EOC BIOLOGY THREE SESSION ADMINISTRATION

End-of-Course Exam
EOC TAM
Paper Test Administration Manual for
Mathematics and Biology
(Spanish/Español Version)
School Test Coordinator Contact Information
Name: _________________________________________
Phone: _________________________________________
Cell:
_________________________________________
E-mail: _________________________________________
Available at: http://wa.portal.airast.org
Copyright © 2016 by State of Washington, Superintendent of Public Instruction. All rights reserved.
EOC Paper-Pencil
Test Administration Manual
TABLE OF CONTENTS
Part 1: Introduction.................................................................................................................................5
Ensuring Test Security...................................................................................................................................... 5
Establishing Appropriate Testing Conditions............................................................................................. 5
Part 2: General Test Administration Information...............................................................................9
Student Participation........................................................................................................................................ 9
Preparation for the Assessment.................................................................................................................... 9
General Rules for the Paper-Pencil Assessment.................................................................................... 10
Tools and Manipulatives................................................................................................................................ 10
Allowed Calculators.........................................................................................................................................12
Testing Times.....................................................................................................................................................13
Verifying Student Information.......................................................................................................................13
Pre-ID Labels and Blank Student Labels for Tests Booklets.................................................................14
Incomplete or Defective Test Materials......................................................................................................14
Reporting a Perceived Error on a Test........................................................................................................15
Expected Actions..............................................................................................................................................15
Generally Recognized Standards and Code of Conduct...............................................................15
Prohibited Behaviors...............................................................................................................................16
Allowed Behaviors...................................................................................................................................17
Test Administrators and Persons Assisting with Tools, Supports, and Accommodations.....17
Before Testing...........................................................................................................................................17
During Testing...........................................................................................................................................17
After Testing...............................................................................................................................................18
Directions for Administration.........................................................................................................................19
EOC Mathematics: Directions for Administering Three Session Exams...................................... 20
Mathematics Session One........................................................................................................................... 20
Mathematics Session Two............................................................................................................................ 26
Mathematics Session Three........................................................................................................................ 29
EOC Mathematics: Directions for Administering Single Session Exams..................................... 32
EOC Biology: Directions for Administering Three Session Exams............................................... 39
Biology Session One.......................................................................................................................................41
Biology Session Two......................................................................................................................................48
Biology Session Three.................................................................................................................................. 52
EOC Biology: Directions for Administering Single Session Exams.............................................. 56
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Resources............................................................................................................................................. 66
Part 4: After Testing............................................................................................................................ 67
Assemble Materials For Return....................................................................................................................67
Checklist for the Test Administrator...........................................................................................................67
Part 5: Appendices.............................................................................................................................. 68
Appendix A: Universal Tools, Designated Supports, and Accommodations.................................. 68
Appendix B: Item Types................................................................................................................................ 69
Appendix C: Frequently Used Terms..........................................................................................................71
Appendix D: Multiplication Table.................................................................................................................73
Appendix E: Instructions For Administering Braille and Large Print..................................................74
Revision Log......................................................................................................................................................76
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PART 1: INTRODUCTION
This manual provides an overview of the end-of-course (EOC) exam paper test administration.
Use this document to familiarize yourself with what your students will experience in participating
in the assessment, how to prepare for the assessment, and general rules for testing. 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 and for familiarity regarding the directions to the student.
In addition to this manual, guidance regarding accessibility resources—universal tools,
designated supports, and accommodations—is provided in the Guidelines on Tools, Supports,
& Accommodations available on the http://wa.portal.airast.org/. These guidelines define
considerations for test administration in terms of universal tools, designated supports, and
accommodations available during test administration..
ENSURING TEST SECURITY
The security of the assessment materials and the confidentiality of student information are vital
to maintaining the validity, reliability, and fairness of the results. All test items and test materials
are secure and must be appropriately handled. Secure handling protects the integrity, validity,
and confidentiality of assessment items, prompts, and student information. Any deviation in
test administration must be reported as a test incident irregularity to ensure the validity of the
assessment results.
The state assessments must be administered by trained staff members of a school district
(e.g., teachers, ESAs, EAs, substitute teachers) under the general supervision of a certificated
employee. Student teachers and interns have a contractual relationship with the school
district—even though they are not paid employees—and may assist in the administration of the
assessments.
Volunteers may not administer or assist in the administration of any state assessments.
Volunteers are not permitted to assist with handling secure test material. Volunteers may assist
in the supervision of students who need a break or have completed testing.
All test content including, but not limited to, test booklets and accommodated forms are
confidential and must not be reviewed except to the extent necessary for administration of state
assessments. Refer to the Expected Actions section of this manual for detailed information on
generally recognized standards and codes of conduct.
ESTABLISHING APPROPRIATE TESTING CONDITIONS
School Test Coordinators (SCs) and Test Administrators (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 course 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. Follow your school’s Test
Security and Building Plan 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. Prior to releasing
students, TAs must collect and account for all testing materials provided to students. If students
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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. Follow your school’s Test Security and
Building Plan for students who need additional time to complete the test, if moving to a new
location.
Table 1 on the following page 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 1: Requirements of the Test Environment
Requirement
Description
BEFORE TESTING
Instructional
materials removed
or covered
Instructional materials must be removed or covered,
including, but 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 that contain literary definitions, maps,
mathematical formulas, etc.).
Student seating
Students must be seated so there is enough space between
them to minimize opportunites to turn to each other’s work,
or they should be provided with table-top partitions.
Signage
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.
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Requirement
Description
DURING TESTING
Quiet environment
Student supervision
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.
Students are actively supervised and are prohibited from
access to unauthorized electronic devices that allow
availabilty to outside infomation, communication among
students, or photographing or copying test content. This
includes any device with cellular, messaging, or wireless
capabilities, but 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 in the Guidelines on Tools,
Supports, & Accommodations that are permitted for a
specific test (or portion of a test).
Access to
assessments
Only students who are testing can 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.
Trained Test Administrators (TAs) may have limited exposure
to items in the course of properly administering the
assessments; however, 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.
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Requirement
Description
DURING AND AFTER TESTING
No access to
responses
District Test Coordinators (DCs), School Test
Coordinators (SCs), TAs, and other staff are not
permitted to review student responses.
No copies of test
materials
No copies of the test items or scenarios 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. Similarly, these materials must
not be discussed with or released to anyone via any
media, including fax, email, social media websites, etc.
No retaining,
discussing, or
releasing test
materials.
Descriptions of test items or scenarios must not be
retained, discussed, or released to anyone.
No reviewing,
discussing, or
analyzing test
materials
DCs, SCs, TAs, and other staff may not review, discuss,
or analyze test items or scenarios at any time, including
before, during, or after testing.
All test materials
must remain secure
at all times
Test booklets, graph paper, scratch paper, and
documents with student information must be kept in
a securely locked area that can be opened only with
a key or keycard by staff responsible for
test administration as identified in your school's
Test Security and Building Plan
AFTER TESTING
No test materials
used for instruction
Test items and scenarios must not be used for instruction.
Destroy test
materials securely
Scratch paper and graph paper must be collected at the
end of each test session and then securely destroyed to
maintain test security. Follow your school's Test Security
and Building Plan.
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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
taking the assessments, how to prepare for the assessments, and to review general rules for
paper-pencil testing. Test Administrators (TAs) should become familiar with this section well in
advance of the start of testing.
STUDENT PARTICIPATION
Consistent with the Washington Comprehensive Assessment Program plan, all students,
including students with disabilities, English Language Learners (ELLs), and ELLs with disabilities,
must have equal opportunity to participate in an EOC exam. Assessment accommodations are
available for all students in special education, students with a 504 plan, and students eligible for
English language services.
Consistent with the Individualized Education Program (IEP), a student receiving special
education services may participate in the state assessment system in the following ways:
• Take the EOC with or without accommodations.
• Take the EOC-Basic with or without accommodations. This option allows a student to
“pass” the grade level assessment with Level 2 or “Basic” proficiency.
Students with a 504 plan are disabled but do not meet the eligibility criteria to receive special
education and related services because their disability can be reasonably accommodated
without the need for specially designed instruction. Students with a 504 plan are not eligible to
access the EOC-Basic.
PREPARATION FOR THE ASSESSMENT
It is desirable for students to be given a certain amount of practice so they will be familiar
with the format of questions on state assessments. If the student cannot handle or does not
understand the assessment format or other materials associated with the administration, it is
likely that the results will not reflect the student’s true level of proficiency.
Before administering the assessment, make sure that you have the following materials available
for students:
•
•
•
•
•
•
A test booklet for each student
At least two sharpened No. 2 pencils for each student
Calculator (see calculator guidelines in the Tools and Manipulatives section)
Glossaries of Non-Mathematics or Non-Science Terms
Tools (ruler, straightedge)
For Mathematics EOCs only: Blank or lined scratch paper and graph paper for each student
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EOC exams are required for students who:
•
Are in grades 10-12 who have not yet met the mathematics assessment graduation requirement.
•
Are in classes of 2017 and beyond who have completed a biology course and have not yet
met standard.
Part 2: General Test
Administration Information
Students not required to participate in an EOC exam include:
•
Students who have previously passed an EOC exam or met the mathematics or science
graduation requirement using a CAA Option.
•
•
•
For mathematics, students in the graduating class of 2019 or beyond.
For biology, students in the graduating class of 2016 or earlier.
Students with the most significant cognitive disabilities who meet the criteria for the state
WA-AIM assessment (approximately one percent or fewer of the student population).
ELLs who enrolled within the last 12 months prior to the beginning of testing in a U.S. school
must participate in the mathematics and biology assessments.
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 are presented in separate sessions. Students may use calculators on all sessions. If
taking an EOC over multiple days, students may only look at the test session being completed
that day. Students may not return to a test session once it has been completed.
The student test booklets are secure. Maintaining the security of all test materials is crucial to
obtaining valid and reliable results. Therefore, test materials must be kept in a secure locked
area, except during actual test administration. It is the responsibility of all individuals who
administer the test to follow security procedures according to the approved Test Security and
Building Plan and state policy.
TOOLS AND MANIPULATIVES
Use of a variety of tools and manipulatives by teachers during instruction can be beneficial
for students to build a concrete understanding of mathematical content and procedures.
However, some tools and manipulatives are not appropriate for use on state assessments. For
mathematics, students are also expected to understand the meaning of symbolic notation,
develop fluency, and apply concepts and procedures in problem solving situations. Many
performance expectations require students to demonstrate understanding at the symbolic
notation, fluency, and application levels.
The Office of Superintendent of Public Instruction (OSPI) does not endorse any specific products,
tools, or manipulatives. Tools and manipulatives that are used during state assessments should be:
•
Regular tools or manipulatives that have been used in the classroom with the students. This
should not be the first time the students see these materials.
• Available where all students can access them if they elect to use them. Unless otherwise
directed, tools and manipulatives should not be distributed to students.
Tables 2 and 3 describe the allowed tools for the EOC exams. Any tools or manipulatives not
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included in these tables should be considered not allowed.
Table 2: Paper-Pencil Mathematics end-of-course (EOC) exit exams:
may use a physical ruler or straightedge
may not use a physical protractor or angle ruler
Calculator
allowed for all sessions
maximum graphing calculator with similar functionalities to
a TI-84
Braille and talking calculators only as an accommodation
Abacus
only as an accommodation
usable any time scratch paper is allowed
Highlighter
may not use a physical highlighter
Multiplication Table
only as an accommodation
Scratch Paper
plain, yellow and lined, and/or graph paper allowed
Glossary
state issued glossaries allowed for all sessions
Formula Sheet
may not use on any sessions
Pencil
only number 2
Part 3: Administering the ELA
Summative Assessments Grade 4
Ruler/Straightedge
Table 3: Paper-Pencil Biology end-of-course (EOC) exit exams:
Ruler/Straightedge may use a physical ruler or straightedge
may not use a physical protractor or angle ruler
Calculator Highlighter
allowed for all sessions
only a four-function calculator is necessary but any
approved calculator is allowed
Braille and talking calculators only as an accommodation
may not use a physical highlighter
Glossary state issued glossaries allowed for all sessions
Pencil only number 2
The state issued Glossaries of Non-Mathematics and Non-Science Terms are available for
students who may not be familiar with the non-mathematics or non-science vocabulary in the
test questions. Glossaries will be provided with your shipment of EOC biology and mathematics
materials. Directions will instruct students not to use Glossaries as scratch paper. Glossaries in
individual student, and large print sizes are available on the WCAP-portal: http://wa.portal.airast.
org/, under the TA User Card.
