K-2 Assessment FAQ
Administrators and proctors are allowed to walk around the room during testing if necessary; however it is best if they are positioned at the front and back of the room to fully observe the testing environment without turning their backs to students. In addition, teachers should not be looking at the student test books or response documents if they need to walk around.
Since the TCAP K-2 Assessment is mainly a dictated test, teachers will read from the Directions for Administering. Proctors should remain with the students and be observant throughout the testing session. No other materials (novels, magazines, newspapers) should be read during the testing session.
No. Because there may be items dealing with time and money, clocks are not permitted to be visible during the TCAP K-2 Assessment.
Test administrators and proctors should use good judgment in this situation while also maintaining test security protocol. Students may be reminded to stay focused during the test administration. If necessary, the teacher may gently awaken a sleeping student.
Teachers should practice good testing behavior with their students throughout the school year. A verbal reminder is appropriate prior to the start of the test; however, too many reminders could distract students during the testing session.
How may test administrators and proctors handle students who misbehave during the K-2 Assessment without causing a breach of test security?
Since behavior problems often erupt without warning, it is important to plan ahead. Rather than allowing a rowdy student to disrupt the testing session, consider shifting him/her into a smaller group in a different location. A proctor may escort the student to the library or other pre-determined location where the test may be completed with no disruption to classmates.
Yes, a teacher may repeat a question or passage. Test administrators should use their best judgment when repeating a previously read question as this can create confusion or cause a student to doubt a correct answer.
No, the times provided in the TAM and Directions for Administration are suggested times for scheduling but students may have as much time as needed.
A scheduled stretch break is acceptable to allow students a few minutes to relax and refocus during a long testing session. Students should not be allowed to talk about the test nor should they be allowed to leave the room during this break unless there is an emergency.
Since the K-2 Assessment is an untimed test, consider shifting a student who needs more time to a different area such as the library.
No, proctors should not point to a question during testing. Proctors and administrators should ensure that all students are on the correct portion of the response document before the testing session begins. Once testing has started, they should not look at test materials unless an issue is raised by a student.
Test security protocol must be followed. Two or more proctors or teachers in a secure setting may darken bubbles after the test administration. No responses may be changed. Ensure that no teacher or proctor is left alone with student answer documents as this could be considered a breach of testing security.
The accepted accommodations for the K-2 Assessment have not changed.
The printed 2014 Test Administration Manual has the wrong coding instructions on item 18 (page 28) and item 21 (page 29). What is the correct coding?
Accommodations sample in the TAM There should be three possible bubbles to fill in for students who have accommodations:
- EL – for students receiving any allowable EL accommodations;
- SE – for students receiving any allowable Special Education accommodations; and
- LP – for second grade students using a large print test book.
The sample in the printed 2014 TAM on page 30 is from a first grade document. Since the large print test book is only available in the second grade, the sample does not have a bubble for LP.
Is there an EL exemption for K-2 students who have not been in the United States for more than a year?
Since K-2 is an optional assessment and does not have any accountability ramifications; administrators should use their professional judgment about testing. If the student can attempt the test, they should be tested to provide diagnostic information. If it will cause emotional distress, don’t test.