Testing Accommodations North Carolina Testing Program

1
Testing AccommodationsNorth Carolina Testing
Program

• NCDPI Division of Accountability Services
• Spring 2006

2

• This presentation is the property of the North
  Carolina Department of Public Instruction and may
  be used for training and informational purposes
  only. It may not be used for personal or
  financial gain.

3

• Information from this training is located in

Guidelines for Testing Students Identified as
Limited English Proficient (Published September
2005) www.ncpublicschools.org/accountability/poli
cies/slep
Testing Students with Disabilities (Published
July 2005) www.ncpublicschools.org/accountability
/policies/tswd
4
Training Modules

• Module I
• Introduction to Accommodations
• Scheduled Extended Time
• Multiple Testing Sessions
• Testing in a Separate Room
• Module II
• Test Administrator Reads Test Aloud
• Module III
• Student Marks Answers in Test Book
• Student Reads Test Aloud to Self
• Dictation to a Scribe

5
Testing AccommodationsModule IIntroduction to
Accommodations Scheduled Extended Time Multiple
Testing SessionsTesting in a Separate
RoomAccommodations Trivia
6
Introduction to Accommodations
7
What are Testing Accommodations?

• Changes in the administration of an assessment,
  such as setting, scheduling, timing, presentation
  format, response mode, or others
• Valid accommodations do not change the construct
  intended to be measured by the assessment or the
  meaning of the resulting scores

8
What are Testing Accommodations? (contd)

• Are used for equity, not advantage, and serve to
  level the playing field
• Allow students to access the standard test
  administration
• Must be identified in the students
  Individualized Education Program (IEP), Section
  504 plan, or Limited English Proficient (LEP)
  documentation
• Must be used regularly during instruction and
  similar classroom assessments administered
  throughout year

9
Instructional vs. Testing Accommodations
INSTRUCTIONAL
Graphic Organizers
TESTING
Mark in Book
Scaffolding
Extended Time
Peer Tutor
Large Print
Separate Setting
Teacher Notes
10
Who is Eligible for Accommodations?

• A student with disabilities who has a current
• Individualized Education Program (IEP) or
• Section 504 Plan
• A student identified as LEP who has scored below
  Superior in reading on the most recent
  administration of the IPT
• for writing assessment, student must have scored
  below Superior in writing on the IPT

11
Who Determines Accommodations?

• For a student with disabilities
• IEP Team
• Section 504 Committee
• For a student identified as limited English
  proficient
• School-based team/committee

12
Where are the Accommodations Documented?

• For a student with disabilities
• IEP (some LEAs also use NCTP Tables)
• Section 504 Plan
• For a student identified as limited English
  proficient
• LEP documentation (created by LEA)

13
Examples of Accommodations for Students with
Disabilities and Students Identified as LEP
STUDENTS WITH DISABILITIES
Assistive Technology Braille Edition Dictation
to a Scribe Large Print
Edition Sign Language Interpreter


Dictionary/ Electronic

Translator
STUDENTS IDENTIFIED AS LEP
Read Aloud (for tests other than reading tests)
Multiple Test
Sessions Extended Time Separate Setting
Read Aloud
to Self
14
Types of Accommodations

• Modified Test Formats
• Assistive Technology (AT) Devices and Special
  Arrangements
• Special Test Environments

15
Modified Test Formats
Accommodation Students with Disabilities Students Identified as LEP
Braille Edition
Large Print Edition
One Item Per Page Edition
16
AT Devices and Special Arrangements
Accommodation Students with Disabilities Students Identified as LEP
AT Devices
Dictation to a Scribe
English/Native Language Dictionary or Electronic Translator
Interpreter/Transliterator Signs/Cues Test
Student Marks Answers in Test Book
Student Reads Test Aloud to Self
Test Administrator Reads Test Aloud
17
Special Test Environments
Accommodation Students with Disabilities Students Identified as LEP
Hospital/Home Testing
Multiple Testing Sessions
Scheduled Extended Time
Testing in a Separate Room
18
Top 5 Most Used Accommodations on EOG

