Test Coordinator Manual - CSDE Smarter Balanced Assessment

Test Coordinator Manual - CSDE Smarter Balanced Assessment
Smarter Balanced
Assessment Consortium:
Online Summative, Test Coordinator Manual
Test of English Language Arts/Literacy and Mathematics
© Smarter Balanced Assessment Consortium, 2015.
Online Test Coordinator Manual
TABLE OF CONTENTS
Smarter Balanced Resources and Help Desk Information ....................................................... 5
1.0
Overview of the Smarter Balanced Assessments ................................................... 7
1.1 About the Smarter Balanced Assessment Consortium.............................................. 7
1.2 About the Test .......................................................................................................... 7
1.3 Test Administration Roles and Responsibilities......................................................... 7
1.4 Overview of Responsibilities ..................................................................................... 9
2.0
Test Administration Resources ...............................................................................11
2.1 Summative Assessment Administration Resources .................................................11
3.0
Test Scheduling ........................................................................................................15
3.1 Testing Windows .....................................................................................................15
3.2 Testing Time and Recommended Order of Administration .......................................15
4.0
Technology Infrastructure ........................................................................................20
4.1 Technology Resources ............................................................................................20
4.2 The Secure Browser ................................................................................................20
5.0
Test information distribution engine (TIDE) ............................................................21
5.1 Create TIDE/TDS Accounts .....................................................................................21
5.2 Manage Student Information....................................................................................21
5.3 Verify Student Login Information ..............................................................................22
6.0
Training .....................................................................................................................23
6.1 Training Sessions ....................................................................................................23
7.0
Ensuring Test Security .............................................................................................24
7.1 Security of the Test Environment .............................................................................24
7.2 Secure Handling of Printed Materials .......................................................................26
8.0
Responding to Testing Improprieties, Irregularities, and Breaches .....................28
8.1 Impact and Definitions .............................................................................................28
8.2 Reporting Timelines and Activities ...........................................................................28
8.3 Test Security Required Action Steps .......................................................................29
8.4 Test Security Incident Log .......................................................................................30
9.0
Appeals ......................................................................................................................31
9.1 Online System Appeals Types .................................................................................31
10.0
Test Administration Preparation..............................................................................34
10.1 Assessment Participation ......................................................................................34
10.2 Establishing Appropriate Testing Conditions ..........................................................36
10.3 Practice and Training Tests ...................................................................................37
10.4 Classroom Activity Materials ..................................................................................37
-TCM 2-
Online Test Coordinator Manual
11.0 Universal Tools, Designated Supports, and Accommodations ................................38
12.0 Following Test Administration....................................................................................40
12.1 Destroying Test Materials ......................................................................................40
12.2 Reporting Testing Improprieties, Irregularities, and Breaches ................................40
Appendix A: Frequently Used Terms .................................................................................41
Appendix B: Secure Browser for Testing ..........................................................................46
Appendix C: Test Security Chart ........................................................................................48
Appendix D: District Test Coordinator Checklist ..............................................................49
Appendix E: School Test Coordinator Checklist ...............................................................52
Appendix F: Change Log ....................................................................................................56
-TCM 3-
Online Test Coordinator Manual
LIST OF TABLES
Table 1: Understanding User Roles and Associated Permissions ......................................................................... 8
Table 2: Overview of Responsibilities .................................................................................................................... 9
Table 3: Manuals ................................................................................................................................................ 11
Table 4: Training Modules .................................................................................................................................. 12
Table 5: Brochures and Quick Guides ................................................................................................................ 13
Table 6: Other Resources ................................................................................................................................... 14
Table 7: Testing Windows ................................................................................................................................... 15
Table 8: Estimated Testing Times for Smarter Balanced Assessments ............................................................. 16
Table 9: Assessment Sequence—ELA ................................................................................................................. 18
Table 10: Assessment Sequence—Mathematics................................................................................................ 19
Table 11: Requirements of the Test Environment .............................................................................................. 24
Table 12: Definitions for Test Security Incidents ................................................................................................ 28
Table 13: Online System Appeals Types ............................................................................................................. 31
Table 14: Additional Required Resources .......................................................................................................... 36
Table 15: Definitions for Universal Tools, Designated Supports, and Accommodations .................................... 39
Table 16: Frequently Used Terms ...................................................................................................................... 41
Table 17: Secure Browser Error Messages ........................................................................................................ 46
Table 18: Test Security Chart ............................................................................................................................. 48
-TCM 4-
Online Test Coordinator Manual
Smarter Balanced Resources and Help Desk Information
Connecticut Smarter Balanced Assessment Portal
http://CT.portal.airast.org
Home for all online Smarter Balanced assessment administration information.
For questions regarding the online testing system or for additional assistance, please contact the
Connecticut Smarter Balanced Assessment Help Desk.
Connecticut Smarter Balanced Assessment Help Desk
1-844-202-7583
[email protected]
The Help Desk is open Monday–Friday from 7:00 a.m. to 7:00 p.m. Eastern Time during the testing
window from January 27 through June 12, 2015. During these hours, staff will respond promptly to
calls. Outside of the testing window, the Help Desk is open Monday-Friday from 7:00am to
4:00pm.
The Help Desk may be contacted for situations and questions that include some of the following:

Testing environment down or unavailable; user accounts not available or users not able to
administer tests

Student information incorrect or missing

Loading student data or student settings into the Test Information Distribution Engine (TIDE)

Appeals functionality in TIDE

Preparing for online testing—downloading the secure browser, voice packs, etc.

Tests showing as available to students when they log in to begin testing

Password resets for district, and school users

Settings not presenting as intended

Test Security incidents
When contacting the Help Desk, provide the representative with as much detail as possible about
the issue(s) encountered and the system on which it occurred. This should include the following:

Type of device being used for the test

Any error messages that appeared (code and description)

Operating system and browser information

Network configuration information

Your contact information for follow-up, including e-mail address and phone number
-TCM 5-
Online Test Coordinator Manual

Any authorized and relevant student and school information, including statewide student
identifier (SSID), grade level, content area, and performance task (PT) or computer adaptive
test (CAT)
For questions regarding state assessment policies please contact:
Connecticut State Department of Education
Student Assessment Office
860-713-6860
[email protected]
-TCM 6-
Online Test Coordinator Manual
1.0 OVERVIEW OF THE SMARTER BALANCED ASSESSMENTS
1.1 About the Smarter Balanced Assessment Consortium
The Smarter Balanced Assessment Consortium is a multi-state, state-led consortium that developed
next-generation assessments aligned to the Common Core State Standards (CCSS) in English
language arts (ELA)/literacy and mathematics that accurately measure student progress toward
college and career readiness. For more information about the Smarter Balanced Assessment
Consortium, go to www.smarterbalanced.org.
1.2 About the Test
The Smarter Balanced summative assessments are available in ELA/literacy and mathematics to
students in grades 3–8 and 11. Each content area of the online test consists of a computer adaptive
test (CAT) as well as a performance task (PT).
1.3 Test Administration Roles and Responsibilities
The Connecticut Smarter Balanced Assessment uses a role-based system. Each user is assigned a
specific role that has access to the different systems or features. This manual highlights the roles
and responsibilities of the District Administrator (DA), District Test Coordinator (DC) and School Test
Coordinators (SCs). An overview of all user roles and permissions is provided in Table 1. For a full
description of all user roles and permissions, refer to the TIDE User guide. For information about
testing responsibilities for all roles, refer to the Test Administration Manual.
District Administrator
The District Administrator is a District Test Coordinator (DC) who may add users with District Test
Coordinator (DC) roles in TIDE. For example, a Director of Special Education may need DC privileges
in TIDE to access district-level data for the purposes of verifying test settings for designated supports
and accommodations. District Administrators have the same test administration responsibilities as
District Test Coordinators.
District Test Coordinator
The District Test Coordinator’s primary responsibilities are to coordinate the administration of the
Smarter Balanced assessment in the district and ensure that the School Test Coordinators, Teachers
(TEs), and Test Administrators (TAs) in their districts are appropriately trained and aware of policies
and procedures regarding test administration.
School Test Coordinator
The School Test Coordinator’s primary responsibilities are to coordinate the administration of the
Smarter Balanced assessment and ensure that testing within his or her school is conducted in
accordance with the test procedures and security policies established by the Connecticut State
Department of Education (CSDE).
Note: A School Coordinator can be a principal, vice principal, technology coordinator, counselor, or
other staff member. If possible, an SC should be a person with non-instructional or limited
instructional duties so that he or she can coordinate and monitor testing activity in the school.
-TCM 7-
Online Test Coordinator Manual
Table 1: Understanding User Roles and Associated Permissions
*
Task
DA
DC
SC
TE
TA
Retrieving Student Records





Uploading Test Settings



Viewing Students (Demographic Information)








View
Only
View
Only





Retrieving User Accounts



Adding User Accounts



Adding, Editing, or Deleting Users through File
Uploads



Viewing and Editing User Details



Deleting User Accounts



Creating Appeals



Retrieving Appeals





Creating Appeals Through File Uploads



Viewing Rosters




Adding a New Roster




Modifying an Existing Roster




Deleting a Roster




Printing a Roster




Creating Rosters Through File Uploads




Working with Student Information
Viewing and Editing Students (Test Settings)
1
Printing Test Tickets and PreID Labels
Managing Users
Working with Appeals
Working with Rosters of Students
Text-to-Speech for Passages and Print-on-Demand can only be set by a district-level user. SCs may work with
all other appropriate test settings.
1
-TCM 8-
Online Test Coordinator Manual
*
Task
DA
DC
SC
TE
TA





