|Exam Name||:||Computer Adaptive Placement Assessment and Support System|
|Questions and Answers||:||406 Q & A|
|Updated On||:||April 18, 2019|
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COMPASS exam Dumps Source : Computer Adaptive Placement Assessment and Support System
Test Code : COMPASS
Test Name : Computer Adaptive Placement Assessment and Support System
Vendor Name : ACT
Q&A : 406 Real Questions
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a new paper from an assessment expert cautions the state consortia which are designing general assessments that whereas laptop-based and laptop-adaptive testing present the possibility of improving evaluation, getting them appropriate presents tremendous challenges.
The paper with the aid of Mark D. Reckase, a professor of size and quantitative strategies at Michigan State college, is aimed toward both massive corporations of states that are using Race to the excellent money to design tests for the brand new standard necessities. it's the newest of many papers which have been issued from the testing and policy worlds in view that the consortia begun their work.
Reckase's paper is one of three issued these days with the aid of the Rennie core for schooling analysis & policy, and coverage evaluation for California education, or pace. The different two deal with checks for English-language beginners and assessments for science. you can see all of them at tempo's web page, collected below the title, "The highway forward for State Assessments."
Reckase presents an accessible discussion of laptop-based and laptop-adaptive trying out for commonplace folks, and locations the present evaluation work in the context of the changes in how testing is used. He details the merits of every, together with, for computing device-adaptive, shelling out with the need to are trying to measure huge stages of student capacity with most effective the set of examine items printed in a booklet.
however key challenges accompany the recreation to flow from paper-and-pencil to laptop. For one, computer-adaptive checking out (during which objects are geared to the scholar) requires a larger and stronger-designed pool of verify objects than does natural trying out, he talked about. high-stakes tests will require a bigger pool of objects—doubtless 1,600 or more—than low-stakes assessments, which might require nearer to 200, Reckase writes. And look at various objects in the pool have to be administered to "a couple of hundred to a number of thousand" students within the design section to determine exactly how the objects characteristic before the check is finalized, a method that could take up to a yr, he says.
a further of the difficulties of laptop-primarily based trying out is getting access to seat time in entrance of computers for massive numbers of students. In a state with one hundred,000 students in a given grade degree, Reckase notes, a 3-hour check would require 400,000 hours of seat time in entrance of a laptop, together with time for administrative considerations. Such questions, combined with how many college students a day can be demonstrated, and the way huge the trying out window will also be, pose a "problematic design problem" for states, he says. Having college students use their personal computer systems raises a whole host of different concerns, together with test security.
"Resolving the considerations of computing device access is without doubt one of the most difficult components of implementing [computer-adaptive testing]," Reckase says in the paper.
The advanced utility obligatory to manage the computing device-adaptive trying out has its own challenges, he says. Off-the-shelf or customized-designed, it be costly. however he cautioned states against taking the low cost route: "Forcing the implementation of a [computer-adaptive assessment] to healthy existing application will possible outcome in serious problems later within the implementation," he writes.
Reckase also cautions against working parallel laptop-based and paper-and-pencil trying out systems, asserting comparability of outcomes is questionable.
He notes that such cautions will also be "very discouraging" to verify designers, however tries to perk individuals up by means of discussing a few enormous-scale laptop-based testing methods that he considers successful, together with the Armed services Vocational Aptitude Battery (ASVAB), and two exams used for college-path-placement functions, the ACT's COMPASS, and school Board's Accuplacer.
in the end, Reckase muses about the chance of eliminating stand-on my own testing altogether: "If all of students' day-to-day school room work may also be accrued via computing device methods and scored the use of intelligent comparison application, the need to have a separate, stand-on my own [computer-adaptive assessment] is no longer present," he wrote. "because the building of [such] methods progresses, the aim of many educators—to have guide and assessment be one and the identical—can also be met."
solution to support establish college students in danger for studying Difficulties in Grades k-three
PORTLAND, Ore., March 8, 2019 /PRNewswire-PRWeb/ -- NWEA, the now not-for-earnings issuer of assessment options, these days announced that the Nebraska department of training (NDE) has approved MAP growth ok-2, MAP boom 2-5, and MAP reading Fluency, part of the MAP Suite of assessments, for inclusion on the accepted analyzing assessment record as required by the Nebraska analyzing development Act. The assessments also support the Nebraska READS initiative, which offers equipment and materials to guide extraordinary literacy guideline for all Nebraska college students.
The approval enables all Nebraska public school districts to opt for and use MAP growth okay-2, MAP increase 2-5, and MAP analyzing Fluency to check college students in kindergarten through third grade and to song their progress towards reading at or above grade stage by way of grade three. These assessments assist educators identify college students who may have a reading deficiency and supply centered counsel on each and every student's should inform guide.
MAP growth k-2 and 2-5 assessments center of attention on typical efficiency in analyzing by using measuring and addressing the building of phonemic and phonological cognizance, phonics, and concepts of print, spelling, vocabulary, grammar, writing, and analyzing comprehension. MAP studying Fluency, which takes about 20 minutes to administer to the complete type, makes a speciality of oral analyzing fluency and literal comprehension, in addition to foundational studying potential, listening comprehension, and picture vocabulary.
together, these assessments supply a more complete view of scholar studying all over the emergent and early degrees of literacy building. They meet the entire necessities of the reading growth Act; are aligned with tutorial content material requisites for studying dependent by means of the state; and consist of legitimate, official, actual measurement of studying abilities.