• 1. Scheduled Extended Time
• 2. Testing in a Separate Room
• 3. Test Administrator Reads Test Aloud (Math)
• 4. Student Marks Answers in Test Book
• 5. Multiple Testing Sessions

Based on Green Book data from 2004-05
19
Most Frequently Used Accommodations - EOG
Grades 3, 5, and 8 based on Green Book data from
2004-05. Grade 10 based on 2003-04 data.
20
Before Testing

• Make sure school test coordinator is aware of
  what accommodations are actually documented to be
  used
• Make sure student is aware of what accommodations
  will be used during test
• STUDENT SHOULD BE USING ACCOMMODATIONS
  ROUTINELY DURING INSTRUCTION AND SIMILAR
  CLASSROOM ASSESSMENTS - THEY SHOULD NOT BE
  A SURPRISE ON TEST DAY!

21
During Testing

• Follow procedures in this training
• Follow procedures in Test Administrators Manual,
  Testing Students with Disabilities, and
  Guidelines for Testing Students Identified as
  Limited English Proficient
• Students must be provided the accommodation(s)
  listed in the documentation

22
After Testing

• Each students answer sheet must be coded with
  exactly which accommodations were provided during
  testing
• PROVIDED ? USED
• For example, a student has the accommodation of
  extended time. If he finishes early, he does not
  need to be kept for extra time just because he
  has extended time. He would have been able to
  have extended time if he needed it. Therefore, it
  was provided, but he didnt use it.

23
After Testing

• Make note of what the student actually used
  keep in local records
• Some examples
• Finished in standard time (no extra time needed)
• Followed along with read aloud administration
• Went ahead and did not listen to read aloud
• Had multiple testing sessions over 2 days, but
  finished in one
• Used English/Native Language dictionary
• This can aid future decisions regarding testing
  accommodations

24
Scheduled Extended Time
SWD
LEP
BOTH
25
Scheduled Extended Time

• The students IEP, Section 504 Plan, or
  appropriate LEP documentation should specify an
  estimated amount of extra time the student will
  require
• Breaks occur at standard intervals specified in
  Test Administrators Manual unless student also
  has Multiple Testing Sessions
• Student must be allowed bathroom and lunch breaks
• If testing continues past lunch, student must not
  communicate with other students during lunch

26
Scheduled Extended Time

• If students estimated time is over, but student
  is working diligently, let him/her continue
• Must complete in one day if used without Multiple
  Testing Sessions
• Testing must be complete prior to normal
  afternoon dismissal
• Documentation may be written in terms of minutes
  (extra 30 minutes) or as multiple of test time
  (1.5 x)

27
Scheduled Extended Time

• Students are not required by NCDPI to also have
  the Testing in a Separate Room accommodation in
  order to receive Scheduled Extended Time
• If student does not also have Testing in a
  Separate Room as an accommodation, he/she would
  begin the test in his/her appropriate testing
  location
• If test is not complete after standard test
  administration time, student should be moved to
  different location to complete test

28
Scheduled Extended Time

• EXAMPLE 1
• Victor can complete a test in one day with breaks
  at the same intervals as his peers. However, he
  needs additional time to complete the test beyond
  that designated in the Test Administrators
  Manual. His LEP documentation states that he
  needs the following accommodations
• Scheduled Extended Time (1.5 x the test time)
• Testing in a Separate Room (small group)
• Test Administrator Reads Test Aloud (in English)

29
Scheduled Extended Time

• Other documented accommodations
• Testing in a Separate Room (small group)
• Test Administrator Reads Test Aloud (in English)

EXAMPLE 1
Standard Test Administration Victor
Time on test 90 135
Days of testing 1 1
Frequency of breaks After 45 minutes Every 45 minutes
Number of breaks 1 2
30
Multiple Testing Sessions
SWD
LEP
BOTH
31
Multiple Testing Sessions

• How test administration is to be divided must be
  documented
• More frequent breaks
• Over multiple days
• If student does not also have Scheduled Extended
  Time, total administration time should be limited
  to that in Test Administrators Manual