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ALLOWED CALCULATORS
Students are allowed to use calculators on all sessions of the EOC exams. Calculators that are
used during the EOC should be the regular calculators that have been used in the classroom.
This should not be the first time the students use these calculators.
Calculator Use and Restrictions Policy
Prior to testing, TAs must become familiar with the allowed and prohibited calculator devices
and features, see the Calculator Policy at http://wa.portal.airast.org/.
Part 3: Administering the ELA
Summative Assessments Grade 4
•
Students should be told prior to the test day to store all data and software they wish to
save on a computer or a calculator not being used for a test. Students should be thoroughly
familiar with the operation of the calculator they plan to use on the assessment. This
includes calculators provided by the classroom or school.
• TAs 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 assessment.
• Calculators cannot have Internet connectivity, or be able to connect to anyone inside or
outside the classroom during testing.
• Students must not use calculator memories to take secure test content out of the room.
Students who attempt to remove secure test content from the room by any method will have
their test scores invalidated.
• Calculators must operate in silent mode.
Unapproved use of a calculator may create undue advantage for a student. Students who use
unapproved calculators or use a calculator on an assessment for which a calculator is not allowed must have a Testing Irregularity Report completed and submitted by the DC to the State
Test Coordinator.
Students may only share calculators during the testing session when the following restrictions
are applied:
1. Students are required to check out a calculator from a TA.
2. When each student has finished with the calculator, he/she will check it back in to the TA.
The TA will immediately clear the calculator memory so it may be used by another student.
Students may not share calculators while they are checked out from the TA.
Note: A four-function calculator may be used but is not recommended and may not be sufficient
for all assessment items.
Calculator Memory Clearing Policy Students with memory-enabled calculators are not allowed
to bring stored examples into the exam, access programs during testing, or take out the exam
questions afterwards. For this reason, a memory-enabled calculator must either:
have its memory cleared both before and after each testing session OR
be used in Press-to-Test mode. Test Administrators must invoke Press-to-Test mode at the
beginning of each test session and exit Press-to-Test mode at the end of each test session.
Test Administrators are required to check calculators before the exam and disable any stored
programs and applications on all calculators by either clearing the memory both before and after
the exam or by invoking Press-to-Test mode. Please be advised that clearing the calculator
memory will delete stored programs or applications; students should be told prior to the test
•
•
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day to store all data and software they wish to save on a computer or a calculator not being
used for the test.
If a calculator can neither have its memory cleared nor be enabled in Press-to-Test mode prior to
test administration, students are not permitted to use that calculator during the assessment.
TESTING TIMES
Table 4 contains the estimated times it will take most students to complete the paper-pencil test.
This information is for scheduling purposes only, as the assessments are not timed.
Table 4: Estimated Testing Times
Course
Three Sessions
Single Session Breaks
Biology
Session 1: 20 minutes* 120 minutes*
Session 2: 50 minutes*
Session 3: 50 minutes*
Not necessary for three
sessions. One 10-minute
break scheduled during
single session.
* Times reference student working time only and do not include time for distributing materials and reading
directions. Additional time may be given in 10- to 20-minute intervals.
During breaks, students will be cautioned not to discuss any test questions on the assessment.
Generally, students should remain in the room during the break. However, they may be
permitted to leave the room if supervised. During each testing session, students may need to
take additional rest breaks. Additional breaks should be based on individual student’s needs
and TA judgment. Students should not miss their scheduled lunch. Students may continue to
work on assessments following a supervised lunch break.
If a student is actively engaged in test taking and requires additional time, a school should make
arrangements for that student to complete the exam on the same day of testing. Allowing a
student additional time is based on the judgment of the TA and SC. It is up to the district and/or
school to plan for students who need extended testing time. Extended testing time is available
to all students who require it. When a student requires extended time testing he/she must be
monitored by a trained TA.
Students who have documented additional days for a testing session may have multiple days
to complete one EOC content-area. However, a student must finish one content-area test or
session before beginning the next content-area test or session.
VERIFYING STUDENT INFORMATION
TAs should verify student information both prior to and upon completion of an EOC exam.
However, it is important for anyone with access to this information to remember that students’
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Part 3: Administering the ELA
Summative Assessments Grade 4
Not necessary for three
Session 1: 20 minutes* 120 minutes* sessions. One 10-minute
Algebra 1/Integrated Session 2: 50 minutes*
break scheduled during
Mathematics I Session 3: 50 minutes*
single session.
Geometry/Integrated
Mathematics II
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personal information is confidential. If materials containing student names are distributed to
students, these materials must be collected and accounted for before the students leave the
testing room and must be either securely stored to be used in a subsequent test session, or
securely shredded. Personal information includes any information that could potentially identify
a student, including student name, state student identification number (SSID), birthdate, etc.
PRE-ID LABELS AND BLANK STUDENT LABELS FOR
TEST BOOKLETS
Part 2: General Test
Administration Information
Included in the material shipment, you will receive a combination of Pre-ID student labels and
blank adhesive labels to use with TIDE. Pre-ID student labels should be affixed to the student
test booklet prior to the time of testing. Blank print-on-demand adhesive labels can be used
in conjunction with TIDE to print individual student Pre-ID labels that were not provided in the
original shipment. For information on how to print out an individual student Pre-ID label using
TIDE, please refer to the TIDE User Guide which is posted on the WCAP-Portal.
Important steps to follow:
1.Before testing, TAs ensure that students’ Pre-ID labels are affixed to the cover of the subject and course-level-appropriate test booklet in the box labeled “Place Student Barcode
Label Here.”
2.If a Pre-ID label is not available, TIDE should be used to create a student’s Pre-ID label
using the Pre-ID print-on-demand feature. This Pre-ID adhesive label should then be
affixed to the cover of the subject and course-level-appropriate test booklet for each
student in the box labeled “Place Student Barcode Label Here.”
3. Pre-ID labels must be used for each student’s test booklet.
4.Do not let a student use any test booklet that has another student’s Pre-ID label on it.
Pre-ID Label Example
Print
on Demand
2015-2016
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INCOMPLETE OR DEFECTIVE TEST MATERIALS
It is possible that a student might receive an incomplete or a defective test booklet.
If a student discovers an incomplete or a defective test booklet while taking the test, he or she
should be given a second test booklet that has been checked to verify that it is not defective. The
student should continue with the new copy. All student responses must be transferred from the
defective test booklet into the one to be scored. Follow your school’s Test Security and Building
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Plan and the Guidelines for Tools, Supports, & Accommodations for transcription protocols.
The word “Defective” should be written across the cover of the defective test booklet. Return
the defective test booklet with other nonscorable materials, under the red non-scorable label.
A new Student Pre-ID Label should be printed using TIDE and applied to the scorable test booklet.
REPORTING A PERCEIVED ERROR ON A TEST
If there appears to be an error on a state assessment, follow the steps listed below to ensure
the security of the test content:
EXPECTED ACTIONS
This section describes best practices and responsibilities for all staff administering or assisting
with the administration of the state assessment.
Generally Recognized Standards and Code of Conduct
WAC 181-87-060 (http://apps.leg.wa.gov/wac/default.aspx?cite=181-87-060)—Provides penalties
for the unauthorized use or disclosure of test content and flagrant disregard of generally recognized professional standards in test preparation and administration.
RCW 28A.635.040 (apps.leg.wa.gov/rcw/ default.aspx?cite=28A.635.040) – All persons having
access, directly or indirectly, to secure test material, must ensure the confidentiality of the test
content under their control.
RCW 42.56.250 (apps.leg.wa.gov/rcw/default. aspx?cite=42.56.250) – Provides provisions on
the exemption of the following from public inspection and copying: test questions, scoring keys,
and other examination data used to administer state assessments. No actions in any form or by
any means may be taken that reproduce, record, reveal, or transmit secure test content. This
includes electronic or mechanical, including photocopying, recording, wireless transmission
(e.g., email, cell phones, pagers, iPods, tablets, other web-enabled devices, photo technology),
or placement in any information storage and retrieval system.
Professional Code of Conduct is codified by the Washington State Legislature in WACs and
RCWs. A list of complete rules and regulations can be found at: www.k12.wa.us/ProfPractices/
CodeConduct.aspx.
The Office of Professional Practices (OPP), a division under the auspices of the Superintendent
of Public Instruction, is charged with enforcement, including discipline of educational
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Part 2: General Test
Administration Information
1. During the assessment, make note of the perceived error. (Include: subject, grade, test
booklet form, test question number, and page number.)
2. Instruct students to do their best and complete that section of the assessment. Do not
attempt to provide a remedy. If needed, the Office of Superintendent of Public Instruction
(OSPI) will provide a remedy for all students in the state.
3. Complete a Test Question Ambiguity Form: http://wa.portal.airast.org/. Deliver the completed form to your SC and/or DC, with your secure test materials.
4. The DC must alert OSPI.
Do not copy the problem, share with colleagues, or transmit this information through any device
with cellular, messaging, or wireless capabilities (e.g., email, cell phones, pagers, iPods, tablets,
other web-enabled devices, photo-technology).
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practitioners for violation of the Professional Code of Conduct. The office receives, investigates,
and makes legal findings regarding complaints. Unprofessional conduct must be reported to the
OPP at: (360) 725-6130.
Although specific rules may vary slightly across state assessments, commonly accepted
professional standards apply to all assessments. Public school employees are expected to know
and comply with procedures, established by the Office of Superintendent of Public Instruction
(OSPI), related to state assessments. These rules are disseminated annually by OSPI to DCs
through assessment webinars, the Test Coordinators Manual, training PowerPoints, modules,
and supplemental documentation.
Under very limited circumstances, appropriate testing practices may require reading or
reviewing secure test content.
Part 2: General Test
Administration Information
The following are examples of prohibited and allowable behavior. These situations are limited
and must align to OSPI policy.
Prohibited Behaviors
Specific examples of behaviors which are prohibited include, but are not limited to:
• Not testing all eligible students or encouraging students to be absent from tests used for accountability or assessing language proficiency.
• Reclassifying a student solely for the purpose of changing their demographic grouping, assigned or tested grade level, or the type of assessment that is required for that student.
• Failing to follow directions specified in all Washington state administration manuals.
• Failing to follow security procedures, as directed by OSPI, for all secure test materials.
• Disclosing secure assessment material to TAs or students prior to the test session.
• Reviewing, copying, transmitting, replicating, reading, or revealing any portion of secure test
content, unless directed to do so by the OSPI State Test Coordinator.
• Using for instruction any secure test content or modified test content that mirror secure test
questions on state assessments.
• Leaving students unattended during the administration of state assessments.
• Using tools, supports, or accommodations that the student has not had the opportunity to
use prior to the testing occasion.
• Explaining or paraphrasing assessment directions or test questions (e.g., visual, tactile, or
audible clues).
• Making answers or answer keys available to students.
• Changing or providing feedback causing students to reconsider or recheck their responses
on state assessments.
• Providing instruction between assessment sessions that is focused on the specific skills and
content measured by state assessments.
• Deliberately causing achievement results to be inaccurately reported or modifying student
records for the purposes of raising test scores.
• Misleading the public concerning the results and interpretations of score data.
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Allowed Behaviors
Specific examples include, but are not limited to:
•
Providing an accommodation as stipulated. For implementation and restrictions, refer to the
Guidelines on Tools, Supports, & Accommodations for state assessments:
http://wa.portal.airast.org/.
Test Administrators and Persons Assisting with Tools, Supports, and
Accommodations
The following are codes of best practices and responsibilities that shall be followed by all staff
administering or assisting with the administration of state assessments.
Before Testing
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During Testing
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Ensure at least one trained TA is in the testing room at all times.
Ensure the accuracy of student information on test booklets prior to distributing pre-identified booklets to the appropriate students.
Confirm calculators and electronic devices are appropriate (or allowed) and disallow the use of
any calculator or electronic device that is not approved or that has prohibited features. See the
Calculator Policy at http://wa.portal.airast.org/
Provide all required tools, supports, and accommodations.
EOC 2016 Test Administration Manual
Page 17
Part 2: General Test
Administration Information
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Attend all required training sessions and read all assigned training materials and instructions
for each assessment proctored.
Obtain your TIDE user name and password from your SC.
Become proficient with your school’s Test Security and Building Plan to ensure that test materials will not be compromised before, during, or after the test administration.
Obtain the approved testing schedule and seating arrangement from the SC. This should
include a plan for students who need additional time (tests must be completed the same day
in which they began, unless more than one day of testing is documented in a student’s IEP
or 504 plan).
Provide a positive test taking environment.
Maintain confidentiality concerning secure assessment content at all times. This is especially
important if you assist with an accommodation that requires the review of questions, reading
of test content or scribing (e.g., questions, scenarios, and individual student results).