Voice Packs
Downloading and Installing Voice Packs
*
DA—District Administrator; DC—District Test Coordinator; SC—School Test Coordinator; TE—Teacher,
TA—Test Administrator
1.4 Overview of Responsibilities
Table 2 outlines the activities District Test Coordinators and School Test Coordinators should
complete before, during, and after administering the Smarter Balanced assessment. These major
tasks are the focus of this manual. For a detailed checklist of example activities to complete for
District Test Coordinators, see Appendix D: District Test Coordinator Checklist. For School Test
Coordinators, see Appendix E: School Test Coordinator Checklist.
Table 2: Overview of Responsibilities
Activity
Completion
District Test Coordinator (DC)
Review all Smarter Balanced policy and test administration documents
Prior to administration
Review scheduling and testing requirements with SCs and TEs/TAs
Prior to administration
Work with SCs and Technology Coordinators to ensure all systems,
including the secure browser, are properly installed and functioning
Prior to administration
Import users (SCs, TEs, TAs) into TIDE
Prior to administration
Verify all student information and eligibility in TIDE
Prior to administration
Schedule and administer training sessions for all SCs, TEs, TAs, and
Technology Coordinators
Prior to administration
Ensure that all personnel are trained on how to properly administer the
Smarter Balanced assessments
Prior to administration
Monitor secure administration of the test
During administration
Investigate and report all testing improprieties, irregularities, and
breaches reported by the TEs/TAs
During administration
Attend to any secure material according to state and Smarter Balanced
policy
During and after
administration
School Test Coordinator (SC)
Based on test administration windows establish a testing schedule with
DCs, TEs and TAs
-TCM 9-
Prior to administration
Online Test Coordinator Manual
Activity
Completion
Work with technology staff to ensure timely computer setup and
installations
Prior to administration
Work with TEs and TAs to review student information in TIDE and ensure
that correct student information and test settings for designated supports
and accommodations are applied
Prior to administration
Identify students who may require designated supports and test
accommodations and ensure that procedures for testing these students
follow state and Smarter Balanced policy
Prior to administration
Attend all district trainings and review all Smarter Balanced policy and test
administration documents
Prior to administration
Ensure that all TEs and TAs attend your school’s or district’s trainings and
review online training modules posted on the portal
Prior to administration
Establish secure and separate testing rooms if needed
Prior to administration
Download and plan the administration of the Classroom Activity with your
TEs and TAs
Prior to administration
Monitor secure administration of the test
During administration
Monitor testing progress during the testing window and ensure that all
students participate, as appropriate
During administration
Investigate and report all testing improprieties, irregularities, and
breaches reported by the TEs and TAs
During administration
Attend to any secure material according to state and Smarter Balanced
policy
During and after
administration
-TCM 10-
Online Test Coordinator Manual
2.0 TEST ADMINISTRATION RESOURCES
This Online Test Coordinator Manual (TCM) for summative assessments is intended for staff who
coordinate the administration of Smarter Balanced assessments (District Test Coordinators and
School Test Coordinators). This manual provides Test Coordinators with information needed to
complete specific tasks before, during, and after the administration of the Smarter Balanced
assessments. The appendices of this manual contain important information that can be used as
stand-alone materials and are easily extracted for printing or distribution. For a list of frequently used
terms associated with the Smarter Balanced assessments, see Appendix A. For specific questions
not addressed in this manual, please contact the Connecticut Help Desk.
Prior to administering a test, Test Coordinators should read this manual, the Test Administration
Manual, Smarter Balanced Usability, Accessibility, and Accommodations Guidelines, the CSDE
Assessment Guidelines, and the Test Administrator User Guide, and view the associated training
modules.
2.1 Summative Assessment Administration Resources
The TCM is designed to complement a variety of other resources listed in Table 3: Manuals, Table 4:
Training Modules, Table 5: Brochures and Quick Guides, and Table 6: Other Resources. All resources
can be found on the Connecticut portal located at http://CT.portal.airast.org.
Table 3: Manuals
Resource
Description
Braille
Requirements
and Testing
Manual
The Braille Requirements and Testing Manual includes information about supported
operating systems and required hardware and software for braille testing.
Online Reporting
System User
Guide
The Online Reporting System User Guide supports users in their use of
participation and score reports.
Secure Browser
Installation
Manual
The Secure Browser Installation Manual provides instructions for installing the secure
browser on supported operating systems and is organized by operating system.
Teacher Hand
Scoring System
(THSS) User Guide
This user guide supports educators using the Teacher Hand Scoring System (THSS) to
score test responses that require human scoring for the Connecticut Smarter Balanced
Interim Assessments in mathematics and English language arts/literacy.
Technical
Specifications
Manual for Online
Testing (TSM)
The Technical Specifications Manual for Online Testing provides technology staff
with the technical specifications for online testing, including information on
Internet and network requirements, general hardware and software requirements,
and the text-to-speech function.
Test
Administration
Manual (TAM)
The Test Administration Manual provides procedural and policy guidance to
administrators for implementing the Smarter Balanced assessments in
mathematics and English language arts/literacy.
Test Administrator
User Guide
The Test Administrator User Guide supports individuals using the test delivery
system applications to manage testing for students. This resource provides
information about the test delivery system, including the Test Administrator and
student applications.
-TCM 11-
Online Test Coordinator Manual
Resource
Description
Test Information
Distribution
Engine (TIDE)
User Guide
TIDE is the system used to manage student information and user accounts for online
testing as well as Appeals and roster management. The TIDE User Guide provides a
step-by-step approach to using the system.
CSDE Assessment
Guidelines
This CSDE Assessment Guidelines are intended to provide guidance for Connecticut
school district personnel who must make decisions about testing special student
populations on the Smarter Balanced Assessments.
Usability,
Accessibility, and
Accommodations
Guidelines
The Usability, Accessibility, and Accommodations Guidelines focus on universal
tools, designated supports, and accommodations for the Smarter Balanced
assessments. The Guidelines are intended for school-level personnel and decisionmaking teams, particularly Individualized Education Program (IEP) and 504 teams,
as they prepare for and implement the Smarter Balanced assessments. The
Guidelines provide information for classroom teachers, English language
development educators, special education teachers, and instructional assistants to
use in selecting and providing universal tools, designated supports, and
accommodations for those students who need them during the administration of
the assessments. The Guidelines are also intended for assessment staff and
administrators who oversee the decisions that are made in instruction and
assessment.
Table 4: Training Modules
Module Name
Primary Audience
Objective
Accessibility and
Accommodations
Test Administrators/
teachers and School
Coordinators
This module describes the recommended uses of
available universal tools, designated supports,
and accommodations for student accessibility to
Smarter Balanced assessments.
Embedded Universal Tools
and Online Features
Students, Test
Administrators,
teachers
This module acquaints students and teachers
with the online, universal tools (e.g., types of
calculators, expandable text) available in the
Smarter Balanced assessments. This module
should be shown to students in a classroom/
group setting. For grades 3–8 and high school, it
is encouraged that the teachers be in the room to
answer questions from the students as they view
the module.
Online Reporting System
(ORS)
District/School Test
Coordinators, Test
Administrators,
teachers
This module presents how to access student
scores, create class rosters, and drill down
through levels of reporting
Performance Task (PT)
Overview
District/School Test
Coordinators, Test
Administrators,
teachers
This module provides an overview of what a
performance task is and the purpose of the
Classroom Activity as it pertains to the
performance task.
-TCM 12-
Online Test Coordinator Manual
Module Name
Primary Audience
Objective
Student Interface for
Online Testing
Students, District/
School Test
Coordinators, Test
Administrators,
teachers
This module explains how to navigate the Student
Interface. This module includes how students log
in to the testing system and select a test, the
layout of the test and the functionality of the test
tools, and how students navigate through the test.
Technology Requirements
for Online Testing
District/School
Technology
Coordinators
This module provides current information about
technology requirements, site readiness,
supported devices, and secure browser
installation.
Test Administration
Overview
District/School Test
Coordinators, Test
Administrators,
teachers
This module prepares District/School Test
Coordinators and Test Administrators for the
assessments by providing an overview of
procedures. This includes policy matters and test
security processes as well as a high-level overview
of AIR systems, including the features offered by
the secure browser and how to install it; how to
access and use TIDE; what your students will
experience when taking the Smarter Balanced
assessment; and how to access and use the Test
Administrator Interface.
Test Administrator (TA)
Interface for Online Testing
District/School Test
Coordinators, Test
Administrators,
teachers
This module presents an overview on how to
navigate the Test Administrator Interface.
Test Information
Distribution Engine (TIDE)
District/School Test
Coordinators, Test
Administrators
This module provides detailed information on how
to register users, enroll students, manage and
edit users/students, and process/view test
invalidations.
What is a CAT (Computer
Adaptive Test?
District/School Test
Coordinators, teachers,
students
This module provides the characteristics and
advantages of a CAT.
Table 5: Brochures and Quick Guides
Name
Primary Audience
Objective
District/School
Administrator
Brochure
District/School Test Coordinators
This brochure provides an FAQ overview of
responsibilities for District and School Test
Coordinators and Test Administrators for the
2014–2015 test administration.
Online
Reporting
System (ORS)
Brochure
District/School Test Coordinators, Test
Administrators, teachers
This brochure provides an FAQ overview of
the ORS and how it can serve District and
School Test Coordinators, Test
Administrators, and teachers.
-TCM 13-
Online Test Coordinator Manual
Name
Primary Audience
Objective
Technology
Coordinator
Brochure
District/School Technology Coordinators
This brochure provides an FAQ overview of
the minimum requirements needed for
online testing using AIR’s systems for the
2014–2015 test administration.
Test
Information
Distribution
Engine (TIDE)
Brochure
District/School Test Coordinators, Test
Administrators
This brochure provides an FAQ overview of
TIDE and how it can serve District and
School Test Coordinators and Test
Administrators.
Test Delivery
System (TDS)
Brochure
District/School Test Coordinators, Test
Administrators, teachers, students
This brochure provides an FAQ overview of
how to navigate the TDS for the 2014–
2015 test administration.
Test
Administration
Quick Guide
District/School Test Coordinators, Test
Administrators
The Test Administration Quick Guide
consolidates key sections of the Test
Administration Manual.
Table 6: Other Resources
Resource
Description
Practice Test*
Practice Tests include items and performance tasks for each grade level (3 –8
and 11). The Practice Tests provide a preview of the item types included in the
Smarter Balanced assessments. Item types are listed and described in the Test
Administration Manual.
The Practice Tests are located on the portal at http://CT.portal.airast.org.
Training Test*
Training Tests are for TEs/TAs and students to become familiar with the format and
functionality of the online test. This resource is available by grade band (3–5, 6–8,
high school) and has approximately eight to nine mathematics and six ELA items
per grade band.
The Training Tests are located on the portal at http://CT.portal.airast.org.
* The Practice and Training Tests can be used as a “guest” without login credentials; however, if users want to
access either of these sites as a TA (required if they want to administer a braille Practice or Training Test), a
login will be required. Contact your school or district coordinator for access. The Practice and Training Tests do
not require use of the secure browser, but some accessibility features (such as text-to-speech) are only
available through the secure browser (see the Secure Browser Installation Manual and the Technical
Specifications Manual for Online Testing).
-TCM 14-
Online Test Coordinator Manual
3.0 TEST SCHEDULING
School Test Coordinators should meet with their District Test Coordinators to review scheduling and
testing requirements. Testing may be scheduled for any time within the testing windows noted below.
Because of the adaptive nature of the test, testing all students in a grade on a particular content
area at the same time is not required. (E.g., Grade 11 students who are participating in AP testing,
may participate in Smarter Balanced testing at a different point in the testing window than students
who are not participating in AP testing.)
3.1 Testing Windows
Table 7: Testing Windows
Testing Window
Date
Smarter Balanced Interim Assessment Test Window
(ICA and IAB)
January 27, 2015–June 12, 2015
Smarter Balanced Math/ELA Summative
Assessment Testing Window (Grades 3 – 8)
March 17, 2015–June 12, 2015
Smarter Balanced Math/ELA Summative
Assessment Testing Window (HS)
April 27, 2015–June 12, 2015
Smarter Balanced Testing Windows Policy
Each state will establish a schedule for the administration of the Smarter Balanced summative
assessments using a testing window as defined below:
Grades 3–8

Testing shall not begin until at least sixty-six percent (66%) of a school’s annual instructional
days have been completed.

Testing may continue up to and including the last day of school.
Grade 11

Testing shall not begin until at least eighty percent (80%) of a school’s annual instructional
days have been completed.

Testing may continue up to and including the last day of school.
A state may establish more specific windows within the constraints of the Consortium-defined
windows described above.
Note: 66 percent of a school year occurs after the 120th instructional day in a 180-day year, leaving
a 12-week window for grades 3–8 testing; 80 percent of a school year occurs after the 144th
instructional day in a 180-day year, leaving a 7-week window for grade 11 testing.
3.2 Testing Time and Recommended Order of Administration
All students participating in the assessments will receive a Computer Adaptive Test (CAT), a
Classroom Activity, and a Performance Task (PT) in both English language arts (ELA)/literacy and
mathematics.
-TCM 15-
Online Test Coordinator Manual
Testing Time and Scheduling
Table 8 provides estimates of the time it will take most students to complete the Smarter Balanced
assessments based on the time it took students to complete the Smarter Balanced Pilot and Field
Tests. This information is for scheduling purposes only, as the assessments are not timed.
Table 8: Estimated Testing Times for Smarter Balanced Assessments
Content Area
English
Language
Arts/Literacy
Mathematics
Both
Grades
Computer
Adaptive Test
(CAT)
hrs:mins
Performance
Task (PT)
hrs:mins
Total
hrs:mins
Classroom
Activity
(administered
prior to the
PT)*
hrs:mins
3–5
1:30
2:00
3:30
:30
4:00
6–8
1:30
2:00
3:30
:30
4:00
HS
2:00
2:00
4:00
:30
4:30
3–5
1:30
1:00
2:30
:30
3:00
6–8
2:00
1:00
3:00
:30
3:30
HS
2:00
1:30
3:30
:30
4:00
3–5
3:00
3:00
6:00
1:00
7:00
6–8
3:30
3:00
6:30
1:00
7:30
HS
4:00
3:30
7:30
1:00
8:30
Total
hrs:mins
* Classroom Activities are designed to fit into a 30-minute window; however, the time within the window will
vary due to the complexity of the topic and individual student needs.
When developing a testing schedule, use the estimated testing times to calculate the number of
days and the amount of time it will take to complete an assessment in each content area and grade
level.
These estimates do not account for any time needed to start computers, load secure browsers,
and log in students. Nor do they account for breaks. TEs and TAs should work with SCs to determine
precise testing schedules.
-TCM 16-
Online Test Coordinator Manual
Recommended Order of Online Administration
Smarter Balanced recommends that students take the CAT and PT on separate days. For each
content area, Smarter Balanced also recommends that students begin with the CAT, followed by the
Classroom Activity and then the PT. Districts/schools may opt to administer in a different order if
needed; however, the Classroom Activity, which is designed to introduce the PT, must occur prior to
the PT.
Recommended Order of Test Administration
CAT
Classroom
Activity
Performance
Task
Classroom Activity
The purpose of the Classroom Activities is to introduce students to the context of a performance task
so they are not disadvantaged in demonstrating the skills the task intends to assess. Classroom
Activities do not address content information; instead, they focus on vocabulary and key contextual
topics. The Classroom Activity is designed to be an introduction and not an assessment.
Guidelines for administering the Classroom Activity for ELA or mathematics are as follows:

Classroom Activities should be administered by a teacher. It is preferable—but not essential—
that the TE/TA administering the Classroom Activity has content knowledge in the area of
assessment.

