Test Administrator Training Part 1

Report
TEST
ADMINISTRATOR
TRAINING
(REQUIRED FOR DTCS,
STCS, AND TAS)
TEST ADMINISTRATORS
Big Picture Objectives




Understand the roles and
responsibilities of test administrators
Understand how to use valid test
administration practices
Be aware of what’s new this year in
the statewide assessment system
Learn where to find test
administration resources and tools
TEST ADMINISTRATORS
Training Overview
Training will cover the following topics:






Test Administrator Training
Accessibility Supports
Test Security
Smarter Balanced Administration*
OAKS Online Science and Social Sciences
Administration*
ELPA Administration*
*Only required for TAs administering this assessment
TEST ADMINISTRATORS
TA Roles and Responsibilities


Before testing:

Provide students with an opportunity to become familiar
with the test format and procedures

Review student IEPs or education plans to identify
appropriate test formats and accessibility supports

Make arrangements for students who are not testing

Review Test Administration Manual (TAM), Oregon
Accessibility Manual (OAM), and training notes
During testing:

Ensure that students receive the appropriate test
(includes settings such as language and print size)

Enforce test environment requirements
TEST ADMINISTRATORS
Test Environment Requirements

Supervision at all times by a trained TA

Quiet environment void of distractions


Only accessibility supports listed in OAM
made available to students
Limited interaction with students

Read student directions

Administer accessibility supports
appropriately

No coaching
TEST ADMINISTRATORS
OAKS System Components
Test Information
Distribution Engine
(TIDE)
• Student
demographic
information
collected
• Student test
settings entered
Test Delivery System
(TDS):
TA Interface
• Test sessions
created
• Students approved
to test
_______________
Item Tracking System
(ITS)
• Test questions
created reviewed,
and edited
• Questions assembled
into tests
Test Delivery System
(TDS):
Student Interface
• Students log into
tests
• Students take tests
Online Reporting
System
(ORS)
• Test results
reported
TEST ADMINISTRATORS
Overview of Test Delivery System
TA Interface



Administer online tests, track progress, and manage
students testing in your session
Adjust test settings for individual students before
they are approved to start the test
Approve and submit print requests from students
Student Interface

Secure online test that must be accessed via a
secure browser


General Education Student Interface
Braille Interface
TEST ADMINISTRATORS
New in the OAKS Portal




New OAKS Portal URL: oaksportal.org
New look and feel:
Organization remains the same
Register to receive alerts when announcements
or resources are posted on the portal
TEST ADMINISTRATORS
New in the OAKS Portal (cont’d)

New Organization of Resources &
Resources Search Feature:
TEST ADMINISTRATORS
New in the TA Interface


Session IDs: New three-part naming
convention (not based on TA’s name)
Easier to get back into sessions that were
unintentionally closed or paused.
Buttons added to message TA sees if the
TA tries to start a new session and
already has an active session:
 Rejoin session
 Close session
TEST ADMINISTRATORS
TA Interface at A Glance


Used to create and manage test sessions and approve students
All information is visible on one screen



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Tests in session
Students needing approval to start testing
Students with tests in progress
Print requests
TEST ADMINISTRATORS
TA Interface (cont’d)
Create and Manage Test Sessions




List of available tests automatically
displays upon logging in and remains
on screen while monitoring students
Select the tests for inclusion in the
session and click [Start Session]
System generates a Session ID that students will use to log in
Test sessions automatically expire upon TA logout



Sessions cannot be resumed
Students may resume a paused test in any new test session that
includes the applicable test subject and grade
Example: TA creates a test session for students on Tuesday. To
resume testing on Wednesday, the TA will create another test
session for students to resume testing
TEST ADMINISTRATORS
TA Interface (cont’d)
Student Test Settings and Approvals

Approvals Preview (right) allows
TAs to see students that need to be
approved while monitoring test
progress

The complete list of students
awaiting approval will display on a
pop-up screen
TEST ADMINISTRATORS
TA Interface (cont’d)
Student Test Settings
and Approvals (cont’d)
TEST ADMINISTRATORS
1
Student Log-in
Student Login
1. Log in using First Name, SSID,
Session ID
2
2. Confirm identity – “Is This
You?” screen
– First Name (same as in SSID
upload), Enrolled Grade,
DOB, School, SSID
3
3. Select Test
– Student will see available
tests by subject
4. TA Approval required to start
test
5. Confirm test -- “Is this your
test?” screen
4
5
TEST ADMINISTRATORS
Do’s…
 TAs must read the Test Administration
Manual and the Oregon Accessibility Manual,
receive annual test administration and security
training, and sign an Assurance of Test
Security form before administering state tests.

