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Promising Practices for Implementing Test Administration and Test Security Requirements


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people sharing information This page provides examples of promising practices for implementing various test administration and security requirements found in the Test Administration Manual. ODE is collaborating with districts from around the state to gather and share examples of promising testing practices. If you have a promising practice that you’d like to share, or if there is a test administration or security topic that you’d like us to include, contact Holly Carter (Holly.Carter@state.or.us eMail or 503-947-5739).

  • Establishing School-Level Test Windows for the Smarter Balanced Assessments PDF   New 12/17/2014 (41.33 KB)
    This document includes promising practices that districts can use to help guide the establishment of their school-level test windows, as well as sample test schedules at grades 3 – 8 and high school that reflect the diverse circumstances facing Oregon schools. Please note that these are just examples of how a school might approach establishing its local test window; however, there are many other configurations possible. ODE welcomes districts to submit additional sample test schedules that can be incorporated into future versions of this Promising Practice.

  • Administering the Smarter Balanced Classroom Activity PDF   New 12/16/2014 (28.25 KB)
    In response to requests from the field, ODE has posted a new promising practice on administering the Smarter Balanced classroom activity. This document includes several promising practices that teachers and test administrators might consider when preparing to administer the classroom activity that supplement the administration guidelines found in Section 6.3 Classroom Activity Administration Guidelines of the Test Administration Manual.

  • Identifying Appropriate Accessibility Supports for the Kindergarten Assessment PDF   10/01/2014 (10.94 KB)
    Assessment accessibility supports are available to all students, although the decision to apply accessibility supports must be based on an assessment of individual student need. This document contains promising practices that school districts can use to guide the process of identifying appropriate accessibility supports for individual incoming Kindergarten students for the Kindergarten Assessment.

  • Selecting and Documenting Accessibility Supports PDF   10/01/2014 (186.90 KB)
    The decision to apply accessibility supports during testing must be based on individual student need. This document contains promising practices that school districts might consider when selecting and documenting appropriate accessibility supports for their students.

  • Confirming student log-in information PDF   10/01/2014 (82.30 KB)
    It is essential to both test security and the validity of student scores that all students log into the online assessments using their own SSIDs. This document contains tips that test administrators may use during the student login and verification process to ensure that students log in using the correct SSID.

  • Administering the ELPA to newcomer EL students PDF   10/01/2014 (92.87 KB)
    All English Learner students eligible to receive services under Title III of NCLB are required to annually participate in the English Language Proficiency Assessment, which measures the four domains of listening, speaking, reading, and writing in English. Students who are new to learning English may need additional support when taking the speaking domain of ELPA. This document contains tips that test administrators may use when preparing to administer ELPA to a newcomer EL student.

  • Visual Barriers as Part of a Secure Test Environment PDF   10/01/2014 (79.26 KB)
    Districts must ensure that students do not have access to see other students’ work during testing. This document contains tips that TAs may use to create visual barriers between students during testing.

  • Maintaining Security of Printed Test Materials PDF   10/01/2014 (83.67 KB)
    Maintaining the security of printed test materials is an important aspect of overall test security. This document contains tips that TAs may use to ensure the security of printed test materials.

  • Secure Transmission of Student Data Guidelines PDF   10/01/2014 (78.17 KB)
    Secure transmission is a vital part of ensuring the confidentiality of student data. This document contains tips for transferring data securely.

  • Student Cell Phone Access PDF   10/01/2014 (78.67 KB)
    Preventing students from accessing cell phones during testing is an important part of ensuring security of the test environment. However, enforcing this rule poses a variety of challenges for districts. This document contains tips that various districts have reported using to prevent student cell phone access during testing.

  • Testing Improprieties and Appropriate Practices PDF   10/01/2014 (161.07 KB)
    This document contains examples of typical testing improprieties that have been reported to ODE. For each testing impropriety listed, there is also an example of an appropriate practice that test administrators could use to avoid the testing impropriety.

  • Training Test Administrators PDF   10/01/2014 (113.22 KB)
    Ensuring that all test administrators are properly trained is vital to maintaining the security and validity of Oregon’s statewide assessment system. To ensure that all test administrators receive the required training, this document contains tips to help districts appropriately identify all staff who are included in the training requirement.

  • Avoiding Retesting Students in Grades 3 – 8 Without Explicit Parental Consent PDF   10/01/2014 (124.02 KB)
    Consistent with appropriate use of OAKS as a summative assessment, districts may not retest students in grades 3 – 8 who have already met or exceeded the achievement standard unless the district first receives explicit consent from the student’s parent or guardian for the current school year. This document contains promising practices that school districts can use to help identify students who have met or exceeded on their first test opportunity and ensure that they are not retested unless the district first receives explicit parental consent.

  • Avoiding Student Coaching PDF   10/01/2014 (80.09 KB)
    Avoiding student coaching, whether intentional or inadvertent, verbal, or nonverbal, is essential to ensuring the validity of the assessment and assessment results. This document contains promising practices that school districts can use to help prevent coaching.


Related Pages
  • Test Administration Manual
    The Test Administration Manual outlines policies and procedures that all school and district staff involved in administration of the Oregon Statewide Assessments are required to know and understand before administering any Oregon Statewide Assessment.
  • Test Security


Contacts
  • Holly Carter Email    (503) 947-5739
    Assessment - Ops & Policy Analyst

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