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Where do I record accommodations that are used for the ExRWM assessments?

A

Accommodations are considered a Standard Administration of the test. Mark “Standard Administration” as the Administration Code. It is not required that you describe the accommodations used. However, you are encouraged to describe the accommodations in the “Comments” section on the protocols as the information may be helpful to you or the student’s next teacher when administering future Alaska Alternate Assessments.

Updated 3/1/07

Q

On Reading Task 2 (identification of signs), what are one-point answers for female restroom, wheelchair accessible, and bike lane?  If the student says "girl," "wheelchair," or "bike," are those one-point answers or no point answers?

A

The answers you provide would score as 1 point. Remember the student can respond through pointing as well. A standard pointing response would be selecting from at least 4 signs/symbols.

Updated 3/1/07

Scenario:

Q

On the test the signs and symbols are in black and white. The student sees the signs and symbols in color in their environment. Can I use the colored version as an accommodation?

A

Yes, the more realistic version that you use in your classroom can be used as an accommodation.

Updated 3/1/07

Q

Can the student use a voice output system as an accommodation for Reading Tasks 3, 8, 9 and 10, even though actually to use the system the student could actually be matching the words or letters?

A

Yes. The student can use any assistive device or communication system that he or she would use in the classroom to demonstrate independence in the skill being assessed. Remember, for Tasks 3,8, and 9 the student can use a pointing response as described in the test protocols.

Updated 3/1/07

Can the student use a word processor even though these tasks typically score for letter/number readable, not reversed, etc.?

Yes. Again, the student can use any assistive device or communication system that they would use in the classroom as an accommodation to produce independent written work. The assistive device or communication system must demonstrate the student’s independent skill. If additional assistance is provided, (e.g. presenting the sentence one word at a time), that would be changing what is measured by that task (word, rather than sentence) and would be ELOS.

Updated 3/1/07

Can I use an example each time for the items on the task? For example, I would:

• Show the student a number card
• Say, “This is a 7. What is this number?”
• The student says ” 7”.
• Then I would ask him the real question: "What is this number?" and show it (5).

Can I do this ‘model one, ask one’ sequence for each item on the whole task as an accommodation?

Yes, this is an accommodation. You are not changing what is being measured. The student still has to identify the numerals on the test. Make sure any number given as the prompt is a number NOT on the test.

Updated 3/1/07

Can he use a talking calculator as an accommodation?

Yes, a calculator can be used as an accommodation for the Extended Math assessment. To maintain test security, be sure he is not using the talking calculator in a way that other students taking the ExRWM assessment can hear the problems and answers.

Updated 3/1/07

If you replace the line drawings with photographs, would this be considered a "standard" response or an "expanded level of support" response?

Standard response (with accommodation.)

Updated 3/1/07

Is someone who is computer savvy finding color photos for Reading Tasks 1 and 2 or is everyone who is needing this change finding them for themselves?

We haven’t planned to do this. It’s best for each assessor to get the pictures they need this year.

Updated 3/1/07

In math, the student has three consecutive 0s on tasks 3, 4 and 5.

I think she could get points on task 7, 10 and 14.

I would like to see her get as many points as possible but I don't want to have to give her tasks she cannot do because she often gets frustrated which leads to behaviors we try to avoid.

May I pick and choose what to administer after a student has met the 3-error rule or should I stop as soon as the student meets the 3-error rule

Yes! The assessor may pick and choose additional tasks following the 3-error rule. Both the 3-error rule and the decision points are provided to permit stopping the test early. Stopping early is not required. The question provides an excellent example about how to proceed with testing for students who can do more. Administering tasks 7, 10, and 14 for this student would allow the assessor to capture added information about the student's achievement.

Updated 5/15/07

My student has made it to Extended Writing Task 8.

She scored poorly on Task 5 = 11/39; Task 6 = 2/57 (only 2 zeros out of 3); Task 7 = 6/8.

Task 8 is writing sentences independently which this student cannot do. She did not even attempt to write sentences, so she received zero on Task 8.

She still passes the decision point, but on Tasks 9-10 it says if a student cannot write a sentence on Task 8 then mark Skipped.

Mark Administration Code -Not Tested and add to the Comments section a statement, such as: "Skipped - Student could not write a sentence in Task 8"

Updated 5/15/07

I have had a request from a parent to sit in and observe while the alternate assessment is being administered to her child. I tried to convey the test security information and compared the alternate to the SBA’s and HSGQE. She wanted to know if there was something in writing that says a parent cannot observe.

We have a lot of information about test security and school personnel, but nothing about parents observing. I really tried to convey the test security information and compared the alternate to the SBA’s and HSGQE, but she still wants something in writing.

Is there anything in writing regarding parents sitting in during testing?

The information you are looking for is in the FAQ section on the main assessment Web site. We will be adding it to the alternate FAQs as well. It reads:

"Special circumstances, interruptions, or distractions that affect individual or group performance can lead to invalid test results. The presence of a parent in the room would be considered a distraction to all students, including the parent's child."

Updated 5/15/07