SPRING 2016 FSA ELA TRAINING MATERIALS TEST ADMINISTRATORS TESTING COORDINATORS TEST ADMINISTRATORS.
The Oregon Kindergarten Assessment Test Administrator Training (Required for District Test...
-
Upload
georgiana-heath -
Category
Documents
-
view
217 -
download
0
Transcript of The Oregon Kindergarten Assessment Test Administrator Training (Required for District Test...
The Oregon Kindergarten Assessment
Test Administrator Training
(Required for District Test Coordinators (DTCs), School Test Coordinators (STCs), and Test Administrators (TAs)
Oregon Kindergarten Assessment Fall 2014
1
The Oregon Kindergarten AssessmentProvides baseline local and statewide information Provides essential information on all children as they
enter kindergarten Helps to identify achievement gaps early Provides a consistent tool to be used across the state
The Oregon Kindergarten Assessment is not: It is not an entrance exam It is not a high-stakes test It is not a competition It is not a way to separate children into performance groups
2
Oregon Kindergarten Assessment Test Administrator Training
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
3
Oregon Kindergarten Assessment Fall 2014
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
4
Oregon Kindergarten Assessment Fall 2014
Assessment AdministrationObjectivesBe aware of what’s new this year in the statewide Kindergarten Assessment
Understand the roles and responsibilities of test administrators
Understand how to use valid assessment administration practices
5
Oregon Kindergarten Assessment Fall 2014
2014-15 Kindergarten Assessment Updates
The Spanish syllable sounds measure has been replaced with Spanish Letter Names
Districts are required to administer Spanish Letter names to all Spanish-Speaking ELLs
Virtual Schools are required to administer the kindergarten assessment
English Letter Sounds chart adjusted to 100 possible sounds
6
Before assessing: Provide students with an opportunity to become
familiar with the assessment format and procedures Review student Individualized Education Programs
(IEPs) or education plans to identify appropriate assessment formats and accommodations
Make arrangements for students who are not being assessed
Review Test Administration ManualDuring assessment: Ensure that students receive the appropriate
assessment (includes settings such as language) Enforce assessment environment requirements
Test Administrator Roles and Responsibilities
7
Supervision at all times by a trained Test Administrator (TA)
Quiet environment void of distractions Only Universal Tools made available to students
upon request Limited interaction with students
Read student directions Administer accessibility supports appropriately No coaching
Assessment Environment Requirements
8
Test Administrators Must:
Read the Test Administration Manual Receive annual test administration and security
training Sign an Assurance of Test Security form Only provide students with Universal Tools listed
in the Test Administration Manual Read verbatim the student directions provided in
the Assessor Booklet
9
Test Administrators May Not:
Allow untrained aides, volunteers, or substitutes to assist with assessment administration
Coach students Allow students access to non-allowable supports Allow students to help other students during
assessment
10
Test Administrators (TAs) must receive training each year
TAs enforce valid assessment environment for students
When in doubt about a particular assessment practice, before assessment begins:
Check the Test Administration Manual Check your training notes Ask your School Assessment Coordinator If all else fails, assume the answer is “no”
Summary
11
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
• Administering the Early Math Segment• Numbers and Operations
• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
12
Oregon Kindergarten Assessment Fall 2014
Assessment Accessibility Supports
Objectives Identify and understand the purpose of
Universal Tools, Designated Supports, Accommodations and Modifications
Understand how to administer accessibility supports appropriately
13
Oregon Kindergarten Assessment Fall 2014
“Practices and procedures that, when used in an assessment, provide equitable access to all students”
Accessibility Supports do not compromise the learning expectations, construct, grade-level standard, and/or measured outcome of the assessment
Only supports approved by the Accessibility Panel are allowed during assessment
Accessibility supports must be identified and implemented during classroom instruction prior to the student’s participation in the state assessment, unless precluded by the local assessment window
Accessibility Supports
14
Universal Tools, Designated Supports, Accommodations, and Modifications
Universal Tools: Available to all students based on student preference and selection
Designated Supports: Access features available for use by any student for whom the need has been indicated by an educator or team of educators
Accommodations: Changes in procedures or materials that increase equitable access during assessment. Must be documented on student’s Individual Education Plan (IEP) or Section 504 plan
Modifications: Practice or procedure that compromises the intent of the assessment
15
1. Expect participation in statewide assessments for all students
2. Learn accessibility supports
3. Select accessibility supports
4. Administer accessibility supports
5. Evaluate and improve use of supports
Five Step Process
16
Changes in assessment directions:
Sign directions
Interpret directions orally
Simplify language in directions
Changes in how questions are presented:
Large print version of assessment
For Early Math, TA may point to each answer choice to support students who need this option
Examples of Kindergarten Assessment Accessibility Supports
18
Who benefits? Students who have difficulty or an inability to
read and comprehend directions presented in standard print
Students with language processing challenges Students who are deaf or hard of hearing Students who require a multisensory approach to
learning
Assessment Directions & Presentation Accessibility Supports
19
Who benefits?
