Reading, Writing, and Mathematics in Grade 6 Questions
Are students allowed to use dictionaries and thesauri when they write the assessment?
Answer:
Yes. Students are allowed to use a text (not electronic) dictionary or thesaurus at any time during the assessment.
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What are the acceptable adaptations that students are allowed to use?
Answer:
The acceptable adaptations are described in the 2012–2013 Elementary Assessment Week: Information Guide, and they are also listed on the back cover of Nova Scotia assessment student booklets. The only acceptable adaptations are those that have been documented in the student’s cumulative record file as of the first day of the assessment and are the usual adaptations in place for that student during his or her regular schoolwork. However, adaptations that would compromise the validity of the assessment are not permitted. For example, using assistive technology or human verbatim reading to read aloud a reading assessment would not be acceptable since the results would not reflect the student's independent reading ability. Please refer to the 2012–2013 Elementary Assessment Week: Information Guide for more detailed information.
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Can students use Text-to-Speech (e.g., Kurzweil) during the assessment?
Answer:
Text-to-speech technology such as Kurzweil cannot be used for the reading passages and reading questions of Nova Scotia assessments (i.e., in the information texts, visual media texts, literary prose, and poetry/song portions). In the same way that teachers are not permitted to read the reading portions of the assessment to students, any technology that does the same is not permitted. As this section of the assessment is an assessment of reading/viewing -- where "reading" includes the independent decoding, comprehension, and analysis of text -- adaptations that perform the decoding of text for students compromise the validity of the assessment.
However, text-to-speech software may be used in the writing and mathematics portions of the assessment without compromising the validity of the assessment. Text-to-speech software may be used to read the writing instructions, prompts, tips, as well as the mathematics questions to the student since the writing and mathematics portions of the assessment are not assessments of reading, but of writing and mathematics.
Note: If text-to-speech software is mistakenly used during the reading portions of the assessment, or if a teacher mistakenly reads the reading portions of the assessment to the student, the student's assessment report will indicate "insufficient evidence" for the reading component.
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Can a student dictate his or her writing tasks on the assessment using a speech-to-text program?
Answer:
Yes. If it is a documented adaptation for the student, the student may use a speech-to-text program to dictate his or her writing on the assessment. Speech-to-text programs are considered an acceptable adaptation in the writing portions of the assessment. Because the assessment is a secure form, student writing must be deleted from the computer once a hard copy has been printed for submission with the assessment booklet.
If a speech-to-text program is used during the writing portions of the assessment, all spelling, grammar, and word prediction features must be disabled. As with any adaptation used during the assessment, the use of a speech-to-text program must be in place as of the first day of the assessment and be documented in the student's cumulative record file.
The type of assistive technology used during the assessment must be specified in Section 2 of the back cover of the student’s assessment booklet.
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What about combined classes? Should non-grade level students participate in the assessment?
Answer:
No. Those students will have to be otherwise accommodated during the assessment.
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Can all the students write the assessment together in the gymnasium or cafeteria?
Answer:
No. Students should write the assessment in the classroom where they would normally take English language arts or Mathematics; if this is not possible, then they may write the assessment in their home room classroom. Gymnasiums, auditoriums, cafeterias, etc. are not appropriate venues for the administration of the assessment. The assessment should be seen as just another part of the students' day, and students should participate in the assessment in a familiar environment where they can be comfortable and relaxed.
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What if a student is absent for one day of the assessment?
Answer:
Upon return, the student will write the same part of the assessment as the rest of the class. Previous day(s) missed can be made up during the make-up period. Students may write only one day’s tasks on any single day. All days of the assessment are to be completed.
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What if a student is absent for the entire week of the assessment?
Answer:
If a student is absent for the entire week of the assessment, the student is expected to write the assessment during the make-up period that is noted in the 2012–2013 Elementary Assessment Week: Information Guide. It is recommended that teachers consult with the school’s administration in order to find a convenient time and place for the student to write the assessment. The school's assessment booklets must be returned to the Department of Education by the deadline at the end of the make-up period.
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What if the teacher is absent during the assessment?
Answer:
The substitute teacher should be given the 2012–2013 Nova Scotia Assessment Administration Guide for the specific assessment to become fully acquainted with the administration procedures. If needed, the substitute should direct questions to the School Assessment Coordinator.
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How much may teachers help students during the assessment? What instructions may teachers give to their students?
Answer:
In order to ensure an accurate picture of students’ independent reading, writing, and mathematics skills, it is important that teachers do not help students other than by directing them to the appropriate pages on which to work. Teachers can, and should, encourage their students to try their best, to read the instructions carefully, to take their time, and to check all of their work. Teachers may encourage a student to move on to other questions if they notice that a student is spending too much time on a question or task. Teachers could also let a student know if the student has two answers penciled in for the same question.
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