1. Oral Administration of State Assessments
DRAFT
Oral Administration of State Assessments
Jana Owen
Co-Manager of the Accommodations Task Force
Student Assessment Division
2010 Texas Assessment Conference
Texas Education Agency

2. Disclaimer These slides have been prepared and
approved by the Student Assessment
Division of the Texas Education Agency.
If any slide is amended or revised for use in
local or regional trainings, please remove
the TEA footer at the bottom of the slide.
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Texas Education Agency

3. Agenda Oral Administration Student Eligibility Data
Test Administrator Responsibilities
Sample Items
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4. Oral Administration
An accommodation in which test questions and answer choices may be read aloud or signed to eligible students. This includes words (and numbers if necessary) on any part of the test:
Charts, tables, graphs, graphics, captions under art, diagrams, pictures, figures
TAKS Mathematics Chart
TAKS Science Formula Chart and Periodic Table
Allowable or approved supplemental aids
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5. Oral Administration
Only allowed for mathematics, science, and/or social studies tests
Oral administration is NOT allowed for reading, writing, or ELA tests; does not apply to:
Dyslexia Bundled Accommodations for TAKS and TAKS (Accommodated)
Reading aloud test questions and answer choices on TAKS–M reading selections
These are not called oral administrations
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6. Oral Administration
Oral administration can encompass different levels of reading support for each student:
Reading only a few words or phrases at student request
Reading multiple sentences throughout the test at student request
Reading the test in its entirety
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7. Oral Administration
The documentation (e.g., IEP, IAP, local paperwork) must describe the level of reading support the student needs as well as whether the student can request a change in the level of reading support provided during testing.
If the student requires reading support for numbers in addition to words, then attention must be given to how the numbers are read aloud so that no cues to the correct answer are inadvertently given.
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8. Student Eligibility A test administrator may read aloud or sign the
DRAFT
Student Eligibility
A test administrator may read aloud or sign the
test questions and answer choices to a student:
Not receiving special education or Section 504 services who is identified with dyslexia
Receiving Section 504 services who is identified as dyslexic or has evidence of reading difficulties as documented in the IAP
Receiving special education services who is identified as dyslexic or has evidence of reading difficulties as documented in the IEP
Receiving special education services who is deaf or hard of hearing and who has evidence of reading difficulties as documented in the IEP
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9. Student Eligibility Eligibility is determined at the local level by
the student’s committee of knowledgeable persons and documented in accordance with district policies
the student’s Section 504 placement committee and documented in IAP
the student’s ARD committee and documented in IEP
For an English language learner, eligibility should be made in conjunction with the student’s LPAC and documented in the permanent record file
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10. Student Eligibility
For all 4 eligibility criteria, the student must routinely receive this type of accommodation in classroom instruction and testing.
Routinely ≠ Every day
Only students who meet the eligibility criteria may receive an oral/signed administration.
Therefore, no Accommodation Request Forms should be submitted.
Exceptions exist for emergencies (lost glasses or eye injury).
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11. How Many Students Receive an Oral Administration?
DRAFT
How Many Students Receive an Oral Administration?
By Assessment Program
(all subjects and grades)
Spring
2008
2009
2010
TAKS and
TAKS (Accommodated)
172,184 out of 4,860,438 students
3.5%
173,034 out of 4,938,029 students
184,865 out of 5,049,332 students
3.7%
TAKS–Modified
108,554 out of 195,404 students
55.6%
141,660 out of 222,791 students
63.6%
152,467 out of 219,947 students
69.3%
Total
280,738 out of 5,055,842 students
5.6%
314,694 out of 5, students
6.1%
337,332 out of 5,269,279 students 6.4%
This table shows how many students receive an Oral Administration by Assessment Program.
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12. How Many Students Receive an Oral Administration?
DRAFT
How Many Students Receive an Oral Administration?
By Subject
(all programs & grades)
Spring
2008
2009
2010
Social Studies
31,565 out of 883,384 students
3.6%
38,393 out
of 905,365 students
4.2%
42,745 out
of 923,836 students
4.6%
Math
183,291 out of 2,946,189 students
6.2%
202,152 out of 3,002,299 students
6.7%
215,682 out of 3,064,353 students
7.0%
Science
65,882out of 1,226,269 students
5.4%
74,149 out of 1,253,156 students
5.9%
78,905 out of 1,281,090 students 6.2%
This table shows how many students receive an Oral Administration by Subject.
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13. Test Administrator Responsibilities
BEFORE TEST DAY
Receive additional training in oral admin procedures, including guidelines for reading aloud items
Sign Section 1 of the Oath of Test Security and Confidentiality
Be familiar with the content-specific terms and symbols associated with the test
Know the level of reading support required for each student and whether the student can change the level during testing
Plan for small group or individual testing
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14. Test Administrator Responsibilities