Students with physical, sensory, or learning disabilities
Students who have difficulty with memory, sequencing, directionality, alignment, and/or organization
Response Accessibility Supports
20
Who benefits?
Students who are easily distracted in large group settings and who concentrate best in small groups or an individual setting
Students who receive accommodations (e.g. read aloud, sensory supports) that might distract other students
Students with physical limitations might need a more accessible location, specific room conditions or special equipment
Setting Accessibility Supports
21
Who benefits?
Students who cannot concentrate continuously for an extended period of time
Students who become frustrated or stressed easily and may need frequent or extended relaxation breaks
Students with health-related disabilities which cause varying levels of functioning from day to day
Students who fatigue easily should take testing before physical activities
Scheduling Accessibility Supports
22
Accessibility Supports can be addressed in four sections of the Individual Education Plan: “Consideration of Special Factors” “Present Levels of Academic and Functional
Performance (PLAAFP)” “Participation in Assessments” “Supplementary Aids and Services”
Documenting Accessibility Supports
23
Refer to the Oregon Accessibility Manual for accessibility supports implementation guidance
Refer to student’s Individualized Education Plan (IEP), 504 Plan or cumulative file to determine which accessibility supports must be provided
Test Administrators Must:
24
Indicate “as needed” or “as appropriate” when documenting accessibility supports
Choose every accessibility support available for an assessment “just to be safe”
Provide accessibility supports for the first time on the day of testing
Provide the same accessibility supports for every student in the class, grade, or program
Provide a designated support or accommodation to a student that was not selected based on an assessment of individual student need
Test Administrators May Not:
25
Provide instruction or give suggestions regarding process
Read response choices aloud
Translate assessment items
Remember, if you can’t find it in the Test Administration Manual (TAM) or the
Oregon Accessibility Manual (OAM), don’t do it.
Test Administrators May Not:
26
All accessibility support decisions must be based on individual student need
Designated Supports are available to any student for whom the need has been
indicated by an educator or team of educators
Accessibility supports must be documented on student’s Individual Education Plan
(IEP) or Section 504 Plan
Accessibility Supports used during state testing must be selected from the 2014-
2015 Test Administration Manual or the Oregon Accessibility Manual
Administration of supports for one student must not interfere with the
assessment conditions of another student
Summary
27
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
28
Oregon Kindergarten Assessment Fall 2014
Assessment SecurityObjectivesUnderstand principles of secure assessment administration
Understand how to maintain security of printed assessment materials
Learn how to avoid and respond to test improprieties
29
Protects the integrity and confidentiality of secure assessment items, prompts, and passages.