If you’re administering Smarter Balanced or OAKS
Online Science and Social Sciences through the
Braille Interface, you must also receive ODEprovided Braille Interface training

If you’re administering the Extended Assessment,
you must also receive ODE-provided Qualified
Trainer or Qualified Assessor training
TEST ADMINISTRATORS
Do’s (cont’d)…



Use the practice tests to familiarize students
with the student interface, item types, and
available accessibility supports.
Read verbatim the student directions provided
in the Test Administration Manual.
Provide students with only those accessibility
supports listed by content area in the Oregon
Accessibility Manual that are appropriate for
the individual student.
TEST ADMINISTRATORS
…and Don’ts




Do not allow untrained aides, interpreters,
volunteers, or substitutes to assist with test
administration.
Do not coach students (including requiring
students to show their work).
Do not allow students to access resources
such as textbooks, class notes, or cell phones
during testing.
Do not allow students to talk to or help other
students during testing.
TEST ADMINISTRATORS
Promising Practices




TA reviews the TAM and OAM before testing,
focusing on test security and content-specific
accessibility options.
TA seeks clarification from STC on any rules
that are unclear before administering tests
TA spaces students appropriately or provides
visual barriers to prevent students from seeing
others’ tests.
TA reads student directions verbatim and
circulates through test environment to ensure
proper testing conditions.
TEST ADMINISTRATORS
Test Administration Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam

Oregon Accessibility Manual
http://www.ode.state.or.us/search/page/?id=487

Best Practices Guide
http://www.ode.state.or.us/go/tam

Promising Testing Practices
http://www.ode.state.or.us/search/page/?=2444
TEST ADMINISTRATORS
In a Nutshell

TAs must receive training each year



Special training requirements for Braille
Interface, Extended, and Kindergarten
Assessments
TAs enforce valid test environment for
students
When in doubt about a particular
testing practice, before testing begins:




Check the TAM and the OAM
Check your training notes
Ask your School Test Coordinator
If all else fails, assume the answer is “no”
STATEWIDE ASSESSMENT
ACCESSIBILITY
SUPPORTS
(REQUIRED FOR DTCS,
STCS, AND TAS)
ACCESSIBILITY OPTIONS
Big Picture Objectives


Identify and understand the purpose of the
statewide assessment accessibility supports
Administer the statewide assessment
accessibility supports appropriately
ACCESSIBILITY OPTIONS
Purpose
Accessibility Supports…
 Are intended to reduce or even
eliminate the effects of a student’s
learning challenges during
instruction and on the results of
assessments.
 Do not compromise the learning
expectations, construct, grade-level
standard, and/or measured outcome
of the assessment.
 Are the only supports allowed during
testing.
ACCESSIBILITY OPTIONS
Know the Options

Know the differences between the following
statewide assessment accessibility supports:
Universal Tools
 Designated Supports
 Accommodations

ACCESSIBILITY OPTIONS
Definitions
Universal Tool

Access features of the assessment that are either provided as digitally delivered
components of the test administration system or separate from it. Universal tools are
available to all students based on student preference and selection.
Designated Support

Access features of the assessment 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). They are either provided as digitally delivered components of the test
administration system or separate from it.

Embedded designated supports must be assigned to the student in the Test Information
Distribution Engine (TIDE) or from the TA Interface prior to test administration
Accommodation*

Changes in procedures or materials that increase equitable access during the statewide
assessments. Assessment accommodations generate valid assessment results for
students who need them; they allow these students to show what they know and can do.
*Note: Unlike the accommodations policy in place for prior Oregon Statewide Assessments, which made
accommodations available for all students, beginning in 2014-15 statewide assessment accommodations are
available only for students with documented Individualized Education Programs (IEPs) or Section 504
Plans. Many of the supports previously referred to as “accommodations” are now considered “designated
supports” and so remain available to all students based on individual need.
ACCESSIBILITY OPTIONS
Modification