ON TEST DAY
Use Form 1 of TAKS
Do not work test items, write notes, or discuss test content
Do not rephrase, clarify, or interpret test content
Do not provide nonverbal assistance to students
Keep voice inflection neutral (except words in boldface, italics, or all caps)
Each word or item may be read aloud as many times as necessary
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15. Test Administrator Responsibilities
ON or RIGHT AFTER TEST DAY
Sign Section 3 of the Oath of Test Security and Confidentiality
Indicate that the student received an oral administration by marking the “OA” code in the ACCOMMODATIONS (FOR ALL PROGRAMS) field on the scorable document
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16. Oral Administration Appendix
DRAFT
Oral Administration Appendix
Copied image of the Test Administration Directions cover for the 2010 TAKS-M Grades 6-8 with a circle around the title.
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17. Type A
Do not read aloud answer choices that are pictures or geometric figures. Instead, after reading the test question, say to the student, “Look at the pictures (figures, models, graphs) and mark your answer.”
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18. Grade 3 Math 2010 Texas Assessment Conference Texas Education Agency
DRAFT
Grade 3 Math
A photocopy of a Grade 3 Math item. The first answer choice shows 4 circles and 3 squares. The choice beneath that shows 3 circles and 5 squares. The choice on the top left shows 3 circles and 8 squares. The choice beneath that shows 8 circles and 3 squares.
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19. DRAFT
Grade 3 Math
First, read the question. Then say: “Look at the pictures and mark your answer.”
A photocopy of a Grade 3 Math item. The first answer choice shows 4 circles and 3 squares. The choice beneath that shows 3 circles and 5 squares. The choice on the top left shows 3 circles and 8 squares. The choice beneath that shows 8 circles and 3 squares.
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20. Grade 10 Science 2010 Texas Assessment Conference
DRAFT
Grade 10 Science
Photocopy of answer choices depicting complex circuits with 5 lightbulbs in differing positions.
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21. DRAFT
Grade 10 Science
First, read the question. Then say: “Look at the diagrams and mark your answer.”
Photocopy of answer choices depicting complex circuits with 5 lightbulbs in differing positions.
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22. Type B
If an item contains a table, graph, diagram, or picture that includes words or numbers, say to the student,
“Take a few moments to look at the table (graph, diagram, picture) and tell me whether you would like me to read any of the numbers or words to you. Then let me know when you are ready to go on.”
It’s important to consider the level of reading support
the student needs (based on the documentation) when
allowing for student choice.
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23. Three Levels of Reading Support
Reading only a few words or phrases at student request
Reading multiple sentences throughout the test at student request
Reading the test in its entirety
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24. Grade 5 Science 2010 Texas Assessment Conference
DRAFT
Grade 5 Science
A photocopy of a TAKS item depicting a flowchart of part of the Carbon Cycle.
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25. First, direct the student’s attention to the diagram. Then…
DRAFT
Grade 5 Science
First, direct the student’s attention to the diagram. Then…
…if reading the test in its entirety… Point and Say: “This says Part of the Carbon Cycle. This says Carbon dioxide goes into the atmosphere. This says…”
Then, read the question and answer choices.
A photocopy of a TAKS item depicting a flowchart of part of the Carbon Cycle.
…or if reading words at student request…Say: “Take a few moments to look at the diagram and tell me whether you would like me to read any of the words to you. Then let me know when you are ready to go on.”
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26. Grade 8 Math 2010 Texas Assessment Conference Texas Education Agency
DRAFT
Grade 8 Math
A scatterplot from a TAKS item comparing Tuan's Typing Accuracy (in percent) to Speed.
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27. First, read the top part of the question. Then…
DRAFT
Grade 8 Math
First, read the top part of the question. Then…
…if reading the test in its entirety… Point and Say: “This says Tuan’s Typing. This says Accuracy in percent. This says…”
Last, read the bottom part of the question and the answer choices.
…or if reading words at student request…Say: “Take a few moments to look at the scatterplot and tell me whether you would like me to read any of the words to you. Then let me know when you are ready to go on.”
A scatterplot from a TAKS item comparing Tuan's Typing Accuracy (in percent) to Speed.
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28. Type C
When reading words or numbers from a table, graph, or diagram, be careful not to aid the student in interpreting or analyzing the information, since the ability to interpret and analyze is part of what is being tested. You may only read words or numbers to the student.
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29. Grade 5 Science 2010 Texas Assessment Conference
DRAFT
Grade 5 Science
A photocopy from a TAKS item of a food web
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30. DRAFT
Grade 5 Science
If reading the test in its entirety…Point and Say: “This word is krill. This word is plankton…”
It would NOT be allowable to say: “Krill eat plankton and krill are eaten by the whale,” because that would be interpreting the food chain.
A photocopy from a TAKS item of a food web
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Texas Education Agency