A test impropriety occurs when an assessment is not administered in a manner consistent with the Test Administration Manual
Improprieties include: student coaching mishandling of secure assessment materials student given wrong assessment unsecure assessment environment missing the data entry deadline
Assessment Security
30
A quiet environment, void of distractions and supervised by a trained test administrator
Student access to only universal tools All paper assessment materials collected and
accounted for after each assessment event Student data is treated as confidential
Secure Assessment Environment
31
Providing students with any type of assistance that may affect how a student responds
Includes both verbal cues and nonverbal cues to the correct answer
Test Administrators (TA) should limit interactions with students to the student directions included in the Assessor Booklets and to identified accessibility supports
Student Coaching
32
Assessment opportunities may be invalidated
If the district determines that the testing impropriety qualifies as gross neglect of duty, then the district must report it to Teacher Standards and Practices Commission (TSPC) within 30 days
Districts may also evaluate cases according to their own Human Resource policies
Potential Consequences of Impropriety
33
Ensure that students take the correct assessment and data is are entered with the correct SSID
Securely shred assessment materials Securely store assessment materials at all
times Report test improprieties within 1 day of
learning of them (the district investigation must be completed within 30 days)
Test Administrators Must:
34
Review or analyze secure assessment items Allow students access to non-allowable
accessibility supports Allow students to remove assessment
materials from the assessment environment Provide students with unscripted feedback
during the assessment Copy or retain any assessment materials,
including secure assessment booklets
Test Administrators May Not:
35
Review universal tools prior to assessment Examine the assessment environment to ensure
that all non-allowable accessibility supports are removed
Limit interactions with students to the verbatim student directions in the Test Administration Manual and Assessor Booklets
Identify students designated to take the assessment in Braille or English-Spanish
Review IEP or 504 plan to identify needed accessibility supports
Maintaining Assessment Security
36
Do not leave the assessment environment unsupervised or allow untrained staff to enter the assessment environment
Communicate with staff ahead of time about upcoming deadlines
Cross-train staff in case of unplanned staff absences
Ensure that all necessary materials are collected several days before the deadline
Maintaining Assessment Security, Continued
37
Only authorized staff who have signed an Assurance of assessment Security Form may have access to the assessment environment or secure assessment materials
Test Administrators must limit interactions with students during testing to what is permitted by the Test Administration Manual or the Oregon Accessibility Manual
District Test Coordinators s must report all test improprieties to ODE within 1 day of learning of them
Summary
38
Kindergarten Assessment Resource Webpage: http://www.ode.state.or.us/go/ka
Test Administration Manual: http:www.ode.state.or.us/go/tam
Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487
Assessment Security Forms: http://www.ode.state.or.us/go/testsecurity
Online Resources for Administration, Accessibility, and Security
39
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
40
Oregon Kindergarten Assessment Fall 2014
English Learners and the Kindergarten Assessment
ObjectivesUnderstand proper English Learner identificationUnderstand proper identification of Spanish language Understand which measures an identified Spanish-speaking English Learner must be administered for 2014-15
41
Oregon Kindergarten Assessment Fall 2014
Proper Identification Only English Learner students that have been identified
with Spanish as their primary language should receive the Spanish Literacy segment (Spanish Letter Names) of the assessment
Upon enrollment to Kindergarten, students should receive a Home Language Survey to properly identify primary language. If a primary language other than English is identified, then Title III procedures should also be followed to determine proper ELD supports
Proper identification must happen within 30 days of the start of school, or within 2 weeks of a student’s enrollment in a district 42
Test Administrator Roles and ResponsibilitiesPlease be mindful of the Test Administrator’s (TA’s) roles and responsibilities. These need to be considered in addition to the following:Proper administration of the Spanish portion should be done by a fluent bilingual Spanish and English assessor
If an Educational Assistant will administer the Spanish portion of the Kindergarten Assessment, please assure that they are properly trained, properly supervised, and are bilingual in both Spanish and English
If the district lacks the resources to provide a bilingual Spanish/English assessor, please contact the Regional ESD Helpdesk staff for assistance 44
Accessibility Supports
Please be mindful of the approved Kindergarten Assessment accessibility supports which can be found in the 2014-15 Test Administration Manual and the Oregon Accessibility Manual
For example: Directions can be signedDirections can be interpreted into student’s language of origin
45
Summary All entering Kindergarten students should have a
completed Home Language Survey upon enrollment
