vocalizations (i.e., sounds made orally but not recognizable as words).
    11. Other
    12. Student does not yet have an established communication mode and does not yet demonstrate communicative intent
    13. Not sure what communication modes the student uses in the classroom

In-Test Survey Part B (Segment 3: Questions 1–4)

  1. [Single Selection Multiple Choice]
    During the Alternate ELPAC administration , what was the primary communication mode that the student used to respond to test questions?

    1. Verbal (i.e., spoken language)—responses of three words or more
    2. Verbal (i.e., spoken language)—two-word responses or fixed phrases
    3. Verbal (i.e., spoken language)—single-word responses
    4. Writing
    5. Gesture (e.g., pointing, nodding, touching, arranging)
    6. AAC systems (e.g., picture cards, Big Mack Switch, Proloquo2Go app on iPad)
    7. Eye gaze
    8. Braille (either contracted or uncontracted)
    9. ASL or other signed response
    10. (Vocalizations (i.e., sounds made orally but not recognizable as words).
    11. Other
    12. Student does not yet have an established communication mode and does not yet demonstrate communicative intent
  2. [Single Selection Multiple Choice]
    Did the student use any additional universal tools, other than expanding the items and passages as recommended for all students, during the Alternate ELPAC administration? (That is, did the student use other tools such as zoom, the highlighter, the digital notepad, etc.?)

    1. Yes
    2. No
  3. [Single Selection Multiple Choice]
    Which of the following designated supports , if any, did the student use during the Alternate ELPAC administration? (Please choose as many as are applicable.).

    1. ASL/MCE for test directions
    2. Color contrast
    3. Color overlay
    4. Designated Interface Assistant
    5. Magnification
    6. Masking
    7. Medical supports
    8. Mouse pointer
    9. Noise buffer
    10. Permissive mode
    11. Print-on-demand
    12. Print size
    13. Separate setting
    14. Simplified test directions
    15. Streamline
    16. Translated test directions
    17. Turn off any universal tool(s)
    18. No designated supports used

    Note that if the last option is selected, make sure that the other options are not selected.

  4. [Single Selection Multiple Choice]
    Which of the following accommodations, if any, did the student use during the Alternate ELPAC administration? (Please choose as many as are applicable.).

    1. Additional instructional supports and resources for alternate assessments
    2. Alternate response options
    3. ASL/MCE for content and responses
    4. Breaks
    5. Scribe
    6. Speech-to-text
    7. No accommodations used

    Note that if the last option is selected, make sure that the other options are not selected.

Monitoring Progress in Test Administrator Interface

Test Administrator Site Layout

Figure 36 displays the layout of the Test Administrator Site during an active test session.

Test Administrator Site Layout with callouts for the Session ID, Select Tests button, Approvals button, and the Students in Your Operational Test Session table

Figure 36. Test Administrator Site layout

Essential Features

The following are essential features in the Test Administrator Site:

  1. Session ID
  2. [Select Tests] button
  3. [Approvals] button
  4. Students in Your Operational Test Session table

Figure 37 and table 3 provide an overview of the major features available in the Test Administrator Site.

Top of screen of Test Administrator Interface

Figure 37. Top of Test Administrator Interface screen

Table 3. Test Administrator Site Features

Feature Description or More Information
[Student Lookup] button This button starts the process to search for student information.
[Approved Requests] button This button displays a list of print requests approved during the current session. Refer to the subsection How to Approve Print Requests.
[Print Session] button This button starts the process to prints the screen.
[Help Guide] button This button displays an online help guide.
[Alerts] button This button displays alert messages from the CDE. Refer to the subsection Alert Messages.
[Log Out] button This button logs the TE off the Test Administrator Interface. Refer to the subsection Logging Off.
[Stop Session] button This button ends the existing test session.
Session ID This section displays the unique ID generated for the test session after the test session has begun.
[Enable Screen Saver] button This button, in the upper-right corner of the Session ID section, enables the screen saver feature. Refer to the subsection Enabling Screen Saver Mode.
[Select Tests] button This button opens the Test Selection window.
[Approvals] button This button opens the Approvals and Student Test Settings window after starting a test session.
[Refresh] button This button updates the on-screen information during a test session.