Contrary to statewide accessibility supports, any
practice or procedure that compromises the intent of the
assessment through a change in the learning
expectations, construct, or content that is to be
measured, grade-level standard, or measured outcome of
the assessment and is not listed in Oregon’s Accessibility
Manual (OAM) is considered a modification.
Assessments taken under any modified condition are
counted as non-participants in all state and federal
accountability measures and reports.
ACCESSIBILITY OPTIONS
Five-Step Process
 STEP
1 – Expect all students to achieve
proficiency in the grade-level academic
content standards
 STEP
2 – Learn about statewide assessment
accessibility supports (cf. Resources slide)
ACCESSIBILITY OPTIONS
Five-Step Process
 STEP
3* – Select statewide assessment
accessibility supports for individual students
(e.g. Individual Student Assessment
Accessibility Profile (ISAAP) tool
http://www.smarterbalanced.org/wordpress/w
p-content/uploads/2014/08/ISAAP-Tool.xlsm)
ACCESSIBILITY OPTIONS
*Documentation


Students on IEPs or 504 Plans must have needed
accommodations documented within their plans
(cf.http://www.ode.state.or.us/teachlearn/testing/ad
min/alt/ea/accommodations-statement-ieps.pdf).
IEP teams are encouraged to include any/all other
statewide assessment accessibility supports in a student’s
IEP or 504 plan.
Students who are English Learners or General Education
and not on an IEP or 504 Plan should have needed
statewide assessment accessibility supports documented
within their cumulative file.
ACCESSIBILITY OPTIONS
Five Step Process
 STEP
4 – Administer statewide assessment
accessibility supports during instruction and
assessment
 STEP
5 – Evaluate and improve use of
statewide assessment accessibility supports
Oregon’s Statewide Assessment
Accessibility Supports
http://www.ode.state.or.us/search/page/?id=487
OREGON ACCESSIBILITY MANUAL
TABLE OF CONTENTS
Introduction ...................................................................................................................................... 4
ACCESSIBILITY SUPPORTS
Smarter Balanced Mathematics & ELA ............................................................................................ 9
OAKS Online Science and Social Sciences ................................................................................... 24
Extended Assessments ................................................................................................................. 34
Kindergarten Assessments ........................................................................................................... 41
English Language Proficiency Assessment ................................................................................... 47
APPENDICES
Appendix A: Grade 12 OAKS Retest .............................................................................................. 55
Appendix B: Guidelines for Signed Interpretation Support (For OAKS, Extended Assessment, and
Kindergarten Assessment Only) .................................................................................................... 74
Appendix C: Selection, Administration, and Evaluation of Accessibility Supports (STEPS and
TEACHER TOOLS) .......................................................................................................................... 80
Appendix D: Oregon’s Accessibility Panel ................................................................................... 106
Appendix E: APPROVAL PROCESS FOR A NEW ACCESSIBILITY SUPPORT................................... 108
Appendix F: National Assessment Of Educational Progress (NAEP) ........................................... 111
Appendix G: Accessibility Guidelines For Classroom Activities ................................................... 123
Appendix H: Resources And Practices Comparison Crosswalk ................................................... 125
Smarter Balanced Resources ..................................................................................................... 132
INDEX .......................................................................................................................................... 133
ACCESSIBILITY OPTIONS
Working with Accessibility Supports
http://sbac.portal.airast.org/practice-test/
Significant Shifts (per OAKS-Smarter Crosswalk)
Support
Comment
Alternate response option
Smarter AT device certification process
ASL
ASL only
Calculator, hand-held
Accommodation
Calculator, online
Restricted access
Formula and conversion sheets (ODE-provided)
Non-allowable
List of common transitions/transitional phrases
Non-allowable
Manipulatives
Non-allowable
Print on demand
Text-to-Speech
Accommodation
Designated Support (items); Accommodation
(passages)
Designated Support (items); Accommodation
(passages)
Translations (stacked)
Non-allowable (ELA-Writing)
Read-aloud
ACCESSIBILITY OPTIONS
TIDE Settings
ACCESSIBILITY OPTIONS
TIDE Settings (cont’d)
ACCESSIBILITY OPTIONS
TIDE Settings (cont’d)
ACCESSIBILITY OPTIONS
TIDE Settings (cont’d)
SMARTER BALANCED
ASL Video
SMARTER BALANCED
Calculators
(Scientific, Graphing, & Regression)
SMARTER BALANCED
Color Overlay
SMARTER BALANCED
Dictionary
SMARTER BALANCED
Expanding Passages
SMARTER BALANCED
Expanding Passages (cont’d)
SMARTER BALANCED
Glossary
SMARTER BALANCED
Masking
SMARTER BALANCED
Streamlined Mode
SMARTER BALANCED
Stacked Spanish/English Translations
SMARTER BALANCED
Volume Control
Click to adjust the volume.
ACCESSIBILITY OPTIONS
Zoom Levels
ACCESSIBILITY OPTIONS
OREGON ACCESSIBILITY SUPPORTS
UPDATES
 The Interim Oregon Accessibility Manual (OAM) is
posted (cf Online Resources slide for link).
 The final draft of OAM will be released following
review by Oregon’s Accessibility Panel in October.
 Accessibility supports may change in the future if
additional tools, supports, or accommodations are
identified for the assessment based on state
experience and research findings.
ACCESSIBILITY OPTIONS
Do’s…


