Overview
Test Administration Manual
Paper-Pencil Test Administrations
Test
Materials
School Test Coordinator Contact Information
Testing
Schedules
SPANISH
Assessment
Options
Translated Student Directions
Policies and
Test Security
Measurements of Student Progress (MSP)
Name: _________________________________________
Cell:
_________________________________________
E-mail: _________________________________________
Resources
Available at: http://wa.portal.airast.org
Directions
to the Student
Phone: _________________________________________
Copyright © 2015 by State of Washington, Superintendent of Public Instruction. All rights reserved.
Table of Contents
Test Administration Alerts
v
Important Information
v
Testing Irregularities Frequently Reported
vi
Glossary
vii
Overview
1
Purpose of This Manual
1
Washington Comprehensive Assessment Program
1
State Assessments
1
Tools, Supports, and Accommodations
1
Preparing Students for State Assessments
2
Question Formats for State Assessments
2
Resources and Tools
3
Policies and Test Security
5
Who Administers State Assessments
5
State Laws Governing Test Security
5
Duties and Responsibilities
7
Assessment Options
11
Testing and Special Education
11
Testing Schedules
13
Guidelines for Scheduling the State Assessments
13
Middle School (MSP/MSP-Basic)
14
Elementary School (MSP/MSP-Basic)
14
Student Working/Break Schedule as per TAM
15
Test Materials
17
Tools and Manipulatives
17
Use of Prohibited Materials
18
Science Tools
18
Calculator and Electronic Device Policy
18
Test Materials (Before Testing)
21
Securing Test Materials
21
Receiving and Inventorying Test Materials
21
Preparing Classrooms for State Testing
22
Test Materials (During Testing)
23
Distribution and Collection of Test Materials
23
Handling Defective Booklets
23
Test Materials (After Testing)
24
Preparing Test Materials for Return
24
Directions to the Student (Science MSP: Grade 5)
25
Paper-Pencil Directions
25
Directions to the Student (Science MSP: Grade 8)
35
Paper-Pencil Directions
35
Resources
45
OSPI Web Resources
45
Revision Log
46
Revision Log
46
Test Administration Alerts
Important Information
This section briefly highlights important information. It is essential that each section within this
manual be read for complete detail.
Persons overseeing state testing must become proficient with areas of this manual that align to
responsibilities.
Schools administering the Smarter Balanced assessments must also administer the MSP grades 5 and/
or 8 science assessments.
When planning for the administration of the Smarter Balanced assessments and MSP science
assessments, special services staff should become familiar with the Guidelines on Tools, Supports,
and Accommodations www.k12.wa.us/assessment/StateTesting.
The Calculator and Electronic Device Policy includes a list of approved electronic devices and
examples of non-approved devices: https://www.k12.wa.us/Mathematics/Assessment.aspx.
Test Administrator assurance form requires two signatures: One signature will be collected at time of
training and the final signature at conclusion of testing.
Test Administrator and other staff supporting the administration of state assessments must become
proficient with this Test Administration Manual and important information within the school’s Test
Security and Building Plan.
The Guidelines on Tools, Supports, and Accommodations for state assessments apply to the Smarter
Balanced, MSP, HSPE, EOC, DAPE Off Grade, and WELPA: www.k12.wa.us/Assessment/
StateTesting.
Hyperlinks have been embedded throughout this document. This allows electronic users to quickly
access the related section of the document or external Web sites. Hyperlinks are underlined.
Spring 2015 MSP Science Grades 5 and 8 TAM
Page v
Testing Irregularities Frequently Reported
Student using non-approved devices with cellular, messaging, wireless, or photo capabilities during
testing or break times.
Test Administrators or students deviating from prescribed student directions in the Test Administration
Manual.
Students gaining access to tools or materials not permitted on state assessments. Refer to the
Materials
Available for Student Access table: http://wa.portal.airast.org/.
Test material returned off prescribed schedule could impact schools and districts by the results not
being included in the state, district, or school summaries. Individual Score Reports may not be
available for schools or parents. In addition, the late return of materials brings into question the
security of test content and authenticity of student score results, which could result in the invalidation
of student records. Materials must be returned within one week of completion of testing for each
school.
Test material returned without proper transcription (i.e., braille, large print, computer-generated
student responses) into a standard form test booklet may result in the student not receiving a score or
only receiving a partial score. The school and district may receive a zero for all reporting purposes.
Use of writing tools other than number 2 pencils may result in the scanner not being able to read the
student responses. The student results may not be included in the state, district, or school summaries.
Individual Score Reports may not be available for schools or parents.
Page vi
Spring 2015 MSP Science Grades 5 and 8 TAM
Glossary
Access Supports: Access supports continue to be defined as tools for testing available to all students.
www.k12.wa.us/assessment/StateTesting
Accommodations: Assessment accommodations are changes in administration that enable a student
with an IEP, 504 plan, or an English language learner to demonstrate his or her knowledge and skills
through a subject area assessment, leading to reliable scores without compromising the validity of the
test.
Alternate Assessment: Washington’s alternate assessment is the WA-Access to Instruction &
Measurement (WA-AIM). The WA-AIM is an alternate assessment aligned to the Common Cores
State Standards for students with significant cognitive challenges. The WA-AIM is built off of Access
Point Frameworks that expands upon the mathematics and English language arts Common Core State
Standards and the Washington State science standards to provide students with significant cognitive
challenges a continuum of entry points to the standards. The WA-AIM measures student knowledge
and skills through the use of twice annual administered performance tasks. The WA-AIM is used
for federal and state accountability in grades 3-8 and 11 and can be used to meet a student’s CIA
requirements.
English Language Learner (ELL): (Title III definition) The acronym ELL is synonymous with the
term “limited English proficient.”
Section 504: Section 504 of the Rehabilitation Act of 1973 is a Federal law that protects the rights of
individuals with disabilities in programs and activities that receive Federal financial assistance.
TIDE: TIDE is the system that allows administrators to manage student information, monitor student
progress. TIDE is available at: http://wa.portal.airast.org/.
Washington Alternate Assessment System (WAAS): Beginning in the 2014-2015 academic year,
the Washington Alternate Assessment System (WAAS) has partitioned into two separate categories to
assist with clarity between the state graduation requirement and the federal and state accountability
requirements. The Basic (L2), DAPE (now Off-Grade Level assessment for ELA, mathematics and
science) and LDA Options have been integrated with the Graduation Alternatives page. The WAASPortfolio will no longer serve as Washington’s Alternate Assessment for students with significant
cognitive challenges as of Jan. 2015. The replacement 1% assessment is the WA-Access to Instruction
& Measurement (WA-AIM).
Spring 2015 MSP Science Grades 5 and 8 TAM
Page vii
Page viii
Spring 2015 MSP Science Grades 5 and 8 TAM
Purpose of This Manual
The Test Administration Manual (TAM) are
intended to provide specific instructions for
the administration of the Measurements of
Student Progress (MSP). This manual provides
information on the security, coding, logistical, and
paper-handling requirements at the school level,
and directions for administering the assessment.
Test Administrators and persons assisting with
tools, supports, and accommodations must read
and understand this complete manual. All persons
processing or assisting with processing test
materials must read and understand the security
and test materials sections of this manual.
Washington Comprehensive
Assessment Program
The Washington Comprehensive Assessment
Program (WCAP) encompasses the entire state
testing program and is comprised of a standards
based set of assessments. The program’s
assessments were developed specifically to
measure student progress toward meeting the
State’s learning standards.
State Assessments
The Measurements of Student Progress (MSP)
assessments are mandatory statewide tests
developed specifically to measure student
progress toward meeting the State’s learning
standards. The extent to which these learnings are
expected to be achieved by all children constitutes
the state standard for each subject area and grade
level tested. The content of the state assessments
and the guidelines for their administration have
been designed to ensure they are accessible to all
students. Every effort is made to ensure that the
assessments show respect for cultural diversity
and are not biased in a way that would affect the
performance of particular groups of students.
Spring 2015 MSP Science Grades 5 and 8 TAM
Overview
Overview
Assessments will be administered on the
following schedule:
Content
Area
Science
Test Admin
& Grade
MSP:
Grades 5 and 8
Test Schedule
Comments
Paper-Pencil Testing
(Science):
April 20–May 19, 2015
Required.
Tools, Supports, and
Accommodations
Universal tools are available to all students,
including those receiving designated supports and
those receiving accommodations.
Designated supports are available only to
students for whom an adult or team has indicated
the need for these accommodations (as well as
those students for whom the need is documented).
Accommodations are available as contained in
IEP or 504 plans for students with disabilities and
for students who are identified English language
learners in the state Transitional Bilingual
Instructional Program (TBIP).
Tools, supports, and accommodations should be
used in everyday instruction as well as classroombased assessments before they are used on the
state assessments. Refer to the Guidelines on
Tools, Supports, & Accommodations: www.
k12.wa.us/Assessment/StateTesting. Testing
accommodations not specified in the Guidelines
will need to be submitted to the District
Coordinator two weeks prior to the assessment to
allow for the review panel to meet and respond to
special requests.
Page 1
Overview
Preparing Students for
State Assessments
Question Formats for
State Assessments
The educational community is sometimes
uncertain as to what practices legitimately
contribute to the opportunity to learn as opposed
to the narrower concept of teaching to the test.
The former is a positive endeavor meant to help
students learn desired skills and competencies,
whereas the latter activity is a negative approach
that provides students instruction only on
questions that mirror or clone questions on the
assessment.
The state assessments contain questions in several
formats, including, but not limited to:
It is desirable for students to be given a certain
amount of practice so they will be familiar with
the format of questions on state assessments. If
the student cannot handle or does not understand
the assessment format or other materials
associated with the administration, it is likely
that the results will not reflect the student’s
true level of proficiency. Use of a variety of
tools and manipulatives by teachers during
instruction can be beneficial for students to
build a concrete understanding of mathematical
content and procedures. However, some tools
and manipulatives are not appropriate for use
on state assessments because many performance
expectations and standards require students
to demonstrate understanding at the symbolic
notation, fluency, and application levels.