Alert Messages

The CDE can send statewide alerts that appear as pop-up messages on the Test Administrator Site. To view a record of active alert messages, such as the sample in figure 38 , select [Alerts] in the Test Administrator Site banner.

Record of alerts, which reads, 'This screen contains new alerts and alerts that have not yet expired.'

Figure 38. Record of alerts

Table 4 describes the columns in the Student Status table. To sort the table by a given column, select that column header.

Table 4. Columns on the Operational Field Test Session Screen

Column Description
Student Information The first name, last name, and SSID of the student in the session (as it appears in CALPADS and TOMS).
Opp # This column displays the opportunity number for the student’s selected test. Each student has only one opportunity for each domain.
Test This column displays the name of the test the student selected.
Progress This column displays the student progression through the test that shows the number of items answered from the number of items available.
Status This column displays the current status for each student in the session such as “Started” or “Paused” (refer to table 5 ). Some statuses will include a more info drop-down list, indicated by the [more info] [] icon, with additional information such as “The student paused their test by selecting the [Pause] button.”
Test Settings

This column displays one of the following:

Default: Default test settings are applied for this test opportunity; there were no additional test settings assigned in TOMS for this student.

Custom: One or more of the student’s test settings or universal tools, designated supports, or accommodations differ from the default settings.

To view the student’s settings for the current test opportunity, select [See Details] [].

Actions

The icons in this column allow performance of an available action for an individual student’s test.

Select the [Pause] double-line [Pausing a student's test] icon to pause a student’s test. When a test pauses, this column displays an information button that opens a pop-up message explaining how the test became paused. For more information, refer to the Pause Rules subsection for information on pause time limits and students’ ability to review previously answered items.

When a student approved for and assigned the print-on-demand designated support requests a printout of a reading passage or other test material, a [Print] button will appear in this column. Select the [Print] button to review and authorize or deny the student’s request. For more information, refer to the subsection How to Approve Print Requests.

Table 5 describes the codes in the Status column of the Students in Your Operational Field Test Session table.

Table 5. Student Testing Statuses

Status Description
Approved The student has been approved but has not yet started the assessment.
Started The student started the test and is actively testing.
Review The student visited all questions and is currently reviewing answers before completing the test.
Reported The test has been submitted, passed Cambium’s quality assurance checks, and was sent downstream for processing and scoring.
Paused* The student’s test is paused. The time listed indicates how long the test has been paused.
Expired* The test was not completed by the end of the testing window and the opportunity expired.
Pending* The student is awaiting approval for a new test opportunity.
Suspended* The student is awaiting approval to resume a test opportunity.

* Statuses marked with an asterisk (*) appear when the student is not actively testing. The student’s row grays out in such cases.

Test Security

If the TE witnesses or suspects the possibility of a test security incident, the site ELPAC coordinator and LEA ELPAC coordinator should be contacted immediately in accordance with the security guidance provided in the Test Security for the Alternate ELPAC Operational Field Test section of this manual.

Enabling Screen Saver Mode

Because the student test progress tables in the Test Administrator Interface may contain sensitive student information, such as SSIDs, there is a screen saver built into the Test Administrator Interface that will be active in the web browser application window either when the TE activates it or will activate automatically, if the TE is not active in the Test Administrator Interface for five minutes. It turns off when the TE returns the device’s focus to the web browser window by, for example, moving a mouse’s cursor over it. It will also turn off automatically if the test session times out due to TE or student inactivity.

The screen saver masking hides data from view and shows the session ID, as presented in figure 39. When students are awaiting approval when the screen saver is active, this information is included under the session ID.

Sample session ID in the Test Administrator Interface screen saver

Figure 39. Sample session ID in the Test Administrator Interface screen saver

The TE can turn the screen saver on manually by selecting the [Toggle Screen Saver] button in the “Session ID” box at the top of the Test Administrator Interface. The [Toggle Screen Saver] button is at the top-right corner of this box, as indicated in figure 40.