The TE/TA should be able to record information—including any tables, graphics, formulas, or
other information contained in the Classroom Activity materials—for students to see, such as
on a chalkboard or dry-erase board. Computers, projectors, and other technology are allowed
but not required for the Classroom Activity. Recorded information should not be available
when students participate in the PT. When the PT is being administered, content from the
Classroom Activity should not be available (i.e., do not put any content from the Classroom
Activity on the board, in handouts, etc.).

Students may take notes during the Classroom Activity, but the notes may not be used during
the PT. Notes must be collected before proceeding to the PT and stored in a secure location
until securely shredded.

There should be no more than a three-day lapse between the Classroom Activity and the PT
administration. Inadvertently administering the PT before or without the Classroom Activity
constitutes a testing irregularity. This test irregularity is not eligible for submission to the
Appeals system for a reset. The incident should be documented on the Test Security Incident
Log and reported to the SC/DC.

Classroom Activities should only be administered to students once and are designed to be
completed in approximately 30 minutes.

The Classroom Activity is non-secure; however, it should not be supplemented with any other
content that the administrator may think is helpful. Supplementing the Classroom Activity
may detract from the intended purpose of the Classroom Activity and is not permitted.
-TCM 17-
Online Test Coordinator Manual

Consider the appropriate accommodations that should be provided to students in the class
that would normally be provided during instruction. Refer to the Test Administration Manual
for more information on these student resources that can be provided during the Classroom
Activity.

In the event a student is absent during the Classroom Activity, a make-up session must be
scheduled. The Classroom Activity may be recorded; however, the make-up session should
provide students with an experience similar to that of his or her peers. To the greatest extent
possible, the make-up session should provide students an opportunity to interact with the
TE/TA and his or her peers.
See Section 7.0 Ensuring Test Security, for more security guidance.
Duration and Timing Information for ELA and Mathematics
The scheduling guidelines for each of these components is included in Table 9 and Table 10. Note
that the duration, timing, break/pause rules, and session recommendations vary for each content
area and component.
Table 9: Assessment Sequence—ELA
ELA
CAT
Number
and
Duration
of
Sessions
Recommendations:


Breaks
within
Sessions
No fewer than two
sessions
(recommended) and
no more than six
sessions (rare/
extreme).
Session durations
range from 40–60
minutes.
Breaks can be provided during
the test sessions using the
software’s pause feature. If
the test is paused for more
than 20 minutes, the student
will not be able to go back to
items on the previous screens.
Classroom Activity
Performance Task (PT)
Recommendations:
The PT is presented in two
parts.
Recommendations:

Administer in one
session.

Approximate session
duration: 30 minutes.

Should occur one to
three days prior to PT.

Should NOT occur on
the same day as the
ELA PT.
N/A

Administer in two
sessions corresponding
to Parts 1 and 2 of
the PT.

Session durations range
from 60–120 minutes.
The PT is presented in two
parts. Students can take
breaks within Parts 1 and 2;
however, once a student
moves to Part 2, he or she will
not be able to review or revise
items in Part 1.

Total
Duration
Once a student has started
the CAT, the test will be
available for 45 days.

Recommendation:
Student completes this
portion within five days
of starting.
Recommendation:
Students complete
Part 1 in one test
session and Part 2 the
next school day.
Once a student has started
the PT, it will be available for
10 days.
N/A
-TCM 18-

Recommendation:
Student completes
each part of the PT
within one day.
Online Test Coordinator Manual
Table 10: Assessment Sequence—Mathematics
Mathematics
CAT
Classroom Activity
Performance Task (PT)
Number and
Duration of
Sessions
Recommendations:
Recommendations:
Recommendations:

Administered in two
sessions.

Session durations
range from 40–60
minutes.
Most students will complete
the CAT in two sessions of
60 minutes or less or one
long session of more than 60
minutes.
Breaks
within
Sessions
Total
Duration

Administered in one
session.

Administered in one
session.

Approximate session
duration: 30 minutes.


Should occur as close
to the PT as is feasible,
and no more than
three days prior to
the PT.
Session duration
ranges from 40–120
minutes.

MAY occur on the same
day as the PT.
Breaks can be provided
during the test sessions
using the software’s pause
feature. If the test is paused
for more than 20 minutes,
the student will not be able
to go back to items on the
previous screens.
N/A
Once a student has started
the CAT, the test will be
available for 45 days.

Students can take breaks
during PT test sessions.
Mathematics PT items are
presented on a single
screen. Following a break,
the student will have access
to the same items.
Once a student has started
the PT, it will be available for
10 days.
N/A
Recommendation:
Student completes
this portion within five
days of starting it.

Recommendation:
Student completes the
PT in one day.
Additional Administration Recommendations

For the performance tasks, students may be best served by sequential, uninterrupted time
that may exceed the time in a student’s schedule.