Refer to the Oregon Accessibility
Manual for implementation guidance.
Refer to student’s IEP, 504 Plan or
cumulative file to determine which
accessibility supports must be provided.
ACCESSIBILITY OPTIONS
… and Don’ts





Indicate “as needed” or “as appropriate”
when documenting accessibility supports
Choose every accessibility support available
for an assessment “just to be safe”
Assume the same accessibility supports
remain appropriate year-after-year
Provide an accessibility support for the first
time on the day of testing
Provide the same accessibility supports for
every student in the class, grade, or program
ACCESSIBILITY OPTIONS
…Don’ts (cont’d)



TAs may not provide instruction or give
suggestions regarding process.
TAs may not choose to administer an
accessibility supports for all students in a class
or a grade.
If you can’t find it in the TAM or OAM, don’t do
it.
ACCESSIBILITY OPTIONS
Promising Practices




Develop a process to determine
appropriate statewide assessment
accessibility supports for students not on
IEPs or 504 Plans
Develop a system to inform students of
available accessibility supports and allow
them to request consideration for use
during testing
Encourage students to “do their best”
Ask a student if he/she “needs a break”
if they appear to lose focus
ACCESSIBILITY OPTIONS
Online Resources

Oregon Test Administration Manual and Webpage:
http://www.ode.state.or.us/search/page/?=486

Oregon’s Statewide Assessment Accessibility Webpage &
Manual: http://www.ode.state.or.us/search/page/?=487

Smarter-OAKS Accessibility Crosswalk:
http://www.ode.state.or.us/search/page/?id=487

Smarter Practice/Training Test
https://oakspt.tds.airast.org/student

Promising Practices:
http://www.ode.state.or.us/search/page/?=2444
ACCESSIBILITY OPTIONS
In a Nutshell




Accessibility supports are selected and
administered for individual students
Accessibility supports used during state
testing must be selected from the
Oregon Accessibility Manual
Providing accessibility supports for the
first time during state testing is not
allowed
Administration of accessibility supports
for one student must not interfere with
the testing conditions of another
student
TEST SECURITY
(REQUIRED FOR DTCS,
STCS, AND TAS)
TEST SECURITY
Objectives



Understand principles of secure test
administration
Understand how to maintain security
of printed test materials
Learn how to avoid and respond to
test improprieties
TEST SECURITY
Definition and Purpose


Purpose: To protect the integrity and
confidentiality of secure test items, prompts,
and passages. The security of these
materials is necessary so that they can be
used in later years to measure trends in
performance. In addition, test security helps
to ensure test results can be used in
accountability reporting.
Definition: A test impropriety is any
instance where a test is not administered in
a manner consistent with the Test
Administration Manual or OAR 581-0220610 Administration of State Tests.
TEST SECURITY
Test Impropriety Statistics
Some numbers from the 2013-14 school year:



133 districts reported at least one test impropriety
730 total improprieties were reported
1,000 student tests were impacted
Test Impropriety Trends:

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Non-allowable resources (including cell phones)
Student coaching
Student given the wrong test
Student cheating and talking
Unsecure test environment
Mishandling of secure test materials
Breach of student confidentiality
Missing the shipping / data entry deadline
Student tested under wrong SSID
TEST SECURITY
Secure Testing Environment





A quiet environment, void of distractions and
supervised by a trained test administrator
Visual barriers or adequate spacing between
students
Student access to only those supports listed
in the Oregon Accessibility Manual
All paper test materials collected and
accounted for after each testing event –
including printed reading passages (or test
items)
Student data is treated as confidential – no
e-mailing names and SSIDs together
TEST SECURITY
Student Coaching
Definition: Providing students with any type of
assistance that may affect how a student responds;
includes both verbal cues and nonverbal cues to the
correct answer
Examples:
 Leading students through instructional strategies
such as Think Aloud
 Asking students to point to the correct answer or
otherwise identify the source of their answer
 Requiring or rewarding students for showing their
work
 Requiring students to raise their hands and
receive permission before moving on to the next
item
 Reading aloud test content for which the readaloud or text-to-speech are not approved
designated supports or accommodation
TEST SECURITY
Potential Consequences




