standardized testing environment best practices

PDF	Testing Integrity: Issues and Recommendations for Best Practice Table of Contents SYMPOSIUM PANELISTS INTRODUCTION

What are the benefits of a test environment management system?
This leads to improved productivity, ability to automate the process of test data refresh, limit test run downtimes, enhanced test coverage, and better traceability within the testing process. It will make it the single point of contact and accountable for test environment management, eliminating problems associated with shared ownership.
What is a centralized test environment management?
A centralized test environment management ensures the availability of all required information to the stakeholders and end users: test environment schedules, release plans, recovery procedures, solution documents, incidents, and status reports.
What is a test environment?
A Test environment is a dedicated setup or infrastructure where software testing activities such as smoke test, regression test, new feature test, and issue verifications for bug fixes would take place. It is an isolated and well-managed environment created to replicate the production environment or specific conditions required for testing.
What are the best practices for a test environment?
To ensure you have a great test environment, there are some best practices you should follow, like setting clear goals, using automation to set it up, having standardized configurations, making sure security is tight, doing regular maintenance checks, and having a plan for how changes should be handled.

Testing Integrity Symposium Issues and Recommendations for Best Practice

Table of Contents SYMPOSIUM PANELISTS INTRODUCTION nces.ed.gov

Tony Alpert

Chief Operating Officer SMARTER Balanced Assessment Consortium nces.ed.gov

Wes Bruce

Chief Assessment Officer Indiana Department of Education/PARCC nces.ed.gov

Wayne Camara

Vice President for Research and Development College Board nces.ed.gov

Gregory J. Cizek

Professor of Educational Measurement and Evaluation University of North Carolina at Chapel Hill nces.ed.gov

Melissa Fincher

Associate Superintendent, Assessment and Accountability Georgia Department of Education nces.ed.gov

David Foster

Chairman and CEO, Caveon Consulting Services Caveon, LLC nces.ed.gov

John Fremer

President, Caveon Consulting Services Caveon, LLC nces.ed.gov

Brian Jacob

Walter H. Annenberg Professor of Education Policy University of Michigan nces.ed.gov

James Liebman

Simon H. Rifkind Professor of Law Columbia University Law School nces.ed.gov

Lou Fabrizio

Director of Data, Research and Federal Policy North Carolina Department of Public Instruction nces.ed.gov

Scott Norton

Strategic Initiative Director, Standards, Assessment, and Accountability Council of Chief State School Officers nces.ed.gov

Carswell Whitehead

Test Security Director Office of Testing Integrity, Educational Testing Service nces.ed.gov

Bob Wilson

Partner Wilson, Morton & Downs, LLC Note: The views expressed in this document are those of parties outside the U.S. Department of Education and do not necessarily represent the views of the Department. The information, which is provided as a service to the general public, school officials, and educators, describes practices that may contribute

Introduction

Educators, parents, and the public depend on accurate, valid, reliable, and timely information about student academic performance. The availability of test data is important to improve instruction, identify the needs of individual students, implement targeted interventions, and help all students reach high levels of achievement. Testing irregular

Sources and purpose of this report

This report draws upon three sources of information about practices that support the integrity of test results: the opinions of experts and practitioners as expressed in the RFI responses, the comments and discussions from the Symposium, and, where available, policy manuals or professional standards published by SEAs and professional associations.

Section I. Prevention of Irregularities in Academic Testing

This section provides experts’ insight on the issue of preventing testing irregularities. It focuses on best practices and policies that SEAs and LEAs have implemented to prevent testing irregularities; barriers to implementing those practices and policies; and the role school culture plays in testing security. nces.ed.gov

Keep testing windows short.

Panelists agreed that short testing windows (i.e., all students should be taking the test at the same time or close to the same time as possible) reduce the probability that testing booklets and other types of information such as test items will be shared inappropriately with students taking the test at a later time. nces.ed.gov

Administer tests in controlled environments.

Tests should be administered in controlled and secure environments that limit access to curricular materials, resources, and other visuals that could aid students. Any resources that students could use as cues or triggers should not be present during test administration. Although such a practice would appear to be intuitive, Dr. Amrein-Beardsley c

Section II. Detection and Analysis of Irregularities in Academic Testing

This section describes how school officials can use different analyses to detect testing irregularities, how the results of these analyses ought to be interpreted, and whether and how different types of analyses can be used to complement one another. The discussion considers the uses and limitations of these methods. Build irregularity detection

Section IV. Testing Integrity Practices and Procedures for Online and Technology-based Assessments

In this section, participants address testing integrity practices and procedures as they relate to online and technology-based assessments. Because many academic tests are transitioning from traditional paper-and-pencil format to computer-based testing (CBT), panelists focused on how the responses to the questions in the preceding sections would d

Closing Comments

Federal, state, and local education decisions are based, in part, on the results of assessments. In order to ensure that they are making the best decisions, officials need assessment results that are valid, reliable, interpretable, and accurate. Although the vast majority of our nation’s educators would never participate in or excuse cheating, ch

Appendix A: Testing Integrity Symposium Panelist Biographies

Tony Alpert serves as the chief operating officer for the Smarter Balanced Assessment Consortium, where he oversees the fiscal operations of Smarter Balanced, collaborating with the State of Washington as the lead fiscal state; and provides expert guidance on assessment design and technology. Prior to joining Smarter Balanced, Alpert served as the

PDF	Optimal Testing Environment. Research Brief. The literature has identified some ways that students can be supported to do their best on standardized tests. • Have students take the tests in their regular

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Optimal Testing Environment Research Brief

Teach specific skills such as: how to read a passage, reading questions before the passage, outlining writing prompts before writing, underlining key words in the test questions and directions, planning the use of time, completing the questions they know first, going with their first answer, answering every question

PDF	Testing Integrity: Issues and Recommendations for Best Practice in academic testing, and how these best practices might change for Recent news reports of widespread or suspected cheating on standardized tests in several address topics such as the “test environment, the interactions between the test

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Administration Practices for Standardized Assessments - Pearson

Note: This report is based on “Appropriate Administration Practices with Standardized Tests” published in Testing Information Bulletin No 3 by Harcourt classroom environment (Nitko, 2004; Thurlow, Elliott, and Ysseldyke, 1998; Tindal It is Pearson's view that the best preparation that teachers can provide to their

PDF	Standardized Testing - Corwin required by the state, and indicated in best-practices techniques for teaching, the ricular questions can be lost in a high-stakes testing environment In some

PDF	Module 3 28 fév 2007 · administering standardized tests to students is to follow the directions carefully and explicitly (Linn gory of student test preparation practices that is ethical and appropriate ate learning environment is simply good teaching

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Standardized Testing - CORE

9 oct 2013 · Standardized Testing: An Overview for Pre-Service Teachers standardized, high-stakes assessments will impact on their professional work environment ( Pedulla is not the best way to improve test scores” (Bew, 2011) assessments in the classroom is to learn about effective assessment practices

PDF	Perceptions of Teaching in an Environment of Standardized Testing teachers, and how standardized testing influences the narrowing public schools to ensure the best education for content, and students are given practice in