Students need practice with a variety of item
types in regular instructional activities. Such
test preparation activities should be viewed as
a continual process, not something that is only
done immediately prior to testing. This year MSP
Science is available either online or paper-pencil
format.
Page 2
Multiple-choice questions have either three
(grades 5) or four (grades 8). For some of these
questions, students choose the one best answer.
For others, students select all the correct options.
Each question is worth one point.
Short-answer questions ask students to supply
their answers in the answer space or on the answer
line or lines provided. Depending on the content
area, answers may be in the form of words,
phrases, sentences, numbers, and/or diagrams.
Each question is worth one, two, or more points.
Completion questions ask students to supply
the answer, which may be in the form of a
word, phrase, short sentence, number and/or
algebraic answers, on the answer line or in the
box provided. Each question is worth one or more
points.
Stand-alone questions on the reading assessments
are not connected with a passage. Stand-alone
questions on the science assessments are not
connected with a scenario. Stand-alone questions
ask students to choose the best answer for
multiple-choice questions or write a word or
phrase for completion questions. Each question is
worth one point.
Spring 2015 MSP Science Grades 5 and 8 TAM
Overview
Resources and Tools
The following materials are available to provide
administrators, teachers, students, parents, and
community members with an understanding of the
format and content of the state assessments:
Science
• State Science Assessment Resources and
Lessons Learned from Scoring, with sample
scenarios, items, and scoring guides:
www.k12.wa.us/Science/EducatorResources.
aspx.
• Test and item specifications for science:
www.k12.wa.us/Science/TestItemSpec.aspx.
Classroom
• A detailed list of materials available for
students:
www.k12.wa.us/TestAdministration/
TestProctorResources.aspx.
–– The Demos of the Translated Science CDs
• A detailed Calculator and Electronic Device
Policy: https://www.k12.wa.us/Mathematics/
Assessment.aspx.
• The Released Item Documents (RIDs), writing
prompts with annotations, practice and sample
tests, and additional resources:
www.k12.wa.us/assessment/StateTesting/
TestQuestions/Testquestions.aspx.
• Performance-Level Descriptors (PLDs):
www.k12.wa.us/Assessment/StateTesting/
PLD.
• The Web-Based Teacher Resource Tool:
www.k12.wa.us/TeacherResourceTool.
Spring 2015 MSP Science Grades 5 and 8 TAM
Page 3
Page 4
Spring 2015 MSP Science Grades 5 and 8 TAM
Policies and Test Security
Who Administers State Assessments
Volunteers may not administer or assist in
the administration of any state assessments.
Volunteers are not permitted to assist with
handling secure test material. Volunteers may
assist in the supervision of students who need a
break or have completed testing.
State Laws Governing Test Security
All test content including, but not limited to,
test booklets and accommodated forms are
confidential and must not be reviewed except to
the extent necessary for administration of state
assessments.
Reporting a Perceived Error on a
Test
If there appears to be an error on a state
assessment, follow the steps listed below to ensure
the security of the test content:
1. During the assessment, make note of the
perceived error.
a. Include: subject, grade, test booklet form,
test question number, and page number.
2. Instruct students to do their best and complete
that section of the assessment. Do not attempt
to provide a remedy. If needed, the Office of
Superintendent of Public Instruction (OSPI)
will provide a remedy for all students in the
state.
Spring 2015 MSP Science Grades 5 and 8 TAM
Do not copy the problem, share with colleagues,
or transmit this information through any device
with cellular, messaging, or wireless capabilities
(e.g., email, cell phones, pagers, iPods, tablets,
other web-enabled devices, photo technology).
RCW 28A.635.040 (apps.leg.wa.gov/rcw/
default.aspx?cite=28A.635.040) – All persons
having access, directly or indirectly, to secure test
material, must ensure the confidentiality of the
test content under their control.
RCW 42.56.250 (apps.leg.wa.gov/rcw/default.
aspx?cite=42.56.250) – Provides provisions
on the exemption of the following from public
inspection and copying: test questions, scoring
keys, and other examination data used to
administer state assessments. No actions in
any form or by any means may be taken that
reproduce, record, reveal, or transmit secure test
content. This includes electronic or mechanical,
including photocopying, recording, wireless
transmission (e.g., email, cell phones, pagers,
iPods, tablets, other web-enabled devices, photo
technology), or placement in any information
storage and retrieval system.
Page 5
Policies and
Test Security
The state assessments must be administered by
trained staff members of a school district (e.g.,
teachers, ESAs, EAs, substitute teachers) under
the general supervision of a certificated employee.
Student teachers and interns have a contractual
relationship with the school district—even though
they are not paid employees—and may assist in
the administration of the assessments, including
proctoring.
3. Complete a Test Question Ambiguity form:
www.k12.wa.us/TestAdministration/
FormsReports/. Deliver the completed form
to your school and/or district assessment
coordinator with your secure test materials.
The district assessment coordinator will alert
OSPI.
Policies and
Test Security
Generally Recognized Standards
and Code of Conduct
WAC 181-87-060 (apps.leg.wa.gov/wac/default.
aspx?cite=181-87-060) – Provides penalties for
the unauthorized use or disclosure of test content
and flagrant disregard of generally recognized
professional standards in test preparation and
administration.
Professional Code of Conduct is codified by
the Washington State Legislature in WACs and
RCWs. A list of complete rules and regulations
can be found online: www.k12.wa.us/
ProfPractices/CodeConduct.aspx.
The Office of Professional Practices (OPP), a
division under the auspices of the Superintendent
of Public Instruction, is charged with enforcement,
including discipline of educational practitioners
for violation of the Professional Code of Conduct.
The office receives, investigates, and makes legal
findings regarding complaints. Unprofessional
conduct must be reported to OPP, at (360) 7256130.
Although specific rules may vary slightly
across state assessments, commonly accepted
professional standards apply to all assessments.
Public school employees are expected to know
and comply with procedures, established by the
Office of Superintendent of Public Instruction
(OSPI), related to state assessments. These rules
are disseminated annually by OSPI to District
Coordinators through Assessment Webinars, the
Test Coordinators Manual, training PowerPoints,
modules, and supplemental documentation.
Under very limited circumstances, appropriate
testing practices may require reading or reviewing
secure test content.
The following are examples of prohibited and
allowable behavior. These situations are limited
and must align to OSPI policy.
Prohibited Behaviors
Specific examples include, but are not limited to:
Page 6
• Not testing all eligible students or encouraging
students to be absent from tests used for
accountability or assessing language
proficiency.
• Reclassifying a student solely for the purpose
of changing their demographic grouping,
assigned or tested grade level, or the type of
assessment that is required for a student.
• Failing to follow directions specified in all
Washington state administration manuals,
PowerPoints, and supplemental documentation.
• Disclosing secure assessment material to Test
Administrators or students prior to the test
session.
• Reviewing, copying, transmitting, replicating,
reading, or revealing any portion of secure test
content, unless directed to do so by the OSPI
state test coordinator.
• Using for instruction any secure test content
or modified test content that mirror secure test
questions on state assessments.
• Making answers or answer keys available to
students.
• Explaining or paraphrasing assessment
directions or test questions (visual, tactile, or
audible clues).
• Providing instruction between assessment
sessions that is focused on the specific skills
and content measured by state assessments.
• Leaving students unattended during the
administration of state assessments.
• Using tools, supports, or accommodations that
the student has not had the opportunity to use
prior to the testing occasion.
• Changing or providing feedback causing
students to reconsider or recheck their
responses on state assessments.
• Copying or reading student responses unless
directed to do so by the OSPI State Test
Coordinator.
• Deliberately causing achievement results to
be inaccurately reported or modifying student
records for the purposes of raising test scores.
• Misleading the public concerning the results
and interpretations of score data.
Spring 2015 MSP Science Grades 5 and 8 TAM
Media
There is usually media interest in state
assessments. Reporters, or any third-party
observers, are not allowed to be in the testing
environment before, during, or immediately
after testing. Students should not have the added
pressure of media attention on campus. Having
media on campus also compromises the security
of the assessment. Photographs or video taken of
actual test booklets violate state law
(RCW 42.56.250 and RCW 28A.635.040).
Schools have the right to limit visitors’ access
on campus, and that includes the media. OSPI
strongly urges you to make every effort to
minimize any distractions that could interfere with
student performance. Educators can respond to
media requests that do not distract students and
test administrators. Districts may refer media to
OSPI Communications at (360) 725-6032.
Posting Testing Locations
Each testing location must be posted with a
Testing—Do Not Disturb sign. Care should
be taken when posting the sign to not obscure
security windows on doors. The ability to view
testing sessions without entering the room will
help facilitate administrative monitoring of testing
sessions.
For additional information, refer to the Preparing
Classrooms for State Testing section; page 22.
Electronic Devices
Many students and staff members carry electronic
devices with them to class. Because cellular,
messaging, or wireless devices have the capability
of recording, reproducing, or transmitting
secure test content, cell phones, pagers, iPods®,
tablets, and other non-approved web-enabled
Spring 2015 MSP Science Grades 5 and 8 TAM
communication devices must be turned off and
kept out-of-view and reach until the testing
session has completed and all secure materials
have been collected, accounted for, and returned
to the limited-access secure location. While these
devices are not restricted from the classroom, care
should be taken with the availability while the
assessment is being given.
It is important that school administrators and staff
establish and communicate this policy to students
as use of these devices during testing will result in
a testing irregularity and possible invalidation.
Staff should refer to district policy and avoid
personal cell phone use during testing.
Refer to the Calculator and Electronic Device
Policy; pages 18–19.
Bags and Purses
Many students carry backpacks, bags, and purses.
These must be placed a distance from the student
so items may not be retrieved without the student
leaving his or her seat.
Duties and Responsibilities
Implementation of the Washington
Comprehensive Assessment Program (WCAP)
involves the participation of many individuals,
each of whom is both responsible and accountable
for various facets of the program. The integrity
of the assessment program depends upon proper
district and school staff training, test security, and
a uniform administration of state assessments.
Parents, students, and educators have a mutual
interest in an assessment program that is fair and
that has integrity. The Office of Superintendent of
Public Instruction (OSPI) has surveyed the testing
codes of conduct in several states and has found
common elements among them.