Minimize the amount of time between beginning and completing each test within a content
area.
Additional considerations:
Students should be allowed extra time if they need it, but TEs/TAs need to use their best
professional judgment when allowing students extra time. Students should be actively engaged in
responding productively to test questions.
The test can be administered over multiple days as needed.
-TCM 19-
Online Test Coordinator Manual
4.0 TECHNOLOGY INFRASTRUCTURE
Prior to assessment administration, District Test Coordinators (DCs) and School Test Coordinators
(SCs) should meet with their Technology Coordinators (TCs) and review the technology infrastructure
at their schools to ensure it meets the minimum requirements for administering the Smarter
Balanced assessments.
It is important that Technology Coordinators understand their responsibilities before, during, and
after this computer-based test administration. Review the instructions and information for TCs
(located at http://CT.portal.airast.org), as well as all test administration and security policies and
procedures included in this manual, with your TC and create a plan for handling issues during
testing. The Technology Coordinator should be involved in all planning meetings to provide input on
logistics and resolve any network issues.
4.1 Technology Resources
The System Requirements for Online Testing document is available for download at
http://CT.portal.airast.org. This document provides information about supported technology and
technology requirements and can be used to confirm that your school meets the minimum
requirements for online testing.
The Technical Specifications Manual for Online Testing, located at http://CT.portal.airast.org,
provides Technology Coordinators with the technical specifications for online testing, including
information about Internet and network requirements, hardware and software requirements, secure
browser installation, and text-to-speech functionality.
4.2 The Secure Browser
The secure browser is designed to support test security by prohibiting access to external applications
or navigation away from the assessment. Devices that will be used for testing must be equipped with
a secure browser prior to the assessment.
This browser is updated each year and therefore must be downloaded and installed even if the
device was used for testing in a prior year.
Technology Coordinators are responsible for ensuring that each device to be used for testing at the
school is properly secured by installing the most current secure browser.
See the Secure Browser Installation Manual at http://CT.portal.airast.org for more information on
secure browser installation.
See the Technical Specifications Manual for Online Testing at http://CT.portal.airast.org for
additional technology information.
See Appendix B: Secure Browser for Testing for additional guidelines about using the secure
browser.
-TCM 20-
Online Test Coordinator Manual
5.0 TEST INFORMATION DISTRIBUTION ENGINE (TIDE)
The Test Information Distribution Engine (TIDE) is the application for registering students for
assessments, establishing test settings and accommodations, associating students with districts,
schools, and rosters, delivering voice packs for testing computers, managing orders for testing
materials, delivering forms to teachers, parents, and students, and managing user accounts. District
and School Test Coordinators will need to access TIDE in order to perform various administrative
functions. Please refer to the TIDE User Guide located on the portal at http://CT.portal.airast.org for
detailed information on navigating and performing specific functions within the TIDE system.
5.1 Create TIDE/TDS Accounts
Prior to test administration, District Coordinators (DCs) are responsible for adding School
Coordinators (SCs), Teachers (TE), and Test Administrators (TAs) to TIDE. User accounts are required
for all school personnel who will be administering the Smarter Balanced assessments, as well as any
personnel who will be updating student records or accessing student scores.
DAs are responsible for creating user accounts for DCs, SCs, TEs, and TAs. Further information
regarding adding user accounts can be found in the TIDE User Guide available in the portal.
5.2 Manage Student Information
The CSDE uploaded an initial student-level data file using the Public School Information System
(PSIS) Registration Module. This upload included student demographic information (e.g., name,
SSID, gender). The CSDE will refresh the student-level data file using daily uploads from the PSIS
Registration Module. District personnel will not be able to add or delete students, or make changes
to student demographic information directly in TIDE. All changes to enrollment status (this includes
students who move during testing) and student demographic information must be made in PSIS.
The CSDE will upload Special Education, English Learner, and Economically Disadvantaged
(free/reduced lunch) status in mid-February, after the PSIS January 2015 Collection is certified. After
the initial upload, any changes to a student’s status, at the time of testing, should be made directly
in the PSIS Registration Module. The PSIS Registration Module is being updated to include new fields
for Special Education, English Learner, and Economically Disadvantaged Status during Testing.
The CSDE Accommodations Collection Web site is available to enter designated supports and
accommodations for students taking Smarter Balanced Assessments. All information should be
entered on this site by Friday, February 13, 2015. The CSDE will then upload the designated
supports and accommodations to TIDE. After February 13, any changes or additions to students’
designated supports and accommodations must be entered on the CSDE Accommodations
Collection Web site. To ensure that students are provided the appropriate designated supports and
accommodations during testing, changes and additions must also be set in TIDE prior to testing.
The DC or SC is responsible for working with TEs/TAs to review student information in TIDE before
students are tested to ensure that correct student demographic information and test settings for
designated supports and accommodations are applied. Each student must be correctly assigned to
his or her district, school, and grade in TIDE. In addition to the correct school and grade, DCs, SCs
and TEs/TAs should verify that all students have accurate test settings in TIDE, including designated
supports and accommodations (embedded and non-embedded) for each content area prior to
testing.
DAs, DCs, and SCs can set embedded and non-embedded designated supports and
accommodations in TIDE for students who require them. TEs and TAs may view embedded and non-TCM 21-
Online Test Coordinator Manual
embedded designated supports and accommodations in TIDE, however, they cannot add, upload, or
modify test settings in TIDE. Refer to Section 11.0 Universal Tools, Designated Supports, and
Accommodations in this manual and the CSDE Assessment Guidelines located on your portal for
information on student accommodations and policy
IMPORTANT: Any additions/modifications/deletions of students and changes to student test
settings must be completed before the student can test. The update, once made, may take up to
24 hours to appear in the TA Interface. Failure to correct test settings before testing could result
in the student’s not being provided with the needed accommodations and/or designated
supports at the time of testing. This is considered a testing irregularity.
5.3 Verify Student Login Information
School Test Coordinators should ensure that TEs and TAs have the necessary student login
information. Each student will log in to the Secure Browser using his or her first name, SSID, and a
test session ID. Prior to starting a test session, TEs and TAs must have a record of each student’s
first name and SSID as it appears in TIDE. This information must be provided to each student to
complete the login process. It is suggested that the SSID and the student’s first name be printed on
a card or piece of paper and distributed to each student just prior to testing to help him or her type it
in the computer accurately. For information on printing a student test ticket with a student’s log in
information, consult the TIDE User Guide. Student information is confidential; therefore, the tickets
with this information must be kept secure until used during a test session.
When a TA creates a test session, a unique session ID is randomly generated. This session ID
must be provided to students before they log in. Please refer to the Test Administrator User Guide
located on the portal for detailed information on how to generate session IDs.
When a student enrolls in or changes to a new school/district, he or she must be added in TIDE at
least 24 hours before the student begins testing. If a student is not in TIDE, please contact the
district staff member responsible for PSIS.
-TCM 22-
Online Test Coordinator Manual
6.0 TRAINING
District Test Coordinators (DCs) are responsible for ensuring that the School Test Coordinators (SCs),
Teachers (TEs), and Test Administrators (TAs) are appropriately trained regarding the Smarter
Balanced assessment administration and security policies and procedures.
6.1 Training Sessions
District Test Coordinators are responsible for planning training sessions for SCs and TEs/TAs.
School Test Coordinators should attend all trainings offered by the district and review all state and
Smarter Balanced policy and test administration documents. SCs are responsible for ensuring that
all TEs/TAs attend the appropriate trainings and review the self-paced online training modules
posted on the portal.
-TCM 23-
Online Test Coordinator Manual
7.0 ENSURING TEST SECURITY
District Test Coordinators should review the following security procedures with School Test
Coordinators, Teachers, and Test Administrators during training.
The security of assessment instruments and the confidentiality of student information are vital to
maintaining the validity, reliability, and fairness of the results.
All summative test items and test materials are secure and must be appropriately handled. Secure
handling protects the integrity, validity, and confidentiality of assessment items, prompts, and
student information. Any deviation in test administration must be reported as a test security incident
to ensure the validity of the assessment results.
Violation of test security is a serious matter with far-reaching consequences. Breaches of test
security include, but are not limited to, copying of test materials, failing to return test materials,
coaching students, giving students answers, and/or changing students’ answers. Such acts may lead
to the invalidation of an entire school district’s student test scores, disruption of the test system
state-wide, and legal action against the individual(s) committing the breach. A breach of test security
may be dealt with as a violation of the Code of Professional Responsibility for Teachers, as well as a
violation of other pertinent state and federal law and regulation. The Connecticut State Department
of Education will investigate all such matters and pursue appropriate follow-up action. Any person
found to have intentionally breached the security of the test system may be subject to sanctions
including, but not limited to, disciplinary action by a local board of education, the revocation of
Connecticut teaching certification by the State Board of Education,* and civil liability pursuant to
federal copyright law.
*See Section 10-145b(j) (1) of the Connecticut General Statutes which reads in relevant part as
follows: The State Board of Education shall revoke any certificate, authorization or permit issued
pursuant to said sections if the holder is found to have intentionally disclosed specific questions or
answers to students or otherwise improperly breached the security of any administration of a statewide examination pursuant to Section 10-14n.
7.1 Security of the Test Environment
Table 11 describes security requirements for the test environment during various stages of testing.
The test environment refers to all aspects of the testing situation while students are testing and
includes what a student can see, hear, or access (including access via technology).
Table 11: Requirements of the Test Environment
Requirement
Description
BEFORE TESTING
Instructional materials
removed or covered
Instructional materials must be removed or covered, including but not limited to
information that might assist students in answering questions that is displayed
on bulletin boards, chalkboards or dry-erase boards, or on charts (e.g., wall
charts that contain literary definitions, maps, mathematics formulas, etc.). This
includes materials used during the administration of the Classroom Activity.
Student seating
Students must be seated so there is enough space between them to minimize
opportunities to look at each other’s work, or they should be provided with
tabletop partitions.
Signage
If helpful, place a “TESTING—DO NOT DISTURB” sign on the door or post signs in
-TCM 24-
Online Test Coordinator Manual
Requirement
Description
halls and entrances rerouting hallway traffic in order to promote optimum testing
conditions.
DURING TESTING
Quiet environment
Provide a quiet environment void of talking or other distractions that might
interfere with a student’s ability to concentrate or might compromise the testing
situation.
Student supervision
Students are actively monitored and are prohibited from access to unauthorized
electronic devices that allow availability to outside information, communication
among students, or photographing or copying test content. This includes any
device with cellular, messaging, or wireless capabilities but is not limited to cell
phones, iPods, cameras, and electronic translation devices.
Access to allowable
resources only
Students must only have access to and use of those allowable resources
identified by Smarter Balanced. For examples that are permitted for each
specific test (or portion of a test), see Section
10.2 Establishing Appropriate Testing Conditions.
Access to assessments
Only students who are testing can view items. Students who are not being tested
or unauthorized staff or other adults must not be in the room where a test is
being administered. Trained Teachers and Test Administrators may have limited
exposure to items in the course of properly administering the assessments;
however, DAs, DCs, SCs, TEs and TAs and other trained staff may not actively
review or analyze any items.
No answer-key development No form or type of answer key may be developed for test items.
Testing through secure
browser
Administration of the Smarter Balanced assessments is permitted only through
the Student Interface via the secure browser.
No unauthorized log-in to
Test Delivery System
Only students may log into the Student Interface. Students may not use another
student’s log-in credentials. Only adults may log into the TA Interface with an
authorized account. An adult may not use another person’s username and
password.
DURING AND AFTER TESTING
No access to responses
DAs, DCs, SCs, TEs, TAs, and other staff are not permitted to review student
responses in the testing interface or students’ notes on scratch paper.
No copies of test materials
Unless needed as a print-on-demand or braille accommodation, no copies of the
test items, stimuli, reading passages, performance task materials, or writing
prompts may be made or otherwise retained.
No access to digital,
electronic, or manual
devices
No digital, electronic, or manual device may be used to record or retain test
items, reading passages, or writing prompts. Similarly, these materials must not
be discussed with or released to anyone via any media, including fax, e-mail, and
social media websites.
No retaining, discussing, or
releasing test materials
Descriptions of test items, stimuli, printed reading passages, or writing prompts
must not be retained, discussed, or released to anyone.
No reviewing, discussing,
or analyzing test materials
DAs, DCs, SCs, TEs, TAs, and other staff may not review, discuss, or analyze test
items, stimuli, reading passages, or writing prompts at any time, including
before, during, or after testing. Student interaction during a test is limited to
what is necessary for the purpose of a Classroom Activity prior to the
-TCM 25-
Online Test Coordinator Manual
Requirement
Description
administration of the performance task.
All test materials must
remain secure at all times
Printed materials from the print-on-demand accommodation, scratch paper, and
documents with student information must be kept in a securely locked room or
locked cabinet that can be opened only with a key or keycard by staff
responsible for test administration.
AFTER TESTING
No test materials used for
instructions
Test items, stimuli, reading passages, or writing prompts must not be used for
instruction.
Destroy printed test
materials securely
Printed test items/passages, including embossed braille printouts, and used
scratch paper must be collected and inventoried at the end of each test session
and then immediately shredded. See Section 7.2 Secure Handling of Printed
Materials for details.
[Note: The Classroom Activities are not secure materials.]
TAs, TEs, SCs, DCs, DAs, or other individuals who have witnessed, been informed of, or suspect the
possibility of a test security incident that could potentially affect the integrity of the assessments or
the data should follow the steps outlined in Section 8.0 Responding to Testing Improprieties,
Irregularities, and Breaches and Section9.0 Appeals (as necessary) of this manual and the TIDE User
Guide located on the portal.
7.2 Secure Handling of Printed Materials
For those students whose Individualized Education Program (IEP) or 504 Plan indicates a need for a
paper copy of passages and/or items, permission for the students to receive the Print on Demand
non-embedded accommodation must be approved by the CSDE. The CSDE will set this
accommodation in TIDE upon approval, prior to testing. Refer to the CSDE Assessment Guidelines for
information about requesting the Print on Demand accommodation.
Print requests must be approved and processed by the TE/TA in the TA Interface during test
administration. The decision to allow students to use print-on-demand must be made on an
individual student basis and is available only for students with an IEP or 504 Plan. Please note that
this function cannot be used to create a printed test booklet as the test is adaptive and students will
need to answer one question before moving to the next.
Once a student is approved to have the print-on-demand accommodation, that student may send a
print request to the TE/TA during testing by clicking the print icon on the screen. Before the TE/TA
approves the student’s request to print a test item/stimulus, the TE/TA must ensure that the printer
is on and is monitored by staff who have been trained using the Test Administrator training modules
for the test. This request needs to be made for each individual item.
Destruction of Printed Materials and Scratch Paper
Printed materials from the print-on-demand accommodation and scratch paper must be kept in a
securely locked room or locked cabinet that can be opened only with a key or keycard by staff
responsible for test administration. All test materials must remain secure at all times. Printed test
items/passages, including embossed braille printouts and scratch paper, must be collected and
inventoried at the end of each test session and then immediately shredded according to district
-TCM 26-
Online Test Coordinator Manual
and/or state policies or procedures. Do NOT keep printed test items/passages or scratch paper for
future test sessions except as noted below for performance tasks (PTs).
Use of Scratch Paper on the Classroom Activity and Performance Tasks
All printed materials and scratch paper used during the Classroom Activity must be collected,
inventoried and destroyed. Students may not use these materials during the administration of the
performance task (PT).
The only exception to the requirement governing the destruction of printed materials and scratch
paper is when scratch paper is used during the ELA and mathematics PTs.
During the ELA PT, the Notes on the embedded universal tool in the upper right-hand corner of the
student interface, are retained from Part 1 to Part 2 so that the student may return to the notes in
Part 2 even though the student is not able to go back to specific items in Part 1.
While the embedded Notes tool is the preferred mode for note taking during the ELA PT, students
may use scratch paper to take notes. To ensure that students using scratch paper for notes have the
same allowance as students using the online notes, TEs and TAs should tell students to write their
names (or some appropriate identifying information) on each piece of scratch paper, collect the
scratch paper at the completion of Part 1 of the ELA PT, and securely store it for students’ use during
Part 2 of the ELA PT.
Likewise, the mathematics PT may extend beyond one test session. When this happens, TAs should
tell students to write their names on the scratch paper (and graph paper for grades 6 and up), collect
the paper used in the first session, and securely store it for students’ use in the subsequent test
session.
The retention of scratch paper is only allowed for the PTs. Following the conclusion of the PT, all
scratch paper and graph paper must be collected, inventoried, and immediately shredded to
maintain test security.
-TCM 27-
Online Test Coordinator Manual
8.0 RESPONDING TO TESTING IMPROPRIETIES, IRREGULARITIES, AND BREACHES
Test security incidents, such as improprieties, irregularities, and breaches, are behaviors prohibited
either because they give a student an unfair advantage or because they compromise the secure
administration of the assessments. Whether intentional or by accident, failure to comply with
security rules, either by staff or students, constitutes a test security incident. Improprieties,
irregularities, and breaches need to be reported in accordance with the instructions in this section
for each severity level. Definitions for test security incidents are provided in Table 12.
This section refers to documentation and reporting of incidents involving test security. Refer to
Appendix C: Test Security Chart for a list of test security incident levels and examples of types of
issues.
8.1 Impact and Definitions
Table 12: Definitions for Test Security Incidents
Type
Definition
Impropriety
A test security incident that has a low impact on the individual or group of students who is
testing and has a low risk of potentially affecting student performance on the test, test
security, or test validity. These circumstances can be corrected and contained at the local
level. An impropriety should be reported to the District Test Coordinator (DC) and School
Test Coordinator (SC) immediately and entered into the Appeals module of TIDE, if
required.
Irregularity
A test security incident that impacts an individual or group of students who are testing and
may potentially affect student performance on the test, test security, or test validity. These
circumstances can be corrected and contained at the local level and submitted in the
online Appeals system for resolution. An irregularity must be reported to the DC and SC
immediately and entered into the Appeals module of TIDE (should an appeal be required).
Breach
A test security incident that poses a threat to the validity of the test. Examples may include
such situations as a release of secure materials or a security/system risk. These
circumstances have external implications for the Consortium and may result in a
Consortium decision to remove the test item(s) from the available secure bank. A breach
incident must be reported to the DC and SC immediately and entered in TIDE (should an
appeal be required).
It is important for TEs/TAs to ensure the physical conditions in the testing room meet the criteria for
a secure test environment. See Section 7.1 Security of the Test Environment for more detail.
8.2 Reporting Timelines and Activities
Improprieties: The TE/TA must immediately report the incident to the SC/DC and document the
incident in the Test Security Incident Log. The SC/DC will correct and contain the incident at the local
level or enter it in the Appeals module of TIDE (if appropriate2).
Irregularities: The TE/TA must immediately report the incident to the DC/SC and document the
incident in the Test Security Incident Log. The DC/SC will submit the incident in the Appeals module
of TIDE (if appropriate3) by the end of the day of the incident.
The only security incidents that are reported in the Appeals module of TIDE are those that involve a student
and test and that require an action for the test such as to reset, reopen, allow a grace period extension,
restore, or invalidate a test that a student was taking at the time of the incident. TIDE does not serve as a log
for all incidents.
2
-TCM 28-
Online Test Coordinator Manual
Breach: Requires immediate notification/escalation. The TA/TE must immediately report a breach to
the DC/SC. The DC/SC must immediately notify the CSDE by telephone at 860-713-6860. The
incident must be documented in the Test Security Incident Log and submitted to the Appeals module
of TIDE (if appropriate2).
For examples of test security incidents,
please see Appendix C: Test Security Chart.
8.3 Test Security Required Action Steps
The Test Security Required Action Steps depict the required actions for each test security incident in
a process flow diagram format.
Impropriety
A test security incident that has a low impact on the individual or group of students who are testing
and has a low risk of potentially affecting student performance on the test, test security, or test
validity. (Example: Student(s) leaving the testing room without authorization.)
Local administrators/
staff take corrective
action and document
impropriety in Test
Security Incident Log.
Incident is mitigated as
necessary by school staff,
and DC is notified for
assistance with mitigation
as necessary.
Designated district
employee (such as SC/DC)
records impropriety via log
or TIDE Appeal (if
appropriate) within 24
hours.
State
approves/disapprovesTIDE
Appeal (if appropriate).
Irregularity
A test security incident that impacts an individual or group of students who are testing and may
potentially affect student performance on the test, test security, or test validity. These circumstances
can be contained at the local level. (Example: Disruption during the test session such as a fire drill.)
Local
administrators/
staff take
corrective action
and document
impropriety in Test
Security Incident
Log.
Incident is
mitigated as
necessary by
school staff, and
DC is notified for
assistance with
mitigation.
Designated district
employee (such as
SC/DC) escalates
irregularity as an
Appeal in TIDE (if
appropriate) by the
end of the day of
the incident.
State reviews
TIDE Appeal
within 24 hours
of reporting .
State
approves/
disaproves
TIDE appeal.
Breach
A test security incident that poses a threat to the validity of the test. Breaches require immediate
attention and escalation to the state agency. Examples may include such situations as exposure of
secure materials or a repeatable security/system risk. These circumstances have external
implications. (Example: Administrators modifying student answers, or test items shared in social
media.)
-TCM 29-
Online Test Coordinator Manual
Local administrators/
staff stand ready to
receive further state
guidance on
dispensation of
event.
Local
Level
District
Level
District staff
investigate security
risk and alert State
Leads via phone.
District staff verify
completion and
accuracy of Test
Security Incident Log.
District staff maintain
communication with
school and provide
guidance as
appropriate.
State alerts Smarter
Balanced.
State reviews incident
and containment
strategies employed
by the district and
authorizes TIDE
appeal as necessary.
State stands ready to
receive further
Consortium
guidance.
State
Level
Local administrators/
staff contain the
incident as
necessary.
Local administrators/
staff document
incident in local Test
Security Incident Log
and in TIDE (if
appropriate).
Local administrators/
staff report breach to
the SC and/or DC by
phone immediately.
8.4 Test Security Incident Log
The Test Security Incident Log is the document of record for all test security incidents and should be
maintained at the district level and submitted to the CSDE at the end of testing. (Information about
submitting district test security incident logs to the CSDE will be provided at the end of the testing
window.) More serious incidents will be reported either immediately (breach) or at the end of the day
(irregularity).
Documentation of Security Incidents: Use of Incident Log and Appeals System
School and District Test Coordinators should ensure that all test security incidents are documented
in a Test Security Incident Log. Prior to the test administration, SCs or DCs are responsible for
providing TEs/TAs with the Test Security Incident Log , located at http://CT.portal.airast.org. It is
recommended that DCs/SCs download the template and prepopulate the fields for District ID and
School ID. TEs/TAs must log incidents immediately upon identification and submit them, via email or
alternate district protocol, to their SCs/ DCs. District staff should establish a process that includes
how frequently these logs should be submitted and communicate this preference to schools. The
description of each column header is included in the template. In addition to logging all test security
incidents in the Test Security Incident Log, incidents requiring specific actions to be taken regarding
the test itself are to be escalated—following the procedures noted in Section 8.3 Test Security
Required Action Steps—to the appropriate office or agency via the Appeals module of TIDE.
-TCM 30-
Online Test Coordinator Manual
9.0 APPEALS
For security incidents that result in a need to reset, reopen, allow a grace period extension, restore,
or invalidate individual student tests, the request must be approved by the CSDE. CSDE approvals
and denials will, in most cases, be processed within 24 hours. In most instances, an appeal will be
submitted to address a test security breach or irregularity. In some cases, an appeal may be
submitted to address incidents that are not security related such as reopening an assessment for a
student who becomes ill and is unable to resume testing because the test has expired.
Because the Appeals system is for action only, all Appeals should also be entered in the Test Security
Incident Log and submitted to the SC/DC. The Test Security Incident Log includes the information
needed to process an Appeal. The online Appeals process and conditions for use are described in
Table 13. The TIDE User Guide, located at http://CT.portal.airast.org contains specific instructions on
submitting appeal requests.
9.1 Online System Appeals Types
Table 13: Online System Appeals Types
Type of Appeal
Description
Conditions for Use and Type of Test Security Incident
RESET
Resetting a student’s test
removes that test from the
system and enables the
student to start a new test.
The CSDE may reset a test in the event that a student is
caught cheating or posting images of test items/stimuli on
the internet.
Log as Testing Irregularity
The CSDE may reset a test in the event that an adult
engaged in inappropriate actions that violate test security,
the CSDE may reset a student’s test.
Log as Testing Irregularity
The CSDE may reset a test if any of the following settings
need to be changed because they were incorrectly set
while the student is testing:
 American Sign Language (for mathematics and ELA
listening)
 Braille (braille is a language setting)
 Closed captioning (for ELA listening stimuli)
 Streamlined interface (the streamlined interface is a
test shell setting)
 Translation—stacked (for mathematics tests only)
Note: Stacked translations are automatically
provided when the selected language is Spanish.
 Translation—glossary (for mathematics tests only)
 Text-to-speech as an accommodation (e.g., for ELA
reading passages in grades 6–8 or 11).
Note: Text-to-speech for test items is a designated
support and is NOT eligible for an Appeal, but is a
test setting that may be set in TIDE by the SC/DC.
 Any non-embedded accommodation(s)
Type of Test Security Incident for the above conditions:
-TCM 31-
Online Test Coordinator Manual
Type of Appeal
Description
Conditions for Use and Type of Test Security Incident
CAT:
 Student has been presented with five items or
fewer.
Log as Testing Impropriety

