Answers to questions asked in Smarter Balanced Webinar 2, 02/04/14
Answered in Webinar #1
Q: You can start the field test during any window as long as it is during or after the window you selected, right?
A: See slide 17 of Webinar 1; It is expected your students will start in the window you selected, but you can continue
through the remaining windows if needed. Remember grades 9 and 10 may not test in Block 4.
Q: If we shift our testing windows from 3 and 4 to 2 and 3, will we actually have through block 4 to complete all testing?
A: See slide 17 of Webinar 1; Yes, but remember grades 9 and 10 may not test in Block 4.
Q: Will all students need headphones?
A: See slide 25 of Webinar 1; Yes.
Q: Are the interim assessments also online?
A: See slide 44 of Webinar 1; Yes
Answered in this Webinar
Q: What is the difference between training and practice tests?
A: See slide 10 of Webinar 2; There are several similarities and differences.
Q: How do I download the PPT slides for this webinar?
A: See slide 1 of Webinar 2; It is posted to the OSPI Smarter Balanced webinar site at
http://www.k12.wa.us/SMARTER/Webinars.aspx
Q: Two days for the ELA Performance Task?
A: See slide 14, Webinar 2; There are two parts of the Performance Task; it is the recommendation of the consortium that
part 2 is on the day after part 1.
Q: Clarification on the PT for ELA: Two days for the PT and one day for classroom activity is the recommendation?
A: See slide 14, Webinar 2; Yes.
Q: Can you give us the website where the test administration manual is available?
A: See slide 6, webinar 2; it is linked from the OSPI Smarter Balanced website at
http://www.k12.wa.us/SMARTER/Tests.aspx.
Q: How do we access the Interim Comprehensive Assessments?
A: See slide 39, Webinar 2; Not yet available.
Q: For interim assessments, how are teachers grading the student work?
A: See slide 39, Webinar 2; No details available yet.
Webinar
Q: The July 15th and August 13th dates were not listed in the WAW for webinar registration.
A: Webinar registration information will be included in an upcoming WAW.
Q: Some of these slides are not on the website, such as the comparison slide between the Training and Practice tests.
A: That slide is included – see slide 10 of Webinar #2.
Testing Windows (Blocks)
Q: Will there be testing blocks in 2015?
A: We don’t believe so.
Test Admin
Q: Can different grade levels (i.e., a 4/5 split) take the test at the same time?
A: Yes
Q: How does a Classroom Activity work in a split grade level class?
A: There will be two different Classroom Activities, one for each grade level.
Q: Will the DFA cover more than one grade level?
A: The Test Administration Manual will contain the directions for administration for all grades and both content areas.
There will not be a separate DFA.
Q: For the field test are the 9th and 11th graders taking the same ELA test? The Online Field Test Admin Manual refers to
11th graders but doesn't show 9th graders in the testing times.
A: Yes, we believe so for the most part. Smarter Balanced has developed some 9th and 10th grade items that may be
integrated into the field tests for high school students. Remember each student will see different items – there is no “same
test” even within the same classroom.
Q: Does the Classroom Activity have to be presented by certificated staff? In the past we have used trained paras.
A: Trained paras will be able to do the Classroom Activity and proctor the assessment.
Q: Will any Classroom Activities require that students use computers?
A: No, Smarter Balanced Classroom Activities will not be computer-based.
Q: Is the Classroom Activity specific to a performance task? For example in a third grade class if a Class Activity happens,
is the Performance Task for all students the same or will students receive different Performance Tasks once they go to the
computer?
A: Students who had the same Classroom Activity will see a variety of Performance Tasks, all related to the same
Classroom Activity.
Q: How soon prior to the first day of testing will the Classroom Activities be available? Where will they be posted? How far
into the test window will the Classroom Activities remain available?
A: The Classroom Administration Guidelines and Instructions for Downloading Classroom Activities will be available at
http://sbac.portal.airast.org/field-test/resources/ , but we do not yet have the details to answer these questions.