32
Multiple Testing Sessions

• EXAMPLE 1
• John can complete a test in the standard
  administration time. However, he needs breaks
  more frequently than those designated in the Test
  Administrators Manual. His Section 504 Plan
  lists the following accommodations
• Multiple Testing Sessions (breaks every 20
  minutes)
• Testing in a Separate Room (small group)

33
Multiple Testing Sessions

• Other documented accommodations
• Testing in a Separate Room (small group)

EXAMPLE 1
Standard Test Administration John
Time on test 90 90
Days of testing 1 1
Frequency of breaks After 45 minutes Every 20 minutes
Number of breaks 1 4
34
Multiple Testing Sessions

• EXAMPLE 2
• Sasha requires the test to be divided over two
  days. She can take breaks at the same intervals
  as her peers. She will, however, need additional
  time beyond that allowed in a standard test
  administration. Her IEP lists the following
  accommodations
• Multiple Testing Sessions (over 2 days)
• Scheduled Extended Time (extra 30 minutes)
• Testing in a Separate Room (small group)

35
Multiple Testing Sessions

• Other documented accommodations
• Scheduled Extended Time (extra 30 minutes)
• Testing in a Separate Room

EXAMPLE 2A
Standard Test Administration Sasha Sasha
Days of testing 1 2 2
Days of testing 1 Day 1 Day 2
Time on test 90 60 60
Frequency of breaks After 45 minutes After 45 minutes After 45 minutes
Number of breaks 1 1 1
36
Multiple Testing Sessions

• Other documented accommodations
• Scheduled Extended Time (extra 30 minutes)
• Testing in a Separate Room

EXAMPLE 2B
Standard Test Administration Sasha Sasha
Days of testing 1 2 2
Days of testing 1 Day 1 Day 2
Time on test 90 45 75
Frequency of breaks After 45 minutes After 45 minutes After 45 minutes
Number of breaks 1 0 1
37
Multiple Testing Sessions

• Student is not allowed to look back over work
  done in previous session
• Before ending each session, student must be told
  to review work and may not change any part of the
  responses in the following sessions
• After a break, student is not permitted to
  complete unanswered questions from previous
  section
• At the conclusion of each session, paper clips
  may be used to secure those pages already
  completed or planned for future session

38
Multiple Testing Sessions

• If completing test in multiple days or with long
  breaks during the day, student may return to
  regular class if general testing has concluded
• Student is not allowed to revisit any portion of
  the test already completed, even if some
  questions were left unanswered

39
Testing in a Separate Room
SWD
LEP
BOTH
40
Testing in a Separate Room

• One-on-one or Small Group
• Must be designated on documentation
• MUST be used if students receive one or more of
  the following accommodations
• Assistive Technology that reads test aloud
  (without use of headphones)
• Student Reads Test Aloud to Self
• Test Administrator Reads Test Aloud

41
Testing in a Separate RoomOne-on-One

• Really 21
• Test administrator and proctor for each student
• Only one student per testing location
• All standard testing procedures must be followed
• MUST be used if student uses the following
• Assistive Technology that reads test aloud
  (without use of headphones)
• Dictation to a Scribe
• Student Reads Test Aloud to Self accommodation

42
Testing in a Separate RoomSmall Group

• IEP or Section 504 Plan may designate maximum
  group size
• NCDPI does not mandate a maximum group size
  HOWEVER, it is a SMALL group
• Test administrator and proctor required
• Test administrators and proctors must follow same
  guidelines/procedures as standard administration