While it is not possible to describe in detail every
responsibility for a secure and quality assessment
program, the following descriptions are intended
to indicate major areas of responsibilities for
key personnel. Staff Duties and Responsibilities
checklists available: http://wa.portal.airast.org/.
Page 7
Policies and
Test Security
Allowed Behaviors
Specific examples include, but are not limited to:
• Providing an accommodation as stipulated.
For implementation and restrictions, refer
to the Guidelines on Tools, Supports, &
Accommodations for state assessments: www.
k12.wa.us/assessment/StateTesting.
Policies and
Test Security
Teachers
Teachers are expected to provide students with an
opportunity to acquire the knowledge and skills
that will be assessed. Teachers shall accomplish
this primarily by providing students with a rich
instructional program. The best preparation for
state assessments is effective teaching based on
the full range of expectations of the standards.
Teachers may also help students to develop
effective and appropriate test-taking skills by:
• Teaching students test-taking strategies.
• Familiarizing students with various question
formats. Refer to the Preparing Students for
State Assessments section; page 2, for a list
of resources. Secure assessment materials
may not be used under any circumstances for
instruction purposes.
• Encouraging students to try questions and tasks
even if they are uncertain about them.
• Familiarizing students with how to accurately
fill in an answer circle for multiple-choice
response questions.
• Providing students who will be testing using
the Translated CDs an opportunity to review
the demos and supplemental documents.
• Helping students relax and become confident.
• Avoiding excessive test rehearsal and
coaching.
Note: Teachers supporting students receiving
services should work with the special services
coordinator to document what, if any, designated
supports and accommodations are needed for state
assessments.
Teachers shall use test results in appropriate ways,
including maintaining the confidentiality of
individual students’ results.
Before Testing
• Attend all required training sessions and read
all assigned training materials and instructions
for each assessment proctored.
• Ensure dual monitors are properly disabled.
• Review the Training Tests to familiarize
students.
• Obtain your TIDE usernames and passwords
from your School Test Coordinator.
• Become proficient with your school’s
Test Security and Building Plan to ensure
that test materials (test booklets, test
tickets, accommodated forms) will not be
compromised before, during, or after the test
administration.
• Obtain the approved testing schedule and
seating arrangement from the School Test
Coordinator. This should include a plan for
students who need additional time (tests must
be completed the same day in which they
began, unless more than one day of testing is
documented in a student’s IEP or 504 plan).
• Provide a positive test taking environment.
• Maintain confidentiality concerning secure
assessment content at all times. This is
especially important if you assist with an
accommodation that requires the review of
questions, passages, scenarios, performance
tasks, or individual student results.
• Become familiar with Materials Available for
Student Access; page 17.
• Inspect the testing location and remove
or cover any aids or prompts that might
potentially assist students with answering
questions on a state assessment. Refer to
Preparing Classrooms for State Testing section;
page 22.
Test administrators and Persons
Assisting with Access Supports
and Accommodations
The following are codes of best practices and
responsibilities that shall be followed by all staff
administering or assisting with the administration
of state assessments.
Page 8
Spring 2015 MSP Science Grades 5 and 8 TAM
During Testing
• When virtual or remote desktop monitoring
software is available, staff must refrain from
using the software while administering state
assessments.
• At least one trained Test Administrator is in the
testing location at all times.
• Ensure accuracy of the student information on
test booklets or tickets prior to distributing to
appropriate students.
• Certify calculators and electronic devices are
allowed and disallow the use of any calculator
or electronic device that is not permitted or that
has prohibited features; page 18.
• Provide all required tools, supports, and
accommodations.
• Administer state assessments, reading word-for
word, the specific Directions to the Student and
supplemental materials provided by the OSPI
through your district. Directions must be read
exactly as they are written, using a natural tone
and manner. If you make a mistake in reading
a direction, stop and say, “Listen again.” Then
read the direction again. Never deviate from
the directions as written. Deviating from the
printed directions is a testing violation.
• Ensure the Directions to the Student are read
when proctoring a make-up assessment.
• Once testing has begun, actively monitor
students to ensure students are engaged with
the assessment, working independently, and
maintaining security of test content.
Spring 2015 MSP Science Grades 5 and 8 TAM
• Account for ancillary materials distributed
during the testing session.
• Provide breaks as permitted in the Directions
to the Student section of the TAM. Additional
breaks may be provided based on students’
needs and Test Administrator judgment.
• Document and report immediately any testing
irregularities and breach in test security to your
School/District Coordinator. Refer to the Test
Security and Building Plan.
• Document and provide to your School Test
Coordinators student invalidations, absences,
and accommodations used during state testing.
After Testing
• Collect and account for student test materials
(e.g., test booklets, accommodated forms,
ancillary papers) prior to releasing students
from the testing location.
• Immediately report any missing materials
according to the school’s Test Security and
Building Plan. Notation of missing materials
must be included on the Test Security
Assurance form.
• Return all used and unused test booklets,
accommodated forms, test tickets, and Rosters
to the School Test Coordinator immediately
after each testing session is completed.
• Return all additional papers added to the
student test booklets to the School Test
Coordinator. Ancillary materials provided
during the testing session are considered
secure.
• Complete a Test Security Assurance form. The
completed form must include an explanation
of boxes checked “no” and notation of any
missing materials. As required by OSPI,
sign and submit the form, along with the
secure testing materials, to the School Test
Coordinator. Retain a copy of the form for
your records.
Page 9
Policies and
Test Security
• Place a Testing—Do Not Disturb sign outside
the testing location.
• Ensure that all students will have a comfortable
and adequate workspace.
• Verify workspaces have been arranged
according to the seating plan.
• Become familiar with accommodations and
their restrictions by reviewing the Guidelines
on Tools, Supports, & Accommodations for
state assessments located: www.k12.wa.us/
Assessment/StateTesting.
• Inventory assessment materials. If additional
materials are necessary, immediately notify
your School Test Coordinator.
Page 10
Spring 2015 MSP Science Grades 5 and 8 TAM
Assessment Options
In 1993, Washington state lawmakers and citizens
through House Bill 1209’s Education Reform
Law (1.usa.gov/TYcFyf) called for changes in our
public schools to help ensure all students master
key skills that are essential for their success in
school and after graduation.
Testing and Special Education
It is important for the state and schools to know
how all Washington public school students are
succeeding with their learning. Consistent with
the Individualized Education Program (IEP), a
student receiving special education services may
participate in the state assessment system in the
following ways:
• Take the MSP with or without
accommodations.
• Take the MSP-Basic, with or without
accommodations. This option allows a student
to “pass” the grade-level assessment with
Level 2 or “Basic” proficiency.
• Take the WA-Access to Instruction &
Measurement (WA-AIM). The WA-AIM is
designed for students with significant cognitive
challenges; it measures student knowledge
and skills through the use of twice annual
administered performance tasks given in the
classroom setting.
WA-AIM is the best method of assessing a
student who cannot participate in the state
assessment even with accommodations. IEP
team decision making guidance can be found on
the web at: http://www.k12.wa.us/assessment/
GraduationAlternatives/default.aspx.
Spring 2015 MSP Science Grades 5 and 8 TAM
The District Coordinator will submit a NonStandard Accommodation Request form by
faxing the form found at http://www.k12.wa.us/
TestAdministration/FormsReports/default.aspx
to OSPI according to the directions on the request
form. Submit requests two or more weeks prior
to the assessment to allow for the review panel to
meet and respond to special requests.
Students with a
Section 504 Plan
Section 504 refers to a component of the
Rehabilitation Act of 1973, which prohibits
discrimination on the basis of a disability for
persons who are otherwise able to participate in
federally funded programs or activities. Students
with a 504 plan are disabled but do not meet the
eligibility criteria to receive special education and
related services because their disability can be
reasonably accommodated without the need for
specially designed instruction. Students with a
504 plan are not eligible to access the Basic.
Basic (MSP)
The Basic is an assessment option for any student
receiving special education services. The Basic
option allows the student to meet standard on
the state assessments at a Level 2 score (Basic)
instead of the Level 3 score (Proficient). The
student’s IEP team must determine that the student
should take the assessment, with or without
accommodations, with a proficient score set at the
Basic Level 2. This option is available to students
in grades 5 and 8 when documented by the IEP.
The MSP-Basic cannot be used for state and
federal accountability (AYP) purposes.
Page 11
Assessment
Options
To help monitor individual student, school, and
state progress toward this goal, OSPI administers
a state assessment system. This system includes
assessments designed to measure student
achievement and progress toward meeting the
state standards.
Testing accommodations not addressed
in the Guidelines on Tools, Supports, &
Accommodations for state assessments (www.k12.
wa.us/assessment/StateTesting) will need to be
submitted to OSPI.
Page 12
Spring 2015 MSP Science Grades 5 and 8 DFA TAM
Testing Schedules
Guidelines for Scheduling the State
Assessments
The uniform administration of the state
assessments ensures that no one student has an
unfair advantage over any other student. The
standardized schedule helps ensure the security of
the test content and contributes to the validity and
accuracy of individual student results.
Because the assessments are not timed,
appropriate time must be scheduled in order for
students to have as much time as they need to
complete the tasks. Students who remain actively
and productively engaged in the assessment
should be allowed time to finish their work.
Administration of all assessments are scheduled
to begin at 8:00 a.m. or as soon as reasonable
after the start of the school day. When scheduling
assessments, it may be necessary to alter testing
schedules to meet the individual needs of students
receiving services.
Important scheduling information:
• Each school plan should include arrangements
for students who may need more time than the
estimation on page 15.
• Only one assessment may be taken by a
student each day.
Breaks
Break schedules are to be followed as outlined on
page 15. Students shall be cautioned not to discuss
any test questions on the assessment. Generally,
students should remain in the room during the
break. However, they may be permitted to leave
Spring 2015 MSP Science Grades 5 and 8 TAM
Extended Testing Time
If a student is actively and productively engaged
in test taking and requires additional time, a
school should make arrangements for that student
to complete the exam on the same day of testing.