Q: Will the state be requiring Test Assurance Forms, Site/School Security Form, and District Security Forms for Smarter
Balanced assessments?
A: For the Field Test, districts will adhere to the Smarter Balanced test security policies and procedures and verify that all
participating staff have access to the Test Security Incident Log and understand how to complete the document if
improprieties, irregularities, or breaches occur.
Q: Is it true that during the field test student in the same classroom may get any of the items, so different students may see
different items?
A: Yes that is our understanding.
Q: In summative assessment, if a student finishes a session and stops and comes back next day to finish, will they be able
to go back to flagged items in previous sessions?
A: The summative assessment is comprised of two components: a classroom activity/performance task (PT) and nonperformance task (non-PT) items. The PT and the non-PT items are presented as separate tests. Students may not return
to a test once it has been finished/completed and submitted.
Training
Q: What kind of proctor training is necessary for the field test?
A: Proctor training should include a thorough review of the Test Administrator Checklist and all activities contained on the
Checklist.
Q: Are the training modules all that is needed to train staff or do DACs need to do training like in the past?
A: At least three weeks prior to test administration, ensure that all TAs attend your school’s or district’s training and review
and review the self-paced training modules posted to the portal. Review with TA’s the videos (“Introduction to the Field
Test” and “What are Universal Tools”) and encourage them to show their students in preparation for the Field Test.
Q: Do teachers have to log in to TIDE to do the training tests with students or are they accessible just like the Practice test?
A: The Training tests are accessible without going through TIDE. They are available at
http://sbac.portal.airast.org/practice-test/.
Q: What is the Test Administrator Guide and how is it different than the TAM?
A: The TAM is intended for staff who play a role in the administration of the Smarter Balanced assessments (State Users,
District Test Coordinators, School Test Coordinators, and Teacher Administrators.) The TAM provides policies and
procedures to ensure standard administration and to support the integrity and validity of the test. A Test Administration
User Guide (coming in March 2014) will provide details about the test delivery system.
Q: What does the "refresh" of the Practice Test mean?
A: As new items become available, Smarter Balanced will update or ‘refresh’ the practice test with these items.
Pre-IDing, etc.
Q: Does the district have to do anything to upload students for the field test? Is this an automated process at the state level
or does each district need to upload their students from their student information system?
A: OSPI will do the following using extracts from CEDARS: A) a full, statewide extract for upload by OSPI akin to what we
do for the MSP/HSPE/etc., and B) new-and-moved student uploads about 7 days prior to each testing window. This will
catch the vast majority of students. Districts can and should verify the accuracy of these student lists within TIDE. There
will still be students who either enroll immediately before testing and students that show up to test; these students are
what we have been referring to as “straggler” records. Districts will be responsible for getting these straggler students’
records into TIDE either by using the on-screen student entry or the file upload within the ‘add students’ screen. Details on
how to add student records into TIDE are available in the TIDE User Guide (http://sbac.portal.airast.org/wpcontent/uploads/2014/01/Smarter_TIDE_UserGuide_Spring2014.pdf)
Q: Please explain printing test tickets for students.
A: OSPI is preparing the following resources to post in WAMS Profile Downloads: 1) An excel version of the student list
uploaded to TIDE including any materials group names uploaded through WAMS, and 2) A mail-merged Word document
version of test tickets for students. That said, districts are also welcome to use the files posted to WAMS or the student list
extracts from the TIDE system to create test tickets on their own. Since materials group sorting for grades 3-8 MSP and
Smarter Balanced field testing is open through February 17th, we are planning to post test tickets from the initial pre-ID
upload around February 25th.
Q: I have already created the file and students are uploaded based on critieria set in user guide. Will your upload on 2/10/14
override the previous data, or will I need to do something else to align with the change in confirmation code & unique
identifier codes?