43
Accommodations Trivia
General Information Scheduled Extended Time Multiple Testing Sessions Testing in a Separate Room
200 200 200 200
400 400 400 400
600 600 600 600
Game Over
44
What are two groups of students that are eligible
to receive testing accommodations?
Students with disabilities and students
identified as limited English proficient (LEP)
Next Question
45
Name an accommodation that requires the student
to also have the Testing in a Separate Room
accommodation.
Test Administrator Reads Test Aloud Student Reads
Test Aloud to Self Assistive Technology that
reads the test aloud
Next Question
46
If a student has the Scheduled Extended Time
accommodation and is working diligently at the
end of his estimated time, may I let him continue?
YES If the student is still working after the
conclusion of the estimated time written in the
IEP/504 Plan/LEP documentation, he may continue.
Testing must be concluded by end of that school
day.
Next Question
47
Can a student that has Scheduled Extended Time be
tested in the regular classroom?
YES If the student does not also have the Testing
in a Separate Room accommodation and is still
working after the conclusion of the standard test
administration, he/she may then move to another
designated location to complete the test.
Next Question
48
Are all instructional accommodations also testing
accommodations?
NO Testing accommodations must also be used in
instruction, but not all accommodations used in
instruction are appropriate for testing.
Next Question
49
Where do you document what accommodations were
provided to the student during testing?
On the students answer sheet
Next Question
50
Are all Testing in a Separate Room accommodations
small group?
NO Some accommodations (such as Student Reads
Test Aloud to Self) require the student to be in
a one-on-one setting. Also, some students may
need to be by themselves to focus.
Next Question
51
How often do students with Scheduled Extended
Time get breaks?
With the exception of overall time limits,
procedures in the Test Administrators Manual are
followed, including break times.
Next Question
52
How many adults are in the room for a
one-on-one administration?
Two a test administrator and a proctor are
required for the administration of state tests
Next Question
53
Are all students with Multiple Testing Sessions
tested over multiple days?
NO Some students are able to finish the test
within one day but need breaks more frequently
than those of the standard test administration.
Next Question
54
If a student needs several days and extra time to
complete the test, what accommodations should be
in her documentation?
Both Multiple Testing Sessions and Scheduled
Extended Time should be in the students IEP,
Section 504 Plan, or LEP documentation
Next Question
55
If a student has Multiple Testing Sessions, can
the pages the student is not going to be working
on during a session be clipped together?
YES Pages the student has completed and those
planned for a future session may be secured by
paper clips.
Next Question
56
Thank you for taking the time to learn more about
testing accommodations in North Carolina.
When students are given accommodations
appropriately, it helps ensure that students are
able to access the test and that the test
results are valid and a true representation of
what your students have learned.
If you have questions about testing
accommodations, please contact your school test
coordinator.
57
Testing AccommodationsModule IITest
Administrator Reads Test Aloud
SWD
LEP
BOTH
58
General Information

• Valid accommodation for tests that do not measure
  reading comprehension
• NOT a valid accommodation for
• EOG Reading
• NCEXTEND2 EOG Reading
• English I EOC
• NCEXTEND2 OCS Occupational English I
• HSCT Reading
• Competency Test Reading
• IPT (English language proficiency test
  accommodations only available for students with
  disabilities) - Reading

59
Administrative Procedures

• Prior to Testing
• Each students IEP/504 Plan/LEP documentation
  must state how test is to be read aloud
• For example
• Everything
• By student request
• Everything but numbers
• Each student must be aware of how test will be
  read aloud (see above)

60
Administrative Procedures

• During Testing
• Students should be in test groups based on how
  test is to be read
• Students must be in small group or one-on-one
  administrations (this must also be in
  documentation)
• One-on-One suggested for Online Test of Computer
  Skills

61
Administrative Procedures

• During Testing (contd)
• Teacher must have a copy of the test to read from
• Directions for the student are located in the
  Test Administrators Manuals
• May repeat instructions and test questions as
  many times as needed
• Test items and answer choices must be read in a
  consistent manner

62
If Entire Test is To Be Read Aloud

• Test administrator must read
• Item number
• Test item
• Corresponding answer choices
• Pause and allow students to choose an answer
• While students are responding, review next item
  to determine how it should be read
• Proceed to next item after students have marked
  their answers

63
If Test is To Be Read by Student Request

• Student will indicate which item number he/she
  needs read.
• Test administrator should pause to read problem
  to self prior to reading to student
• Test administrator must move near the student and
  read
• Item number
• Test item
• Corresponding answer choices