31. Grade 8 Social Studies 2010 Texas Assessment Conference
DRAFT
Grade 8 Social Studies
A flowchart of Events in the Southern United States with "Invention of the cotton gin" above "Increased cotton production" above "Increased demand for labor" above a box containing a "?".
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32. DRAFT
Grade 8 Social Studies
If reading the test in its entirety…Be careful not to interpret what the arrows mean in the graphic. It would NOT be allowable to say: “Invention of the cotton gin led to increased cotton production…”
A flowchart of Events in the Southern United States with "Invention of the cotton gin" above "Increased cotton production" above "Increased demand for labor" above a box containing a "?".
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33. Type D
Read content-specific terms and symbols in the way the student hears them in his or her daily instruction. This will ensure that the test is administered accurately.
It’s important to consider whether the accuracy will be affected by a test administrator’s speech. Best practice would be that the students are familiar with the test administrator and the test administrator is familiar with the specific terms and symbols used in the subject.
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34. 2010 Texas Assessment Conference Texas Education Agency
DRAFT
Grade 6 Math
A parallelogram labeled with WXYZ. W measures 45 degrees.
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35. This says forty five degrees.
DRAFT
Grade 6 Math
This says forty five degrees.
A parallelogram labeled with WXYZ. W measures 45 degrees.
What is the measure of Angle YZW?
A Forty-five degrees
B Ninety degrees
C Two hundred seventy degrees
D One hundred thirty-five degrees
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36. Grade 6 Math
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37. These answer choices are correctly read as:
Grade 6 Math
These answer choices are correctly read as:
A Seven to nine
B Sixteen to nine
C Seven to sixteen
D Nine to seven
NOT Seven colon nine, etc.
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38. XL Math 2010 Texas Assessment Conference Texas Education Agency DRAFT
A coordinate plane showing a function in the shape of a line.
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39. These answer choices are correctly read as:
DRAFT
XL Math
These answer choices are correctly read as:
F y equals the absolute value of x
G y equals the square root of x
H y equals x squared
J y equals x
A coordinate plane showing a function in the shape of a line.
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40. Type E
For items that require knowledge of place value to read or write numbers, read the numbers as individual digits. (Math grades 3–5 only.) If the student requires reading support for numbers in addition to words, then attention must be given to how the numbers are read aloud so that no cues to the correct answer are inadvertently given.
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41. Three Levels of Reading Support
Reading only a few words or phrases at student request
Reading multiple sentences throughout the test at student request
Reading the test in its entirety
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42. Which of these numbers is greater than 3,590? Mark your answer.
Grade 3 Math
Which of these numbers is greater than 3,590? Mark your answer.
3,491
3,601
3,589
3,578
Do NOT Say: “Three-thousand, five-hundred ninety…Three- thousand, four-hundred ninety one…Three-thousand, six- hundred one…” This can give away the answer.
Say: “Which of these numbers is greater than three, comma, five, nine, zero? Mark your answer.”
TEA Student Assessment Division

43. Which of these numbers is greater than 3,590? Mark your answer.
Grade 3 Math
Which of these numbers is greater than 3,590? Mark your answer.
3,491
3,601
3,589
3,578
For the answer choices:
“The first option is three, comma, four, nine, one. The second option is three, comma, six, zero, one…” And so on. OR
“Take a few moments to look at the answer choices and tell me whether you would like me to read any of the numbers to you. Then let me know when you are ready to go on.”
TEA Student Assessment Division

44. Grade 4 Math 2010 Texas Assessment Conference Texas Education Agency
DRAFT
Grade 4 Math
A copied image of a math item depicting a shaded model of 2/10.
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45. However, for the answer choices, do NOT say: A Two and zero-tenths
DRAFT
Grade 4 Math
Read this just as a student would hear it in instruction: “The model below is shaded to represent two-tenths.
However, for the answer choices, do NOT say:
A Two and zero-tenths
B Two-tenths
C Two-hundredths
D Two and eight-tenths
Rather, say:
A Two point zero
B Zero point two
C Zero point zero two
D Two point eight
A copied image of a math item depicting a shaded model of 2/10.
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46. Grade 3 Math
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47. Grade 3 Math
Say: “In the year two thousand, there were one, seven, three, comma, six, seven, zero people in Texas who walked to work every day. Which answer choice has the same value as one, seven, three, comma, six, seven, zero? Mark your answer.
One, zero, comma, zero, zero, zero plus seven, comma, zero, zero, zero plus…” And so on.
Or if reading words at student request…Say: “Take a few moments to look at the answer choices and tell me whether you would like me to read any of the numbers to you. Then let me know when you are ready to go on.”
2010 Texas Assessment Conference
Texas Education Agency

48. Cautions About These Examples
These slides are intended to emphasize the importance of using the Oral Administration Appendix for training test administrators prior to testing.
These slides represent just a few examples of the different types of test items that may appear on a test.
These slides do not represent all of the content- specific terms and symbols that could appear on a test.
Training at the local level may include additional items for practice.
2010 Texas Assessment Conference
Texas Education Agency