A: In the interest of keeping the Smarter Balanced SSID field unique statewide using the combination of the 4 digit CDS
code and student’s 10 digit Washington State SSID, OSPI will take care of the initial uploading of student records. If you
have uploaded a student list already, please delete them from TIDE. The instructions on how to delete records are in the
TIDE user guide, and OSPI’s Assessment Analysts can provide assistance with that process if needed.
Q: Will OSPI use CEDARS to upload both student and teacher data or will we need to upload a user/teacher/proctor file
ourselves at the district level as we had to do last year for the pilot tests?
A: Student files come out of CEDARS. User files, such as our initial upload of DAC and DDSM contacts came from contact
lists in our Assessment Operations and CEDARS Customer Support departments respectively. Adding additional user
roles for district staff, school staff, and test proctors is a district responsibility led by DACs and DDSMs (or in the Smarter
Balanced jargon, “District Administrators”) based on local needs and division of responsibilities. Details on which roles
can perform which task are available in the TIDE User Guide and Test Administration Manual.
Q: Does the TIDE manual share how to get teachers into TIDE?
A: Yes, it is part of the ‘Add User’ function.
Q: Is there a way to check if a proctor has completed the initial activation of their account?
A: There does not appear to be a place in TIDE to check on whether or not any user has attempted to access TIDE. If we
discover that there is one, OSPI will keep the field apprised of how to do so.
Q: Will a student use the exact same ticket for all of their test sessions (same confirmation information)?
A: Since the Smarter Balanced SSID and confirmation code assigned to a student will be used to access both the ELA and
Math portions of the field test, the same ticket can be used. However, if different materials group sorts for test tickets are
applied to reading and math (as in a student will be in teacher A’s group for the ELA portion and teacher B’s group for
math), separate test tickets will be produced. For that reason, OSPI is planning to produce separate tickets for reading and
math unless that proves unnecessary based on what is uploaded through the Materials Group Sort in WAMS.
Q: Is the confirmation code the student legal first name?
A: In the files uploaded by OSPI, it will be the first name as listed in CEDARS. If uploading or adding a record at the district
level, we recommend the legal first name as it is what we ask be submitted to CEDARS.
Q: For the confirmation code, what is the maximum length of student's first name?
A: “Up to 35 alphanumeric characters” is the limit in both the ‘student’s first name’ field and ‘confirmation code’ field
according to the TIDE User Guide. Long names will pose a bit of a challenge in creating test tickets, and OSPI will keep
the field apprised if it becomes necessary to truncate names on test tickets. The confirmation code will not be truncated
below the 35 character limit.
Q: How do students get tied to their teacher after they are uploaded by OSPI?
A: The student upload function does not include a field for teacher/proctor/user name. Test sessions are created within
the TIDE system at or about the time of field testing. More information on creating sessions and having them associated
with specific teachers/proctors/users will be available with the release of the Test Session User Guide
Q: Usernames will be a student's SSID and district code?
A: The Smarter Balanced jargon for ‘username’ would be the ‘SSID’, which will be the 4 digit school code and 10 digit
Washington State SSID in that order. For the field test, the Smarter Balanced SSID for all students in any given school will
begin with the same 4 numbers (school code) and then be followed by the ten-digit Washington State SSID.
Q: School code - this is OSPI's 4-digit school code or some other Smarter Balanced number?
A: OSPI’s 4 digit school code.
Q: What’s a Confirmation Code?
A: This is a new required field on the TIDE student file layout. This code is provided to validate students prior to testing.
For the purposes of the field test, this will be the student’s first name.
Q: Will we have to add them students contracted to us from other districts (where the other district is primary) to our student
data in TIDE (using their SSID plus our district code as their login) to test them or is there some way we could test them in
our schools but accessing their test record at their home district?
