General Steps to Take When Administering Summative Assessments

This chapter describes the steps to take before and after administering the Smarter Balanced Summative Assessments, CAST, and CSA.

Establishing Appropriate Testing Conditions

Test site coordinators, test administrators, and test examiners should work together to determine the most appropriate testing option(s) and testing environment based on the number of devices available, the number of students in each tested grade, and the estimated time needed to complete each test. For the Smarter Balanced assessments, CAST, and CSA, testing students in classroom-sized groups is preferable; the CAA is delivered one on one. Establishing classroom-sized groups reduces test fear and anxiety for the students and facilitates monitoring and control for the test administrator. However, this also includes setting up testing rooms for students whose IEPs or Section 504 plans specify universal tools, designated supports, accommodations, or any combination of these that necessitate testing the students in a separate setting (that is, reading test questions aloud, accounting for extended testing time, providing additional breaks, and so forth).

The test administration should be conducted in a secure environment (refer to the subsection Security of the Test 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. The activity should not be related to the test being given (e.g., work on assignments for unrelated subjects or read a book). Access to a student’s device after they have completed testing should be monitored strictly for types of activities that may be done without violating the security of the tests if other students in the room are still testing.

Additional Required Resources

Smarter Balanced for ELA

During administration of the Smarter Balanced for ELA, students may have access to and use of the following additional required resources for CAT items:

  • Headphones are required for the listening portion of the ELA assessment and for students requiring text-to-speech.
  • Scratch paper should be provided for note taking or creating graphic organizers, if necessary. Only plain, unlined paper or lined paper is appropriate for ELA.

During administration of the Smarter Balanced for ELA, students may have access to and use of the following additional required resources for PTs:

  • Headphones are required for some PTs and for students requiring text-to-speech.
  • Scratch paper should be provided for notetaking if necessary. Only plain, unlined paper or lined paper is appropriate for ELA.

Smarter Balanced for Mathematics

During administration of the Smarter Balanced for Mathematics, students may have access to and use of these additional required resources for CAT items:

  • Headphones are required for students requiring text-to-speech and for students requiring Audio Glossaries.
  • An embedded calculator is available for some mathematics items in grades six and above. A non-embedded calculator may only be used by students with a documented accommodation in an IEP or Section 504 plan per guidance provided in the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines. The non-embedded calculator should have no internet or wireless connectivity, and all security procedures need to be followed.
  • Scratch paper is required for all grades.
  • Graph paper is required for grades six and above and can be used on all mathematics assessments.

CAA for ELA

During administration of the CAA for ELA, students may have access to and use of the following additional required resources:

  • While headphones are permissible, the CAA for ELA is administered one on one; it is recommended that the audio component be played on the device’s or external speakers so that the test examiner may listen along with the student.

CAA for Mathematics

During administration of the CAA for Mathematics, students may have access to and use of the following additional required resources:

  • While headphones are permissible, the CAA for Mathematics is administered one on one; it is recommended that the audio component be played on the device’s or external speakers so that the test examiner may listen along with the student.
  • Graph paper can be used on all mathematics assessments.

CAA for Science

During administration of the CAA for Science, students may have access to and use of the following additional required resources:

  • While headphones are permissible, the CAA for Science is administered one on one; no items on the test have audio components.

CAST

During administration of the CAST, students may have access to and use of the following additional required resources:

  • Headphones are required for students requiring text-to-speech, audio glossaries, or both.
  • An embedded calculator will be available for all items—students in grade five will use a four-function calculator; and students in grade eight, ten, eleven, or twelve will use a scientific calculator.
  • Scratch paper (plain, lined, or graph) that is blank on both sides is required for students in all grades who want to use scratch paper; this is a non-embedded universal tool.

CSA

During administration of the CSA, students may have access to and use of the following additional required resources:

  • Headphones are required for the listening items of the assessment and for students requiring text-to-speech.
  • Scratch paper should be provided for notetaking if necessary. Only plain, unlined paper or lined paper is appropriate.