Become familiar with materials available for student access. Refer to the Materials Available
for Student Access table at http://wa.portal.airast.org
Become familiar with accommodations and their restrictions.
Inspect the testing location and remove or cover any aids or prompts that might potentially
assist students with answering questions on a state assessment.
Ensure that all students will have a comfortable and adequate workspace.
Verify workspaces have been arranged according to the seating plan.
Post a Testing—Do Not Disturb sign.
Verify that you have all the necessary assessment materials. If additional materials are necessary, immediately notify your SC.
EOC Paper-Pencil
Test Administration Manual
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Part 2: General Test
Administration Information
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Administer state assessments, reading word-for-word, the specific Directions to the Student
and supplemental materials provided by the Office of Superintendent of Public Instruction
through your district. Directions must be read exactly as they are written, using a natural
tone and manner. If you make a mistake in reading a direction, stop and say, “Listen again.”
Then read the direction again. Never deviate from the directions as written. Deviating from
the printed directions is a testing violation.
Actively monitor students, once testing has begun, to ensure students are engaged with
the assessment, working independently, and maintaining security of test content.
Account for ancillary materials distributed during the testing session.
Provide breaks as permitted in the Directions to the Student section. Additional breaks may
be provided based on students’ needs and TA judgment.
Document and report immediately any testing incidences, irregularities, or breaches in test
security to your SC/DC.
Report a perceived error on a test to your SC.
Document and provide to your School Test Coordinator student invalidations, absences,
and accommodations used.
After Testing
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Collect and account for student test materials (e.g., test booklets, accommodated forms, and
ancillary material) prior to releasing students from the testing location.
Immediately report any missing materials according to the school’s Test Security and Building Plan. Notation of missing materials must be included on the Test Security Assurance
Form.
Return all used and unused test booklets, accommodated forms and ancillary materials to
the SC immediately after each testing session is completed. Ancillary materials provided during the testing session are considered secure.
Return all Rosters to the SC.
Complete a Test Security Assurance Form. The completed form must include an explanation
of boxes checked “no” and notation of any missing materials. Sign and submit the report,
along with your secure testing materials, to your SC, as required by OSPI. Retain a copy for
your records.
Page 18
EOC 2016 Test Administration Manual
Directions for Administration
DIRECTIONS FOR ADMINISTRATION
To assist students, use the following information and the TA student directions (SAY boxes).
The Test Administrator (TA) verifies 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 adheres strictly to the TA script (SAY boxes) for
administering the test. The TA student directions 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 can be read
to any student for any content area, unless specified in the Guidelines on Tools, Supports, &
Accommodations.
If a student asks for help on a question try:
• I can’t help you with your test
• Always try your best.
• Read the question again
• Think about what the question is asking you to do
• Use your pencil to underline key words in your test question
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.
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.
EOC Mathematics: Directions for Administering Three Session Exams
EOC 2016 Test Administration Manual
Page 19
EOC Mathematics Three Session Administration—Session One
Directions for Preparing and Administering—Session One
For the Mathematics Assessment, please read aloud the directions in the boxes preceded by the
[SAY] for students
SAY
oy completarán la sesión uno de la evaluación de fin de curso. En este momento, deben
H
apagar y guardar los dispositivos electrónicos, como celulares, iPods y reproductores
de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es posible que su
prueba no se califique.
segúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
A
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location. Verify
desks have been cleared and all calculator memories have been cleared.
SAY
hora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
A
hasta que se los indique.
Pause. Distribute to each student their pre-ID test booklet, one piece of scratch paper and
graph paper, and two sharpened No. 2 pencils with erasers.
Be sure that each student has his or her own pre-ID test booklet. Additional approved tools
should be placed in an easy-to-access location. See page 11 for a list of approved tools for
EOCs.
SAY
Escriban sus nombres en la parte superior del papel para borrador y el papel cuadriculado.
Pause. Allow students time to write their names on top of paper.
SAY
urante esta evaluación, las únicas herramientas adicionales que podrán usar son
D
calculadoras, reglas con numeración o sin ella y el glosario de términos no matemáticos.
Si desean usar alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Si utilizan el glosario de términos no matemáticos, deberán escribir sus nombres en la
esquina superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de
evaluación.
Page 20
EOC 2016 Test Administration Manual
EOC Mathematics Three Session Administration—Session One
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si sus nombres no están impresos en la portada
del cuadernillo de evaluación y me acercaré para ayudarlos.
También cerciórense de tener dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la
mano y se los entregaré.
Pause. Write today’s date on the board.
SAY
bserven el cuadro para la firma y la fecha. Cuando firman, están diciendo: “Comprendo
O
que esta prueba es privada y que no puedo copiar ni hablar sobre ninguna parte de esta con
otras personas”. ¿Tienen alguna pregunta?
Pause. Answer any questions.
SAY
hora, escriban su nombre y apellido y la fecha de hoy en el cuadro para la firma y fecha
A
que se encuentra en la portada de sus cuadernillos de evaluación.
Pause. Allow students time to write their names and today’s date.
SAY
Ahora, abran el cuadernillo de evaluación en la página 1.
Pause.
SAY
omenzaremos con algunas preguntas de ejemplo. Este cuadernillo de evaluación incluye
C
varios tipos de problemas diferentes, como se muestra a continuación. Cada ejemplo
muestra el aspecto de un determinado tipo de problema. Respondan a cada problema en
este cuadernillo de evaluación. ¡Practiquemos!
Para el ejemplo A, pinten la burbuja que corresponda a la respuesta que elijan. Asegúrense
de pintarla por completo y que la marca sea intensa y oscura. Si desean cambiar una
respuesta, borren por completo la marca que hicieron antes de hacer una nueva.
Pause. Give students time to answer Sample A. Do not read the sample aloud.
Students should respond to the sample items in their test booklet. The correct answers to the
sample items are shown in the test booklet on page 3. However, wait until students answer all
sample items before directing them to check their answers against the correct answers.
The correct answer to Sample A is choice B.
Reread any or all of the directions as needed.
EOC 2016 Test Administration Manual
Page 21
EOC Mathematics Three Session Administration—Session One
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora vayan al ejemplo B. En el caso de algunas preguntas de la evaluación, habrá más de
A
una respuesta correcta. El ejemplo B es un caso de este tipo de pregunta de evaluación.
Para el ejemplo B, pinten todas las burbujas que correspondan a las respuestas que elijan.
segúrense de pintarlas por completo y que la marca sea intensa y oscura. Si desean cambiar
A
una respuesta, borren por completo la marca que hicieron antes de hacer una nueva.
Pause. Give students time to answer Sample B. Do not read the sample aloud.
The correct answers to Sample B are choices A and B.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora vayan al ejemplo C. Algunas preguntas de la evaluación tendrán más de una parte.
A
El ejemplo C incluye una pregunta que tiene tres partes. Para el ejemplo C, deberán completar
las partes a, b y c. Pinten las burbujas que correspondan a las respuestas que elijan.
segúrense de pintarlas por completo y que la marca sea intensa y oscura. Si desean cambiar
A
una respuesta, borren por completo la marca que hicieron antes de hacer una nueva.
Pause. Give students time to answer Sample C. Do not read the sample aloud. The correct
answers to Sample C are
a. B
b. D
c. E
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
Page 22
EOC 2016 Test Administration Manual
EOC Mathematics Three Session Administration—Session One
SAY
hora vayan al ejemplo D. En el caso de algunas preguntas de la evaluación, deberán
A
redactar su propia respuesta. Es posible que algunas preguntas de la evaluación incluyan
cuadros de respuesta en los que tengan que escribir la respuesta. Para el ejemplo D,
marquen un punto en la recta numérica para mostrar su respuesta.
Pause. Give students time to answer Sample D.
The correct answer to Sample D is a point placed at the line representing the number 1 ⅔.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora vayan al ejemplo E. Para este tipo de pregunta en la evaluación, completarán
A
una cuadrícula. Lean la pregunta y resuelvan el problema para encontrar una respuesta.
Escriban su respuesta en los cuadros de respuesta que se ubican en la parte superior de
la cuadrícula.
Escriban su respuesta con el primer dígito en el cuadro de respuesta que se ubica bien a la
izquierda O con el último dígito en el cuadro de respuesta que se ubica bien a la derecha.
Escriban solamente un dígito, signo negativo, punto decimal o barra de fracción en cada
cuadro de respuesta. NO dejen un cuadro de respuesta en blanco en medio de la respuesta.
Pinten una burbuja debajo de cada cuadro de respuesta que usaron para escribir la
respuesta. Pinten solamente UNA burbuja para cada cuadro de respuesta. Pinten las
burbujas por completo y hagan una marca intensa y oscura. DEBEN pintar las burbujas
para recibir crédito por la respuesta.
Pause. Give students time to answer Sample E.
The correct answer to Sample E is ¾ or 0.75.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora, abran el cuadernillo de la evaluación en la página 2. En la parte superior de esta
A
página, encontrarán las instrucciones para completar las cuadrículas. No duden en
consultar esta página mientras trabajan en la sesión uno.
SAY
n la parte superior de la página 3, verán respuestas completas para las preguntas de
E
ejemplo que analizamos. Verifiquen para asegurarse de haber pintado correctamente
las burbujas correspondientes a las respuestas de las preguntas de ejemplo en sus
cuadernillos de evaluación.
Pause. Give students time to check their answers
EOC 2016 Test Administration Manual
Page 23
EOC Mathematics Three Session Administration—Session One
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
ean cada problema detenidamente y sigan las instrucciones. Pueden resolver los
L
problemas en este cuadernillo de evaluación; sin embargo, eso no debe interferir en
ninguna burbuja de respuesta ni cuadrícula. También pueden usar el papel para borrador
o el papel cuadriculado proporcionado para resolver los problemas.
Pause to show students where tools, including scratch and graph paper and the glossary (if
available), are located.
SAY
oy completarán la sesión uno. Después de trabajar durante 20 minutos, les preguntaré
H
si necesitan más tiempo. Cuando lleguen al símbolo con la palabra [STOP (DETENTE)]
que se ubica en la parte inferior de la página, habrán terminado esta sesión. Al terminar,
deben revisar su trabajo y asegurarse de que no hayan quedado preguntas sin responder
en ninguna página de la sesión uno. No se adelanten a otras sesiones. Cuando revisen
su trabajo, asegúrense de que no haya páginas que hayan quedado pegadas. No puedo
ayudarlos a revisar su trabajo. Cuando hayan terminado la prueba, levanten la mano y
recogeré los materiales de evaluación.
¿Tienen preguntas?
Pause to answer any questions the students might have. When you are sure that the students
understand the directions, continue.
SAY
Abran el cuadernillo de la evaluación en la página 7. Pueden comenzar la evaluación.
Make sure that the students are on the correct page. The words “Session 1” appear at the top
of each page in black.
During sessions 1, 2, and 3 observe students to ensure they are following directions and
engaged with the test. Actively monitor that students are working independently. Do not answer
specific questions about the test, and do not review test questions or student responses to test
questions.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 20 minutes, check to see whether they need
more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
When most students have finished,
Page 24
EOC 2016 Test Administration Manual
EOC Mathematics Three Session Administration—Session One
SAY
ejen los lápices en sus pupitres. Coloquen todas las hojas que les hayan proporcionado
D
durante esta evaluación dentro de la portada y cierren sus cuadernillos de evaluación.
Asegúrense de que se vea la parte superior de las hojas.
Levanten la mano si necesitan más tiempo para completar la sesión uno o si necesitan
revisar su trabajo: se les dejará terminar. Deben terminar la sesión uno al final de este día
escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets, scratch/graph paper, and calculators.
3. Collect and account for all individual Glossaries of Non-Mathematics Terms provided during
the assessment. Glossaries, scratch/graph paper, and calculators for students requiring additional time should remain with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries and scratch/graph paper have been placed inside the front cover of the
booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets, Glossaries of NonMathematics Terms, and scratch/graph paper) to your School Test Coordinator according to
your school’s Test Security and Building Plan.
EOC 2016 Test Administration Manual
Page 25
EOC Mathematics Three Session Administration—Session Two
Directions for Preparing and Administering—Session Two
SAY
oy completarán la sesión dos de la evaluación de fin de curso. En este momento, deben
H
apagar y guardar los dispositivos electrónicos, como celulares, iPods y reproductores
de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es posible que su
prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location. Verify
desks have been cleared and all calculator memories have been cleared.
SAY
hora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
A
hasta que se los indique.
Pause. Distribute to each student their pre-ID test booklet, one piece of scratch paper and
graph paper, and two sharpened No. 2 pencils with erasers.
