Computer-Based Testing for All Learners Teacher’s Institute July 2015

CBT Characteristics

Technology to Support Learning

Keyboarding CCSSELA-Literacy.W.4.6 “With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.”

TESTING CONDITIONS

 Small-group testing  Stretch breaks*  Time of day  Separate/alternate location  Specified seating or area  Adaptive equipment/furniture  Extended time  Using a place holder Administrative Considerations Available to All Students  Using a special pencil or pencil grip  Noise buffers  Using different color choices or reverse contrast (for CBT) or color overlays (for PBT)  Devices to see or hear the test: glasses, contacts, magnification, special lighting, hearing aids, and amplification

TESTING TOOLS

Universal Testing Tools

Computer-Based Testing

AzMERIT Global Tools

AzMERIT Global Tools – Test Specific

AzMERIT Context Menus

Item Types

ACCOMMODATIONS

Universal Design Arizona is committed to an assessment that is accessible to a wide range of students while the assessment maintains construct validity:  English language learners (ELLs)  Students with disabilities  English language learners with disabilities

Implications for Classroom Teachers ConditionsSolutions Need for collaboration Lessons planned from a universal design perspective Formative process critical for evaluating the progress of students with learning challenges Scaffolding, rubrics

Embedded Accommodations There are only two embedded accommodations for students with disabilities: Print size Accommodated text-to- speech (read-aloud) CBT Accommodations

Accommodating Students Read Aloud When selecting text-to-speech, IEP teams need to consider— Does the student routinely access grade-level material during instruction/assessment through a reader or spoken-text audio? Does documentation exist to support a student’s inability to decode text or read Braille? Are ongoing intensive interventions underway in foundational reading skills?

Non-Embedded Accommodations There are six non-embedded accommodations for ELLs and students with disabilities: – Adult Transcription – Assistive Technology – Sign Test Content – Simplified Directions – Translate Directions – Translation Dictionary CBT Accommodations

Accommodating Students Adult Transcription: When selecting adult transcription, IEP teams need to consider— Does the student routinely respond in instruction and assessment using a scribe? Does documentation exist to support the student’s inability to respond in writing (manual or keyboarding)? Are ongoing intensive interventions underway to address deficits in written expression?

Technological Capacity in Schools – Cost – Time – Training Issues of Equity and Skill in Computer Use – Time – Teacher and student familiarity Added Challenges for Some Students – Need for assistive technology – Availability of staff for assistance, devices, training Challenges

Jigsaw Activity Join a partner or small group. Review several of the resources located on one of the following websites. Select three or four resources that will be useful to you or your colleagues in the next month. When the time is up, go back to your original seat and share the resources you selected with the folks at your table.

Resources UDL Toolkit -

Next Steps Create a flowchart or list of strategies for what you and your school team need to do in order to prepare for instructing and assessing Arizona’s College and Career Ready Standards. – Who do you need to share information with? – What key information does each stakeholder need in the next two months? In the next six months?

Contact Margaret Bowerman, Program Project Specialist, Assessment