Tasks to Complete Prior to Summative Test Administration

  • LEA CAASPP coordinators, CAASPP test site coordinators, test administrators, and test examiners should verify that students are provided the opportunity to practice on the training test and practice test, on the device they will use for testing, prior to testing.
    • It is highly recommended that all students be provided the opportunity to practice on the training test and practice test prior to testing. This allows students the opportunity to become familiar with all of the item types, the universal tools, buttons, and any allowable designated supports and accommodations. Practice and training tests are found on the CAASPP Online Practice and Training Tests Portal web page.
  • LEA CAASPP coordinators and CAASPP test site coordinators should ensure all test administrators and test examiners have logon information that can be used for the Test Administrator Interface.
    • Because there is a two-step authentication process used when logging on to the systems used in CAASPP testing, test administrators and test examiners should log on to the Test Administrator Interface prior to actual test administration using the device and web browser that will be used during testing. The system will send a code, via email, to the username (email address) entered for the test administrator or test examiner user. A new code is sent once for each device and web browser combination.
  • LEA CAASPP coordinators, CAASPP test site coordinators, test administrators, and test examiners should verify, update, or verify and update student demographic information and test settings.
    • Each student must be correctly assigned to an LEA, school, and grade in TOMS. CAASPP test site coordinators, test administrators, and test examiners will need to work with LEAs to ensure demographic student information in CALPADS is current, including SSIDs.
    • In addition to the correct demographic student information in CALPADS, CAASPP test site coordinators, test administrators, and test examiners should verify that all students have accurate test settings configured in TOMS, including designated supports and accommodations (embedded and non-embedded) for each content area prior to testing.
    • Only CALPADS coordinators may add, modify, or delete student demographic information in CALPADS. Note that CALPADS updates may take between 24 and 48 hours to process in TOMS, and another 24 hours to process between TOMS and the TDS.
    • LEA CAASPP coordinators and CAASPP test site coordinators may also set embedded and non-embedded designated supports in TOMS for any student for which the need has been determined and accommodations for students who require them as part of an IEP or Section 504 plan. Test administrators and test examiners may view student test settings; however, test administrators and test examiners cannot add, upload, or modify student test settings. Within the Test Administrator Interface, a test administrator or test examiner may change the default font size and turn off universal tools prior to the start of the test.
  • CAASPP test site coordinators should ensure that test administrators and test examiners have necessary student logon information.

    Each student will log on to the TDS using a first name, SSID, and test session ID. Prior to starting a test session, test administrators and test examiners must have a record of each student’s first name and SSID. This information must be provided to each student to complete the logon process for the Smarter Balanced, CAST, and CSA. The test examiner completes the logon process for a student taking the CAAs for ELA, mathematics, and science.

    It is suggested that the SSID and the student’s first name be printed on a card or piece of paper and distributed to each student just prior to testing to help a student type it in the device accurately. It is also permissible to include a photo of the student or include the student’s last name with the logon information as additional safeguards to ensure that the student receive s the correct logon information.

    Student information is confidential; therefore, the cards or papers with this information must be kept secure until used during a test session. The loss of logon information is considered a security incident at the local level and does not need to be reported in STAIRS.

  • CAASPP test site coordinators should ensure that test administrators and test examiners have the additional required resources described in the Establishing Appropriate Testing Conditions subsection available for student use during test administration.
  • LEA CAASPP coordinators should ensure CAASPP test site coordinators understand protocols in the event a student moves to a school within a new LEA or a school within the same LEA.

    When students move within the state, their data record must be updated with the student’s new school and district (if necessary) codes in CALPADS at least 48 hours before the student begins or resumes testing in the new school or LEA. The CDE CALPADS web page contains links to CALPADS system documents, updates, and other useful information for maintaining student data.

  • CAASPP test site coordinators or test examiners should download the necessary versions of the CAA DFA for ELA and Mathematics by selecting the [Resources] button on the top navigation bar in TOMS and then selecting CAAs for ELA and Mathematics DFAs from the Available Materials list.

    The DFAs include the script and prompts for the test examiners to use throughout testing, providing administration guidance to test examiners for every possible test routing outcome, based on the staged design of the test. Each DFA contains both ELA and mathematics for a grade. DFAs can be printed and used as hard copies or accessed as PDFs on the test examiner’s electronic device. All DFAs used for the CAAs include secure content and must be stored or destroyed according to appropriate test security procedures.

  • CAASPP test site coordinators or test examiners should download the necessary versions of the CAA for Science embedded PT DFA s by first selecting the [Resources] button on the top navigation bar in TOMS and then selecting CAA for Science DFAs from the Available Materials list.

    The CAA for Science is administered via an online PT that is administered after related concepts have been taught. Embedded PT DFA s can be downloaded and either accessed on the test examiner’s device or printed out and used as a hard copy. Embedded PT DFA s should be treated as secure materials and must be destroyed securely immediately after use according to appropriate test security procedures.