Be sure that each student has his or her own pre-ID test booklet. Additional approved tools
should be placed in an easy-to-access location. See page 11 for a list of approved tools for
EOCs.
SAY
Escriban sus nombres en la parte superior del papel para borrador y el papel cuadriculado.
SAY
urante esta evaluación, las únicas herramientas adicionales que podrán usar son
D
calculadoras, reglas con numeración o sin ella y el glosario de términos no matemáticos.
Si desean usar alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Si utilizan el glosario de términos no matemáticos, deberán escribir sus nombres en la
esquina superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de
evaluación.
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si sus nombres no están impresos en la portada
del cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener
dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause to make sure the students have their own test booklet.
Page 26
EOC 2016 Test Administration Manual
EOC Mathematics Three Session Administration—Session Two
SAY
ean cada problema detenidamente y sigan las instrucciones. Pueden resolver los
L
problemas en este cuadernillo de evaluación; sin embargo, eso no debe interferir en
ninguna burbuja de respuesta ni cuadrícula. También pueden usar el papel para borrador
o el papel cuadriculado proporcionado para resolver los problemas.
Pause to show students where tools, including scratch and graph paper and the Glossary (if
available), are located.
SAY
oy completarán la sesión dos. Después de trabajar durante 50 minutos, les preguntaré
H
si necesitan más tiempo. Cuando lleguen al símbolo con la palabra [STOP (DETENTE)]
que se ubica en la parte inferior de la página, habrán terminado esta sesión. Al terminar,
deben revisar su trabajo y asegurarse de que no hayan quedado preguntas sin responder
en ninguna página de la sesión dos. No se adelanten a otras sesiones. Cuando revisen
su trabajo, asegúrense de que no haya páginas que hayan quedado pegadas. No puedo
ayudarlos a revisar su trabajo. Cuando hayan terminado la prueba, levanten la mano y
recogeré los materiales de evaluación.
SAY
¿Tienen preguntas?
Pause to answer any questions the students might have. When you are sure that the students
understand the directions, continue.
SAY
Abran el cuadernillo de la evaluación en la página 22. Pueden comenzar la evaluación.
Make sure that the students are on the correct page. The words “Session 2” appear at the top
of each page in white with a black background.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 50 minutes, check to see whether they need
more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
When most students have finished,
SAY
ejen los lápices en sus pupitres. Coloquen todas las hojas que les hayan proporcionado
D
durante esta evaluación dentro de la portada y cierren sus cuadernillos de evaluación.
Asegúrense de que se vea la parte superior de las hojas.
Levanten la mano si necesitan más tiempo para completar la sesión dos o si necesitan
revisar su trabajo: se les dejará terminar. Deben terminar la sesión dos al final de este día
escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
EOC 2016 Test Administration Manual
Page 27
EOC Mathematics Three Session Administration—Session Two
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets, scratch/graph paper, and calculators.
3. Collect and account for all individual Glossaries of Non-Mathematics Terms provided during
the assessment. Glossaries, scratch/graph paper, and calculators for students requiring additional time should remain with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries and scratch/graph paper have been placed inside the front cover of the
booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets, Glossaries of NonMathematics Terms, and scratch/graph paper) to your School Test Coordinator according to
your school’s Test Security and Building Plan.
Page 28
EOC 2016 Test Administration Manual
EOC Mathematics Three Session Administration—Session Three
DIrections for Preparing and Administering—Session Three
SAY
oy completarán la sesión tres de la evaluación de fin de curso. En este momento, deben
H
apagar y guardar los dispositivos electrónicos, como celulares, iPods y reproductores
de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es posible que su
prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location. Verify
desks have been cleared and all calculator memories have been cleared.
SAY
hora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
A
hasta que se los indique.
Pause. Distribute to each student their pre-ID test booklet, one piece of scratch paper and
graph paper, and two sharpened No. 2 pencils with erasers.
Be sure that each student has his or her own test booklet. Additional approved tools should be
placed in an easy-to-access location. See page 11 for a list of approved tools for EOCs.
SAY
Escriban sus nombres en la parte superior del papel para borrador y el papel cuadriculado.
SAY
urante esta evaluación, las únicas herramientas adicionales que podrán usar son
D
calculadoras, reglas con numeración o sin ella y el glosario de términos no matemáticos.
Si desean usar alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Si utilizan el glosario de términos no matemáticos, deberán escribir sus nombres en la
esquina superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de
evaluación.
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si sus nombres no están impresos en la portada
del cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener
dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause to make sure the students have their own test booklet.
EOC 2016 Test Administration Manual
Page 29
EOC Mathematics Three Session Administration—Session Three
SAY
ean cada problema detenidamente y sigan las instrucciones. Pueden resolver los
L
problemas en este cuadernillo de evaluación; sin embargo, eso no debe interferir en
ninguna burbuja de respuesta ni cuadrícula. También pueden usar el papel para borrador
o el papel cuadriculado proporcionado para resolver los problemas.
Pause to show students where tools, including scratch and graph paper and the Glossary (if
available), are located.
SAY
oy completarán la sesión tres. Después de trabajar durante 50 minutos, les preguntaré
H
si necesitan más tiempo. Cuando lleguen al símbolo con la palabra [STOP (DETENTE)]
que se ubica en la parte inferior de la página, habrán terminado esta sesión. Al terminar,
deben revisar su trabajo y asegurarse de que no hayan quedado preguntas sin responder
en ninguna página de la sesión tres. No se adelanten a otras sesiones. Cuando revisen
su trabajo, asegúrense de que no haya páginas que hayan quedado pegadas. No puedo
ayudarlos a revisar su trabajo. Cuando hayan terminado la prueba, levanten la mano y
recogeré los materiales de evaluación.
¿Tienen preguntas?
Pause to answer any questions the students might have. When you are sure that the students
understand the directions, continue.
SAY
Abran el cuadernillo de la evaluación en la página 40. Pueden comenzar la evaluación.
Make sure that the students are on the correct page. The words “Session 3” appear at the top
of each page in gray with a white background.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 50 minutes, check to see whether they need
more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
When most students have finished,
SAY
ejen los lápices en sus pupitres. Coloquen todas las hojas que les hayan proporcionado
D
durante esta evaluación dentro de la portada y cierren sus cuadernillos de evaluación.
Asegúrense de que se vea la parte superior de las hojas.
Levanten la mano si necesitan más tiempo para completar la sesión tres o si necesitan
revisar su trabajo: se les dejará terminar. Deben terminar la sesión tres al final de este día
escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Page 30
EOC 2016 Test Administration Manual
EOC Mathematics Three Session Administration—Session Three
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets, scratch/graph paper, and calculators.
3. Collect and account for all individual Glossaries of Non-Mathematics Terms provided during
the assessment. Glossaries, scratch/graph paper, and calculators for students requiring additional time should remain with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries and scratch/graph paper have been placed inside the front cover of the
booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets, Glossaries of NonMathematics Terms, and scratch/graph paper) to your School Test Coordinator according to
your school’s Test Security and Building Plan.
EOC 2016 Test Administration Manual
Page 31
EOC Mathematics Single Session Administration
EOC MATHEMATICS: DIRECTIONS FOR ADMINISTERING
SINGLE SESSION EXAMS
Directions for Preparing and Administering—Single Session
For the Mathematics Assessment, please read aloud the directions in the boxes preceded by the
[SAY] for students
SAY
oy completarán la evaluación de fin de curso. En este momento, deben apagar y guardar
H
los dispositivos electrónicos, como celulares, iPods y reproductores de MP3. Recordatorio:
Si usan dispositivos electrónicos no aprobados, es posible que su prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location. Verify
desks have been cleared and all calculator memories have been cleared.
SAY
hora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
A
hasta que se los indique.
Pause. Distribute to each student their pre-ID test booklet, one piece of scratch paper and
graph paper, and two sharpened No. 2 pencils with erasers.
Be sure that each student has his or her own pre-ID test booklet. Additional approved tools
should be placed in an easy-to-access location. See page 11 for a list of approved tools for
EOCs.
SAY
Escriban sus nombres en la parte superior del papel para borrador y el papel cuadriculado.
SAY
urante esta evaluación, las únicas herramientas adicionales que podrán usar son
D
calculadoras, reglas con numeración o sin ella y el glosario de términos no matemáticos.
Si desean usar alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Si utilizan el glosario de términos no matemáticos, deberán escribir sus nombres en la
esquina superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de
evaluación.
Page 32
EOC 2016 Test Administration Manual
EOC Mathematics Single Session Administration
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si sus nombres no están impresos en la portada
del cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener
dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Write today’s date on the board.
SAY
bserven el cuadro para la firma y la fecha. Cuando firman, están diciendo: “Comprendo
O
que esta prueba es privada y que no puedo copiar ni hablar sobre ninguna parte de esta con
otras personas”. ¿Tienen alguna pregunta?
Pause. Answer any questions.
SAY
hora, escriban su nombre y apellido y la fecha de hoy en el cuadro para la firma y fecha
A
que se encuentra en la portada de sus cuadernillos de evaluación.
Pause. Allow students time to write their names and today’s date.
SAY
Ahora, abran el cuadernillo de evaluación en la página 1.
Pause.
SAY
omenzaremos con algunas preguntas de ejemplo. Este cuadernillo de evaluación incluye
C
varios tipos de problemas diferentes, como se muestra a continuación. Cada ejemplo
muestra el aspecto de un determinado tipo de problema. Respondan a cada problema en
este cuadernillo de evaluación. ¡Practiquemos!
Para el ejemplo A, pinten la burbuja que corresponda a la respuesta que elijan. Asegúrense
de pintarla por completo y que la marca sea intensa y oscura. Si desean cambiar una
respuesta, borren por completo la marca que hicieron antes de hacer una nueva.
Pause. Give students time to answer Sample A. Do not read the sample aloud.
Students should respond to the sample items in their test booklet. The correct answers to the
sample items are shown in the test booklet on page 3. However, wait until students answer all
sample items before directing them to check their answers against the correct answers.
The correct answer to Sample A is choice B.
Reread any or all of the directions as needed.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
EOC 2016 Test Administration Manual
Page 33
EOC Mathematics Single Session Administration
SAY
hora vayan al ejemplo B. En el caso de algunas preguntas de la evaluación, habrá más de
A
una respuesta correcta. El ejemplo B es un caso de este tipo de pregunta de evaluación.
Para el ejemplo B, pinten todas las burbujas que correspondan a las respuestas que elijan.
Asegúrense de pintarlas por completo y que la marca sea intensa y oscura. Si desean cambiar
una respuesta, borren por completo la marca que hicieron antes de hacer una nueva.
Pause. Give students time to answer Sample B. Do not read the sample aloud.
The correct answers to Sample B are choices A and B.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora vayan al ejemplo C. Algunas preguntas de la evaluación tendrán más de una parte.
A
El ejemplo C incluye una pregunta que tiene tres partes. Para el ejemplo C, deberán completar
las partes a, b y c. Pinten las burbujas que correspondan a las respuestas que elijan.
Asegúrense de pintarlas por completo y que la marca sea intensa y oscura. Si desean cambiar
una respuesta, borren por completo la marca que hicieron antes de hacer una nueva.
Give students time to answer Sample C. Do not read the sample aloud. The correct answers to
Sample C are
a. B
b. D
c. E
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora vayan al ejemplo D. En el caso de algunas preguntas de la evaluación, deberán
A
redactar su propia respuesta. Es posible que algunas preguntas de la evaluación incluyan
cuadros de respuesta en los que tengan que escribir la respuesta. Para el ejemplo D,
marquen un punto en la recta numérica para mostrar su respuesta.
Pause. Give students time to answer Sample D.
The correct answer to Sample D is a point placed at the line representing the number 1 ⅔.
Page 34
EOC 2016 Test Administration Manual
EOC Mathematics Single Session Administration
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora vayan al ejemplo E. Para este tipo de pregunta en la evaluación, completarán
A
una cuadrícula. Lean la pregunta y resuelvan el problema para encontrar una respuesta.
Escriban su respuesta en los cuadros de respuesta que se ubican en la parte superior de
la cuadrícula.
Escriban su respuesta con el primer dígito en el cuadro de respuesta que se ubica bien a la
izquierda O con el último dígito en el cuadro de respuesta que se ubica bien a la derecha.
Escriban solamente un dígito, signo negativo, punto decimal o barra de fracción en cada
cuadro de respuesta. NO dejen un cuadro de respuesta en blanco en medio de la respuesta.