Allowing a student additional time is based on
the judgment of the Test Administrator and school
administrator. Extended testing time is available
to all students who require it. When a student
requires extended testing time, s/he must be
monitored by a trained Test Administrator.
More than One Day Per
Testing Session
Students who have documented additional
days for a testing session may have multiple
days to complete one HSPE, DAPE Off Grade,
MSP, science, or EOC content-area or session.
However, a student must finish one content-area
test or session before beginning the next contentarea test or session. For implementation and
restrictions surrounding this accommodation,
refer to the Guidelines on Tools, Supports, &
Accommodations for state assessments:
www.k12.wa.us/assessment/StateTesting/.
Modified Testing Schedules
District assessment coordinators must approve all
school testing schedules. If a school experiences
conflicts with a schedule, submit a request to
modify a schedule through the school assessment
coordinator.
Page 13
Testing Schedules
The Measurements of Student Progress (MSP) are
untimed assessments. The student working time
and break schedule is outlined on page 15. These
approximate times are for student work time only.
Therefore, allow an additional 15–20 minutes
per test to pass out testing materials (e.g., test
booklets, test tickets, ancillary materials), read
directions, collect materials, and perform other
activities.
the room if supervised. During each testing
session, students may need to take additional rest
breaks. Additional breaks should be based on
individual students’ needs and Test Administrator
judgment. Students should not miss their
scheduled lunch. Students may continue to work
on assessments following a supervised lunch
break.
Absenteeism
Students, who miss one or more sessions of the
MSP science assessment during the approved
schedule, must be given an opportunity to make
up the assessment. Makeup sessions must be
scheduled after the initial administration. District
approved as long as make up testing concludes
within the state mandated window.
Testing Schedule
Middle School
(MSP/MSP-Basic)
Districts are encouraged to adopt district-wide
testing schedules in the middle schools for the
MSP test administration to maximize assessment
security. District Coordinators, working with
administrators, principals, and technology
coordinators, develop assessment schedules for
grade 8 that best meet the needs of the students
in the school. Administration days may be
consecutive or spaced. All students within a
grade level at a district must take the same paperpencil assessment on the same day. District
Coordinators must approve school testing
schedules.
Elementary School
(MSP/MSP-Basic)
Districts are encouraged to adopt school-wide
testing schedules in their elementary schools
for the MSP test administration to maximize
assessment security. District Coordinators,
working with administrators, principals, and
technology coordinators, develop test schedules
for grades 5 that best meet the needs of the
students in the school. Administration days may
be consecutive or spaced. All students within a
grade level at a school must take the same paperpencil assessment on the same day. District
Coordinators must approve school testing
schedules.
Page 14
Spring 2015 MSP Science Grades 5 and 8 TAM
Student Working/Break Schedule as per TAM
The following table displays an estimation of student working and break times for administering state
assessments. Each school plan should include arrangements for students who may need more time than
the estimation displayed below.
Administration
&
Grade
MSP
Grade 8
MSP
Grade 5
Subject
Estimated
Student
Working
Time*
Student Working/Break Schedule
Work
Time
(Set 1)
Break
(First)
Work
Time
(Set 2)
Break
(Second)
Work
Time
(Set 3)
Additional
Time
Science
90–110
minutes
45-minutes
10-minutes
45-minutes
10-minutes
20-minutes
20-minute
intervals
Science
70–90
minutes
35-minutes
10-minutes
35-minutes
10-minutes
20-minutes
20-minute
intervals
*Allow an additional 15–20 minutes for Test Administrator activities.
NOTE: Additional breaks should be based on individual student needs and Test Administrator judgement.
Testing Schedules
Spring 2015 MSP Science Grades 5 and 8 TAM
Page 15
Page 16
Spring 2015 MSP Science Grades 5 and 8 TAM
Test Materials
Tools and Manipulatives
Tools and manipulatives are used during
classroom instruction and can help build
an understanding of concepts, content, and
procedures. Some manipulatives are appropriate
for use on state assessments, while others are
not appropriate because they may guide or
clue students to a particular solution, influence
a student’s work process, or compromise the
scanning and scoring of an individual student’s
test booklet.
OSPI does not endorse any specific products,
tools, or manipulatives. Tools and manipulatives
that
• Regular tools or manipulatives that have been
used in the classroom with the students. This
should not be the first time the students see
these materials.
• Available where all students can access them if
they elect to use them.
Failure on the part of the Test Administrator to
verify that available tools and manipulatives meet
the requirements will constitute a test irregularity
and may invalidate the student’s test score.
Response Tools
For all assessments, only number 2 pencils may
be used. Students may mark in their test booklet.
However, students should be instructed to avoid
making any marks near the circle on multiplechoice questions or penetrating the paper. Circle
markings must be erased completely when
changing responses.
The test scanning equipment that captures student
work for scoring, copies all space within onehalf inch of outer edges of the test booklets. The
booklets are scanned to speed up the scoring
Spring 2015 MSP Science Grades 5 and 8 TAM
Writing tools or devices other than number 2
pencils, including pens, crayons, markers, colored
pencils, highlighters, mechanical pencils, number
2.5, and number 3.0 pencils, are not permitted.
Sticky notes or other markers are also prohibited.
This limitation on writing tools is based on
both scoring and testing protocols. Scanning
test booklets can be compromised by using
certain writing instruments. Further, the use of a
particular writing instrument may guide or clue a
student toward a particular type of activity, in turn
influencing the student’s response. Use of other
writing tools may result in the scanner not being
able to read the responses which could impact the
score results. Neither the Test Administrator, nor
the environment should influence the approach
students use to respond to an assessment question.
If a student uses a writing instrument other than
a number 2 pencil, contact the OSPI Assessment
Operations office for instruction on how to
handle the test booklets: Assessment@k12.
wa.us. Do not include secure test content in your
communication.
Glossaries
The Glossaries of Non-Science Terms are
available for students who may not be familiar
with the non-mathematics or non-science
vocabulary in the test questions. Glossaries will
be provided with your shipment of MSP science
materials. Directions will instruct students not to
use Glossaries as scratch paper.
Glossaries in individual student, classroom poster,
and large print sizes are available at: http://
wa.portal.airast.org/.
Page 17
Test Materials
In order to ensure consistent reliable
administration of assessments across the state,
OSPI has compiled a Materials Available for
Student Access table, available at: http://
wa.portal.airast.org/.
process and to allow multiple scorers access to
a single booklet. A scorer is directed to use all
visible student work when scoring. The response
areas are designed to be large enough for a wellcrafted response.
Use of Prohibited Materials
Any material not specifically noted in this section
should be considered not allowed.
Students are not permitted to use any other writing
instrument other than a number 2 pencil.
Science Tools
Tools are never required for any science test
questions, but students who are accustomed to
using rulers or straightedges for science
instruction may be allowed to use them on the
science assessments.
Calculator and Electronic Device
Policy
Calculator Overview
Approved calculators may be used on the
following assessments.
Content
Science
Administration
Calculators
Permitted
Grade 5 MSP
Yes
Grade 8 MSP
Yes
Calculators that are used during the state
assessment should be the regular calculators that
have been used in the classroom. This should not
be the first time the students use these calculators.
Calculator Use and Restrictions
Allowed Calculators
• A four-function calculator (sufficient for
science assessment; not recommended for
mathematics assessments)
Calculator Memory Clearing
Policy
Test Materials
Students with memory-enabled calculators are not
allowed to bring stored examples into the testing
environment, access programs during testing, or
take test questions out of the classroom. Students
who attempt to remove secure test content from
the room by any method will have their test scores
invalidated. For this reason Test Administrators
must either:
• Clear calculator memory before or after each
test session, or
• Enable Press-to-Test mode at the beginning of
each test session and exit Press-to-Test mode
at the end of each test session.
Please be advised that clearing the calculator
memory will delete stored programs or
applications; students should be told prior to the
test day to store all data and software they wish to
save on a computer or a calculator not being used
for the test.
Page 18
Spring 2015 MSP Science Grades 5 and 8 TAM
If the Test Administrator is unable to clear
graphing calculator memory or enable Press-toTest mode prior to the test administration, the
calculator is not permitted to be used during the
assessment.
Calculator Sharing Policy
• Texas Instruments: TI-89 series, TI-92 series,
Voyage 200, TI-Nspire CAS Devices and
features:
• Any device with cellular, messaging, or
wireless capabilities (cell phones, pagers,
iPods, MP3 players, tablets);
Students may only share calculators during the
testing session when the following restrictions are
applied:
• Any device with camera, scanning, or audio/
video recording capabilities;
• Students are required to check out a calculator
from a Test Administrator.
• Any device with wireless, Bluetooth, infrared,
or access to the Internet;
• When each student has finished with the
calculator, he or she will check it back in to
the Test Administrator. The Test Administrator
will immediately clear the calculator memory
so it may be used by another student.
• Calculators with memory disks;
If a Test Administrator is unable to clear
calculator memory or enable Press-to-Test mode,
the calculator is not permitted to be used.
• Electronic writing pads with input devices
such as touch screen, pen, or stylus;
Students may not share calculators while they are
checked out from the Test Administrator.
Examples of Prohibited Electronic
Devices , Calculator Models , and
Features
Models:
• Calculators built into cellular phones, iPods,
or any other wireless communication devices
• Pocket organizers or personal digital
assistants;
• Hand-held or laptop computers;
• Electronic e-books (e.g., nook, kindle)
• QWERTY keyboards or keypads as hardware
or software;
• Calculators with paper tape;
• Calculators that “talk” or make audible
sounds;
• Graphing calculator programs;
• Hardware peripherals used with any
calculator; and
• Calculators with an algebraic operating system
(CAS or Computer Algebra System).
This list is not exhaustive and non-listed
calculators should be checked for the stated
prohibited functionalities. Failure on the part
of the Test Administrator to verify that each
calculator meets the above requirements will
constitutes a test irregularity and may invalidate
the student’s test score.
• Casio: CFX-9970G series, Algebra FX 2.0,
ClassPad 300
• Hewlett-Packard: HP-40G, HP-48gll series,
HP-49G series, HP-50G series
Spring 2015 MSP Science Grades 5 and 8 TAM
Page 19
Test Materials
Unapproved use of a calculator may create
undue advantage for a student. Students who
use unapproved calculators on assessments must
have a Testing Irregularity Report completed and
submitted to the School Test Coordinator.