A: For the field test, if they are testing in your district, treat them as if they were enrolled in your district using your school
code (not district code) and Washington State SSID. As this is a field test and field test results will not be used for
accountability, there are no ramifications in terms of field testing sites’ accountability metrics that would be impacted by a
student from out of district take the field test at one of your district’s field test sites. By the time the Smarter Balanced
Assessments become Washington’s accountability assessments in Spring of 2015, we will have a system in place similar
to the current system in WAMS that redirects testing materials or online test pre-ID records for students in Online School
Programs to their testing sites.
That said, participating in the field test replaces the need for a school to administer the MSP in reading, writing, and math
for accountability purposes this year. The implications would then be that if the student’s primary school is not participating
in the field test, that student’s primary district of responsibility should be prepared to find a testing site for the student that
will be administering the MSP as the student’s primary school will still be held accountable for having all their students test
on the MSP in Spring 2014.
Scheduling
Q: How many days do we need to schedule for the CAT? Information that came out in the last WAW led me to believe that
we should schedule multiple days rather than one test session.
A: The recommendation from Smarter Balanced for non-performance task (CAT) items for math is two sessions,
approximately 60 minutes each. The recommendation for non-performance task (CAT) items for English language arts is
two sessions, approximately 40-60 minutes each. The Smarter Balanced recommendations for scheduling can be found in
the Timing and Sequencing documents at http://sbac.portal.airast.org/field-test/resources/.
Q: Not sure how that works to have the Classroom Activity and the PT on different days. Are the student's assigned tasks
after the Classroom Activity?
A: The Classroom Activity provides information and key terms that would be helpful to a student to know prior to taking the
performance task. After completing the Classroom Activity, students work independently on the Performance Task
responses. Smarter Balanced recommends the Classroom Activity occur on a different day than the Performance Task.
The Performance Task Overview Training Module may be helpful (http://sbac.portal.airast.org/field-test/resources/). There
is also information about the Classroom Activity on pages 43 – 44 of the Online Field Test Administration Manual (TAM,
http://sbac.portal.airast.org/wp-content/uploads/2014/01/Test-Administration-Manual-FT.pdf).
Q: The ELA performance task scheduling should basically include 30 minutes of Classroom Activity and 2 hours each for
Part 1 and Part 2 of the ELA Performance Task. Is that correct?
A: The recommendation from Smarter Balanced is approximately 30 minutes for the Classroom Activity, one to 3 days
prior to the Performance Task (PT). The recommendation for the PT is two sessions corresponding to Parts 1 and 2 of the
PT, each session ranging from approximately 60 to 120 minutes each. See the English Language Arts Timing and
Sequencing document (http://sbac.portal.airast.org/field-test/resources/) for additional information.
Q: Please clarify the number of days a student will need to test for each content area. ELA = CAT 1 day for 2 sessions and
then In class 1 day and Perf. task 2 days. (ELA 4days) Math?
A: The Timing and Sequencing documents for Mathematics and for English Language Arts available at
http://sbac.portal.airast.org/field-test/resources/ provide detailed information. Also in the TAM, p. 34 for ELA, p. 35 for
math.

English Language Arts
o
Non-PT (CAT): Two sessions (recommended) of approximately 40-60 minutes each
o
Classroom Activity: One session, approximately 30 minutes. One to three days prior to PT
o
Performance Task: Two sessions (one for each part), approximately 60-120 minutes each

Mathematics
o
Non-PT (CAT): Two sessions (recommended) of approximately 40-60 minutes each
o
Classroom Activity: One session, approximately 30 minutes. May occur on same day as PT
o
Performance Task: One session, approximately 40-120 minutes
Q: Can the Non-PT (last session) and Classroom Activity be given on the same day?
A: There is no restriction against it, but remember some students might need a longer session to complete the Non-PT
portion of the test.
ELA
Q: On the ELA test, at what point does the Listening section occur? Thinking about headphones.
A: Students will need headphones for the Non-PT portion of the ELA test. Headphones will also be needed for some ELA
Performance Tasks. Headphones could be needed at any time since listening can occur at any point.