Student has been presented with more than five
items.
Log as Testing Irregularity

Student has been presented with any item in a
performance task.
Log as Testing Irregularity
PT:
REOPEN
Reopening a test allows a
student to access a test
that was submitted in error
or has expired.
If an expired test is
reopened, the test will
reopen at the location at
which the student stopped
the assessment.4 The
student will be able to
review items within the
current segment of the
assessment but cannot
return to previous
segments.
If a submitted test is
reopened, the test will
reopen at the last page of
the test. The student can
review items in the current
segment but cannot return
to previous segments.
The CSDE may reopen a test if:
 A student is unable to complete a test due to a
technological difficulty that results in the expiration
of the test.
Log as Testing Irregularity
The State may reopen a CAT if:
 A student is unable to complete the test before it
expires (45 days) due to an unanticipated excused
absence or unanticipated school closure.
Log as Testing Irregularity
The State may reopen a PT if:
 A student is unable to complete the test before it
expires (10 days) due to an unanticipated excused
absence or unanticipated school closure.
Log as Testing Irregularity

A student starts a PT unintentionally—for example,
selects a PT instead of a CAT, or selects a
mathematics PT instead of an ELA PT—and the
student is unable to complete the test because it
expired 10 days after being opened.
Log as Testing Irregularity

A student unintentionally submits a test before he
or she has completed it—for example, a student
submits the ELA PT before completing Part 2.
Log as Testing Impropriety
A test that is reopened following expiration will remain open for 10 calendar days from the date it was
reopened.
4
-TCM 32-
Online Test Coordinator Manual
Type of Appeal
Description
Conditions for Use and Type of Test Security Incident
RESTORE
Restoring a test returns a
test from the Reset status
to its prior status. This
action can only be
performed on tests that
have been reset.
The State may only restore a test if a test was inadvertently
or inappropriately reset.
GRACE PERIOD
EXTENSION
A Grace Period Extension
allows the student to review
previously answered
questions upon logging
back in to the test after
expiration of the pause rule.
The CSDE may grant a Grace Period Extension to reopen a
test if:
 Sudden loss of Internet access prevents a student
from completing a test.
 A school event or evacuation takes place, such as
a fire drill, interrupting the test administration.
INVALIDATION
Invalidating a student’s test
eliminates the test. The test
will not be scored.
The CSDE may invalidate a test if:

There is a test security breach that is discovered
after the close of the testing window.
Log as Test Breach

The CSDE may invalidate a test if a student was
administered the wrong grade-level test because of
an error in PSIS.
Log as Testing Irregularity
-TCM 33-
Online Test Coordinator Manual
10.0 TEST ADMINISTRATION PREPARATION
10.1 Assessment Participation
Grades 3 through 8 and 11 Participation Requirements
School and district personnel should follow federal and state policies regarding student participation.
Connecticut General Statues (Section 10-14n) mandate that all public school students enrolled in
Grades 3 through 8 and 11 participate in the Smarter Balanced summative assessment or an
alternate assessment for ELA/literacy and mathematics, including students who repeat grades 3
through 8 and 11.
Connecticut General Statute 10-14n:
(b) (1) For the school year commencing July 1, 2013, and each school year thereafter, each student
enrolled in grades three to eight, inclusive, and grade ten or eleven in any public school shall,
annually, take a mastery examination in reading, writing and mathematics.
(2) For the school year commencing July 1, 2013, and each school year thereafter, each student
enrolled in grade five, eight, ten or eleven in any public school shall, annually, in March or April, take
a state-wide mastery examination in science.
Participation of Students with Disabilities and/or English Learners
Consistent with the Smarter Balanced testing plan, all students, including students with disabilities,
English learners (ELs), and ELs with disabilities, should have equal opportunity to participate in the
Smarter Balanced assessments.
Smarter Balanced has created a comprehensive accessibility and accommodations framework, the
Usability, Accessibility, and Accommodations Guidelines, for all students, including those with
special assessment needs. The Consortium has also developed a variety of innovative digital
accessibility tools that will be embedded in the test delivery engine as well as a variety of designated
supports and accommodations. The Usability, Accessibility, and Accommodations Guidelines and the
Usability, Accessibility, and Accommodations Implementation Guide can be found at
http://CT.portal.airast.org.
All students enrolled in grades 3–8 and Grade 11 are required to participate in the Smarter
Balanced mathematics assessment except:

Students with the most significant cognitive disabilities who meet the criteria for a state-selected
or -developed mathematics alternate assessment based on alternate achievement standards
(approximately one percent or fewer of the student population).
All students enrolled in grades 3–8 and Grade 11 are required to participate in the Smarter
Balanced English language arts/literacy assessment except:

Students with the most significant cognitive disabilities who meet the criteria for a state-selected
or -developed English language arts/literacy alternate assessment based on alternate
achievement standards (approximately one percent or fewer of the student population).