It is the responsibility of the Test Administrator to
certify calculators and to disallow the use of any
calculator with prohibited features. Students may
use any calculator that does not have any of the
prohibited features listed below:
• Any device with a digital audio/video player;
Page 20
Spring 2015 MSP Science Grades 5 and 8 TAM
Test Materials (Before Testing)
Securing Test Materials
The scoring contractor records the security
barcode numbers on all secure documents that are
sent to your school district.
The security number on each returned test
document is electronically verified and the
number of missing materials in each school
and district is reported to OSPI. The State Test
Coordinator will contact the district assessment
coordinator to investigate the missing test
document(s) and report findings.
The following materials have a unique security
barcode number printed on the front cover
Standard Form Test
Booklets
MSP-Science
Accommodated Forms
Braille
Large print
Translated Science CDs
Receiving and Inventorying Test
Materials
Upon receipt, immediately inventory materials
and determine whether any additional materials
are needed. This will ensure that all materials are
available for each student. If additional materials
are needed, immediately contact the School Test
Coordinator.
To help facilitate material tracking, a paper Roster
is included in each school’s material shipment.
Contact the School Test Coordinator to obtain a
copy for material tracking purposes.
Rosters may be used to:
• Verify the accuracy of pre-coded student
demographic information.
• Suggest updates to the School Test
Coordinator.
• Document the replacement test booklet when a
pre-ID test booklet is damaged.
• Document the test booklet barcode assigned to
a student from overage test booklets.
• Track designated supports and
accommodations provided to the student
during testing.
• Inventory and account for all secure materials
(test booklet and accommodated forms).
• Document any anomaly in testing
(irregularities).
• Record invalidations for school review and
district approval.
• Document that each student accessed the
Training Test and Accommodated CD Demos,
when applicable.
• Organize seating of the students in the testing
location.
• Document reason why student is not tested
(e.g., absent, excused, withdrawn, refusal).
Storage and Handling Procedures
All test booklets and accommodated forms must
be kept secure at all times.
All secure materials must only be provided to Test
Administrator on the day of each administration.
Test Administrators must immediately return
test materials to the School Test Coordinator at
completion of each day’s testing session.
Spring 2015 MSP Science Grades 5 and 8 TAM
Page 21
Test Materials
Receipt of Materials
Rosters
District Provided Materials
Districts will provide the following materials
Response Tools
Only number 2 pencils may be used.
Districts provide at least two pencils
with erasers per testing student.
Calculators
Provided by district when
appropriate. See the Calculator and
Electronic Device Policy section;
page 18.
Science Tools
See the Test Materials section; page
17.
Scratch Paper
and Graph Paper
Provided by district when
appropriate; page 17.
Standard Form
MSP standard form is only available in grades 5
and 8 science.
Preparing Classrooms for State
Testing
Before each testing session, Test Administrators
and administrators must inspect the testing
location. Remove or cover any aids or prompts
that might potentially assist students with
answering any questions on a state assessment.
Each class will need the following:
• Number 2 Pencils
• Test Administration Manual—one per Test
Administrator
• Test booklet or test ticket for each student
• Materials Available for Student Access
• Other resources needed to provide approved
accommodations
Accommodated Forms
Test Materials
Refer to the Guidelines on Tools, Supports,
& Accommodations for implementation and
restrictions: www.k12.wa.us/Assessment/
StateTesting.
Page 22
Spring 2015 MSP Science Grades 5 and 8 TAM
Test Materials (During Testing)
Distribution and Collection of Test
Materials
Test booklets and accommodated forms are
secure and must only be distributed to Test
Administrators prior to the beginning of each
testing session.
Test Administrators may only distribute secure
materials within the testing area (classroom,
computer lab, gym, etc.)
At completion of testing, secure material must
be collected and accounted for prior to releasing
students from the testing location. Secure testing
material must be immediately returned to the
School Test Coordinator, according to the school’s
Test Security and Building Plan.
MSP
• Science paper-pencil assessments are to be
given in one session according to the state
mandated schedule. Each assessment must be
completed on the same day it began.
It is possible that a test booklet or test ticket may
be damaged or defective. In this situation, the Test
Administrator:
• Requests a new booklet or test ticket from the
School Test Coordinator.
• Verifies that the student’s name on the cover of
the replacement test booklet.
• Documents the testing irregularity in the
Notes: Test Administrator/Coordinator Use box
on the front cover of the replacement student
booklet.
• Annotates on the Roster.
• Instructs the student to continue with the
replacement test booklet, beginning after the
last question answered in the defective booklet.
• Follows district policy for transcription of
secure test content.
• Bands both the replacement and damaged/
incomplete booklets/test tickets together at
completion of testing.
• Returns both booklets/test tickets to the School
Test Coordinator, according to the school’s Test
Security and Building Plan.
Page 23
Test Materials
Spring 2015 MSP Science Grades 5 and 8 TAM
Handling Defective Booklets
Test Materials (After Testing)
Preparing Test Materials
for Return
Test Materials
When processing test material, it is important that
Test Administrators:
• Follow the instructions provided in Final
Processing Steps for Test Administrators.
These steps can be found at the end of each
section of the Directions to the Student and
must be reviewed by the Test Administrators
prior to administering state assessments.
• According to the Directions to the Student
section of the TAM, students will be instructed
to place any papers provided during the
assessment inside the front cover of their test
booklets.
• Prior to excusing students from the testing
room, immediately collect and account for
all testing materials provided during the
assessment, including clearing calculator
memories.
• Promptly return all test booklets and
accommodated forms (including ancillary
papers provided during the assessment) to the
School Test Coordinator at completion of each
testing session.
• Follow the school’s Test Security and Building
Plan.
Page 24
Spring 2015 MSP Science Grades 5 and 8 TAM
Directions to the Student (Science MSP: Grade 5)
Paper-Pencil Directions
Directions for Preparing and Administering the Science Assessment
During Testing
□□ Please read this information carefully before
administering the assessment.
□□ The science assessment consists of one session.
This session must be completed during the day
in which it was begun.
□□ Ensure that a Testing—Do Not Disturb sign is
posted.
□□ Test booklets must be pre-identified with
student information on the cover.
□□ This manual provides an estimated time
for completion of the assessment; however,
students may take as much time as they need to
complete the assessment. Read and understand
your school’s Test Security and Building Plan
to accommodate students who need additional
time.
□□ These directions provide for two breaks.
Additional breaks may be provided based
on student needs and Test Administrator
judgment. Students who have not completed
the assessment must be monitored during
breaks and lunches. Refer to the Testing
Schedules section of this manual for specific
guidelines on breaks.
□□ Before testing, establish a secure location
for students to move all bags, purses, and
electronics.
□□ For students who choose to use a calculator,
Test Administrators must ensure that the
calculator memory (if applicable) is cleared
both before and after testing.
□□ When reading directions to students:
•• Do not paraphrase the directions.
•• Read the directions to students exactly as
they are written, using a natural tone and
manner. If you make a mistake in reading
a direction, stop and say, “Listen again.”
Then read the direction again. Never
deviate from the directions as written.
Deviating from the printed directions is a
testing violation. Read all material printed
in boxes next to the word SAY: . The text
outside of the SAY: boxes, the text below
the perforated line, and the italicized text
within the SAY: boxes is information for
you and should not be read to students.
•• You may repeat any part of these directions
as many times as needed.
•• Do not provide suggestions to students
on how to respond to the task or evaluate
student work.
□□ All non-approved electronics must be turned
off and kept out-of-view and reach during
testing.
□□ Provide all required access supports and
accommodations.
□□ See the Materials Available for Student Access
section of this manual for a complete list of
allowed tools.
□□ Thesauruses, dictionaries, graph and scratch
paper are not permitted on the science
assessment.
□□ Students may make notes in their test booklet
as long as it does not interfere with any answer
space.
Spring 2015 MSP Grades 5 and 8 TAM
Page 25
Directions
to the Student
Prior to Testing
After Testing
□□ Follow the instructions provided in Final
Processing Steps for Test Administrators.
These steps can be found at the end of
the directions to the student and must be
reviewed by the Test Administrator prior to
administering state assessments.
RCW 28A.635.040, RCW 42.56.250, and WAC 181-87-060
Examination questions — Disclosing — Penalty.
Any person having access to any question or questions prepared for the examination of teachers or
common school pupils, who shall directly or indirectly disclose the same before the time appointed
for the use of the questions in the examination of such teachers or pupils, or who shall directly or
indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the
penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred
dollars.
Page 26
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 5
Prior to distributing any test material,
SAY: Hoy completarán la evaluación de ciencias. En este momento, deben apagar y guardar los
dispositivos electrónicos, como celulares, iPods y reproductores de MP3. Recordatorio:
Si usan dispositivos electrónicos no aprobados, es posible que su prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location.
Verify desks have been cleared and all calculator memories have been cleared.
SAY: Para la evaluación de ciencias, leerán diferentes situaciones y responderán preguntas
relacionadas con dichas situaciones.
Algunas preguntas no están relacionadas con las situaciones y estarán marcadas claramente.
Ahora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
hasta que se los indique.
Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students must do
all writing with number 2 pencils.
Make sure each student receives the test booklet with his or her name pre-identified.
SAY: Observen los cuadernillos de evaluación y asegúrense de que tengan sus nombres impresos
en la portada. Levanten la mano si sus nombres no están impresos en la portada del
cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener dos
lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Write today’s date on the board.
SAY: Observen el cuadro para la firma y la fecha. Cuando firman, están diciendo: “Comprendo
que esta prueba es privada y que no puedo copiar ni hablar sobre ninguna parte de esta con
otras personas”.
¿Tienen alguna pregunta?
Pause. Answer any questions.
SAY: Ahora, escriban su nombre y apellido y la fecha de hoy en el cuadro para la firma y fecha
que se encuentra en la portada de sus cuadernillos de evaluación.