Session ID section of the Test Administrator Interface with the Toggle Screen Saver area indicated

Figure 40. [Toggle Screen Saver] button on the “Session ID” section of the Test Administrator Interface

How to Approve Print Requests

The print-on-demand designated support must be assigned in the test settings in TOMS and is available by preapproval only after the LEA ELPAC coordinator contacts CalTAC in advance of beginning a test session. This process may take up to 24 hours, so plan ahead. When the print request is selected, the request notification appears in the Students in Your Test Session table (figure 43).

To submit print requests:

  1. Select the [Print] printer [] icon in the top navigation bar in the student interface. The request will be sent to the Test Administrator Interface for the TE to approve (figure 41 ).

    Attention pop-up message that reads, 'Your print request has been sent to the Test Administrator.'

    Figure 41. Print Request sent to Test Administrator dialog box

To approve print requests:

  1. Select the [Print] printer [] icon in the Actions column of the Students in Your Test Session table (figure 42 ). The Student Print Request(s) window appears (figure 43).

    Tests with potential issues table

    Figure 42. Students in Your Test Session table [Print] icon

    Student Print Request(s) window

    Figure 43. Student Print Request(s) window

  2. Review the print request and take one of the following actions in the Student Print Request(s) window (figure 43 ):
    • To approve the request, select the [Approve] check mark [Green check mark] icon in the Action column. Proceed to step 3.
    • To deny the request, select the [Deny] “X” [Red X ] icon in the Action column. In the window that appears, enter a brief reason for denying the request and select the [Deny] button. Entering a reason for denial is optional. Do not proceed to step 3.
  3. A printer dialog box opens with a cover page and the items that were selected to print.
  4. Select [Print] to print the requested test elements.

Viewing Approved Requests

To view approved requests:

  1. Select [Approved Requests] from the banner at the top of the Test Administrator Interface. The Print Requests window opens (figure 44), listing print requests by student.

    Test Administrator Interface with Approved Requests button indicated

    Figure 44. [Approved Requests] button on Test Administrator Interface

  2. The Approved Requests window opens, listing print requests by student. To print the list of approved requests, select the [Print] button (figure 45).

    Approved Requests window

    Figure 45. Approved Requests window

Ending a Test Session

After answering the last in-test survey question and selecting the [End Test] button—a red square in the top-left corner of the screen—the End Test screen appears, prompting the TE to review answers for the final four in-test survey questions prior to submitting the test. Mark for Review, noted by a blue flag, is provided as a reminder on questions or concerns about a particular test item.

Once the TE has reviewed the answers to the third segment, which is the last four in-test survey questions, the TE must select [Submit Test] on the End Test screen to submit the test (figure 46). After [Submit Test] has been selected, the TE will not be able to review answers, and the Submit Test dialog box appears (figure 47 ).

Attention dialog box that reads, 'You have reached the end of the test. When you have finished checking your answers, click the [End Test] button. [MessageCode: 10915]'

Figure 46. End Test screen

Submit Test  dialog box

Figure 47. Submit Test dialog box

After the TE submits the test, the Test Summary screen appears, displaying the student’s name, the test name, and the completion date (figure 48).

Test Summary screen

Figure 48. Test Summary screen

The TE should select the [Stop] stop sign [Octagonal stop sign] icon (figure 44), in the upper-right corner of the Students Awaiting Approval screen, to end the test session. When finished, the TE can log off the Test Administrator Interface by selecting [Logout as Name] at the top right. The TE should also collect any picture cards, scratch paper, and other secure materials and follow procedures for local secure destruction as outlined in the Handling Secure Printed Materials subsection of this manual.

Logging Off

Use caution when logging off the Test Administrator Interface as this will log off other related systems (for example, TOMS). To log off the Test Administrator Interface, select the [Logout as Name] button in the top-right corner of the screen on the Test Administrator Interface system banner (figure 49).

Test Administrator Interface system banner, with the Logout button called out

Figure 49. Test Administrator Interface system banner

The session will close, and the TE will be directed to the ELPAC website after the TE logs off.