Pinten una burbuja debajo de cada cuadro de respuesta que usaron para escribir la
respuesta. Pinten solamente UNA burbuja para cada cuadro de respuesta. Pinten las
burbujas por completo y hagan una marca intensa y oscura. DEBEN pintar las burbujas
para recibir crédito por la respuesta.
Pause. Give students time to answer Sample E.
The correct answer to Sample E is ¾ or 0.75.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
SAY
hora, abran el cuadernillo de la evaluación en la página 2. En la parte superior de esta
A
página, encontrarán las instrucciones para completar las cuadrículas. No duden en
consultar esta página mientras trabajan en la sesión uno.
SAY
n la parte superior de la página 3, verán respuestas completas para las preguntas de
E
ejemplo que analizamos. Verifiquen para asegurarse de haber pintado correctamente
las burbujas correspondientes a las respuestas de las preguntas de ejemplo en sus
cuadernillos de evaluación.
Pause. Give students time to check their answers.
SAY
¿Tienen preguntas?
Pause to answer any questions, then continue.
EOC 2016 Test Administration Manual
Page 35
EOC Mathematics Single Session Administration
SAY
ean cada problema detenidamente y sigan las instrucciones. Pueden resolver los
L
problemas en este cuadernillo de evaluación; sin embargo, eso no debe interferir en
ninguna burbuja de respuesta ni cuadrícula. También pueden usar el papel para borrador
o el papel cuadriculado proporcionado para resolver los problemas.
Pause to show students where tools, including scratch and graph paper and the Glossary (if
available), are located.
SAY
oy completarán todas las sesiones de esta evaluación. Encontrarán señales de [STOP
H
(DETENTE)] en sus cuadernillos de evaluación que indican que han alcanzado el final de
una sesión. Ignoren las señales de [STOP (DETENTE)] y continúen hasta que alcancen
el final del cuadernillo de evaluación. En aproximadamente 60 minutos, haremos una
pausa corta. Después de trabajar durante 120 minutos, les preguntaré si necesitan más
tiempo. Cuando hayan terminado, deben revisar su trabajo y asegurarse de que no
hayan quedado preguntas sin responder en ninguna página. Cuando revisen su trabajo,
asegúrense de que no haya páginas que hayan quedado pegadas. No puedo ayudarlos
a revisar su trabajo. Cuando hayan terminado la prueba, levanten la mano y recogeré los
materiales de evaluación.
¿Tienen preguntas?
Pause to answer any questions the students might have. When you are sure that the students
understand the directions, continue.
SAY
Abran el cuadernillo de la evaluación en la página 7. Pueden comenzar la evaluación.
Make sure that the students are on the correct page. Add 60 minutes to the starting time and
write this on the board as “Break Time: ______.” Observe students to ensure they are following
directions and engaged with the test. Actively monitor that students are working independently.
Do not answer specific questions about the test and do not review test questions or student
responses to test questions.
After 60 minutes,
SAY
hora, haremos una pausa. Dejen los lápices en sus pupitres y cierren los cuadernillos de
A
evaluación. Pueden ponerse de pie, estirarse y caminar. Recuerden: Esta evaluación es
privada y no pueden analizar ninguna parte de esta ni de su trabajo con el resto.
During the supervised break, Test Administrators must monitor students to ensure they do not
talk about the test. Make sure test booklets remain closed on desks. After about ten minutes,
have students return to their seats.
Page 36
EOC 2016 Test Administration Manual
EOC Mathematics Single Session Administration
SAY
iéntense nuevamente y trabajen hasta que terminen la evaluación. No se detengan
S
cuando alcancen la señal de [STOP (DETENTE)] del final de una sesión. Deben ignorar
la señal de [STOP (DETENTE)] y continuar hasta que alcancen el final del cuadernillo de
evaluación. Aproximadamente, en 60 minutos más, les preguntaré si necesitan ayuda.
Tendrán tiempo para responder a todas las preguntas, aunque necesiten más tiempo.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no
haya páginas que hayan quedado pegadas. No puedo ayudarlos a revisar su trabajo.
Recordatorio: Si terminan antes, levanten la mano y recogeré los materiales de
evaluación.
Observe students to ensure they are following directions and engaged with the test. Actively
monitor that students are working independently. Do not answer specific questions about the
test, and do not review test questions or student responses to test questions.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 120 minutes, check to see whether they
need more time. If most students need more time, provide additional work time as needed
in 20-minute intervals. Additional breaks may be provided based on student needs and Test
Administrator judgment.
When most students have finished,
SAY
ejen los lápices en sus pupitres. Coloquen todas las hojas que les hayan proporcionado
D
durante esta evaluación dentro de la portada y cierren sus cuadernillos de evaluación.
Asegúrense de que se vea la parte superior de las hojas.
Levanten la mano si necesitan más tiempo para completar la evaluación o si necesitan
revisar su trabajo: se les dejará terminar. Deben terminar al final de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
EOC 2016 Test Administration Manual
Page 37
EOC Mathematics Single Session Administration
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets, scratch/graph paper, and calculators.
3. Collect and account for all individual Glossaries of Non-Mathematics Terms provided during
the assessment. Glossaries, scratch/graph paper, and calculators for students requiring additional time should remain with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries and scratch/graph paper have been placed inside the front cover of the
booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets, Glossaries of NonMathematics Terms, and scratch/graph paper) to your School Test Coordinator according to
your school’s Test Security and Building Plan.
Page 38
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration
EOC BIOLOGY THREE SESSION ADMINISTRATION—
SESSION ONE
Directions for Preparing and Administering—Session One
Prior to Testing
☐☐ Please read this information carefully before administering the assessment.
☐☐ The EOC biology assessment consists of
three sessions. Each session must be completed during the day in which it was begun.
☐☐ Ensure that a Testing—Do Not Disturb sign
is posted.
☐☐ This manual provides an estimated time for
completion of the assessment; however,
students may take as much time as they
need to complete the assessment. Read
and understand your school’s Test Security
and Building Plan to accommodate students who need additional time.
☐☐ These directions do not provide for a break.
Breaks may be provided based on student
needs and Test Administrator judgment.
Students who have not completed the
assessment must be monitored during
breaks and lunches.
☐☐ Before testing, establish a secure location
for students to move all bags, purses, and
electronics.
☐☐ For students who choose to use a calculator, Test Administrators must ensure that
the calculator memory (if applicable) is
cleared both before and after testing.
During Testing
☐☐ When reading directions to students:
☐☐ Do not paraphrase the directions.
☐☐ Read the directions to students exactly
as they are written, using a natural tone
and manner. If you make a mistake
in reading a direction, stop and say,
“Listen again.” Then read the direction
EOC 2016 Test Administration Manual
again. Never deviate from the directions
as written. Deviating from the printed
directions is a testing violation. Read
all material printed in boxes next to the
word SAY. The text outside of the SAY
boxes and the italicized text within the
SAY boxes is information for you and
should not be read to students.
☐☐ You may repeat any part of these directions as many times as needed.
☐☐ Do not provide suggestions to students
on how to respond to the task or
evaluate student work.
☐☐ All non-approved electronics must be
turned off and kept out-of-view and reach
during testing.
☐☐ Provide all required access supports and
accommodations.
☐☐ See the Materials Available for Student Access table available on the WCAP-Portal.
☐☐ Thesauruses, dictionaries, graph paper,
and scratch paper are not permitted on the
biology assessment.
☐☐ Students may make notes in their test
booklet as long as it does not interfere
with any answer space.
After Testing
☐☐ Follow the instructions provided in Final
Processing Steps for Test Administrators.
These steps can be found at the end of
the directions to the student and must be
reviewed by the Test Administrator prior to
administering state assessments.
Page 39
EOC Biology Three Session Administration
RCW 28A.635.040, RCW 42.56.250, and WAC 181-87-060
Examination questions — Disclosing — Penalty.
Any person having access to any question or questions prepared for the examination
of teachers or common school pupils, who shall directly or indirectly disclose the same
before the time appointed for the use of the questions in the examination of such teachers
or pupils, or who shall directly or indirectly assist any person to answer any question
submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum
not less than one hundred nor more than five hundred dollars.
Page 40
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session One
Biology Three Session Administration—Session One
All pages for Session One have a gray bar across the top, which will help you identify that
students are working in the correct session.
Prior to distributing any test material,
SAY
oy completarán la sesión uno de la evaluación de Biología de fin de curso. En este
H
momento, deben apagar y guardar los dispositivos electrónicos, como celulares, iPods y
reproductores de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es
posible que su prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location.
Verify desks have been cleared and all calculator memories have been cleared.
SAYPara la evaluación de Biología de fin de curso, leerán diferentes situaciones y
responderán preguntas relacionadas con dichas situaciones.
Algunas preguntas no están relacionadas con las situaciones y estarán marcadas claramente.
Ahora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
hasta que se los indique.
Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students
must do all writing with number 2 pencils.
Make sure each student receives the test booklet with his or her name pre-identified.
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si sus nombres no están impresos en la portada
del cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener
dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Write today’s date on the board.
SAY
bserven el cuadro para la firma y la fecha. Cuando firman, están diciendo: “Comprendo
O
que esta prueba es privada y que no puedo copiar ni hablar sobre ninguna parte de esta con
otras personas”.
¿Tienen alguna pregunta?
Pause. Answer any questions.
EOC 2016 Test Administration Manual
Page 41
EOC Biology Three Session Administration—Session One
SAY
hora, escriban su nombre y apellido y la fecha de hoy en el cuadro para la firma y fecha
A
que se encuentra en la portada de sus cuadernillos de evaluación.
Pause. Allow students time to write their names and write today’s date.
SAY
hora, abran los cuadernillos de evaluación en la página 3 y lean en silencio mientras yo
A
leo en voz alta.
Pause. Check to see that everyone has found the correct page.
SAY
bserven el cuadro para ver la lista de materiales aprobados que podrán utilizar en esta
O
evaluación.
No lea.
Este es un ejemplo del cuadernillo del alumno.
SAY
urante esta evaluación, las únicas herramientas que podrán utilizar son calculadoras,
D
reglas con numeración o sin ella y el glosario de términos no científicos. Si desean usar
alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Pause. Allow students time to verify they have the correct test material.
You will need to show students where to get approved tools if they choose to use them.
SAY
onsulten el cuadro de materiales aprobados a continuación y lean en silencio mientras
C
yo leo en voz alta.
Recordatorio: Utilicen únicamente lápices n.º 2. No se permite el uso de otras herramientas
de redacción como bolígrafos, marcadores, lápices de colores, resaltadores ni portaminas.
Si utilizan otra herramienta de redacción, es posible que su prueba no se califique.
Page 42
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session One
Pause.
SAY
i utilizan el glosario de términos no científicos, deberán escribir sus nombres en la esquina
S
superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de evaluación.
Pause. Allow students time to write their names on the paper.
SAY
Ahora vayan a la página 4.
Las preguntas de ejemplo de Biología son para mostrarles los diferentes tipos de preguntas
que encontrarán en esta evaluación y cómo deberán marcar o redactar las respuestas.
SAY
Observen la pregunta de ejemplo 1.
Pause.
SAY
sta es una pregunta de opción múltiple de ejemplo. Para este tipo de pregunta, elegirán
E
la mejor respuesta y pintarán completamente el círculo que está al lado de esa respuesta.
Pregunta 1: ¿Cuáles fueron las dos variables controladas en este experimento?
a
A. El tiempo que las lámparas estuvieron encendidas y la temperatura ambiente
a
B. La altura que las plantas crecieron cada semana y la cantidad de agua
;
C. La distancia de las lámparas sobre las plantas y el tipo de plantas
a
D. L
a cantidad de energía lumínica que recibió cada planta y el tamaño de las macetas
La respuesta correcta era C, “La distancia de las lámparas sobre las plantas y el tipo de
plantas”; por lo tanto, se pintó completamente el círculo que está al lado de la C. Este es
un ejemplo de cómo debe llenarse el círculo para que pueda calificarse.
Eviten usar las siguientes marcas porque no pueden calificarse. De izquierda a derecha,
el primer ejemplo dice: “Más de una opción”. Vean cómo se pintaron A y B. El segundo
ejemplo dice: “Opción de respuesta sombreada parcialmente”. Vean cómo B se pintó
parcialmente. El tercer ejemplo dice: “Opciones incorrectas tachadas”. Vean cómo se
tachó A, C y D, y se pintó B. El cuarto ejemplo dice: “Círculo alrededor de la opción de
respuesta”. Vean cómo B se marcó con un círculo, pero no se pintó. Recuerden: Estas
marcas no pueden calificarse. Borren cuidadosamente cualquier marca que deseen
cambiar de las preguntas de opción múltiple.