ELs who enrolled in a U.S. school for the first time within the last 12 months prior to the
beginning of testing window. These students have a one-time exemption and may instead
-TCM 34-
Online Test Coordinator Manual
participate in their state’s English language proficiency assessment consistent with state and
federal policy.
2015 Smarter Balanced Assessments English Learner Dates for Consideration for ELA
Exemption
Grade
Grades 3 – 8
Grade 11
EL Exemption if student entered a U.S. school for first time
AFTER date indicated
March 17, 2014
April 27, 2014
Additional Participation Considerations for High School Students
What if a student …
was enrolled as a Grade 9, 10, or
11 student at the beginning of the
year, and is a Grade 12 student
during the testing window?*
transfers into a Connecticut public
high school in Grade 12 from out
of state or from a private school?
Resolution of the Issue
Each public high school student must be considered a
Grade 11 student at some point in high school and be
tested on t h e Smarter Balanced summative (or alternate)
assessment for ELA/literacy and mathematics. The district
must determine when the student is closest to being a
Grade 11 student and test in that year. A public high
school student may not skip mandatory ELA/literacy and
mathematics testing in Grade 11.
The student is not required to take the Smarter
Balanced summative (or alternate) assessment.
Participation is optional (local graduation
requirements may still apply).
*Contact the Connecticut Help Desk for information about testing students impacted by this
scenario.
Attemptedness Rules for Participation
A student counts as a participant and is assigned the lowest achievement level if, at minimum, the
student logs in to the computer adaptive test (CAT) and performance task (PT).
-TCM 35-
Online Test Coordinator Manual
10.2 Establishing Appropriate Testing Conditions
School Test Coordinators (SCs), Teachers (TE), and Test Administrators (TAs) will need to work
together to determine the most appropriate testing option(s) and testing environment based on the
number of computers available, the number of students in each tested grade, and the estimated
time needed to complete each test. Testing students in classroom-sized groups is preferable.
Establishing classroom-sized groups reduces test fear and anxiety for the students and facilitates
monitoring and control for the TE/TA.
The test administration should be conducted in a secure environment (see Section 7.1 Security of
the Test Environment).
Establish procedures to maintain a quiet testing environment throughout the test session,
recognizing that some students will finish more quickly than others. If students are allowed to leave
the testing room when they finish, explain the procedures for leaving without disrupting others and
where they are expected to report once they leave. If students are expected to remain in the testing
room until the end of the session, instruct them on what activities they may engage in after they
finish the test.
During test administration, students may have access to and use of these additional required
resources in Table 14 specific to each assessment and content area.
Table 14: Additional Required Resources
Content Area
CAT
ELA

Mathematics
Classroom Activity
Headphones are required
for the listening portion of
the ELA assessment and for
students requiring text-tospeech.
N/A
Performance Task (PT)

Headphones are required
for students requiring textto-speech.

Scratch paper should be
provided for note taking if
necessary.

Scratch paper should be
provided for note taking if
necessary.

Headphones are required
for students requiring textto-speech and for students
using glossaries.

Headphones are required
for students requiring textto-speech and for students
using glossaries.

An embedded calculator
will be available for some
mathematics items in
grade 6 and above.

An embedded calculator
will be available for all
mathematics PT items in
grade 6 and above.
NA

Scratch paper is required
for all grades.

Scratch paper is required
for all grades.

Graph paper is also
required for Grade 6 and
above.

Graph paper is also
required for Grade 6 and
above.
-TCM 36-
Online Test Coordinator Manual
10.3 Practice and Training Tests
DCs, SCs, TEs, and TAs should verify that students are provided the opportunity to practice on the
Training Test and Practice Test prior to testing.
It is highly recommended that all students be provided the opportunity to practice on the Training
Test and Practice Test prior to testing. This allows students the opportunity to become familiar with
all of the item types, the universal tools, buttons, and any allowable designated supports and/or
accommodations.
10.4 Classroom Activity Materials
School Test Coordinators should identify which Classroom Activity has been selected for each
content area and grade level and inform their TEs/TAs prior to the testing window. Please consult the
TIDE user guide for instructions on how to access the classroom activities. Once the Classroom
Activity has been retrieved, TEs/TAs should review the Classroom Activity at least one to two days
prior to the planned delivery of the Classroom Activity. The Classroom Activity should be administered
one to three days before the performance task is to be administered.
Students with disabilities are allowed to have accommodations, and English learners should have
access to language supports that they regularly use during classroom instruction. For more
information on the options that may be implemented during the Classroom Activity, consult the Test
Administration Manual.
IMPORTANT: If a student begins a performance task without being exposed to the assigned
Classroom Activity, the student should continue with and complete the performance task. As
described in Section 8.0 Responding to Testing Improprieties, Irregularities, and Breaches this
test irregularity must be reported immediately to the SC/DC via the Test Security Incident Log.
This test irregularity is not eligible for a reset in the Appeals module of TIDE.
-TCM 37-
Online Test Coordinator Manual
11.0 UNIVERSAL TOOLS, DESIGNATED SUPPORTS, AND ACCOMMODATIONS
The Smarter Balanced Assessment Consortium’s Usability, Accessibility, and Accommodations
Guidelines are intended for school-level personnel and decision-making teams, including
Individualized Education Program (IEP) and Section 504 teams, as they prepare for and implement
the Smarter Balanced assessments. The Guidelines provide information for classroom teachers,
English language development educators, special education teachers, and instructional assistants to
use in selecting and administering universal tools, designated supports, and accommodations for
those students who need them. The Guidelines are also intended for assessment staff and
administrators who oversee the decisions that are made in instruction and assessment.
The Smarter Balanced Guidelines apply to all students. They emphasize an individualized
approach to the implementation of assessment practices for those students who have diverse
needs and participate in large-scale content assessments. The Guidelines focus on universal
tools, designated supports, and accommodations for the Smarter Balanced assessments of
English language arts/literacy and mathematics. At the same time, the Guidelines support
important instructional decisions about and connection between accessibility and
accommodations for students who participate in the Smarter Balanced assessments.
If a school or district staff member identifies a designated support and/or accommodation that he or
she believes should be offered, and that is not available, the school or district should provide that
information to the CSDE. The CSDE will keep a list of all requested designated supports and
accommodations and provide those annually to Smarter Balanced for evaluation.
The Usability, Accessibility, and Accommodations Guidelines is included in the CSDE Assessment
Guidelines. Please refer to the Assessment Guidelines for information about the implementation of
designated supports and accommodations. This document is available on the CSDE Smarter Balanced
Assessment Portal at http://CT.portal.airast.org.
Please be sure to review these guidelines thoroughly before test administration.
To help states identify similarities between the test resources and classroom practices, Smarter
Balanced has developed a Resources and Practices Comparison Crosswalk. The Crosswalk can be
found in the Test Administration Manual.
The summative assessments and Practice and Training Tests contain embedded universal tools,
designated supports, and accommodations. Embedded resources are those that are part of the
computer administration system, whereas non-embedded resources are provided outside of that
system. Definitions are provided in Table 15.
-TCM 38-
Online Test Coordinator Manual
Table 15: Definitions for Universal Tools, Designated Supports, and Accommodations
Type
Definition
Universal Tools
Access features of the assessments that are either provided as digitally
delivered components of the test administration system or separate from it.
Universal tools are available to all students based on student preference and
selection.
Designated Supports
Access features of the assessments available for use by any student for whom
the need has been indicated by an educator (or team of educators working with
the parent/guardian and student). They either are provided as digitally delivered
components of the test administration system or separate from it.
Accommodation
Accommodations are changes in procedures or materials that increase
equitable access during the Smarter Balanced assessments. Assessment
accommodations generate valid assessment results for students who need
them; they allow these students to show what they know and can do.
Accommodations are available for students with documented IEPs or 504 Plans.
Consortium-approved accommodations do not compromise the learning
expectations, construct, grade-level standard, or intended outcome of the
assessments.
State users, District Administrators, District Test Coordinators, and School Test Coordinators have
the ability to set embedded and non-embedded designated supports and accommodations.
Designated supports and accommodations must be set in TIDE prior to starting a test session.
For additional information about the availability of designated supports and accommodations, refer
to the CSDE Assessment Guidelines located at http://CT.portal.airast.org.
For information on updating student settings, refer to the TIDE User Guide located at
http://CT.portal.airast.org. The Test Administration User Guide also contains information on how to
use some of these settings.
-TCM 39-
Online Test Coordinator Manual
12.0 FOLLOWING TEST ADMINISTRATION
12.1 Destroying Test Materials
Federal law—the Family Educational Rights and Privacy Act—prohibits the release of any student’s
personally identifiable information. Any printed materials must be securely stored and then
shredded.
As a reminder, those printed and paper test materials identified in Section 7.0 Ensuring Test Security
must be securely shredded immediately following each test session and may not be retained from
one test session to the next. The only exception to this is scratch paper (and graph paper for
Grades 6 and up) used during the performance task, which should be handled according to the
guidance provided in Section 7.2 Secure Handling of Printed Materials.
12.2 Reporting Testing Improprieties, Irregularities, and Breaches
Throughout testing, ensure that all test security incidents were reported in accordance with the
guidelines in Sections 7.0 Ensuring Test Security and 8.0 Responding to Testing Improprieties,
Irregularities, and Breaches this manual and the TIDE User Guide located at
http://CT.portal.airast.org.
-TCM 40-
Online Test Coordinator Manual
APPENDIX A: FREQUENTLY USED TERMS
Table 16 defines terms that are specific to the Smarter Balanced assessments.
Table 16: Frequently Used Terms
Term
Definition
Accommodation
Changes in procedures or materials that increase equitable access during the
Smarter Balanced assessments. Assessment accommodations generate valid
assessment results for students who need them; they allow these students to show
what they know and can do. Accommodations are available for students with
documented Individualized Education Programs (IEPs) or 504 Plans. Consortium approved accommodations do not compromise the construct, grade-level standards,
or intended outcome of the assessments. See the Smarter Balanced Usability,
Accessibility, and Accommodations Guidelines at http://CT.portal.airast.org for
complete information.
Appeal
Authorized users may submit and view requests for resetting, reopening, invalidating,
or restoring students’ assessments in accordance with state policy. These requests
must result from a test security incident or incorrect test setting that affected testing.
All requests must be approved by a state education agency representative.
Breach
A test security event that poses a threat to the validity of the test. Examples may include
such situations as a release of secure materials or a security/system risk. These
circumstances have external implications for the Consortium and may result in a
Consortium decision to remove the test item(s) from the available secure bank. A breach
incident must be reported immediately to the state level.
For specific details on how to proceed when an incident has occurred, please refer to
Section 8.0 Responding to Testing Improprieties, Irregularities, and Breaches of this
manual.
Break
There is no limit on the number of breaks or the length of a break that a student may
be given according to his or her unique needs. However, for some portions of the
test, breaks of more than 20 minutes will prevent the student from returning to items
already attempted by the student.
For a performance task (PT), the student can break for any amount of time and still
return to any previously answered item within the PT’s current segment only.
Classroom Activity
A short, teacher-led activity designed to introduce students to the context and
contextual vocabulary in the PT to ensure that students are not disadvantaged in
demonstrating the skills the task intends to assess. A Test Administrator (TA) or other
authorized staff can lead the Classroom Activity. An applicable Classroom Activity is
required before the PT portion of the test. The PT should be administered within three
days after the Classroom Activity. The Classroom Activity should not be supplemented
with any other content that the administrator may think is helpful because doing so
may detract from the intended purpose of the Classroom Activity.
Computer Adaptive
Test (CAT)
Based on student responses, the computer program selects the difficulty of items
throughout the assessment. By adapting to the student as the assessment is taking
place, these assessments present an individually tailored set of items to each
student and provide more accurate scores for all students across the full range of the
achievement continuum.
Designated
Supports
Accessibility features of the assessments available for use by any student for whom
the need has been indicated by an educator (or team of educators working with the
-TCM 41-
Online Test Coordinator Manual
Term
Definition
parent/guardian and student).
See the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines
for complete information at http://CT.portal.airast.org.
District
Administrator (DA)
District-level staff member who has the same responsibilities as a District Test
Coordinator (DC) but may also add users with District Test Coordinator (DC) roles in TIDE.
For example, a Director of Special Education may need DC privileges in TIDE to access
district-level data for the purposes of verifying test settings for designated supports and
accommodations.
District Test
Coordinator (DC)
District-level staff member who is responsible for the overall administration of the
summative assessment in a district. DCs should ensure that the School Test Coordinators
(SCs), TEs and TAs in their districts are appropriately trained and aware of policies and
procedures established by the CSDE and Smarter Balanced Assessment Consortium. In
the event there is no DC, another designated individual will be assigned these
responsibilities by the CSDE.
Full-write
A component of the English language arts (ELA)/literacy performance task that requires
the student to develop an informative/explanatory, narrative, or opinion/argumentative
multi-paragraph piece of writing for which he or she engages the full writing process.
Grace Period
Extension
A type of appeal in the Appeals module of TIDE. A grace period extension allows the
student to return to items already attempted in the CAT component when the test is
paused for more than 20 minutes because of an event, such as a building
evacuation, during testing. Permission for a grace period is initiated though t he
Appeals process in TIDE. See the TIDE User Guide for more information on the
Appeals process.
Impropriety
A test security event that has a low impact on the individual or group of students who are
testing and has a low risk of potentially affecting student performance on the test, test
security, or test validity. These circumstances can be corrected and contained at the local
level.
For specific details on how to proceed when an incident has occurred, please refer to
Section 8.0 Responding to Testing Improprieties, Irregularities, and Breaches of this
manual.
Invalidation
A type of appeal in the Appeals module of TIDE. Invalidating a test results in the
omission of test results and student responses from the testing and accountability
systems.
Permission for an invalidation is initiated through the Appeals process in TIDE. See the
TIDE User Guide for more information on the Appeals process.
Irregularity
A test security event that affects an individual or group of students who are testing
and may potentially affect student performance on the test, test security, or test
validity. These circumstances can be corrected and contained at the local level but are
submitted in the online system for resolution of the Appeal for testing impact.
For specific details on how to proceed when an incident has occurred, please refer to
Section 8.0 Responding to Testing Improprieties, Irregularities, and Breaches of this
manual.
Item
A test question or stimulus presented to a student to elicit a response.
-TCM 42-
Online Test Coordinator Manual
Term
Definition
Pause
Action taken by a student or TA to temporarily halt the test during any part of the test,
as needed. Pauses of more than 20 minutes in the CAT component of the test will
prevent the student from returning to items already attempted.
For a performance task, the student can pause for any amount of time and still return
to any previously answered item within the PT’s current segment only.
Performance Task
(PT)
A PT is a component of the test designed to provide students with an opportunity to
demonstrate their ability to apply their knowledge and higher-order thinking skills to
explore and analyze a complex, real-world scenario. Prior to the PT, teachers or
instructional staff conduct a Classroom Activity for all students in the class to ensure
that a lack of understanding of the context of the task does not interfere wit h a
student’s ability to address the content of the task.
Reopen
A type of appeal in the Appeals module of TIDE. It applies to a test that has already
been submitted or has expired and allows the student to access the previously closed
test.
For example, a test may be reopened if a student started a test and became ill and
was unable to resume testing until after the testing opportunity expired.
Permission for a reopen is initiated through the Appeals process in TIDE. See the
TIDE User Guide for more information on the Appeals process.
Reset
A type of appeal in the module. Resetting a student’s test removes that test from the
system and enables the student to start a new test. Any work previously done on the test
would be lost.
Valid reasons for a reset would be if a student’s test event was administered
inconsistently with the student’s IEP (this would include both embedded and nonembedded accommodations), the student started a test and did not have a needed
language support (such as a language glossary), or the student was caught cheating.
Permission for a reset is initiated through the Appeals process in TIDE. See the TIDE User
Guide for more information on the Appeals process.
Restore
A type of appeal in the Appeals module. Restores a test from the “Reset” status to its
prior status. This action can only be performed on assessments that have been reset.
A test opportunity can be restored if it was reset in error. For example, if a test reset
was requested for a mathematics test instead of an ELA test, then that mathematics
test can be restored to its previous status.
Permission for a restore is initiated through the Appeals module in TIDE. See the TIDE
User Guide for more information on the Appeals process.
School Test
Coordinator (SC)
School staff member responsible for monitoring the school testing schedule, process,
and TEs/TAs. SCs are also responsible for ensuring that TEs/TAs have been
appropriately trained and that testing is conducted in accordance with the test
security and other policies and procedures established by the CSDE and the Smarter
Balanced Assessment Consortium.
Secure Browser
A web browser that is downloaded and installed on a computer prior to a student
beginning the test. The browser is specifically designed for use with the Smarter
Balanced assessments to provide secure access to the CAT and PT test for each content
area and prevent students from accessing specific hardware and software functions (e.g.,
other browsers, screenshot programs) that are not allowed during the assessments.
-TCM 43-
Online Test Coordinator Manual
Term
Definition
Segment
A part of a test within the test delivery system. Depending on the test, segments typically
separate items from others if the eligible tools are different (i.e., the mathematics test
may have two segments—one segment that allows calculator use and another segment
that does not). When a student completes a segment of the test, he or she will receive a
message that indicates that once that segment is submitted it is no longer possible to
return to that segment.
Session
A timeframe in which students actively test in a single sitting. The length of a test session
is determined by building or district administrators who are knowledgeable about testing
rooms, staffing availability, and the timing needs associated with the assessment.
Smarter Balanced recommends that session durations range between 40 and 120
minutes. However, Smarter Balanced assessments are not timed, and an individual
student may need more or less time overall. Furthermore, individual students will have
unique needs regarding the length of a test session.
A CAT or PT test session is most often set up by a TA or TE in the TA Interface and
requires students to be logged into the test delivery system. The Classroom Activity does
not require students to be logged into the test delivery system and may be administered
as an independent session in a classroom setting.
Smarter Balanced recommends that the CAT portion of the ELA and mathematics
assessments be administered in at least two sessions.
Note: A test session does not need to end when a segment ends.
Statewide Student
Identifier (SSID)
A statewide, unique student identifier, assigned for use in TIDE by a student’s state
education agency for the purpose of the Smarter Balanced assessments.
Material or materials used in the test context that form the basis for assessing the
knowledge and skills of students. Many items/tasks for the assessments include a
stimulus along with a set of questions to which the student responds. Stimulus
materials are used in ELA and mathematics assessments to provide context for
assessing the knowledge and skills of students and are diverse. They can be traditional
reading passages/texts but viewed on a computer screen; images with audio
presentations for students to listen to; simulated web pages for students to use for
research; or scenarios to react to.
District or school personnel who may be responsible for administering the Smarter
Balanced assessments in a secure manner in compliance with the policies and
procedures outlined in the Test Administration Manual. TEs may view student results
in the Online Reporting System.
Stimulus/Stimuli
Teacher (TE)
Test Administrator
(TA)
District or school personnel responsible for administering the Smarter Balanced
assessments in a secure manner in compliance with the policies and procedures
outlined in the Test Administration Manual. A TA does not have permission to view
student results in the Online Reporting System.
Technology
Coordinator (TC)
School staff member responsible for ensuring school technology meets all system
requirements and that the secure browser has been successfully installed on all
devices and computers for the online test administration.
Test Information
Distribution Engine
The registration system used for the Smarter Balanced assessments. This is the
system through which users interact with and inform the test delivery system. This
registration system controls adding and managing users and students participating in
the Smarter Balanced assessments. This system uses a role-specific design to
restrict access to certain tools and applications based on the user’s designated role.
-TCM 44-
Online Test Coordinator Manual
Term
Definition
Test Security
Incident Log
Document of record for a district to record all test security incidents. The template
must be downloaded from http://CT.portal.airast.org.
Universal Tools
Available to all students based on student preference and selection.
See the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines
at http://CT.portal.airast.org for complete information.
-TCM 45-
Online Test Coordinator Manual
APPENDIX B: SECURE BROWSER FOR TESTING
Teachers (TEs) and Test Administrators (TAs) should be aware of the following guidelines and employ
the necessary precautions while administering online assessments:

Close External User Applications
Prior to administering the online assessments, TEs/TAs should check all computers that will
be used and close all applications except those identified as necessary by the School
Technology Coordinator. After closing these applications, the TE/TA should open the secure
browser on each computer.
The secure browser and Student Interface automatically detect certain applications that are
prohibited from running on a computer while the secure browser is open. The secure browser will
not allow a student to log in if the computer detects that a forbidden application is running. A
message will also display that lists the forbidden application(s) that needs to be closed.
If a forbidden application is launched in the background while the student is already in a test, the
student will be logged out and a message displayed. The student will have to close the forbidden
application, reopen the secure browser, and log in to continue working on the assessment. This
would be considered a test security incident.

Testing on Computers with Dual Monitors
Systems that use a dual monitor setup typically display an application on one monitor screen
while another application is accessible on the other screen.
Students should NOT take online assessments on computers that are connected to more than
one monitor except in extremely rare circumstances, such as when a TE/TA is administering a
test for a student who has a read-aloud non-embedded accommodation and wants to have a
duplicate screen to view exactly what the student is viewing for ease of reading aloud. In these
rare cases where a dual monitor is allowed, Smarter Balanced requires that the monitors be set
up to “mirror” each other. School Technology Coordinators can assist TEs/TAs in setting up the
two monitors to ensure they mirror each other rather than operate as independent monitors.
In these cases, all security procedures must be followed and the test administered in a secure
environment to prevent others from hearing the questions or viewing the student or TE/TA
screens.
Secure Browser Error Messages
Possible error messages displayed by the open-source secure browser are shown in Table 17.
Table 17: Secure Browser Error Messages
Message
Description
Secure Browser Not Detected
The system automatically detects whether a computer is using the secure
browser to access the online testing system. The system will not permit
access to a test other than through the secure browser; under no condition
may a student access a test using a non-secure browser.
Unable to Establish a
Connection with the Test
Delivery System
If a computer fails to establish a connection with the test delivery system, a
message will be displayed. This is most likely to occur if there is a networkrelated problem. The causes may include an unplugged network cable or a
firewall not allowing access to the site.
-TCM 46-
Online Test Coordinator Manual
Force-Quit Commands for Secure Browsers
In the rare event that the secure browser or test becomes unresponsive and you cannot pause the
test or close the secure browser, users have the ability to “force quit” the secure browser.
To force the browser to close, use the following keyboard commands. (Reminder: This will log the
student out of the test he or she is taking. When the secure browser is opened again, the student will
have to log back in to resume testing.)
You are strongly advised against using the force-quit commands, as the secure browser treats
this action as an abnormal termination. The secure browser hides features such as the Windows
taskbar; if the secure browser is not closed correctly, then the taskbar may not reappear
correctly.
These commands should be used only if the [Close Secure Browser] button does not work.
Force-Quit Commands
Windows: [Ctrl] + [Alt] + [Shift] + [F10]
Mac OS X: [Ctrl] + [Alt] + [Shift] + [F10]
Linux: [Ctrl] + [Alt] + [Shift] + [Esc]
Note for Windows and Mac Users:
If you are using a laptop or netbook, you may also need to
press the [FN] key before pressing [F10].
-TCM 47-
Online Test Coordinator Manual
APPENDIX C: TEST SECURITY CHART
The Test Security Chart in Table 18 shows the test security incident levels and examples of types of
issues.
Table 18: Test Security Chart
Level of Severity and
Potential Effect on
Test Security
LOW
Impropriety
MEDIUM Irregularity
HIGH
Breach
Types of Issues
Student(s) making distracting gestures/sounds or talking during the test session that creates a
disruption in the test session for other students.
Student(s) leave the test room without authorization.
Testing staff leaving related instructional materials on the walls in the testing room.
Student(s) cheating or providing answers to each other, including passing notes, giving help to other
students during testing, or using hand-held electronic devices to exchange information.
Student(s) accessing the Internet or any unauthorized software or applications during a testing event.
Student(s) accessing or using unauthorized electronic equipment (e.g., cell phones, iPods, or
electronic translators) during testing.
Disruptions to a test session such as a fire drill, school-wide power outage, earthquake, or other acts.
Testing staff failing to ensure administration and supervision of the Smarter Balanced assessments
by qualified, trained personnel.
Testing staff giving incorrect instructions that are not corrected prior to testing.
Testing staff does not present Classroom Activity prior to performance task administration.
Testing staff giving out his or her username/password (via e-mail or otherwise), including to other
authorized users.
Testing staff coaching or providing any other type of assistance to students that may affect their
responses. This includes both verbal cues (e.g., interpreting, explaining, or paraphrasing the test
items or prompts) and nonverbal cues (e.g., voice inflection, pointing, or nodding head) to the correct
answer. This also includes leading students through instructional strategies such as think-aloud,
asking students to point to the correct answer or otherwise identify the source of their answer, or
requiring students to show their work.
Testing staff providing students with non-allowable materials or devices during test administration or
allowing inappropriate designated supports and/or accommodations during test administration.
Testing staff allowing anyone other than a student to log in to the test unless prescribed as an
allowable accommodation in the student’s Individualized Education Program (IEP). This includes Test
Administrators (TAs) or other staff using student information to log in or allowing a student to log in
using another student’s information.
Testing staff providing a student access to another student’s work/responses.
Testing staff modifying student responses
The live Student Interface or TA Interface being used for practice instead of a live test administration.
The live TDS interfaces should only be used for live Smarter Balanced assessments (Interim or
Summative). Any practice or training tests should be taken on the practice and training test sites,
located on the portal.
Adult or student posting items or test materials on social media (Twitter, Facebook, etc.).
Testing staff allowing students to take home printed test items, reading passages, writing prompts, or
scratch paper that was used during the test or failing to otherwise securely store test materials.
Adult or student copying, discussing, or otherwise retaining test items, reading passages, writing
prompts, or answers for any reason. This includes the use of photocopiers or digital, electronic, or
manual devices to record or communicate a test item. This also includes using secure test items,
modified secure test items, reading passages, writing prompts, or answer keys for instructional
purposes.
Secure test materials being shared with the media (such as the writing prompts, test items, or reading
passages), or allowing media to observe a secure test administration.
Adult or student improperly removing secure testing materials such as test items, stimuli, reading
passages, writing prompts, or scratch paper from the testing environment.
-TCM 48-
Online Test Coordinator Manual
APPENDIX D: DISTRICT TEST COORDINATOR CHECKLIST
a
District Test Coordinator
Activities
Reference
in Manual
Estimated
Time to
Complete
Target Completion
Date
Notes/Resources
Direct Responsibilities
1. Notify schools when
training materials are
available.
TCM,
Section
2.1
Complete at least
5–6 weeks prior to
testing.
http://CT.portal.airast.org
2. Notify schools when
administration
manuals are available.
TCM,
Section
2.1
Complete at least
5–6 weeks prior to
testing.
http://CT.portal.airast.org
3. Review all Smarter
Balanced policy and
test administration
documents.
TCM,
Section
2.1
60–90
minutes
Complete at least
5–6 weeks prior to
testing.
http://CT.portal.airast.org
4. Review scheduling and
testing requirements
with SCs.
TCM,
60–90
Sections
minutes
3.0 and 7.0
Complete at least
3–4 weeks prior to
testing.
http://CT.portal.airast.org
5. Plan all training for
SCs, TEs, and TAs;
retrain as needed.
None
Complete at least
3 weeks prior to
testing.
http://CT.portal.airast.org
6. Review training
modules and schedule
training session for
SCs/TEs/TAs.
TCM,
Sections
2.1 and
6.0
Complete while
spaced over
2–3 weeks prior to
testing.
http://CT.portal.airast.org
7. Review security
procedures with SCs,
TEs, and TAs.
TCM,
Sections
7.0, 8.0,
and
Appendix C
Complete at least
2–3 weeks prior to
testing.
http://CT.portal.airast.org
8. Work with Technology
Coordinators to ensure
timely computer setup.
TCM,
Section
4.0
Complete at least
2 weeks prior to
testing.
http://CT.portal.airast.org