Students should be identified within 30 days of enrollment at the beginning of the school year, or with in 2 weeks of the student being enrolled in a district
If the student’s primary language is identified as Spanish, they are required to take the Early Spanish Literacy measure (Spanish Letter Names) in addition to the English Literacy, Early Math, and the Approaches to Learning Segments
The Early Spanish Literacy measure is not optional, it must be administered to all identified Spanish Speaking English Learners
46
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
47
Oregon Kindergarten Assessment Fall 2014
Administering Early Literacy
ObjectivesUnderstand the purpose of the measures and the research behind themLearn the procedures for administration of
English Letter Names English Letter Sounds Spanish Letter Names
48
Oregon Kindergarten Assessment Fall 2014
Early Literacy: English Letter Names A direct fluency assessment that measures students'
ability to name the letters of the English alphabet, in both lower case and capitalized forms
It is strongly suggested that districts administer English Letter Names early in the test window
All students participate in the assessment
Students are shown letters in a chart
This is a 60 second timed assessment
Students have 60 seconds to name as many letters as they can 49
Preparation
Assessors need:
Clipboard
Stopwatch/ timing device
Pencil
Place marker or cover sheet
Assessor booklet (A2)
Student booklet
English (S1) or
Spanish/English (S2)
A quiet location50
Setting the Stage
Seat yourself across the table from the student who is also seated
Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device
Place the Student Booklet in front of the student
Open to the “English Letter Names” chart
Read the directions to the student
Start the stopwatch when the student says the first letter51
53
Directions in Assessor Booklet (A2)
Start the stopwatch when the student says the first letter name
Record student responses on the assessor chart
Directions in Assessor Booklet (A2) , continued
54
After 60 seconds mark the last letter with a bracket ]
Let the student finish the row or come to a natural stopping point before saying “Stop”
Record the number attempted and number correct
ScoringIf the student:
Is correct, do not mark the letter and count as correct
Clearly loses his/her place, point to the next letter
Self corrects, write SC above the letter and count as correct
Says incorrect letter name, slash through the letter, and count as incorrect
Hesitates more than 3 seconds, slash through the letter, supply the letter name and count as incorrect
Skips letter, circle the letter and count as incorrect
Record number of correct letters in # correct
Record number of attempts in # attempted55
Additional Considerations
If a student:Provides the letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Say the name of each letter”
Provides the letter name in a language other than English, repeat the directions verbatim (allowed on time): “Say the name of each letter in English”
Loses his/her place and skips a line, redirect the student to the correct row
Does not name a letter in the first row, move to second row. If the student still does not identify a letter in the second row, the timed fluency assessment can be discontinued 56
Early Literacy: English Letter Sounds
57
A direct fluency assessment that measures students' ability to produce common sounds associated with letters of the English alphabet and common digraphs
It is strongly suggested that districts administer English Letter Sounds early in the test window
All students participate in the assessment
Students are shown letters and digraphs in a chart
This is a 60 second timed assessment
Students have 60 seconds to produce as many of the corresponding sounds as they can
Preparation
Assessors need: Clipboard Stopwatch/timing device Pencil Place marker or cover sheet Assessor booklet (A2) Student booklet
English (S1) or Spanish/English (S2)
A quiet location58
Setting the Stage
Seat yourself across the table from the student who is also seated
Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device
Place the Student Booklet in front of the student
Open to the “English Letter Sounds” chart
Read the directions to the student
Start the stopwatch when the student says the first letter sound 59
Directions in Assessor Booklet (A2)
61
Start the stopwatch when the student says the first letter sound
Record student responses on the assessor chart
Directions in Assessor Booklet (A2) , continued
62
After 60 seconds mark the last letter with a bracket ]
Let the student finish the row or come to a natural stopping point before saying “Stop”
Record the number attempted and number correct
English Letter Sounds: Scoring If the student:
Is correct, do not mark the letter and count as correct
Clearly loses his/her place, point to the next letter
Self corrects, write SC above the letter and count as correct
Says incorrect letter sound, slash through the letter, and count as incorrect
Hesitates more than 3 seconds, slash through the letter, supply the letter sound and count as incorrect
Skips letter, circle the letter and count as incorrectLong or short vowel sounds are scored as correct Hard or soft consonant sounds are scored as correct If a student encounters a letter blend and gives isolated (separate) letter sounds, it is scored as incorrectRecord number of correct letter sounds in # correct Record number of attempts in # attempted
63
Additional Considerations
If a student:Provides the letter name instead of the letter sound, repeat the directions verbatim (allowed one time): “Say the sound of each letter”