Pause. Allow students time to write their names and write today’s date.
Spring 2015 MSP Grades 5 and 8 TAM
Page 27
Paper-Pencil Science Grade 5
SAY: Ahora, abran los cuadernillos de evaluación en la página 3 y lean en silencio mientras yo
leo en voz alta.
Pause. Check to see that everyone has found the correct page.
SAY: Observen el cuadro para ver la lista de materiales aprobados que podrán utilizar en esta
evaluación.
No lea.
Este es un ejemplo del cuadernillo del alumno.
Grade 5: Approved Materials
Materials Needed
Materials Available
Science Test Booklet
Calculator
Number 2 Pencils
Tools (rulers, straightedges)
Glossary of Non-Science Terms
SAY: Durante esta evaluación, las únicas herramientas que podrán utilizar son calculadoras,
reglas con o sin numeración y el glosario de términos no científicos.
Pause. Allow students time to verify they have the correct test material.
You will need to show students where to get approved tools if they choose to use them.
SAY: Consulten el cuadro de materiales aprobados a continuación y lean en silencio mientras yo
leo en voz alta.
Recordatorio: Utilicen únicamente lápices n.º 2. No se permite el uso de otras herramientas
de redacción como bolígrafos, marcadores, lápices de colores, resaltadores o portaminas.
Si utilizan otra herramienta de redacción, es posible que su prueba no se califique.
Pause.
SAY: Si utilizan el glosario de términos no científicos, deberán escribir sus nombres en la esquina
superior derecha de la hoja. Recogeré las hojas de papel al final de la sesión de evaluación.
Pause. Allow students time to write their names on the paper.
Page 28
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 5: Sample Questions
SAY: Ahora vayan a la página 4.
Las preguntas de ejemplo de ciencias son para mostrarles los diferentes tipos de preguntas
que encontrarán en esta evaluación y cómo deberán marcar o redactar las respuestas.
Observen la pregunta de ejemplo 1.
Pause.
es una pregunta de opción múltiple de ejemplo. Para este tipo de pregunta,
SAY: Esta
Multiple-Choice Sample Question
elegirán la mejor respuesta y pintarán completamente el círculo que está al lado de
Forrespuesta.
this type of question, select the best answer by completely filling in the
esa
answer circle.
Pregunta 1: ¿Cuál fue la variable medida (de respuesta) en este experimento?
A. Cantidad de agua
B. Tiempo que tarda en hervir
C. Tamaño de la olla
La respuesta correcta era B, “Tiempo que tarda en hervir”; por lo tanto, se pintó
completamente el círculo que está al lado de la B. Este es un ejemplo de cómo debe
llenarse el círculo para que pueda calificarse.
The correct answer was A, “People are relying less on the use of coal and nuclear energy.”;
Eviten
usar
siguientes
marcas
calificarse:
izquierda
therefore,
thelas
answer
circle next
to A wasporque
filled in. no
Thispueden
is an example
of how anDe
answer
circle a derecha, el
should
be
filled
in
so
the
mark
can
be
scored.
primer ejemplo dice “Más de una opción”. Vean cómo se pintaron A y B. El segundo ejemplo
dice
de respuesta
parcialmente”.
Vean
cómo B se pintó parcialmente. El
Do “Opción
not use the
following sombreada
marks because
they cannot
be scored:
tercer ejemplo dice “Opciones incorrectas tachadas”. Vean cómo se tachó A y C, y se pintó B.
choice partly shaded
More than one choice
El cuarto
ejemplo dice “Círculo alrededor de laAnswer
opción
de respuesta”. Vean cómo B se marcó
A.
con un círculo,
pero no se pintó. Recuerden: EstasA.marcas no pueden calificarse. Borren
cuidadosamente
cualquier marca que deseen cambiar
de las preguntas de opción múltiple.
B.
B.
C.
C.
D.
No lea.
D.
Este es un ejemplo del cuadernillo del alumno.
Wrong choices crossed out
A.
B.
C.
D.
More than one choice
~ A.
~ B.
` C.
Wrong choices crossed out
Answer choice circled
Answer choice partly shaded
A.
` A.
B.
` B.
C.
` C.
D.Answer choice circled
` A.
` A.
Carefully erase any marks
that
you
want
to
change
on
multiple-choice
questions.
~ B.
` B.
` C.
` C.
Pause.
Spring 2015 MSP Grades 5 and 8 TAM
Page 29
Paper-Pencil Science Grade 5: Sample Questions
SAY: Ahora vayan a la página 5 y a la pregunta de ejemplo 2.
Pause.
SAY: Esta es una pregunta para completar de ejemplo. Después de leer la pregunta, deben
escribir una palabra o frase corta en el cuadro o la línea de respuesta.
Pregunta 2: ¿Cuál fue la variable cambiada (manipulada) en este experimento?
Escribe tu respuesta en el cuadro.
El alumno escribió la respuesta “temperatura inicial del agua” en el cuadro de respuesta
en blanco.
No lea.
Este es un ejemplo del cuadernillo del alumno.
starting temperature of water
Pause.
SAY: Ahora vayan a la página 6 y a la pregunta de ejemplo 3.
Pause.
Page 30
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 5: Sample Questions
SAY: Esta es una pregunta de respuesta corta de ejemplo. Después de leer la pregunta,
escriban una respuesta corta con frases u oraciones en el cuadro de respuesta.
Pregunta 3: Escribe una conclusión para este experimento.
En la conclusión, debes:
•• Responder la pregunta del experimento.
•• Incluir datos de respaldo de la tabla “Temperatura inicial del agua con
relación al Tiempo que tarda en hervir”.
•• Explicar cómo estos datos respaldan tu conclusión.
Pregunta: ¿cuál es el efecto que las diferentes temperaturas iniciales del
agua (5 grados Celsius, 11 grados Celsius, 51 grados Celsius) tienen en el
tiempo que tarda el agua para comenzar a hervir?
El alumno escribió el siguiente párrafo en el cuadro de respuesta en blanco. “El agua con
la temperatura inicial más alta hirvió antes de que las otras dos temperaturas
de agua hervida. El agua con la temperatura inicial más alta de 51 grados
Celsius tardó 140 segundos y el agua con 5 grados Celsius tardó 268 segundos
para hervir. El agua con 51 grados Celsius hirvió 128 segundos más rápido que
el agua con 5 grados Celsius.”
Algunas preguntas pueden pedirles que escriban una conclusión para un experimento,
como el de este ejemplo, o bien que describan la solución para un problema o que
planifiquen un procedimiento. Pueden usar palabras y números en su respuesta.
No lea.
Este es un ejemplo del cuadernillo del alumno.
Question: What is the effect of different starting temperatures of
water (5° C, 11° C, 51° C) on the time for the water to begin boiling?
The water with the highest starting temperature boiled
before the other two temperatures of water boiled.
The highest starting temperature of 51° C water took
140 seconds and the 5° C water took 268 seconds to boil.
The 51° C water boiled 128 seconds faster than the
5° C water.
Pause.
Spring 2015 MSP Grades 5 and 8 TAM
Page 31
Paper-Pencil Science Grade 5
SAY: Muestren cómo respondieron las preguntas de respuesta corta en los espacios
proporcionados. Si exceden el espacio proporcionado, es posible que las personas que
califican sus evaluaciones no vean esa parte de la respuesta. Pueden tomar notas en sus
cuadernillos de evaluación mientras estas no interfieran en el espacio de respuesta.
Pause.
SAY: ¿Desean que les lea alguna de las instrucciones nuevamente? Si desean que lo haga,
levanten la mano.
Reread any part or all directions needed.
SAY: En aproximadamente 35 minutos, haremos una pausa corta. Después de trabajar durante
70 minutos, haremos otra pausa. Después de trabajar durante 90 minutos, les preguntaré si
necesitan más tiempo.
Recuerden que deben trabajar en forma individual. No compartan sus trabajos con nadie.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no haya
páginas que hayan quedado pegadas.
No puedo ayudarlos a revisar su trabajo.
Cuando hayan terminado la prueba, levanten la mano y recogeré los materiales de evaluación.
Ahora, vayan a la página 9 y comiencen.
Do not assist students in checking their work.
Add 35 minutes to the starting time and write this on the board as “Break Time:______.” Observe
students to ensure they are following directions and engaged in the assessment. Actively monitor that
students are working independently. Do not answer specific questions about the assessment and do
not review test questions or student responses to test questions.
After 35 minutes,
SAY: Ahora, haremos una pausa. Dejen los lápices en sus pupitres y cierren los cuadernillos de
evaluación. Pueden ponerse de pie, estirarse y caminar. Recuerden: Esta evaluación es
privada y no pueden analizar ninguna parte de esta ni de su trabajo con el resto.
During the supervised break, Test Administrators must monitor students to ensure they do not talk
about the assessment. Make sure test booklets remain closed on desks.
Page 32
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 5
After about 10 minutes, have students return to their seats.
SAY: Siéntense nuevamente y continúen con la evaluación. En aproximadamente 35 minutos
más, haremos otra pausa corta.
Add 35 minutes to the starting time and write this on the board as “Break Time: ____.”
After 35 minutes,
SAY: Ahora, haremos otra pausa. Dejen los lápices en sus pupitres y cierren los cuadernillos
de evaluación. Pueden ponerse de pie, estirarse y caminar. Recuerden: Esta evaluación es
privada y no pueden analizar ninguna parte de esta ni de su trabajo con el resto.
During the supervised break, Test Administrators must monitor students to ensure they do not talk
about the assessment. Make sure test booklets remain closed on desks.
After about 10 minutes, have students return to their seats.
SAY: Siéntense nuevamente y trabajen hasta que lleguen a la señal
. Aproximadamente en
20 minutos más, les preguntaré si necesitan ayuda. Tendrán tiempo para responder a todas
las preguntas, aunque necesiten más tiempo.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no haya
páginas que hayan quedado pegadas.
No puedo ayudarlos a revisar su trabajo.
Recordatorio: Si terminan antes, levanten la mano y recogeré los materiales de evaluación.
Pause. You may repeat any part or all of this
SAY:
box as many times as needed.