EOC 2016 Test Administration Manual
Page 43
EOC Biology Three Session Administration—Session One
No lea.
Este es un ejemplo del cuadernillo del alumno.
Pause.
SAY
Ahora vayan a la página 5 y a la pregunta de ejemplo 2.
Pause.
SAY
sta es una pregunta para completar de ejemplo. Después de leer la pregunta, deben
E
escribir una palabra o frase corta en el cuadro o la línea de respuesta.
Pregunta 2: ¿Cuál fue la variable de respuesta (dependiente) en este experimento?
Escribe tu respuesta en el cuadro.
El alumno escribió la respuesta “altura de las plantas” en el cuadro de respuesta en blanco.
No lea.
Este es un ejemplo del cuadernillo del alumno.
Pause.
SAY
Page 44
Ahora vayan a la página 6 y a la pregunta de ejemplo 3.
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session One
Pause.
SAY
sta es una pregunta de respuesta corta de ejemplo. Después de leer la pregunta,
E
escriban una respuesta corta con frases u oraciones en el cuadro de respuesta.
SAY
Escribe una conclusión para este experimento.
En la conclusión, debes:
• Responder a la pregunta del experimento.
• Incluir datos de respaldo de la tabla “Cantidad de luz y altura de las plantas”.
• Explicar cómo estos datos respaldan tu conclusión.
Pregunta: ¿De qué modo la cantidad de luz afecta la altura de las plantas?
El alumno escribió el siguiente párrafo en el cuadro de respuesta en blanco: “Las
plantas que recibieron la mayor cantidad de luz crecieron más. Los alumnos sometieron
a prueba a las plantas con cuatro cantidades diferentes de luz durante tres semanas.
La altura promedio de las plantas al comienzo de las tres semanas fue de 1 centímetro.
Al final de las tres semanas, las plantas que recibieron más luz, 16 horas por día, crecieron
25 centímetros. Las plantas que recibieron menos luz, solo 2 horas por día, crecieron
4 centímetros. Al duplicar la cantidad de luz, aproximadamente se duplicó el crecimiento
de las plantas.”
Algunas preguntas pueden pedirles que escriban una conclusión para un experimento,
como el de este ejemplo, o bien que describan la solución para un problema o que
planifiquen un procedimiento. Pueden usar palabras y números en su respuesta.
No lea.
Este es un ejemplo del cuadernillo del alumno.
EOC 2016 Test Administration Manual
Page 45
EOC Biology Three Session Administration—Session One
Pause.
SAY
uestren cómo respondieron las preguntas de respuesta corta en los espacios
M
proporcionados. Si exceden el espacio proporcionado, es posible que las personas que
califican sus evaluaciones no vean esa parte de la respuesta. Pueden tomar notas en sus
cuadernillos de evaluación mientras estas no interfieran en el espacio de respuesta.
Pause.
SAY
¿ Desean que les lea alguna de las instrucciones nuevamente? Si desean que lo haga,
levanten la mano.
Reread any part or all directions needed.
SAY
oy completarán la sesión uno. Todas las páginas de la sesión uno tienen una barra gris
H
en la parte superior.
Después de trabajar durante 20 minutos, les preguntaré si necesitan más tiempo.
Recuerden que deben trabajar en forma individual. No compartan sus trabajos con nadie.
ncontrarán una señal de [STOP (DETENTE)] en sus cuadernillos de evaluación que indica
E
que han alcanzado el final de la sesión uno.
l terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
A
sin responder en ninguna página de la sesión uno. Cuando revisen su trabajo, asegúrense
de que no haya páginas que hayan quedado pegadas.
No se adelanten a otras sesiones.
No puedo ayudarlos a revisar su trabajo.
uando hayan terminado la sesión uno, levanten la mano y recogeré los materiales de
C
evaluación.
Ahora, vayan a la página 8 y comiencen.
During sessions 1, 2, and 3 observe students to ensure they are following directions and
engaged with the test. Actively monitor that students are working independently. Do not answer
specific questions about the test, and do not review test questions or student responses to test
questions.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 20 minutes, check to see whether they need
more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
Breaks may be provided based on student needs and Test Administrator judgment.
Page 46
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session One
When most students have finished,
SAY
ejen los lápices en sus pupitres. Coloquen los glosarios de términos no científicos dentro
D
de la portada y cierren sus cuadernillos de evaluación. Asegúrense de que se vea la parte
superior de las hojas.
evanten la mano si necesitan más tiempo para completar la sesión uno o si necesitan
L
tiempo para revisar su trabajo y asegurarse de que no hayan quedado preguntas sin
responder en ninguna página de la sesión uno; se les dejará terminar. Deben terminar la
sesión uno al final de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets and calculators.
3. Collect and account for all individual Glossaries of Non-Science Terms provided during the
assessment. Glossaries and calculators for students requiring additional time should remain
with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries have been placed inside the front cover of the booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets and Glossaries of
Non-Science Terms) to your School Test Coordinator according to your school’s Test Security
and Building Plan.
EOC 2016 Test Administration Manual
Page 47
EOC Biology Three Session Administration—Session Two
Directions for Preparing and Administering—Session Two
Before beginning Session Two, make sure you have each student’s test booklet with his or her
name on it.
All pages for Session Two have a black bar across the top, which will help you identify that
students are working in the correct session.
Prior to distributing any test material,
SAY
oy completarán la sesión dos de la evaluación de Biología de fin de curso. En este
H
momento, deben apagar y guardar los dispositivos electrónicos, como celulares, iPods y
reproductores de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es
posible que su prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location.
Verify desks have been cleared and all calculator memories have been cleared.
SAY
hora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
A
hasta que se los indique.
Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students
must do all writing with number 2 pencils.
Make sure each student receives the test booklet with his or her name pre-identified.
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si no tienen el cuadernillo en el que trabajaron
durante la sesión uno y me acercaré para ayudarlos. También cerciórense de tener dos
lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Allow students time to check their names.
SAY
hora, abran los cuadernillos de evaluación en la página 21 y lean en silencio mientras yo
A
leo en voz alta.
Pause. Check to see that everyone has found the correct page.
Page 48
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session Two
SAY
bserven el cuadro para ver la lista de materiales aprobados que podrán utilizar en esta
O
evaluación.
No lea.
Este es un ejemplo del cuadernillo del alumno.
SAY
urante esta evaluación, las únicas herramientas que podrán utilizar son calculadoras,
D
reglas con numeración o sin ella y el glosario de términos no científicos. Si desean usar
alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Pause. Allow students time to verify they have the correct test material.
You will need to show students where to get approved tools if they choose to use them.
SAY
onsulten el cuadro de materiales aprobados a continuación y lean en silencio mientras
C
yo leo en voz alta.
Recordatorio: Utilicen únicamente lápices n.º 2. No se permite el uso de otras herramientas
de redacción como bolígrafos, marcadores, lápices de colores, resaltadores ni portaminas.
Si utilizan otra herramienta de redacción, es posible que su prueba no se califique.
Pause.
SAY
i utilizan el glosario de términos no científicos, deberán escribir sus nombres en la esquina
S
superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de evaluación.
Pause. Allow students time to write their names on the paper.
EOC 2016 Test Administration Manual
Page 49
EOC Biology Three Session Administration—Session Two
SAY
¿ Desean que les lea alguna de las instrucciones nuevamente? Si desean que lo haga,
levanten la mano.
Reread any part or all directions needed.
SAY
oy completarán la sesión dos. Todas las páginas de la sesión dos tienen una barra negra
H
en la parte superior.
Después de trabajar durante 50 minutos, les preguntaré si necesitan más tiempo.
Recuerden que deben trabajar en forma individual. No compartan sus trabajos con nadie.
Encontrarán una señal de [STOP (DETENTE)] en sus cuadernillos de evaluación que indica
que han alcanzado el final de la sesión dos.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página de la sesión dos. Cuando revisen su trabajo, asegúrense
de que no haya páginas que hayan quedado pegadas.
No se adelanten a otras sesiones.
No puedo ayudarlos a revisar su trabajo.
Cuando hayan terminado la sesión dos, levanten la mano y recogeré los materiales de
evaluación.
Ahora, vayan a la página 22 y comiencen.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 50 minutes, check to see whether they need
more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
Breaks may be provided based on student needs and Test Administrator judgment.
When most students have finished,
Page 50
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session Two
SAY
ejen los lápices en sus pupitres. Coloquen los glosarios de términos no científicos dentro
D
de la portada y cierren sus cuadernillos de evaluación. Asegúrense de que se vea la parte
superior de las hojas.
Levanten la mano si necesitan más tiempo para completar la sesión dos o si necesitan
tiempo para revisar su trabajo y asegurarse de que no hayan quedado preguntas sin
responder en ninguna página de la sesión dos; se les dejará terminar. Deben terminar la
sesión dos al final de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets and calculators.
3. Collect and account for all individual Glossaries of Non-Science Terms provided during the
assessment. Glossaries and calculators for students requiring additional time should remain
with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries have been placed inside the front cover of the booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute
testing materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets and Glossaries of
Non-Science Terms) to your School Test Coordinator according to your school’s Test Security
and Building Plan.
EOC 2016 Test Administration Manual
Page 51
EOC Biology Three Session Administration—Session Three
Directions for Preparing and Administering—Session Three
Before beginning Session Three, make sure you have each student’s test booklet with his or her
name on it.
All pages for Session Three have a white bar across the top, which will help you identify that
students are working in the correct session.
Prior to distributing any test material,
SAY
oy completarán la sesión tres de la evaluación de Biología de fin de curso. En este
H
momento, deben apagar y guardar los dispositivos electrónicos, como celulares, iPods y
reproductores de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es
posible que su prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location.
Verify desks have been cleared and all calculator memories have been cleared.
SAY
hora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
A
hasta que se los indique.
Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students
must do all writing with number 2 pencils.
Make sure each student receives the test booklet with his or her name pre-identified.
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si no tienen el cuadernillo en el que trabajaron
durante las sesiones uno y dos, y me acercaré para ayudarlos. También cerciórense de
tener dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Allow students time to check their names.
SAY
hora, abran los cuadernillos de evaluación en la página 37 y lean en silencio mientras yo
A
leo en voz alta.
Pause. Check to see that everyone has found the correct page.
Page 52
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session Three
SAY
bserven el cuadro para ver la lista de materiales aprobados que podrán utilizar en esta
O
evaluación.
No lea.
Este es un ejemplo del cuadernillo del alumno.
SAY
urante esta evaluación, las únicas herramientas que podrán utilizar son calculadoras,
D
reglas con numeración o sin ella y el glosario de términos no científicos. Si desean usar
alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Pause. Allow students time to verify they have the correct test material.
You will need to show students where to get approved tools if they choose to use them.
SAY
onsulten el cuadro de materiales aprobados a continuación y lean en silencio mientras
C
yo leo en voz alta.
Recordatorio: Utilicen únicamente lápices n.º 2. No se permite el uso de otras herramientas
de redacción como bolígrafos, marcadores, lápices de colores, resaltadores ni portaminas.
Si utilizan otra herramienta de redacción, es posible que su prueba no se califique.
Pause.
SAY
i utilizan el glosario de términos no científicos, deberán escribir sus nombres en la esquina
S
superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de evaluación.
Pause. Allow students time to write their names on the paper.
EOC 2016 Test Administration Manual
Page 53
EOC Biology Three Session Administration—Session Three
SAY
¿ Desean que les lea alguna de las instrucciones nuevamente? Si desean que lo haga,
levanten la mano.
Reread any part or all directions needed.
SAY
oy completarán la sesión tres. Todas las páginas de la sesión tres tienen una barra
H
blanca en la parte superior.
Después de trabajar durante 50 minutos, les preguntaré si necesitan más tiempo.
Recuerden que deben trabajar en forma individual. No compartan sus trabajos con nadie.
Encontrarán una señal de [STOP (DETENTE)] en sus cuadernillos de evaluación que indica
que han alcanzado el final de la sesión tres.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página de la sesión tres. Cuando revisen su trabajo, asegúrense
de que no haya páginas que hayan quedado pegadas.
No se adelanten a otras sesiones.
No puedo ayudarlos a revisar su trabajo.
Cuando hayan terminado la sesión tres, levanten la mano y recogeré los materiales de
evaluación.
Ahora, vayan a la página 38 y comiencen.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 50 minutes, check to see whether they need
more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
Breaks may be provided based on student needs and Test Administrator judgment.