64
Administrative Procedures

• After Testing
• If used during a test of reading comprehension,
  must code appropriate Special Code
• Use of the accommodation invalidates the results
  of the test

65
Math Tests

• Fractions, greater/less than signs, equal
  signs, exponents, etc. should be read in same
  manner as routinely used in classroom
• EXCEPT
• if reading it provides the student with the
  answer

66
Problem Types Place Value

• Most numbers can be read as they would be used in
  the classroom

All examples presented in Module II are from the
Sample Test Items available online at
www.ncpublicschools.org/accountability/testing
67
Place Value Example 1
RIGHT WAY TO READ
UNNECESSARYWAY TO READ
Sam got fifty-four stickers from his mother,
forty-seven stickers from his father, and
seventy-two stickers from his uncle. About how
many stickers did Sam receive? A one hundred
ninety B one hundred seventy C one hundred
fifty D one hundred thirty
Sam got five four stickers from his mother, four
seven stickers from his father, and seven two
stickers from his uncle. About how many stickers
did Sam receive? A one - nine - zero B one -
seven - zero C one - five - zero D one - three -
zero
68
Problem Types Place Value

• When place value is involved in the question,
  numbers need to be read as digits, commas,
  decimals, etc.

All examples presented in Module II are from the
Sample Test Items available online at
www.ncpublicschools.org/accountability/testing
69
Place Value Example
RIGHT WAY TO READ
WRONG WAY TO READ
A class collected seven hundred fourteen box
tops. Which number represents seven hundred
fourteen? A seven zero four B seven one
four C seven four zero D seven four - one
A class collected seven hundred fourteen box
tops. Which number represents seven hundred
fourteen? A seven hundred four B seven hundred
fourteen C seven hundred forty D seven hundred
forty-one
70
Problem Types Fractions

• In many cases, fractions may be read as done in
  classroom

71
Fractions Example 1
RIGHT WAY TO READ
UNNECESSARY WAY TO READ
Which of the following is the largest? A five
thirds B eight ninths C three halves D seven
fourths
Which of the following is the largest? A five
divided by three B eight divided by nine C three
divided by two D seven divided by four
72
Problem Types Fractions

• If a question deals with converting fractions to
  another form, such as decimals, one of the forms
  must be read as digits

73
Fractions Example 2
RIGHT WAY TO READ
The coach used a digital stopwatch to time a
race. The fastest time was recorded on this
stopwatch
One point seven zero zero
When the race was over, the coach posted the
winning time in fraction form. Which is the
winning time?
A seventeen one-thousandths B one and seven
tenths C one and seven one- hundredths D one and
seven one-thousandths
74
Problem Types Geometry

• Symbols may be read as done in instruction unless
  test item specifically asks what the symbol
  represents

75
Geometry Example 1
RIGHT WAY TO READ
Given points P, seven, five, Q, eight, three, R,
zero, negative one, and S, negative one, one,
which of the following is true? A line PQ is
parallel to line RS B line PQ is perpendicular to
line RS C line PR is perpendicular to line
QS D line PR is parallel to line QS
76

• Now for some items to practice handling various
  problem types

77
Practice Activities

• With partner or small group, read over the sample
  math items that have been handed to you.
• Activities 1-4
• Read problem as originally printed
• Read Choice A and Choice B
• Determine which is the proper way to read the
  problem during testing

78

• Partner/small group practice
• Activities 1-4

79
Activity 1Choice A

• A pilot flies seven-two-eight miles. Which is
  another way to write this number?
• A seven hundred eighty-two
• B seven hundred thirty-eight
• C seven hundred twenty-eight
• D seven hundred and twenty-eight

80
Activity 2Choice B

• What is the decimal form of three hundred
  twenty-five divided by one thousand?
• A three two point five
• B three point two five
• C zero point three two five
• D zero point zero three two five

81
Activity 3Choice B

• Which statement is true?
• A two is greater than negative two
• B two is less than negative four
• C negative two is less than negative four
• D negative four is greater than four