Test opportunities may be invalidated in cases
where test validity was compromised. Students
will not receive additional test opportunities.
If the district determines that the testing
impropriety qualifies as gross neglect of duty,
then the district must report it to TSPC within 30
days. Personnel may then be subject to
disciplinary action as determined by TSPC.
Districts may also evaluate cases according to
their own Human Resource policies.
Private schools and programs may have
their access to state tests revoked.
TEST SECURITY





Do’s…
TAs must ensure that students use the correct SSID
and take the correct test.
TAs must securely shred test materials such as
printed test items or reading passages, draft
responses, scratch paper, or other paper hand-outs
written on by students after each testing event.
Test materials must be securely stored at all times.
Test improprieties must be reported within 1 day of
learning of them to [email protected],
and the district investigation must be completed
within 30 days.
If a DTC cannot investigate an impropriety,
the district must assign someone else to
the task.
TEST SECURITY
…and Don’ts





TAs must not review or analyze secure test items
Students must not access non-allowable
resources such as notes, text books, cell phones,
iPods, or e-mail
Students must not remove test materials from
the test environment
TAs must not copy or retain any test materials,
including secure test booklets, writing prompts,
or reading passages
DTCs, STCs, and TAs must not share their
OAKS log-in information with anyone
(even other authorized users)
TEST SECURITY
Promising Practices
Non-allowable resources


TAs closely review the Oregon Accessibility Manual prior to
testing and examine the test environment to ensure that all nonallowable resources are removed. This includes covering up
posters that contain non-allowable content.
TAs remind students of the rules and post reminders outside the
lab. For cell phones, TAs create procedures for collecting all cell
phones before students enter the test environment.
Student cheating


TAs provide space or visual barriers between students.
TAs circulate through the test environment to monitor students.
Student coaching


TAs limit interactions with students to the verbatim student
directions in the Test Administration Manual and appropriately
administer accommodations.
TAs do not require students to show their work or
otherwise provide students with feedback during
testing.
TEST SECURITY
Promising Practices (cont’d)
Mishandling of Secure Test Materials



Using colorful materials to identify which
students have printed test materials remaining
at their stations.
When setting up the test environment, the TA
should ensure that the TA’s computer is set to
print in the computer lab where the students
are testing.
The TA uses the class roster to mark which
students received printed test materials (e.g.,
reading passages or test items) and how many
each student received. The TA then matches
the class roster to the printed test materials
collected at the end of the testing event to
account for all printed test materials.
TEST SECURITY
Promising Practices (cont’d)
Student given wrong test



TA works with STC and other appropriate staff to identify
students designated to take the Extended Test or to test in
Braille or English-Spanish. For students on an IEP, TA
reviews IEP to identify needed accommodations
STC and DTC ensure that student settings are updated in
TIDE to restrict access to online tests for students taking
the Extended Test and to update other test settings (e.g.,
language, print size) for students
Before approving students to start a test, the TA reviews
student settings
Student tested under wrong SSID


For young students or newcomer ELs, the school includes
student picture on student SSID card
TA carefully reviews student names before
approving students to test
TEST SECURITY
Promising Practices (cont’d)
Unsecure test environment

TA does not leave the test environment unsupervised or
allow untrained staff to enter the test environment (this
includes substitute teachers).
Missing data entry deadline



DTC communicates with staff ahead of time about
upcoming deadlines.
In case of unplanned staff absences, staff cross-train.
Several days before the deadline, the DTC ensures that all
necessary materials are collected.
TA review/analysis of test items


If students have a concern about a test item, the TA reads
the script from the Test Administration Manual directing
the student to the Student Comment Feature.
To identify content covered on the test, the TA refers to
the Test Specifications and Blueprints
TEST SECURITY
In a Nutshell




Only authorized staff who have signed an
Assurance of Test Security Form may have access
to the test environment or secure test materials.
TAs must limit interactions with students during
testing to what is permitted by the Test
Administration Manual and Oregon
Accessibility Manual.
Scratch paper and all other printed materials
written on by students during testing must be
collected and securely shredded at the end of each
testing event.
DTCs must report all test improprieties to ODE
within 1 day. Report form is available online
TEST SECURITY
Online Resources