When most students have finished,
SAY
ejen los lápices en sus pupitres. Coloquen los glosarios de términos no científicos dentro
D
de la portada y cierren sus cuadernillos de evaluación. Asegúrense de que se vea la parte
superior de las hojas.
evanten la mano si necesitan más tiempo para completar la sesión tres o si necesitan
L
tiempo para revisar su trabajo y asegurarse de que no hayan quedado preguntas sin
responder en ninguna página de la sesión tres; se les dejará terminar. Deben terminar la
sesión tres al final de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Page 54
EOC 2016 Test Administration Manual
EOC Biology Three Session Administration—Session Three
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets and calculators.
3. Collect and account for all individual Glossaries of Non-Science Terms provided during the
assessment. Glossaries and calculators for students requiring additional time should remain
with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries have been placed inside the front cover of the booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets and Glossaries of
Non-Science Terms) to your School Test Coordinator according to your school’s Test Security
and Building Plan.
EOC 2016 Test Administration Manual
Page 55
EOC Biology Single Session Administration
EOC BIOLOGY: DIRECTIONS FOR ADMINISTERING SINGLE
SESSION EXAMS
Directions for Preparing and Administering—Single Session Exam
Prior to Testing
☐☐ Please read this information carefully before administering the assessment.
☐☐ The EOC biology assessment may be given
as a single session exam. Each assessment
must be completed during the day in which
it was begun.
☐☐ Ensure that a Testing—Do Not Disturb sign
is posted.
☐☐ This manual provides an estimated time for
completion of the assessment; however,
students may take as much time as they
need to complete the assessment during
the day in which the test was begun. Read
and understand your school’s Test Security
and Building Plan to accommodate students who need additional time.
☐☐ These directions provide for one break. Additional breaks may be provided based on
student needs and Test Administrator judgment. Students who have not completed
the assessment must be monitored during
breaks and lunches. Refer to the Testing
Times section, page 13, of this manual for
specific guidelines on breaks.
☐☐ Before testing, establish a secure location
for students to move all bags, purses, and
electronics.
☐☐ For students who choose to use a calculator, Test Administrators must ensure that
the calculator memory (if applicable) is
cleared both before and after testing.
During Testing
☐☐ When reading directions to students:
☐☐ Do not paraphrase the directions.
☐☐ Read the directions to students exactly
Page 56
as they are written, using a natural tone
and manner. If you make a mistake
in reading a direction, stop and say,
“Listen again.” Then read the direction
again. Never deviate from the directions
as written. Deviating from the printed
directions is a testing violation. Read
all material printed in boxes next to the
word SAY. The text outside of the SAY
boxes and the italicized text within the
SAY boxes is information for you and
should not be read to students.
☐☐ You may repeat any part of these directions as many times as needed.
☐☐ Do not provide suggestions to students
on how to respond to the task or evaluate student work.
☐☐ All non-approved electronics must be
turned off and kept out-of-view and reach
during testing.
☐☐ Provide all required access supports and
accommodations.
☐☐ See the Materials Available for Student Access table available on the WCAP-Portal.
☐☐ Thesauruses, dictionaries, graph paper,
and scratch paper are not permitted on the
biology assessment.
☐☐ Students may make notes in their test
booklet as long as it does not interfere
with any answer space.
After Testing
☐☐ Follow the instructions provided in Final
Processing Steps for Test Administrators.
These steps can be found at the end of
the directions to the student and must be
reviewed by the Test Administrator prior to
administering state assessments.
EOC 2016 Test Administration Manual
EOC Biology Single Session Administration
RCW 28A.635.040, RCW 42.56.250, and WAC 181-87-060
Examination questions — Disclosing — Penalty.
Any person having access to any question or questions prepared for the examination
of teachers or common school pupils, who shall directly or indirectly disclose the same
before the time appointed for the use of the questions in the examination of such teachers
or pupils, or who shall directly or indirectly assist any person to answer any question
submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum
not less than one hundred nor more than five hundred dollars.
EOC 2016 Test Administration Manual
Page 57
EOC Biology Single Session Administration
EOC Biology Single Session Administration
Prior to distributing any test material,
SAY
oy completarán la evaluación de Biología de fin de curso. En este momento, deben
H
apagar y guardar los dispositivos electrónicos, como celulares, iPods y reproductores
de MP3. Recordatorio: Si usan dispositivos electrónicos no aprobados, es posible que su
prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location.
Verify desks have been cleared and all calculator memories have been cleared.
SAY
ara la evaluación de Biología de fin de curso, leerán diferentes situaciones y responderán
P
preguntas relacionadas con dichas situaciones.
Algunas preguntas no están relacionadas con las situaciones y estarán marcadas claramente.
Ahora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
hasta que se los indique.
Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students
must do all writing with number 2 pencils.
Make sure each student receives the test booklet with his or her name pre-identified.
SAY
bserven los cuadernillos de evaluación y asegúrense de que tengan sus nombres
O
impresos en la portada. Levanten la mano si sus nombres no están impresos en la portada
del cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener
dos lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Write today’s date on the board.
SAY
bserven el cuadro para la firma y la fecha. Cuando firman, están diciendo: “Comprendo
O
que esta prueba es privada y que no puedo copiar ni hablar sobre ninguna parte de esta con
otras personas”.
¿Tienen alguna pregunta?
Pause. Answer any questions.
SAY
Page 58
hora, escriban su nombre y apellido y la fecha de hoy en el cuadro para la firma y fecha
A
que se encuentra en la portada de sus cuadernillos de evaluación.
EOC 2016 Test Administration Manual
EOC Biology Single Session Administration
Pause. Allow students time to write their names and write today’s date.
SAY
hora, abran los cuadernillos de evaluación en la página 3 y lean en silencio mientras yo
A
leo en voz alta.
Pause. Check to see that everyone has found the correct page.
SAY
bserven el cuadro para ver la lista de materiales aprobados que podrán utilizar en esta
O
evaluación.
No lea.
Este es un ejemplo del cuadernillo del alumno.
SAY
urante esta evaluación, las únicas herramientas que podrán utilizar son calculadoras,
D
reglas con numeración o sin ella y el glosario de términos no científicos. Si desean usar
alguna de las herramientas aprobadas, levanten la mano y los ayudaré.
Pause. Allow students time to verify they have the correct test material.
You will need to show students where to get approved tools if they choose to use them.
SAY
onsulten el cuadro de materiales aprobados a continuación y lean en silencio mientras
C
yo leo en voz alta.
Recordatorio: Utilicen únicamente lápices n.º 2. No se permite el uso de otras herramientas
de redacción como bolígrafos, marcadores, lápices de colores, resaltadores ni portaminas.
Si utilizan otra herramienta de redacción, es posible que su prueba no se califique.
Pause.
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SAY
i utilizan el glosario de términos no científicos, deberán escribir sus nombres en la esquina
S
superior derecha de la hoja. Recogeré todas las hojas al final de la sesión de evaluación.
Pause. Allow students time to write their names on the paper.
SAY
Ahora vayan a la página 4.
Las preguntas de ejemplo de Biología son para mostrarles los diferentes tipos de preguntas
que encontrarán en esta evaluación y cómo deberán marcar o redactar las respuestas.
Observen la pregunta de ejemplo 1.
Pause.
SAY
sta es una pregunta de opción múltiple de ejemplo. Para este tipo de pregunta, elegirán
E
la mejor respuesta y pintarán completamente el círculo que está al lado de esa respuesta.
Pregunta 1: ¿Cuáles fueron las dos variables controladas en este experimento?
a
A. El tiempo que las lámparas estuvieron encendidas y la temperatura ambiente
a
B. La altura que las plantas crecieron cada semana y la cantidad de agua
;
C. La distancia de las lámparas sobre las plantas y el tipo de plantas
a
D. L
a cantidad de energía lumínica que recibió cada planta y el tamaño de las macetas
La respuesta correcta era C, “La distancia de las lámparas sobre las plantas y el tipo de
plantas”; por lo tanto, se pintó completamente el círculo que está al lado de la C. Este es
un ejemplo de cómo debe llenarse el círculo para que pueda calificarse.
Eviten usar las siguientes marcas porque no pueden calificarse. De izquierda a derecha,
el primer ejemplo dice: “Más de una opción”. Vean cómo se pintaron A y B. El segundo
ejemplo dice: “Opción de respuesta sombreada parcialmente”. Vean cómo B se pintó
parcialmente. El tercer ejemplo dice: “Opciones incorrectas tachadas”. Vean cómo se
tachó A, C y D, y se pintó B. El cuarto ejemplo dice: “Círculo alrededor de la opción de
respuesta”. Vean cómo B se marcó con un círculo, pero no se pintó. Recuerden: Estas
marcas no pueden calificarse. Borren cuidadosamente cualquier marca que deseen
cambiar de las preguntas de opción múltiple.
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No lea.
Este es un ejemplo del cuadernillo del alumno.
Pause.
SAY
Ahora vayan a la página 5 y a la pregunta de ejemplo 2.
Pause.
SAY
sta es una pregunta para completar de ejemplo. Después de leer la pregunta, deben
E
escribir una palabra o frase corta en el cuadro o la línea de respuesta.
Pregunta 2: ¿Cuál fue la variable de respuesta (dependiente) en este experimento?
Escribe tu respuesta en el cuadro.
El alumno escribió la respuesta “altura de las plantas” en el cuadro de respuesta en blanco.
No lea.
Este es un ejemplo del cuadernillo del alumno.
Pause.
SAY
Ahora vayan a la página 6 y a la pregunta de ejemplo 3.
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Pause.
SAY
sta es una pregunta de respuesta corta de ejemplo. Después de leer la pregunta,
E
escriban una respuesta corta con frases u oraciones en el cuadro de respuesta.
SAY
Escribe una conclusión para este experimento.
En la conclusión, debes:
• Responder a la pregunta del experimento.
• Incluir datos de respaldo de la tabla “Cantidad de luz y altura de las plantas”.
• Explicar cómo estos datos respaldan tu conclusión.
Pregunta: ¿De qué modo la cantidad de luz afecta la altura de las plantas?
El alumno escribió el siguiente párrafo en el cuadro de respuesta en blanco: “Las
plantas que recibieron la mayor cantidad de luz crecieron más. Los alumnos sometieron
a prueba a las plantas con cuatro cantidades diferentes de luz durante tres semanas.
La altura promedio de las plantas al comienzo de las tres semanas fue de 1 centímetro.
Al final de las tres semanas, las plantas que recibieron más luz, 16 horas por día, crecieron
25 centímetros. Las plantas que recibieron menos luz, solo 2 horas por día, crecieron
4 centímetros. Al duplicar la cantidad de luz, aproximadamente se duplicó el crecimiento
de las plantas.”
Algunas preguntas pueden pedirles que escriban una conclusión para un experimento,
como el de este ejemplo, o bien que describan la solución para un problema o que
planifiquen un procedimiento. Pueden usar palabras y números en su respuesta.
No lea.
Este es un ejemplo del cuadernillo del alumno.
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Pause.
SAY
uestren cómo respondieron las preguntas de respuesta corta en los espacios
M
proporcionados. Si exceden el espacio proporcionado, es posible que las personas que
califican sus evaluaciones no vean esa parte de la respuesta. Pueden tomar notas en sus
cuadernillos de evaluación mientras estas no interfieran en el espacio de respuesta.
Pause.
SAY
¿ Desean que les lea alguna de las instrucciones nuevamente? Si desean que lo haga,
levanten la mano.
Reread any part or all directions needed.
SAY
oy completarán todas las sesiones de esta evaluación. En aproximadamente 60 minutos,
H
haremos una pausa corta. Después de trabajar durante 120 minutos, les preguntaré si
necesitan más tiempo.
Encontrarán señales de [STOP (DETENTE)] en sus cuadernillos de evaluación que indican
que han alcanzado el final de una sesión. Ignoren las señales de [STOP (DETENTE)] y
continúen hasta que alcancen el final del cuadernillo de evaluación.
Recuerden que deben trabajar en forma individual. No compartan sus trabajos con nadie.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no haya
páginas que hayan quedado pegadas.
No puedo ayudarlos a revisar su trabajo.
Cuando hayan terminado la prueba, levanten la mano y recogeré los materiales de
evaluación.
Ahora, vayan a la página 8 y comiencen.
Do not assist students in checking their work.
Add 60 minutes to the starting time and write this on the board as “Break Time: ______.”
Observe students to ensure they are following directions and engaged in the assessment.
Actively monitor that students are working independently. Do not answer specific questions
about the assessment and do not review test questions or student responses to test questions.