Conduct network
diagnostics.

Download the
secure browser
(available early
January).

Verify that schools
meet the minimum
technology
requirements.
2–3
hours
5–10
hours
-TCM 49-
Online Test Coordinator Manual
a
District Test Coordinator
Activities
Reference
in Manual
Estimated
Time to
Complete
Target Completion
Date
Notes/Resources
9. Work with school
personnel to review
Test Information
Distribution Engine
(TIDE) student
enrollment
information.
TCM,
Section
5.0; TIDE
User Guide
2–4
hours
Complete at least
2 weeks before
testing and during
testing.
http://CT.portal.airast.org
10. Perform an equipment
needs assessment
based on individual
student requirements.
None
1–2
hours
Complete at least
2 weeks prior to
testing.
Students are permitted
and encouraged to use
their own ear buds or
headsets—but districts
and schools should also
plan on having some
available.

Work with the SC
to identify
students who will
need specialized
equipment for
accommodations.

Communicate with
the SC/TEs/TAs to
identify the
number of
headsets needed
in order to take
the ELA Listening
portions of the
assessment. Place
order for the
number of
headsets needed
plus extra.
Monitor Test Administration Activities
11. Investigate all testing
improprieties,
irregularities, and
breaches reported by
SCs/TEs/TAs.

TCM,
Section
8.0
As
needed
Ongoing. Deadline
for all submissions
will be one week
after the testing
window closes.
http://CT.portal.airast.org
Follow reporting
procedure
according to
Section 8.0.
12. Develop a plan to
collect all Test Security
Incident Logs, submit
Appeals in TIDE.
Report any breaches
immediately to the
TCM,
As
Sections
needed
8.0 and 9.0
-TCM 50-
http://CT.portal.airast.org
Online Test Coordinator Manual
a
District Test Coordinator
Activities
Reference
in Manual
Estimated
Time to
Complete
Target Completion
Date
Notes/Resources
CSDE according to the
guidelines in Sections
8.0 and 9.0.
13. Monitor with the
District Technology
Coordinator any
technical problems to
apply resolutions or
disseminate
information at other
school sites prior to
testing.
None
Ongoing
throughout the
testing window.
Oversight Responsibilities
14. Ensure that SCs, TEs,
and TAs in the district
are appropriately
trained and aware of
policies and
procedures, especially
related to test security.
TCM,
Sections
3.0 and
4.0
Complete at least 3
weeks prior to
testing.
http://CT.portal.airast.org
15. Review school test
administration
schedules for
adequate time and
resource planning.
TCM,
Section
3.0
Complete at least 3
weeks prior to
testing.
http://CT.portal.airast.org
16. Verify that SCs, TEs,
and TAs have reviewed
student information in
TIDE and are verifying
student settings for
designated supports
and accommodations
in TIDE.
TCM,
Section
5.0; TIDE
User Guide
Complete at least 2
weeks prior to
testing.
http://CT.portal.airast.org
17. Be available during
testing for questions
and problem solving or
assign a designee if
unavailable.
None
Complete during
district testing
window.
18. Communicate regularly
with SCs any emerging
trends or issues.
None
Complete during
district testing
window.
-TCM 51-
Online Test Coordinator Manual
APPENDIX E: SCHOOL TEST COORDINATOR CHECKLIST
a
School Test Coordinator
Activities
Reference
in Manual
Estimated
Time to
Complete
Target
Completion
Date
Notes/Resources
Direct Responsibilities
1. Attend trainings your district
offers and review all Smarter
Balanced policy and test
administration documents.
TCM,
Sections
2.1, 6.0
60–90
minutes
Complete
at least 3
weeks prior
to testing.
http://CT.portal.airast.org
2. Ensure that all TEs/TAs attend
your school’s or district’s
training and view the online
training modules posted on
the portal. Review with
TEs/TAs the videos (“What is a
CAT?” and “What are
Universal Tools?”) and
encourage them to show
these to their students in
preparation for the test.
TCM,
Sections
2.1, 6.0
2–3
hours
Complete
at least 3
weeks prior
to testing.
http://CT.portal.airast.org
3. Work with technology
personnel to ensure timely
computer setup:
TCM,
Section
4.0
5–10
hours
Complete
at least 3–
4 weeks
prior to
testing.
http://CT.portal.airast.org

Conduct network
diagnostics.

Download the secure
browser.

Verify that your school has
met the minimum
technology requirements.

Ensure that other
technical issues are
resolved before and
during testing.
-TCM 52-
Online Test Coordinator Manual
a
Estimated
Time to
Complete
Target
Completion
Date
Notes/Resources
None
Up to 1
hour
Complete
at least 2
weeks prior
to testing.
Order the number needed
plus extra.
Students are permitted
and encouraged to use
their own ear buds or
headsets—but districts
and schools should also
plan on having some
available.
None
1–2
hours
Complete
at least 2
weeks prior
to testing.
6. Based on the test
administration windows, work
with TEs/TAs and DCs to
establish a testing schedule.
TCM,
Section
3.0
2–4
hours
Complete
at least 1–
2 weeks
prior to
testing.
http://CT.portal.airast.org
7. Work with TEs/TAs to review
student information in TIDE
before students are tested to
ensure that correct student
information and test settings
for designated supports and
accommodations are applied.
TIDE User
Guide,
TCM,
Sections
5.0 and
11.0
2–4
hours
Complete
at least 1–
2 weeks
prior to
testing.
http://CT.portal.airast.org
8. Establish a place to test those
students who need a separate
test setting.
TCM,
Section
7.1;
Usability,
Accessibili
ty, and
Accommodations
Guidelines
1–2
hours
Complete
at least 1–
2 weeks
prior to
testing.
http://CT.portal.airast.org
School Test Coordinator
Activities
4. Communicate with TEs/TAs to
identify the number of
headsets needed for each
testing site and ensure that
the needed number is
available at least two weeks
prior to the testing window.

Headsets are required for
the ELA Listening portions
of the assessment, for
students who require textto-speech, or for students
requiring audio glossaries
(mathematics only).

Communicate with the DC
to identify the number of
headsets needed.
5. Perform an equipment needs
check based on individual
student requirements.

Reference
in Manual
Work with TEs/TAs to
identify students who will
need specialized
equipment for
accommodations.
-TCM 53-
Online Test Coordinator Manual
a
School Test Coordinator
Activities
Reference
in Manual
Estimated
Time to
Complete
Target
Completion
Date
Notes/Resources
9. Work with TEs/TAs to plan a
quiet activity for each test
session for students who
finish early.
None
30
minutes
Complete
the week of
testing.
The activity should not be
related to the test being
given. For example,
students who finish early
may work on assignments
for unrelated subjects or
read a book.
10. Prepare for the administration
of the Classroom Activity prior
to the administration of the
performance task (PT):
TCM,
Sections
3.0, 10.0
60
minutes
planning
the day
prior to
administering the
PT
Complete
the week of
testing.
Administration of the
Classroom Activities will
require advance
preparations.
Complete
during and
after
testing
window.
http://CT.portal.airast.org

Download and review the
Classroom Activity for
each content area and
grade(s).

Work with your TEs/TAs to
plan the administration of
the Classroom Activity.
11. Ensure proper handling of all
printed test materials and
scratch paper. Develop a plan
for collecting and securing all
test materials after each test
session. Ensure that these
materials are destroyed
according Section 7.2 in the
TCM.
TCM,
Sections
7.2 and
12.0
12. Ensure adherence to all test
security policies.
TCM,
Sections
7.0 and
8.0
13. Document any testing
impropriety, irregularity, or
breach and report to the DC
immediately after learning of
the incident.
TCM,
sections
8.0 and
9.0

http://CT.portal.airast.org
As
needed
Ongoing
Working with the DC,
enter Appeals in TIDE.
Monitor Test Administration Activities
14. Monitor testing progress
during the testing window and
ensure that all students
participate as appropriate,
addressing student issues as
needed.
None
As
needed
-TCM 54-
Ongoing
http://CT.portal.airast.org
Online Test Coordinator Manual
a
School Test Coordinator
Activities
Reference
in Manual
Estimated
Time to
Complete
Target
Completion
Date
15. Raise any technical issues
with the School Technology
Coordinator for resolution.
None
As
needed
Ongoing
16. Review, investigate, and
report to the DC on all
potential testing improprieties,
irregularities, and breaches
reported by TEs/TAs. Mitigate
incidents when appropriate.
TCM,
Sections
8.0 and
9.0
As
needed
Ongoing
Notes/Resources
http://CT.portal.airast.org
Oversight Responsibilities
17. Verify that TEs/TAs have
verified student settings for
designated supports and
accommodations in TIDE.
TCM,
Section
5.0; TIDE
User Guide
Complete
at least 1–
2 weeks
prior to
testing.
18. Verify that TEs/TAs or other
instructional staff have
administered the Classroom
Activity.
None
Complete
no more
than three
days prior
to testing
the PT.
19. Verify that TEs/TAs have
scheduled make-up sessions
of the Classroom Activity (CA)
for students who were absent
for the CA administration.
None
Complete
no more
than three
days prior
to testing
the PT.
20. Assist TEs/TAs in taking
proper measures to ensure
that students have access
only to allowable nonembedded resources during
testing.
None
Complete
prior to
testing.
21. Verify that TEs/TAs are
adhering to all test security
policies and practices, that
they have access to the Test
Security Incident Log, and
understand how to complete
this document if testing
improprieties, irregularities, or
breaches occur.
TCM,
sections
7.0, 8.0,
9.0,
Appendix
C
Complete
during
testing.
-TCM 55-
http://CT.portal.airast.org
http://CT.portal.airast.org
Online Test Coordinator Manual
APPENDIX F: CHANGE LOG
Change Made
The Test Coordinator Quick
Guide has been removed from
the resources list because it
was consolidated into the Test
Administration Quick Guide
for one document
TTS for Passages and Print-onDemand can now only be set
at the District-level
Section
Date
2.0 Test Administration Resources
3/9/15
Table 2: Overview of
Responsibilities
4/10/15
-TCM 56-
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement