1. 1 MAP Examiner’s Manual 2007

2. 2 Overview Missouri Assessment Program/Educational reform mandated by the Outstanding School Act of 1993 Required: Communication Arts and Mathematics Voluntary: Science and Social Studies Types of items: –Selected-Response –Constructed-Response –Performance Events (The department uses information obtained through MAP to monitor the progress of Missouri’s students in meeting the Show-Me-Standards, inform the public and state legislature about students’ performance, and to help make informed decisions about educational issues.)

3. 3 Table of Contents Step 1 Plan Your Testing Schedule / Testing Schedule Step 2 Organize Your Classroom Step 3 Check Your Testing Materials Step 4 Before Testing (Student Identification Information) Step 5 Administer the Test Communication Arts Mathematics Step 6 Invalidations and Make-ups Step 7 After Testing: Student Status Coding Step 8 Assemble Materials for Return Glossary

4. 4 Step 1: Preparing for Testing (pp.1-4) Testing Schedules – Page 1 for both content areas Review the test directions in the Examiner’s Manual in advance; teachers may not receive test books in advance except SPED for “Valid Attempt” Sessions that don’t have Terra Nova allow students who are making adequate progress to complete the test Each test session must be completed in one day Working with Proctors-1 per 50 approx. Accommodations – discussed in step 7 (IEP, IAP, ELL)

5. 5 Use Standardized Testing Procedures (p.3) Following the instructions exactly ensures similar testing conditions in all classrooms. Test directions should be read exactly as written. Follow time allowances for timed sections of the test. Be sure students understand the directions and how to mark answers (test directions can be paraphrased but test items may not!) Encourage all students to attempt every item-but don’t return books to students who have completed the test; don’t ask students individually to finish incomplete or incorrect answers to items

6. 6 Step 1: Large Print and Braille (p.4) Transcribe student responses into a regular edition of a test book Mark the large print or Braille book “CONTENTS TRANSCRIBED TO A REGULAR TEST BOOK. DO NOT SCORE” and return to CTB/McGraw-Hill with the unused test books Refer to Braille Omit Instruction Sheet as applies

7. 7 Step 2: Organize Your Classroom (p.4) Plan for: The distribution and collection of materials Seating arrangements Eliminating noise distractions Using a “Do Not Disturb Sign” No content or process information on the walls Noting starting and stopping times on the board for the timed sections of the test

8. 8 Check Your Testing Materials Materials for the examiner (11 items) For each student Tools- NO content or process related materials in view of student –CA (only standardized books may be used at appropriate grade levels and sessions) –MA (only manipulative (s) and calculators may be used at appropriate grade levels and sessions) –SC –SS Test Security : security barcodes- lower right- hand corner (checked by DTC, STC, and books counted by examiner)

9. 9 Security Barcode Instructions Examiner’s Manuals p. 6 Test Coordinator’s Manual pp. 14-18 No separate instructions sent to districts Included in all Examiner’s and Test Coordinator’s Manuals Directions are exactly the same as last year

10. 10 Translators All tests except Communication Arts may be read to ELL students ELL students may give responses orally or written All written responses must be transcribed verbatim to another MAP test book Translators must be trained in giving the MAP

11. 11 Step 4: Before Testing (p.8) Student identification information Using Student Barcode Labels Check pre-code roster for accuracy of data: 1. If error occurs in STUDENT NAME, BIRTH DATE, RACE, ETHNICITY, GENDER, MOSIS STATE OR DISTRICT ID don’t use barcode; use SIS 2.If all above are correct but other information is wrong affix barcode label and complete only items to be corrected

12. 12 Before Testing (Barcode Labels cont.) 3.If label for wrong student is placed on book completed by another student, place blank label over incorrect label; affix correct label 4.If label is already attached with error in student name, birth date, race, ethnicity, gender, MOSIS ID, place 2 blank labels over incorrect label; bubble in all info on SIS 5.If there is no barcode label, bubble in all bio information; leave barcode area blank

13. 13 How to Fill Out the SIS 1.Student Name 2.Birth Date 3.Race/Ethnicity 4.Gender 5.MOSIS State ID 6.District Student ID (Optional)

14. 14 Step 5: Prepare Your Students (p.11) Help students approach testing in a relaxed positive way Explain the purpose of the test Point out that some items may be more difficult and may be new to students – they are not expected to know all the answers but they are expected to do their best

15. 15 Step 5: Administer the Test (p.11) Examiner’s instructions are arranged by grade in Communication Arts and Math across content areas this year Sample questions are illustrated and printed in the Examiner’s Manual A starting/stopping time graphic is printed for examiner’s to follow Sessions cannot be split over 2 days or over lunch periods Break times are printed in the Examiner’s Manual (Have all manipulative(s) “punched-out” prior to testing.)