Provides the letter sound in a language other than English, repeat the directions verbatim (allowed on time): “Say the sound of each letter in English”
Loses his/her place and skips a line, redirect the student to the correct row
Does not name a letter sound in the first row, move to second row. If the student still does not identify a letter sound in the second row, the timed fluency assessment can be discontinued
64
Early Literacy: Spanish Letter Names
65
Measures students' ability to name the letters of the Spanish alphabet, in both lower case and capitalized forms
Requires a fluent Spanish speaking assessor
All Spanish speaking English Learners (ELs) participate in the assessment
It is strongly suggested that districts administer Spanish Letter Names early in the test window
Students are shown letters in a chart
This is a 60 second timed assessment
Students have 60 seconds to name as many letters as they can
Preparation
Assessors need: Clipboard Stopwatch/timing device Pencil Place marker or cover sheet Assessor booklet (A2) Student booklet
Spanish/English (S2) A quiet location
66
Setting the Stage
Seat yourself across the table from the student who is also seated
Position yourself so the student cannot see the documents on the clipboard or the stopwatch/timing device
Place the Student Booklet in front of the student
Open to the “Spanish Letter Names” chart
Read the directions to the student
Start the stopwatch when the student says the first letter name 67
Directions in Assessor Booklet (A2)
69
Start the stopwatch when the student says the first letter sound
Record student responses on the assessor chart
Directions in Assessor Booklet (A2) , continued
70
After 60 seconds mark the last letter with a bracket ]
Let the student finish the row or come to a natural stopping point before saying “Alto”
Record the number attempted and number correct
ScoringIf the student:
Is correct, do not mark the letter and count as correct
Clearly loses his/her place, point to the next letter
Self corrects, write SC above the letter and count as correct
Says incorrect letter name, slash through the letter, and count as incorrect
Hesitates more than 3 seconds, slash through the letter, supply the letter name and count as incorrect
Skips letter, circle the letter and count as incorrectRecord number of correct letters in # correct Record number of attempts in # attempted
71
Additional Considerations
If a student:Provides the Spanish letter sound instead of the letter name, repeat the directions verbatim (allowed one time): “Di el nombre de cada letra” Provides the letter name in a language other than Spanish, repeat the directions verbatim (allowed on time): “Di el nombre de cada letra en Español” Loses his/her place and skips a line, redirect the student to the correct row Does not name a letter in the first row, move to second row. If the student still does not identify a letter in the second row, the timed fluency assessment can be discontinued
72
Data Submission For the Fall 2014 collection, districts will submit each
student’s number correct and the number attempted score for English Letter Names, English Letter Sounds, and Spanish Letter Names.
73
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• ELLs and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
74
Oregon Kindergarten Assessment Fall 2014
Administering Early Math
ObjectivesUnderstand the purpose of the Numbers and Operations measure Learn the procedures for administration of
Numbers and Operations
75
Oregon Kindergarten Assessment Fall 2014
Early Math: Numbers and Operations Measures students' ability to understand numbers,
number systems, relationships among numbers and meanings of operations
All students participate in the Numbers and Operations assessment
It is strongly suggested that districts administer Numbers and Operations early in the test window
The student booklet has one item per page There are two sample items and sixteen assessment
items This assessment is not timed 76
Preparation
Assessors need: Clipboard Pencil Assessor booklet (A2) Student booklet
English (S1) or
Spanish/English (S2)
A quiet location77
Setting the Stage
Seat yourself across the table from the student who is also seated
Position yourself so the student cannot see the documents on the clipboard
Pages in the student booklet have to be turned, the assessor should be close enough to turn the pages if needed
Place the Student Booklet in front of the student Open to sample item #1 78
Sample Item #1 in Student Booklet
English Only Student Booklet (S1)Spanish/English Student Booklet
(S2)
79
Sample Items Directions A B C NA
1
“We are looking at numbers, counting, adding to, and taking away. Here is one to practice. Look at what is here.” Demonstrate by pointing to the box and then sweeping your finger from the first to last number below. “How many? Point to or choose the answer.”
“Would you like me to read the directions again?”
1 2 3 NA
Sample Item #1 in Assessor Booklet (A2)
80
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
If a student verbalizes an answer, assessment administrators may remind students to point to or choose the answer
If the student still does not know the answer or does not want to select an answer, then select NA (no answer) and go to the next item
Recording Student Answers
81
Sample Item #2 in Student Booklet
English Only Student Booklet (S1) Spanish/English Student Booklet (S2)
82
2
Point to the box. Read the text: “What number is missing? Point to or choose the answer.” Record the number the child points to.