82
Activity 4Choice A

• Which of the following lists the numbers in order
  from least to greatest?
• A seventeen point three percent, seventeen point
  three three, seventeen and one third, seventeen
  point three four with a line over the three four
• B seventeen point three three, seventeen and
  one third, seventeen point three percent,
  seventeen point three four with a line over the
  three four
• C seventeen point three four with a line over
  the three four, seventeen point three three,
  seventeen and one third, seventeen point three
  percent
• D seventeen point three percent, seventeen point
  three three, seventeen point three four with a
  line over the three four, seventeen and one third

83
Discussion

• One can see from these examples that the proper
  way to read some problems is not always the
  easiest way to understand them
• They must be read this way because reading them
  with terms used in the classroom may give away
  information that is being tested
• REMINDER If documentation states it, students
  can have test read by student request or without
  numbers
• Lets continue

84
Activities 5-9

• Read over the problem as written. With your
  partner or group, decide how it should be read
  aloud.
• Write down a script of how you think it should
  be read aloud
• Remember
• When possible, use terms used in classroom
• Do not give away the answer in the way it is read

85
Activity 5Proper way to read problem

• Simplify the quantity two squared times five end
  quantity to the third power (or cubed) divided
  by the quantity two to the fifth power times five
  to the eighth power end quantity
• A two divided by five to the fifth power
• B one divided by the quantity two squared times
  five
• C one-fifth
• D five-halves

86
Activity 6Proper way to read problem

• Triangle ABC is congruent to triangle DEF with a
  right angle at B and angle C equals forty-two
  degrees.
• What is the measure of angle D?
• A forty-two degrees
• B forty-eight degrees
• C fifty-eight degrees
• D ninety degrees

87
Activity 7Proper way to read problem

• Simplify the quantity three b squared c end
  quantity times the quantity eight b cubed c to
  the sixth power end quantity
• A eleven b to the fifth power c to the seventh
  power
• B twenty-four b to the sixth power c to the
  sixth power
• C twenty-four b to the fifth power c to the
  seventh power
• D eleven b to the sixth power c to the sixth
  power

88
Activity 8Proper way to read problem

• Evaluate the absolute value of the quantity three
  x plus two end quantity minus four when x equals
  negative four.
• A ten
• B six
• C negative twelve
• D negative fourteen

89
Activity 9Proper way to read problem

• Which of the following best describes what angle
  SVT and angle TVU have in common?
• A ray VT
• B line segment VT
• C line VT
• D point V, point T

90

• Some things that can help in figuring out how to
  read test item correctly
• Test administrator should be familiar with
  grade-level/course content
• Review examples in this training make yourself
  as aware as possible of the issues involved
• Review the next problem while students are
  answering previous problem (if reading entire
  test aloud)
• If reading by student request, pause and read
  over problem to self before reading to student

91
Thank you for taking the time to learn more about
testing accommodations in North Carolina.
If you have questions about testing
accommodations, please contact your school test
coordinator.
92
Testing AccommodationsModule IIIStudent Marks
Answers in Test BookStudent Reads Test Aloud to
SelfDictation to a Scribe
93
Student Marks Answers in Test Book
SWD
LEP
BOTH
94
Student Marks Answers in Test Book

• Prior to testing
• Students full name and second identifier (e.g.,
  student ID or date of birth) must be legible on
  cover of test book
• During testing
• Student should not have answer sheet
• If all students in group have this accommodation,
  omit directions on filling in answer choices on
  answer sheet
• Instruct students to circle the letters of their
  multiple-choice responses in the test book

95
Student Marks Answers in Test Book

• After completion of testing
• Under secure conditions
• Staff member must transcribe students answers to
  multiple-choice test questions to the appropriate
  answer sheet
• Take care to use correct section of answer sheet
• 2nd staff member must check the transcription to
  verify accuracy
• Both people must sign outside of test book

96
Student Marks Answers in Test Book

• Test books with students original responses must
  be securely stored for 6 months

97
Student answers must be transcribed exactly onto
answer document
Sample test questions and sample answer sheet
available at http//www.ncpublicschools.org/accoun
tability/testing/eog/math/
98
Student Reads Test Aloud to Self
SWD
LEP
BOTH
99
Student Reads Test Aloud to Self