After 60 minutes,
SAY
hora, haremos una pausa. Dejen los lápices en sus pupitres y cierren los cuadernillos de
A
evaluación. Pueden ponerse de pie, estirarse y caminar.
ecuerden: Esta evaluación es privada y no pueden analizar ninguna parte de esta ni de
R
su trabajo con el resto.
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During the supervised break, Test Administrators must monitor students to ensure they do not
talk about the assessment. Make sure test booklets remain closed on desks.
After about ten minutes, have students return to their seats.
SAY
iéntense nuevamente y trabajen hasta que terminen la evaluación. No se detengan
S
cuando alcancen la señal de [STOP (DETENTE)] del final de una sesión. Deben ignorar
la señal de [STOP (DETENTE)] y continuar hasta que alcancen el final del cuadernillo de
evaluación. Aproximadamente, en 60 minutos más, les preguntaré si necesitan ayuda.
Tendrán tiempo para responder a todas las preguntas, aunque necesiten más tiempo.
l terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
A
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no haya
páginas que hayan quedado pegadas.
No puedo ayudarlos a revisar su trabajo.
Recordatorio: Si terminan antes, levanten la mano y recogeré los materiales de evaluación.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 120 minutes, check to see whether they
need more time. If most students need more time, provide additional work time as needed in
20-minute intervals.
Additional breaks may be provided based on student needs and Test Administrator judgment.
When most students have finished,
SAY
ejen los lápices en sus pupitres. Coloquen los glosarios de términos no científicos dentro
D
de la portada y cierren sus cuadernillos de evaluación. Asegúrense de que se vea la parte
superior de las hojas.
Levanten la mano si necesitan más tiempo para completar la evaluación o si necesitan tiempo
para revisar su trabajo y asegurarse de que no hayan quedado preguntas sin responder en
ninguna página; se les dejará terminar. Deben terminar al final de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
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Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets and calculators.
3. Collect and account for all individual Glossaries of Non-Science Terms provided during the
assessment. Glossaries and calculators for students requiring additional time should remain
with the students’ test booklets.
4. Calculator memories for students requiring additional time should not be cleared until
students complete the testing session. For students who have completed testing, clear all
calculator memories before students exit the testing location.
5. Separate test booklets, additional papers, and calculators for students needing more time.
Verify Glossaries have been placed inside the front cover of the booklet.
6. Students who need more time may remain in the same testing room or move to another
location to finish the assessment.
•
For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
•
For students moving to a new location, go to the new location and then redistribute test
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets and Glossaries of
Non-Science Terms) to your School Test Coordinator according to your school’s Test Security
and Building Plan.
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Resources
RESOURCES
WCAP Portal Resources
Administration Manuals: http://wa.portal.airast.org/
Classroom and Test Administrator Resources:
http://wa.portal.airast.org/
☐☐ Sample Test Questions
☐☐ Testing—Do Not Disturb sign
Test Security Forms and Reports: http://wa.portal.airast.org/
☐☐ Test Security Assurance Form
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PART 4: AFTER TESTING
ASSEMBLE MATERIALS FOR RETURN
All materials must follow a secure process for checking materials out and checking
them back in.
Check Out: Applies from district to school, school to TA, TA to student.
Check In: Applies from student to TA, TA to SC, and SC to DC.
TAs: All test materials must be checked in prior to releasing students from the testing
location. This includes secure test booklets, answer booklets, and any materials
distributed to students during the testing session.
Prepare materials to be returned to the School Test Coordinator, according to your
school’s approved Test Material and Building Plan.
Timely return of materials is essential for scoring and reporting of results. Security
reports will be generated after the time materials are due back to MI. Security reports
provide a breakdown of secure materials by district, school, and material type. The
missing material roster will be provided to the state for review and action.
CHECKLIST FOR THE TEST ADMINISTRATOR (TA)
••
Verify each student test booklet has a Pre-ID student label.
••
Bundle all used (scorable) test booklets together.
••
Bundle together all of the scratch and graph paper.
••
Bundle all unused test booklets together.
••
Return the stacks of used (scorable) test booklets, unused (non-scorable) test
booklets, and scratch and graph paper to the SC, according to the school’s Test
Security and Building Plan.
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PART 5: APPENDICES
APPENDIX A: UNIVERSAL TOOLS, DESIGNATED SUPPORTS,
AND ACCOMMODATIONS
The Guidelines on Tools, Supports, & Accommodations are intended for schoollevel personnel and decision-making teams, including Individualized Education
Program (IEP) and Section 504 teams, as they prepare for and implement the state
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, designated supports,
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 Guidelines apply to all students taking state
assessments. For detailed information on what is available for students, refer to the
Guidelines on Tools Supports, & Accommodations at: http://wa.portal.airast.org.
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APPENDIX B: ITEM TYPES
Item and Response Types
As students engage with the end-of-course (EOC) exit exams, they are asked test
questions that require them to respond in several ways, some of which may be new to
students.
Resources are available that teachers and students can use to get ready for the test,
including paper-pencil supports and sample items. The paper-pencil supports for
mathematics are available online at
http://www.k12.wa.us/Mathematics/EndofCourse.aspx and should be completed prior
to students taking an EOC exit exam. Science assessment resources are available
online at http://www.k12.wa.us/Science/EducatorResources.aspx. Sample items are
administered by TAs as part of the directions for Session 1 of each test; these sample
items provide students an opportunity to view and practice select item types. The
sample items should not be the first time students see or practice responding to EOC
exit exam items.
Summary of Item Types and How to Provide Responses
Table 9 lists the different EOC item types and briefly describes each one.
Not all assessments will necessarily include all item types.
Table 9: Item and Scoring Types
Type of Item
Brief Description of Item Type
Multiple-Choice
(Math and Science)
This item type provides a list of answer options for
students to choose. Students select one option.
Multiple-Select
Response (Math only)
This item type provides a list of answer options for
students to choose. Students select one or more options.
Gridded Response
(Math only)
This item type provides a grid that students enter numeric
answers including negative values, decimals, and fractions. Students must fill in the bubbles to receive credit for
their answer. Students may use the directions printed on
page 2 of their EOC booklet to help them complete this
item type.
Note: Students should not enter mixed numbers for a gridded response item as this would result in a blank space in
the grid.
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Type of Item
Brief Description of Item Type
Matching Response
(Math only)
This item type provides statements, figures, or other
stimuli for students to match with categories like “True,”
“False, “Yes,” or “No.” Students fill in bubbles to select a
category with each statement, figure, or other stimulus.
Fill-in Table
(Math only)
This item type provides a table with some empty cells.
Students fill in the empty cells with numbers and/or words
to complete the table.
Short Response
(Math Only)
This item type provides one or more answer boxes, grids,
number lines, etc. for students to respond to the item.
These items ask students to plot points on a number line,
write an answer in an answer box, draw a figure, create a
graph, provide a written response, or answer a question in
another way.
These items may contain elements of any item type
described above, i.e., a Short Response item may ask
students to complete a multiple-choice question and then
fill in a table.
Completion
(Science only)
This item type provides one small answer box. These
items ask students to write a short response (one to two
words or a number) to a clear and specific question.
Short Answer
(Science only)
This item type provides a large, lined answer box. Shortanswer items ask students to provide a written response.
When appropriate, prompts like “In your procedure, be
sure to include:” or “In your description, be sure to:”
will provide extra details to assist students in writing a
complete response.
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APPENDIX C: FREQUENTLY USED TERMS
Table 10 defines terms that are specific to the state assessments.
Table 10: Frequently Used Terms
Term
Accommodation
Definition
Changes in procedures or materials that increase equitable
access during state 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. Approved
accommodations do not compromise the construct, grade-level
standards, or intended outcome of the assessments. See the
Guidelines on Tools, Supports, & Accommodations.
A student may be provided breaks within a session as needed.
Break
Students may move about the classroom or take a short break
outside to refocus.
Designated Supports
Accessibility resources 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 Guidelines for Tools, Supports, & Accommodations for
complete information.
District Test
Coordinator (DC)
District-level staff member who is responsible for the overall
administration of state assessments in a district. DCs ensure that
the School Test Coordinators (SCs) and Test Administrators (TAs)
in their districts are appropriately trained and aware of policies
and procedures.
Item
A test question or stimulus presented to a student to elicit a
response.
School Test
Coordinator (SC)
School staff member responsible for monitoring the test
schedule, process, and 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 state.
Session
A timeframe in which students actively test in a single sitting.
State Student
ID Number (SSID)
A statewide, unique 10-digit student identifier.
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Term
Page 72
Definition
Stimulus/Stimuli
Material or materials used in the test context which 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 mathematics assessments to provide
context for assessing the knowledge and skills of students and
are diverse. They can be traditional reading passages/texts for
students to use for research or scenarios to react to.
Test Administrator (TA)
Personnel responsible for administering the state assessments
in a secure manner in compliance with the policies and
procedures. Trained school/district staff, including noncertificated staff, may administer the assessments under the
general supervision of a certificated district employee.
Test Security Incident
For additional information about security protocols, refer to the
Test Coordinators Manual (TCM).
Testing Breach
An 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 and may result in a decision to remove the test
item(s) from the available secure bank. A breach incident
must be reported to the DC, SC, and State Test Coordinator
immediately. For specific details on how to proceed when an
incident has occurred, please refer to the TCM.
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. For specific details on how to proceed
when an incident has occurred, please refer to the TCM.
Testing Irregularity
An unusual circumstance that impacts 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 and submitted in the online Appeals system for resolution.
For specific details on how to proceed when an incident has
occurred, please refer to the TCM.
Universal Tools
Tools available to all students based on student preference
and selection. See the Guidelines on Tools, Supports, &
Accommodations for complete information.
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APPENDIX D: MULTIPLICATION TABLE
A single-digit (1–9) multiplication table is a non-embedded accommodation for grades 4
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.
MULTIPLICATION TABLE
x
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
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APPENDIX E: INSTRUCTIONS FOR ADMINISTERING
BRAILLE AND LARGE PRINT
GENERAL
Test Administrators (TAs) must provide users of both the braille and large print
versions of the test with sufficient time to complete the test. The School Test
Coordinator (SC) should provide TAs with braille and large print test kits as
appropriate. The following materials are included in the braille and large print test kits:
Braille test kits
••
a cover sheet;
••
a copy of these instructions;
••
a grade-appropriate version of the following: a regular test booklet, a plasticbound braille test booklet, and a packet of ancillary materials (transcriber’s notes)
on the inside back cover of the braille booklets.
Large Print test kits
••
a cover sheet;
••
a copy of these instructions;
••
a grade-appropriate version of the following: a large print test booklet (if applicable) and a regular test booklet.
STUDENT IDENTIFICATION
Print the student’s name; county, district, and school code; and school name on the
cover of the braille or Large Print test booklet. Responses in these test booklets
will not be scored. All responses must be transcribed following protocols in the
school’s Test Security and Building Plan and the Guidelines on Tools, Supports, &
Accommodations. If responses are not transcribed into a regular test booklet they
cannot be scored. Regular test booklets are enclosed in the braille or large print kit.
Affix the Pre-ID label to the front of the regular test booklet and the large print test
booklet (if applicable). Note that when large print test booklets are used responses
must still be transcribed into a regular test booklet in order to be scored.
INSTRUCTIONS
The administration directions that appear in the Paper-Pencil Test Administration
Manual should be the basis for administering the braille and large print versions of
the test. However, some modifications to these instructions are required. The TA,
with the assistance of the Test Coordinator, should review these directions before
administering a braille or large print test, and modify the instructions as needed
considering specifications in the student’s IEP.
The TA should use the regular test booklet to answer questions about the directions
that are included in the test. However, the TA must not read or interpret any test
questions for the student. The regular test booklet is not to be copied or used for any
purpose other than to administer the test.
The school security checklist must be used to record the distribution and collection of
the braille, large print, and regular test booklets.
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TIMING
The TA must provide users of both the braille and large print versions of the test with
sufficient time to complete the test.
RECORDING ANSWERS
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
beside the answer sheet provided with the assessment. These responses are then
transcribed into the regular test booklet so that they can be scored. If responses are
not transcribed into a regular test booklet they cannot 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 (oral, taped, or written) responses must
be securely destroyed according to the school’s Test Security and Building Plan.
Do not destroy the large print or braille booklets as those are secure and must be
returned to the scoring contractor for receipt inventory.
••
Do not dispose of student responses by placing them in the trash.
The TA must provide written affirmation to the Test Coordinator that student
responses have been completed on the student test 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.
RETURNING TEST MATERIALS
Keep the test booklet with transcription with the other scorable student test booklets.
Return with scorable materials.
Return all unused, not to be scored, braille, and large print test booklets with nonscorable materials.
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Revision Log
Page
Description
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Appendix F