“Would you like me to read the directions again?” Turn student copy to Item 1.
5 4 2 NA
83
Sample Item #2 in Assessor Booklet (A2)
Circle the student’s selected answer on the assessor copy
For each item, the three possible answers fall under columns A, B, C
If a student verbalizes an answer, assessment administrators may remind students to point to or choose the answer
If the student still does not know the answer or does want to select an answer, then select NA (no answer) and go to the next item
Recording Student Answers
84
Providing Encouragement
• “Good effort”• “Keep trying”• “Next”• “It is OK to guess”• “Thank you”
• “Buen esfuerzo”• “Sigue intentando”• “La siguiente”• “Está bien si tratas de adivinar”• “Gracias”
Avoid providing visual or auditory clues about the correctness of response during the assessment
It is allowable to say these encouraging words:
85
Additional Considerations
The assessment items are not in order of difficulty
It is important to persist through the assessment to get a true picture of what the student knows
If the student does not provide an answer, remind the student that it is okay to guess
86
Data SubmissionFor the Fall 2014 collection, districts will submit raw data
(A, B, C, or NA) for each of the 16 items through ODE’s Consolidated Collections
87
Oregon Kindergarten Assessment Test Administrator Training
• Assessment Administration• Assessment Accessibility Supports• Assessment Security• English Learners and the Kindergarten Assessment• Administering the Early Literacy Assessment• English Letter Names• English Letter Sounds• Spanish Letter Names
• Administering the Early Math Segment• Numbers and Operations
• Administering the Approaches to Learning Segment• The Child Behavior Rating Scale
88
Oregon Kindergarten Assessment Fall 2014
AdministeringApproaches to Learning
ObjectivesUnderstand the purpose of the scale Learn procedures for administration of
The Child Behavior Rating Scale
89
Oregon Kindergarten Assessment Fall 2014
Assessment Security
The Child Behavior Rating Scale contains confidential student information
Keep the surveys in a secure, locked location
The Oregon Test Administration Manual (TAM) explicitly prohibits reviewing, analyzing, and discussing assessment forms and questions
90
Based on teacher observation of children’s behavior with other adults and children in a classroom setting
Includes items that measure Approaches to Learning Self-Regulation Interpersonal skills
The scale has been Demonstrated to be strongly predictive of reading
and math achievement in elementary grades Validated in a wide range of cultural contexts
Approaches to Learning: Child Behavior Rating Scale
91
Approaches to Learning: Preparation
The Approaches to Learning segment must be completed by the student’s classroom teacher
Teachers need: A writing utensil The assessor booklet for
Approaches to Learning (A1)
92
The Child Behavior Rating Scale
15 Items
Teacher responds to each item by circling numbers on a 1-5 scale, based on observation of individual students during regular classroom routines and activities
The scale:1 - The child never exhibits the behavior described by the item
2 - The child rarely exhibits the behavior described by the item
3 - The child sometimes exhibits the behavior described by the item
4 - The child frequently or usually exhibits the behavior described by the item
5 - The child always exhibits the behavior described by the item93
Read the Item
94
Never Rarely Sometimes Frequently/usually
Always
1. Follows directions 1 2 3 4 5Sample
Circle a ResponseNever Rarely Sometimes Frequentl
y/usuallyAlways
1. Follows directions 1 2 3 4 5Sample
Recording Teacher Response
Additional Considerations The scale is not a direct assessment, it can be
completed outside of classroom time It is highly recommended to complete the scale
in the last three weeks of the six week assessment window
Circle one value per item Complete all 15 items for each student
95
Data SubmissionFor the Fall 2014 collection, districts will submit raw
scores for all 15 items through ODE’s Consolidated Collections
96
Kindergarten Assessment Resource Webpage: http://www.ode.state.or.us/go/ka
Test Administration Manual: http:www.ode.state.or.us/go/tam
Oregon Accessibility Manual: http://www.ode.state.or.us/search/page/?=487
Online Resources for the Oregon Kindergarten Assessment
97