16. 16 Specific Instructions for Test Each grade has specific instructions Communication Arts is extensive Notice the wording about not paraphrasing test questions and pronouncing only one word from the test

17. 17 Released Item Responses Use of carbonless paper (only for SS and SC) Only released items may be captured and scored No test can be photocopied List of released items on page 17 of SS and SC Examiner’s Manual (Intermediate and High School Only) Districts may use their own carbonless paper- None can be ordered this year

18. 18 Step 6: Invalidations and Make-ups Invalidations occur: –Teacher paraphrases test question in any content area –Reads any part of the Communication Arts Test –Student cheats on the test (STC and Examiner) Make-ups: Each enrolled student must have a test book returned to CTB; Sessions not made up result in Level Not Determined

19. 19 Step 7: Student Status Coding Student Information has been condensed to one page: including Student Information, Student Status, Accommodations, Disability Diagnosis, and Invalidations Accommodations for ELL and IEP are listed and described on two separate charts Note footnotes for oral reading of CA, paraphrasing of all tests, extending time for Terra Nova, and the use of former accommodations Note invalidations

20. 20 How to fill in Student Status SES Bubble to be filled in by School Test Coordinator Note: New Title III bubble for ELL student receiving services through Title III Consult federal district coordinator for Title III students

21. 21 Special Codes cont. H.S. Career Education Approved Career Education programs can be viewed by accessing the Core Data web application system at: http://k12apps.dese.mo.gov/webapps/logon. asp http://k12apps.dese.mo.gov/webapps/logon. asp Crucial – Fill in bubbles correctly for AYP/MSIP Information Common Errors Bubble “ALL THAT APPLY”

22. 22 Students Not Tested in the Content Area All students must be accounted for when administering the MAP TWO categories of students are not required to be assessed by the MAP 1. MAP alternate students 2. ELL (English Language Learner) in the U.S. less than 1 year (12 months) (CA ONLY-note exact number of months required on SIS) For MAP A or the ELL less than 1 year (CA ONLY), you need to return a completed SIS in a test book for these students.

23. 23 Step 8: Assemble Materials for Return After testing check all SIS and test books for the bullets from appropriate pages Complete and check Group Information Sheets and for test books whose scores are to be reported together Organize Materials as shown on picture of envelope (possibly 4 categories) -GIS, Test Books, SIS for MAP-A and ELL Less than 1 year in the U.S. (CA Only)

24. 24 Assemble Materials cont. Unused test books, Large Print, and Braille test books can be placed in a box together labeled “Unused Test Books” Draft copies of writing prompt and scratch paper should be given to School Test Coordinator for secure destruction

25. 25 Important Materials from Test Coordinator’s Packet Letter-List of materials and deadlines Security Barcode Verification Form -may be copied for STCs Add/Short Form for additional ancillary materials (White)

26. 26 Glossary Last 3 pages in Manual Glossary of terms is an extensive list of terms associated with the MAP Terms that will be referred to while handling MAP materials and administering the assessment Will serve as a helpful resource while reviewing the procedures/guidelines for administering the MAP Note Changes: Non-mechanical pencil, National Normed Reading Sections, Only Social Studies and Science have Field Tested Items

27. 27 Ancillary Materials Early Return Instruction Sheet (Red) Packing List and Labels (Boxes) Labels for Envelopes Braille Omit Instruction Sheet Student Barcode Label Instructions Manipulative (s) (Math and Science)

28. 28 Glossary of Terms (pp.1-4) Glossary of terms is an extensive list of terms associated with the MAP Terms that will be referred to while handling MAP materials and administering the assessment Will serve as a helpful resource while reviewing the procedures/guidelines for administering the MAP Changes: LND-2 Session tests, Oral Accommodation for CA, Paraphrasing