• One-on-one administration
• Test administrator proctor per student
• No other students in room
• If student misreads part of reading comprehension
  test, test administrator or proctor may NOT
  correct student

100
Student Reads Test Aloud to Self

• Use of whisper-phone is included in this
  accommodation and must follow the same guidelines

101
Dictation to a Scribe
SWD
LEP
BOTH
102
Dictation to a ScribeWriting Assessment at
Grades 4, 7, and 10

• Use of this accommodation invalidates the
  conventions score
• Students score will be based on content score
• Achievement level cut scores remain the same

103
Dictation to a ScribeWriting Assessment at
Grades 4, 7, and 10

• Prior to Testing
• Student should be familiar with the scribe
• During class writing activities
• Practice with scribe to be used during testing
• Practice with appropriate length of response
• Practice indicating edits
• Student needs to be aware whether the response
  can be read back
• If student also has Test Administrator Reads Test
  Aloud accommodation response may be read to
  student
• If not, student must read response

104
Dictation to a ScribeWriting Assessment at
Grades 4, 7, and 10

• During Testing
• Must be done in one-on-one setting (Testing in a
  Separate Room)
• Omit any instructions not applicable to this
  accommodation (e.g., dealing with No. 2 pencils)
• Student may dictate in variety of ways (e.g.,
  speech, augmentative communication, sign language)

105
Dictation to a ScribeWriting Assessment at
Grades 4, 7, and 10

• During Testing (contd)
• Scribe may record directly on test book or on
  separate paper
• Scribe must record exactly what the student
  says
• Student does not need to indicate location of
  capital letters or punctuation

106
Dictation to a ScribeWriting Assessment at
Grades 4, 7, and 10

• During Testing (contd)
• Student must be given opportunity to review
  response and make changes
• If separate paper was used, scribe must transfer
  final response onto test book
• Entire student response must fit on the test book
  in the space provided
• Scribe may not
• Write in margins
• Double-stack lines

107
Dictation to a ScribeWriting Assessment at
Grades 4, 7, and 10

• After Testing
• If the response had to be transcribed (separate
  paper was used for drafting), staff member other
  than transcriber must verify accuracy of
  transcription
• Both people must sign paper with original
  response
• Special Code regarding use of Dictation to Scribe
  must be properly coded on test document
• Original response must be kept and securely
  stored for 6 months

108
Dictation to a ScribeMultiple-Choice Tests

• Prior to Testing
• Student should be familiar with scribe
• Scribe should be made aware of how student will
  indicate answer choice (e.g., speech,
  augmentative communication, sign language)
• Student must be notified that he/she must
  proofread responses

109
Dictation to a ScribeMultiple-Choice Tests

• During Testing
• Omit instructions that are not applicable to this
  accommodation (e.g., dealing with No. 2 pencils)
• Student indicates answer choice by predetermined
  method
• Scribe records answer choice on answer sheet or
  separate paper
• Student proofs responses and indicates any
  desired changes

110
Dictation to a ScribeMultiple-Choice Tests

• After Testing
• If answer choices were recorded somewhere other
  than scannable answer sheet, responses must be
  transcribed
• staff member other than transcriber must verify
  accuracy of transcription
• Both people must sign front cover of test
  book/paper with original responses
• Original responses must be kept and securely
  stored at central office for 6 months

111
Dictation to a ScribeExample 1

• Your facilitator will read an example of a
  possible student dictation.

112
Dictation to a ScribeExample 1

• This would be recorded by a scribe as
• I was at home. I saw a huge tree at least 100
  feet tall. I ran like the swift wind to it. I
  could not believe my eyes. There was a deer in
  the tree. I was safe. I turn around. I went home
  and sleep.

Example adapted from the North Carolina Writing
Assessment Grades 4, 7, and 10 Trainer Manual
Summer 2005
113
Thank you for taking the time to learn more about
testing accommodations in North Carolina.
If you have questions about testing
accommodations, please contact your school test
coordinator.