Test Administration Manual and Best Practices Guide:
http://www.ode.state.or.us/go/tam
Oregon Accessibility Manual
http://www.ode.state.or.us/search/page/?=487
Promising Practices:
http://www.ode.state.or.us/search/page/?=2444
Test Security Forms:
http://www.ode.state.or.us/go/testsecurity
OAKS ONLINE
SCIENCE, SOCIAL
SCIENCES, AND
GRADE 12 RETEST
(REQUIRED FOR DTCS, STCS,
AND OAKS ONLINE SCIENCE,
SOCIAL SCIENCES AND GRADE
12 RETEST TAS)
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Objectives
 Understand
how to navigate the OAKS
Online Test Delivery System and the
processes related to online testing
 Administer
OAKS Online Science,
Social Sciences and 12th Grade Retests
(Reading, Writing, and Math)
appropriately
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Schedule


2014-15 OAKS Online Test Window:
January 6 – June 12
Each test opportunity is subject to a 45day expiration period
OAKS ONLINE GRADE 12 RETESTS
Retest Opportunities
Grade 12 students who did not meet or exceed
the standard for reading, writing, and/or
mathematics may opt to retest for Essential
Skills purposes.

One opportunity in writing which must be
completed on-line (no paper/pencil version of
the test). Window: January 6-March 13.

Up to three opportunities in reading and
mathematics. Window: January 6-June 12.
OAKS ONLINE SCIENCE • SOCIAL SCIENCES
Test Opportunities



For students in grades 5 and 8, there are
two OAKS Science and Social Sciences test
opportunities per subject
Retesting students in grades 5 and 8 who
have already met requires explicit
parental consent
Three test opportunities for students in
High School; no restriction on retesting
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Before Testing

Review Section 7.0 Administering the OAKS Online
Assessments and Section 11.0 Administering the
Grade 12 Writing Retest of the Test Administration
Manual, as well as Appendix E and your training notes

Identify students taking the Extended Assessment

Identify students to be tested and their test settings
Make sure you have the correct SSID for each student
 Identify students who need stacked Spanish/English or
Braille format
 Identify students who need accessibility supports
Provide students with opportunities to become familiar
with the test format and technology


OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Test Administration



Monitor to ensure that students only have access
to the allowable resources listed in the Oregon
Accessibility Manual (OAM). NEW
If breaking up the test into multiple sessions,
allow students to finish all presented items on the
screen before pausing the test.
If students pause the test for more than 20
minutes, they will no longer be able to return to
previously answered or marked items when they
log back in.
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
OAKS ONLINE SCIENCE & SOCIAL SCIENCES
STUDENT INTERFACE
Click to open periodic table
Toggle between
test pages.
Click to view
list of item
pages. Pages
with marked
items will be
indicated.
Select
item/item page
to navigate.
Save
button
appears on
technology
enhanced
items
Pause test
button.
End test
button.
Click for
item type
tutorial.
Click to open calculator
Zoom in/out buttons
(to adjust text size).
Click to view
student help
Click to select
a comment
about the item.
Click to mark
item for review.
Click to adjust the volume.
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Calculators
(Scientific, Graphing, & Regression)
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Color Overlay
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Expanding Passages
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Expanding Passages (cont’d)
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Masking
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Stacked Spanish/English Translations
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Zoom Levels
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Do’s…




Do use the TA Training Site and Practice Tests to
become familiar with both the TA and Student
Interfaces before testing begins
Do review the OAKS Online TA User Guide for
descriptions of all features of the TA and Student
Interfaces before testing begins
Do review Sections 7.0, 11.0 and Appendix Eof
the TAM before testing begins
Do carefully review student settings for each
student before approving them to test
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
…and Don’ts
OAKS Online users must not share their login
information and passwords, even with other
authorized users.
 Do not use last year’s OAKS Secure Browser. Old
secure browsers should be uninstalled before
installing the new secure browsers.
 Do not approve students to test until you are sure the
students are taking the correct test at the right time.
 Do not let tests linger; they will expire after 45
calendar days.

OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Promising Practices



Before the start of the testing window, the
district exposes students to the online test
environment using the practice test site.
The district uses the practice test to identify
students who may need accessibility supports to
fully access the online test.
The district restricts students who should not
use the system from accessing the online test.
OAKS ONLINE SCIENCE • SOCIAL SCIENCES • GRADE 12 RETESTS
Online Resources

Test Administration Manual
http://www.ode.state.or.us/go/tam



Oregon Accessibility Manual:
http://www.ode.state.or.us/search/page/?=487
OAKS Online User Guides
http://www.ode.state.or.us/search/page/?=391
OAKS Portal (Practice Tests)
http://www.oaksportal.org

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