Do not assist students in checking completeness of work.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 90 minutes, check to see whether they need more
time. If most students need more time, provide additional work time as needed in 20-minute intervals.
Additional breaks may be provided based on student needs and Test Administrator judgment.
Spring 2015 MSP Grades 5 and 8 TAM
Page 33
Paper-Pencil Science Grade 5
When most students have finished,
SAY: Dejen los lápices en sus pupitres. Coloquen el glosario de términos no científicos dentro
de la portada y cierren sus cuadernillos de evaluación. Asegúrense de que se vea la parte
superior de las hojas.
Levanten la mano si necesitan más tiempo; se les dejará terminar. Deben terminar al final
de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets, accommodated forms, and calculators.
3. Account for all individual Glossaries of Non-Science Terms provided during the assessment.
Glossaries for students requiring additional time should remain with the students’ test booklets.
4. Clear all calculator memories before students exit the testing location. Calculator memories
for students requiring additional time should not be cleared until students complete the testing
session.
5. Separate test booklets for students needing more time. Verify Glossaries have been placed inside
the front cover.
6. Students who need more time may remain in the testing room or move to another location
to finish the assessment.
–– For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
–– For students moving to a new location, go to the new location and then redistribute testing
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets and Glossaries of
Non-Science Terms) to your School Test Coordinator according to your school’s Test Security
and Building Plan.
Page 34
Spring 2015 MSP Grades 5 and 8 TAM
Directions to the Student (Science MSP: Grade 8)
Paper-Pencil Directions
Directions for Preparing and Administering the Science Assessment
During Testing
□□ Please read this information carefully before
administering the assessment.
□□ The science assessment consists of one session.
This session must be completed during the day
in which it was begun.
□□ Ensure that a Testing—Do Not Disturb sign is
posted.
□□ Test booklet must be pre-identified with
student information on the cover.
□□ This manual provides an estimated time
for completion of the assessment; however,
students may take as much time as they need to
complete the assessment. Read and understand
your school’s Test Security and Building Plan
to accommodate students who need additional
time.
□□ These directions provide for two breaks.
Additional breaks may be provided based
on student needs and Test Administrator
judgment. Students who have not completed
the assessment must be monitored during
breaks and lunches. Refer to the Testing
Schedules section of this manual for specific
guidelines on breaks.
□□ Before testing, establish a secure location
for students to move all bags, purses, and
electronics.
□□ For students who choose to use a calculator,
Test Administrators must ensure that the
calculator memory (if applicable) is cleared
both before and after testing.
□□ When reading directions to students:
•• Do not paraphrase the directions.
•• Read the directions to students exactly as
they are written, using a natural tone and
manner. If you make a mistake in reading
a direction, stop and say, “Listen again.”
Then read the direction again. Never
deviate from the directions as written.
Deviating from the printed directions is a
testing violation. Read all material printed
in boxes next to the word SAY: . The text
outside of the SAY: boxes, the text below
the perforated line, and the italicized text
within the SAY: boxes is information for
you and should not be read to students.
•• You may repeat any part of these directions
as many times as needed.
•• Do not provide suggestions to students
on how to respond to the task or evaluate
student work.
□□ All non-approved electronics must be turned
off and kept out-of-view and reach during
testing.
□□ Provide all required access supports and
accommodations.
□□ See the Materials Available for Student Access
section of this manual for a complete list of
allowed tools.
□□ Thesauruses, dictionaries, graph and scratch
paper are not permitted on the science
assessment.
□□ Students may make notes in their test booklet
as long as it does not interfere with any answer
space.
Spring 2015 MSP Grades 5 and 8 TAM
Page 35
Directions
to the Student
Prior to Testing
After Testing
□□ Follow the instructions provided in Final
Processing Steps for Test Administrators.
These steps can be found at the end of
the directions to the student and must be
reviewed by the Test Administrator prior to
administering state assessments.
RCW 28A.635.040, RCW 42.56.250, and WAC 181-87-060
Examination questions — Disclosing — Penalty.
Any person having access to any question or questions prepared for the examination of teachers or
common school pupils, who shall directly or indirectly disclose the same before the time appointed
for the use of the questions in the examination of such teachers or pupils, or who shall directly or
indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the
penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred
dollars.
Page 36
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 8
Prior to distributing any test material,
SAY: Hoy completarán la evaluación de ciencias. En este momento, deben apagar y guardar los
dispositivos electrónicos, como celulares, iPods y reproductores de MP3. Recordatorio:
Si usan dispositivos electrónicos no aprobados, es posible que su prueba no se califique.
Asegúrense de que su escritorio esté libre de cualquier elemento. Quiten todos los bolsos,
las carteras y los dispositivos electrónicos del sitio de la evaluación.
Pause. Direct students to move all electronics and bags to the appropriate location.
Verify desks have been cleared and all calculator memories have been cleared.
SAY: Para la evaluación de ciencias, leerán diferentes situaciones y responderán preguntas
relacionadas con dichas situaciones.
Algunas preguntas no están relacionadas con las situaciones y estarán marcadas claramente.
Ahora, voy a repartir el material de evaluación. No abran los cuadernillos de evaluación
hasta que se los indique.
Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students must do
all writing with number 2 pencils.
Make sure each student receives the test booklet with his or her name pre-identified.
SAY: Observen los cuadernillos de evaluación y asegúrense de que tengan sus nombres impresos
en la portada. Levanten la mano si sus nombres no están impresos en la portada del
cuadernillo de evaluación y me acercaré para ayudarlos. También cerciórense de tener dos
lápices n.º 2. Si necesitan lápices n.º 2, levanten la mano y se los entregaré.
Pause. Write today’s date on the board.
SAY: Observen el cuadro para la firma y la fecha. Cuando firman, están diciendo: “Comprendo
que esta prueba es privada y que no puedo copiar ni hablar sobre ninguna parte de esta con
otras personas”.
¿Tienen alguna pregunta?
Pause. Answer any questions.
SAY: Ahora, escriban su nombre y apellido y la fecha de hoy en el cuadro para la firma y fecha
que se encuentra en la portada de sus cuadernillos de evaluación.
Pause. Allow students time to write their names and write today’s date.
Spring 2015 MSP Grades 5 and 8 TAM
Page 37
Paper-Pencil Science Grade 8
SAY: Ahora, abran los cuadernillos de evaluación en la página 3 y lean en silencio mientras yo
leo en voz alta.
Pause. Check to see that everyone has found the correct page.
SAY: Observen el cuadro para ver la lista de materiales aprobados que podrán utilizar en esta
evaluación.
No lea.
Este es un ejemplo del cuadernillo del alumno.
Grade 8: Approved Materials
Materials Needed
Materials Available
Science Test Booklet
Calculator
Number 2 Pencils
Tools (rulers, straightedges)
Glossary of Non-Science Terms
SAY: Durante esta evaluación, las únicas herramientas que podrán utilizar son calculadoras,
reglas con o sin numeración y el glosario de términos no científicos.
Pause. Allow students time to verify they have the correct test material.
You will need to show students where to get approved tools if they choose to use them.
SAY: Consulten el cuadro de materiales aprobados a continuación y lean en silencio mientras yo
leo en voz alta.
Recordatorio: Utilicen únicamente lápices n.º 2. No se permite el uso de otras herramientas
de redacción como bolígrafos, marcadores, lápices de colores, resaltadores o portaminas.
Si utilizan otra herramienta de redacción, es posible que su prueba no se califique.
Pause.
SAY: Si utilizan el glosario de términos no científicos, deberán escribir sus nombres en la esquina
superior derecha de la hoja. Recogeré las hojas de papel al final de la sesión de evaluación.
Pause. Allow students time to write their names on the paper.
Page 38
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 8: Sample Questions
SAY: Ahora vayan a la página 4.
Las preguntas de ejemplo de ciencias son para mostrarles los diferentes tipos de preguntas
que encontrarán en esta evaluación y cómo deberán marcar o redactar las respuestas.
Observen la pregunta de ejemplo 1.
Pause.
SAY: Esta
es una pregunta
de opción
múltiple de ejemplo. Para este tipo de pregunta,
Multiple-Choice
Sample
Question
elegirán la mejor respuesta y pintarán completamente el círculo que está al lado de
Forrespuesta.
this type of question, select the best answer by completely filling in the
esa
answer circle.
Pregunta 1: ¿Cuál fue la variable de respuesta (dependiente) en este experimento?
A.
B.
C.
D.
Temperatura del quemador
Cantidad de agua
Tiempo que tarda el agua en hervir
Tamaño del recipiente
La respuesta correcta era C, “Tiempo que tarda en hervir”; por lo tanto, se pintó
completamente el círculo que está al lado de la C. Este es un ejemplo de cómo debe
llenarse
el círculo para que pueda calificarse.
The correct answer was A, “People are relying less on the use of coal and nuclear energy.”;
therefore,
the
circle marcas
next to Aporque
was filled
This is calificarse:
an example of
how
an answer
circle el
Eviten
usar
lasanswer
siguientes
noin.pueden
De
izquierda
a derecha,
should be filled in so the mark can be scored.
primer ejemplo dice “Más de una opción”. Vean cómo se pintaron A y B. El segundo ejemplo
dice
sombreada
parcialmente”.
Vean cómo
B se pintó parcialmente. El
Do “Opción
not use de
therespuesta
following
marks because
they cannot
be scored:
tercer ejemplo dice “Opciones incorrectas tachadas”. Vean cómo se tachó A, C y D, y se pintó
Answerde
choice
partly shaded
More ejemplo
than one dice
choice“Círculo alrededor de la opción
B. El cuarto
respuesta”.
Vean cómo B se
marcó conA.
un círculo, pero no se pintó. Recuerden: Estas
A. marcas no pueden calificarse. Borren
cuidadosamente cualquier marca que deseen cambiar de las preguntas de opción múltiple.
B.
B.
C.
C.
D.
No lea. D.
Este es un ejemplo del cuadernillo del alumno.
More than one choice
Answer choice partly shaded
~ A.
` A.
A.
~ B.
` B.A.
B.
` C.
` C.
C.
` D.
` D.
Wrong choices crossed out
C.choice circled
Answer
` A.