Q: Will there be an issue with the test timing out if a student takes too long to complete the writing task?
A: Once a student has started the PT, it will be available for 10 days. Once a student moves to Part 2, he or she will not be
able to review or revise items in Part 1. There are no pause restrictions for the PT portion of the test (TAM, p30).
Q: For ELA writing, will students be able to use scratch paper?
A: Scratch paper is a Universal Tool so is available to all students based on student preference and selection. Scratch
paper to make notes, write computations, or record responses may be made available. All scratch paper must be collected
and securely destroyed at the end of each assessment session to maintain test security. Only plain paper or lined paper is
appropriate for ELA. Graph paper is required beginning in sixth grade and can be used on all math assessments.
(Usability, Accessibility, and Accommodations Guidelines, p 8).
Q: If there is no scratch paper available, will notes be taken online and available to use during the writing process?
A: Scratch paper will be available. There is also a digital notepad that is item-specific and is available through the end of
the test segment. (Usability, Accessibility, and Accommodations Guidelines, p 6).
Q: In the TAM it states that scratch paper be collected each day and shredded and students will not have access to the
previous day's scratch paper. If the Performance Task is done over two days, can the scratch paper be saved from one day
to the next? Since the second part of the ELA Performance Task relates to the readings that happened in Part 1 of the ELA
Performance Task, I could imagine that students might want access to their notes from the part 1 portion?
A: The Performance Task uses same readings for both parts 1 and 2. The digital notes are also available in parts 1 and 2.
Notes taken by the student during Part 1 will be available to them in Part 2.
Q: In the operational test, are the brief writes in the CAT delivered (easier or more difficult) based on how a student performs
on the items that can be automatically scored?
A: That is our understanding.
Q: Slide 30 – For Part 1, won’t students have to read the items while in a lab? How will they get the articles?
A: Slide 30 did not address the Classroom Activity; on that slide, Part 1 refers to the Performance Task. The Classroom
Activity does not need to occur in a computer lab. After the Classroom Activity, students work independently and online on
Parts 1 and 2 of the Performance Task. The resources needed to answer the performance task items are presented to the
student online while they are working on Parts 1 and 2.
Math
Q: Are you publishing any hard copies of math formula sheets for preparing for the test?
A: Formulas allowed by the standards will be provided with the item and/or task for which the formula will be needed.
Q: Graph paper is required for 6th-8th – are there any specific requirements for that paper? How many pieces are needed
for each student?
A: Graph paper is a universal tool and should be available to all students 6th grade and beyond for the math assessments.
There is not a specific number of pieces of graph paper indicated per student. See page 8 of the Usability, Accessibility,
and Accommodations Guidelines.
Q: For next webinar, can you cover the fact that students may not have units like dollar signs or cents signs to add to their
answers and give advice on how to proceed with training students and staff on this topic?
A: In text-item responses the student has full access to the keyboard keys. In Equation/Numeric items, the wording of the
item (e.g., “What is the cost, in dollars, of…”) will indicate to the student that the dollar sign is implied as part of their answer
and the symbol is not needed.
Accommodations
Q: Will we be charged for paper/pencil for individual students needing paper as an accommodation?
A: OSPI will cover any costs associated with paper/pencil tests for individual students needing paper as an
accommodation.
Q: What if we overlook a designated support until the student is actually testing? Can we still turn on the designated support
at the time of test?
A: If an eligible student does not appear in TIDE, has missing or incorrect designated supports and accommodations, or is
associated with an incorrect school or grade, this information must be updated before the student can test. School Test
Coordinators (SCs) and TAs will need to work with District Administrators (DAs) or State Users (State) to add/update
student information in TIDE at least two weeks in advance of testing.
Students cannot access a test if their student enrollment or accessibility and accommodation information is incorrect.
http://sbac.portal.airast.org/wp-content/uploads/2014/01/Test-Administration-Manual-FT.pdf
Q: May we provide students a bilingual dictionary?