` A.D.
Wrong choices crossed out
D.
~ B.
` C.
Answer choice circled
B.
` B.
` C.
Carefully erase any marks
that you want to change on
questions.
` D.
` multiple-choice
D.
Pause.
Spring 2015 MSP Grades 5 and 8 TAM
Page 39
Paper-Pencil Science Grade 8: Sample Questions
SAY: Ahora vayan a la página 5 y a la pregunta de ejemplo 2.
Pause.
SAY: Esta es una pregunta para completar de ejemplo. Después de leer la pregunta, deben
escribir una palabra o frase corta en el cuadro o la línea de respuesta.
Pregunta 2: ¿Cuál fue la variable manipulada (independiente) en este experimento?
Escribe tu respuesta en el cuadro.
El alumno escribió la respuesta “temperatura inicial del agua” en el cuadro de respuesta en
blanco.
No lea.
Este es un ejemplo del cuadernillo del alumno.
starting temperature of water
Pause.
SAY: Ahora vayan a la página 6 y a la pregunta de ejemplo 3.
Pause.
Page 40
Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 8: Sample Questions
SAY: Esta es una pregunta de respuesta corta de ejemplo. Después de leer la pregunta,
escriban una respuesta corta con frases u oraciones en el cuadro de respuesta.
Pregunta 3: Escribe una conclusión para este experimento.
En la conclusión, debes:
•• Responder la pregunta del experimento.
•• Incluir datos de respaldo de la tabla “Temperatura inicial del agua con
relación al Tiempo que tarda en hervir”;
•• Explicar cómo estos datos respaldan tu conclusión.
Pregunta: ¿Cuál es el efecto de las diferentes temperaturas iniciales del agua
sobre el tiempo que tarda el agua en comenzar a hervir?
El alumno escribió el siguiente párrafo en el cuadro de respuesta en blanco. “El agua con
la temperatura inicial más alta hirvió antes de que las otras dos temperaturas
de agua hervida. El agua con la temperatura inicial más alta de 51 grados
Celsius tardó un promedio de 140 segundos, el agua con 11 grados Celsius tardó
254 segundos y el agua con 5 grados Celsius tardó 268 segundos para hervir.
El agua con 51 grados Celsius hirvió 128 segundos más rápido que el agua con la
temperatura inicial más baja de 5 grados Celsius”.
Algunas preguntas pueden pedirles que escriban una conclusión para un experimento,
como el de este ejemplo, o bien que describan la solución para un problema o que
planifiquen un procedimiento. Pueden usar palabras y números en su respuesta.
No lea.
Este es un ejemplo del cuadernillo del alumno.
Question: What is the effect of different starting temperatures of water
on the time for the water to begin boiling?
The water with the highest starting temperature boiled
before the other two temperatures of water boiled.
The highest starting temperature of 51° C water took
an average of 140 seconds and the 11° C water took 254
seconds, and the 5° C water took 268 seconds to boil.
The 51° C water boiled 128 seconds faster than the.
water with the lowest starting temperature of 5° C.
Pause.
Spring 2015 MSP Grades 5 and 8 TAM
Page 41
Paper-Pencil Science Grade 8
SAY: Muestren cómo respondieron las preguntas de respuesta corta en los espacios
proporcionados. Si exceden el espacio proporcionado, es posible que las personas que
califican sus evaluaciones no vean esa parte de la respuesta. Pueden tomar notas en sus
cuadernillos de evaluación mientras estas no interfieran en el espacio de respuesta.
Pause.
SAY: ¿Desean que les lea alguna de las instrucciones nuevamente? Si desean que lo haga,
levanten la mano.
Reread any part or all directions needed.
SAY: En aproximadamente 45 minutos, haremos una pausa corta. Después de trabajar durante
90 minutos, haremos otra pausa. Después de trabajar durante 110 minutos, les preguntaré si
necesitan más tiempo.
Recuerden que deben trabajar en forma individual. No compartan sus trabajos con nadie.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no haya
páginas que hayan quedado pegadas.
No puedo ayudarlos a revisar su trabajo.
Cuando hayan terminado la prueba, levanten la mano y recogeré los materiales de evaluación.
Ahora, vayan a la página 8 y comiencen.
Do not assist students in checking their work.
Add 45 minutes to the starting time and write this on the board as “Break Time:______.” Observe
students to ensure they are following directions and engaged in the assessment. Actively monitor that
students are working independently. Do not answer specific questions about the assessment and do
not review test questions or student responses to test questions.
After 45 minutes,
SAY: Ahora, haremos una pausa. Dejen los lápices en sus pupitres y cierren los cuadernillos de
evaluación. Pueden ponerse de pie, estirarse y caminar. Recuerden: Esta evaluación es
privada y no pueden analizar ninguna parte de esta ni de su trabajo con el resto.
During the supervised break, Test Administrators must monitor students to ensure they do not talk
about the assessment. Make sure test booklets remain closed on desks.
After about 10 minutes, have students return to their seats.
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Spring 2015 MSP Grades 5 and 8 TAM
Paper-Pencil Science Grade 8
SAY: Siéntense nuevamente y continúen con la evaluación. En aproximadamente 45 minutos
más, haremos otra pausa corta.
Add 45 minutes to the starting time and write this on the board as “Break Time: ____.”
After 45 minutes,
SAY: Ahora, haremos otra pausa. Dejen los lápices en sus pupitres y cierren los cuadernillos
de evaluación. Pueden ponerse de pie, estirarse y caminar. Recuerden: Esta evaluación es
privada y no pueden analizar ninguna parte de esta ni de su trabajo con el resto.
During the supervised break, Test Administrators must monitor students to ensure they do not talk
about the assessment. Make sure test booklets remain closed on desks.
After about 10 minutes, have students return to their seats.
SAY: Siéntense nuevamente y trabajen hasta que lleguen a la señal
. Aproximadamente en
20 minutos más, les preguntaré si necesitan ayuda. Tendrán tiempo para responder a todas
las preguntas, aunque necesiten más tiempo.
Al terminar, deben revisar su trabajo y asegurarse de que no hayan quedado preguntas
sin responder en ninguna página. Cuando revisen su trabajo, asegúrense de que no haya
páginas que hayan quedado pegadas.
No puedo ayudarlos a revisar su trabajo.
Recordatorio: Si terminan antes, levanten la mano y recogeré los materiales de evaluación.
Pause. You may repeat any part or all of this
SAY:
box as many times as needed.
Do not assist students in checking completeness of work.
If students who have completed the assessment are excused from the testing environment, Test
Administrators must collect and account for the students’ test materials prior to release.
After students have been working for a total of 110 minutes, check to see whether they need more
time. If most students need more time, provide additional work time as needed in 20-minute intervals.
Additional breaks may be provided based on student needs and Test Administrator judgment.
Spring 2015 MSP Grades 5 and 8 TAM
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Paper-Pencil Science Grade 8
When most students have finished,
SAY: Dejen los lápices en sus pupitres. Coloquen el glosario de términos no científicos dentro
de la portada y cierren sus cuadernillos de evaluación. Asegúrense de que se vea la parte
superior de las hojas.
Levanten la mano si necesitan más tiempo; se les dejará terminar. Deben terminar al final
de este día escolar.
Ahora, recogeré sus cuadernillos de evaluación. Además, si ya completaron la evaluación,
borraré la memoria de sus calculadoras.
Final Processing Steps for Test Administrators
1. For security reasons, only a trained Test Administrator may handle secure test materials.
2. Collect and account for all student test booklets, accommodated forms, and calculators.
3. Account for all individual Glossaries of Non-Science Terms provided during the assessment.
Glossaries for students requiring additional time should remain with the students’ test booklets.
4. Clear all calculator memories before students exit the testing location. Calculator memories
for students requiring additional time should not be cleared until students complete the testing
session.
5. Separate test booklets for students needing more time. Verify Glossaries have been placed inside
the front cover.
6. Students who need more time may remain in the testing room or move to another location
to finish the assessment.
–– For students remaining in the same room, redistribute testing materials and instruct
students to continue with the assessment.
–– For students moving to a new location, go to the new location and redistribute testing
materials and instruct students to continue with the assessment.
7. Only a trained Test Administrator may monitor students.
8. When testing is completed, promptly return all materials (test booklets and Glossaries of
Non-Science Terms) to your School Test Coordinator according to your school’s Test Security
and Building Plan.
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Spring 2015 MSP Grades 5 and 8 TAM
Resources
Administration Manuals:
http://wa.portal.airast.org/
Test Administrator Resources:
http://wa.portal.airast.org/
•• MSP Translated Science CD Demo – available
to provide students and staff an overview of
how the CD operates. It contains directions
to the student and sample items. There are
no test questions contained in the demos. The
Translated CD is an accommodation provided
based on students’ ELL plans.
• Materials Available for Student Access Chart
• State Testing:
www.WAtesting.com
The primary entry page for information on the
state testing system.
• Transitional Bilingual Instructional Program
Guidelines:
www.k12.wa.us/MigrantBilingual/
BilingualProgram.aspx
Provides information about policy, including
who, when, and how to identify and test the
English language proficiency of English
Language Learners.
OSPI Web Resources
• Tools, Supports, and Accommodations
Guidelines for state assessments:
www.k12.wa.us/Assessment/StateTesting/
•• District Assessment Coordinator Contact
Information:
www.k12.wa.us/TestAdministration/
Contacts.aspx
Contact information for your counterpart and
EDS District Security Manager with the 295
school districts.
• Performance Level Descriptors:
www.k12.wa.us/Assessment/StateTesting/
PLD
Gives more information about a student’s
strengths and areas for improvement after
taking our state assessments.
• Public Records:
www.k12.wa.us/PublicRecordsRequest
How to make a request for public records.
Spring 2015 MSP Science Grades 5 and 8 TAM
Resources
• Report Card:
reportcard.ospi.k12.wa.us
Provides detailed demographic and
achievement information about all Washington
public schools and school districts.
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Revision Log
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Footer updated to remove DFA and add TAM.
Revision
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Description
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Spring 2015 MSP Science Grades 5 and 8 TAM