A: A bilingual/dual language word-to-word dictionary can be provided for the full write portion of an ELA performance task
only. A full write is the second part of a performance task.
Q: This year – only stacked translation is available in Spanish – correct? Will the other languages listed under glossaries be
available in 2015?
A: Spanish is the only language for which a full stacked translation will be provided for items in the current item bank.
Q: I have a question about non-embedded accommodations, such as speech-to-text. How does the student's response get
from their own device to the test database to submit? Does it get scribed?
A: Speech-to-text assistive technology should work directly with the test administration platform. AT devices can be tested
via the Smarter Balanced practice test or the AIR certification website (http://certification.airast.org/ ).
Q: Because this is a field test, what are the district requirements for providing the full range of accommodations?
A: For embedded accommodations, nothing needs to be done locally. For non-embedded accommodations, preparations
would need to be made locally (e.g., make sure assistive technology devices are available and working appropriately, an
abacus is provided, etc.). All resources – universal tools, designated supports, and accommodations – should be made
available when appropriate for the student to simulate the operational test conditions as much as possible during the field
test.
Interim Assessments
Q: How many times during the year can you give the Interim Assessments?
A: As often as you want unless your district sets a limit.
Q: Can the interim assessments be used for student growth data for TPEP?
A: Yes, while the interim assessments are not designed to be a sole source of teacher, school or district accountability,
they are an additional measure that can be factored into the student growth goals that go into teacher evaluations.
Q: What is the length of time for the interim tests?
A: We do not have specifics on the length of the interim assessments, but imagine it also will depend on whether we are
talking about an Interim Comprehensive Assessment or an Interim Assessment Block.
Q: What would be an example of an Interim Comprehensive Assessment?
A: We will need to see what an Interim Comprehensive Assessment looks like when the Consortium releases the interim
assessments.
Q: Is there a 9th grade and 10th grade ICA or is it just a high school ICA?
A: Interim assessments will be available for grades 3-8 and high school.
Q: Are RBA & MBA (data director) considered ICA's?
A: No Interim Comprehensive Assessments refers to one type of the Smarter Balanced interim assessments.
Q: Do you see the Interim Assessments serving the same function as the current Office of Student and School Success
benchmark assessments (RBA, MBA)?
A: In that the Smarter Balanced interim assessments are designed to be used periodically to help inform instruction, they
likely will serve a similar function as the RBA and MBA for some schools.
Q: How will hand-scored interim items data be included on the reports provided by Smarter/OSPI?
A: No details available yet.
Other
Q: Do we know what a score report will look like?
A: Not yet.
Q: Will OSPI provide or pay for a hard copy of the TAM too?
A: No
Q: How will the 11th grade Smarter Balanced test affect Running Start?
A: It won’t, except that all 11th graders will need to take the 11th grade Smarter Balanced assessments.
Q: If current 7th graders, who are in the Class of 2019 take a math EOC now and pass, will that count as math met for
graduation?
A: No, not under current law. But there are several legislative sessions between now and 2019.
Q: Will the CAA/CIA options remain the same, specifically ACT/SAT/AP scores?
A: Yes, we expect so, though the cut scores will likely change.
Q: How do you "whitelist"?
A: Whitelisting is the process of allowing access to specified websites on a school's Internet filter (that is, removing them
from a "blacklist" of blocked sites), or allowing e-mail from a specified domain that would otherwise be blocked by the
district's spam filter. Talk with your district technology coordinator if you suspect one of the sites related to Smarter
Balanced is blacklisted.
Q: Late Fall...November?
A: Until December 21st.
Q: Not being able to see others’ questions is frustrating and not having at least the easy questions answered during the
webinar is very frustrating.
A: Sorry, but we cannot assure questions are answered accurately and present at the same time.
Too cryptic to answer
Q: Should we do teachers who are not giving this year?