"presenting lecturers with selected educational needs for each and every pupil, MAP reading Fluency and MAP increase have allowed our district's lecturers to support our okay-3 students make amazing gains," talked about Katie Burger, school improvement Coordinator for York Public schools in Nebraska. "each evaluation equipment serve our teachers in achieving all college students and recognizing their areas of energy and weak point."
To assist academics, an NWEA expert discovering advisor will work with districts that choose MAP growth and MAP analyzing Fluency as their early analyzing answer to personalize a professional getting to know plan. in addition, NWEA substances and on-demand training can be found free on-line to aid Nebraska educators proceed their studying.
Districts throughout Nebraska had been using the MAP growth assessment for 18 years. MAP growth is at present used for grades three-8 via each faculty district within the state, and 166 Nebraska districts additionally administer it for grades ok-2. MAP analyzing Fluency, an creative and time-saving assessment delivered remaining year, is used via a starting to be variety of districts throughout the state. additionally, NWEA is NDE's associate in providing the laptop-adaptive NSCAS Summative evaluation in grades three via eight for English language arts (ELA) and mathematics and grades five and eight for science.
"we are glad to give you the option to expand our work with Nebraska faculties and teachers to guide the implementation of the state's studying development Act," said Chris Minnich, CEO of NWEA. "With our early gaining knowledge of equipment, Nebraska academics will benefit returned effective time, get the insights they deserve to assist each and every scholar read proficiently, and journey the advantages of a connected answer for grades k-8."
MAP growth offers a exact measure of a ok-12 scholar's educational performance and increase. a laptop-adaptive evaluation, it adjusts to each and every scholar's responses to deliver personalised consequences about what each and every pupil knows, is able to do, and is ready to study subsequent—no matter if on, above, or beneath grade stage.
MAP analyzing Fluency is an adaptive assessment that straight away measures oral reading fluency, comprehension, and foundational analyzing abilities for students in grades okay-three. community administration permits assessment of a complete classification in only 20 minutes. computerized recording and scoring shop lecturers time and bring statistics that informs analyzing placement and guide.
About NWEANWEA® is a mission-driven, not-for-earnings organization that supports students and educators global by means of growing evaluation options that precisely measure boom and skillability— and provide insights to help tailor guideline. For more than 40 years, NWEA has developed imaginitive Pre-k-12 assessments, knowledgeable researching that fosters educators' potential to accelerate pupil getting to know, and research that helps assessment validity and statistics interpretation. Educators in more than 10,000 schools, districts, and training corporations in 141 nations depend on our flagship meantime evaluation, MAP® increase™; our development monitoring and abilities mastery device, MAP® knowledge™; and our analyzing fluency and comprehension evaluation, MAP® analyzing Fluency™.
ACT President Jon Erickson, who has spent three decades within the testing box, is retiring on Sept. 1 after four years in his position. Erickson, 61, answered questions from The Washington put up because the nonprofit company based mostly in Iowa organized to liberate its annual report this week on faculty admission trying out. The ACT is probably the most accepted admission test within the nation, youngsters the college Board’s SAT draws extra college students in lots of states.
[ACT’s latest report: More testing, but scores stagnate.]
Q: Why did you're making faculty checking out your career?
apparently, it wasn’t my plan in reality. i was a high school teacher and later a school administrator and that i used checks and the resulting suggestions to assistance college students and also to aid plan tutorial courses. i used to be under no circumstances an important trying out proponent, but I always saw their price when used within the relevant method. My questioning surrounding the first rate and proper role of trying out in career planning, tutorial advising, admission decisions, pupil retention and equal possibility led me to examine and later wish to be aware, impact and alter the checking out business from within.
Q: How has the box modified in view that you begun?
there's greater inventive evaluation being executed and researched now from pleasing merchandise kinds to laptop adaptive beginning to gaming. on the identical time, trying out certainly looks to have reached a high tide. Accountability has used checking out as its bell cow, and that has made it more of the focal factor of results. Many have used look at various effects in methods they had been under no circumstances designed to do. Transparency at the back of exams is an awful lot clearer now, but there is a fixation or as a minimum a perception that examine rankings are the most important measure. The evaluation fashions that dangle essentially the most promise are people who seem at the complete adult -and never totally at tutorial success.
Q: What adjustments do you see coming in the following few years?
The move to computerized beginning will select up velocity. That may still make consequences extra immediate and enable for extra personalization in reporting as neatly. New techniques through which examine questions can also be created as well as delivered and scored will also change the industry. essentially the most dramatic have an impact on should be on formative assessment, lecture room-based measures that may be trainer friendly and assist e book individualized instruction in ok-12, school or in the workplace, or in on-line courses or training programs. Assessments could be delivered at any time in any area with ensuing tips to be able to aid both the examinee and additionally the mother or father, guardian or scholar advocate.
Q: Some college students ace their assessments. however for a lot of it’s worrying and tense. Some college students don’t view themselves as ‘respectable at tests.’ What do you inform them?
exams are stressful once we place too a whole lot emphasis on their importance. calm down. exams don’t outline us, nor do they verify our future. They inform our decisions and reflect fulfillment up to now. effects can change as you learn more. You hold the vigour, not the exams; you control your researching. Demystify the check, recognize its intention, what it covers, what it feels like, the way it’s in fact used (its relative value) and then plan how most appropriate to address it. if in case you have performed well in class, you almost always will do well on the examine. Don’t speak your self into being a “bad examine taker.” pretty much each person says that. Take it severely, but in spite of the fact that you think your test outcomes don’t reflect your grades and classes, your classroom achievements and dedication will overcome a bad test showing.
Q: will we really need college testing? Isn’t it biased? Some households can come up with the money for to employ examine-prep tutors. Many can’t.
I think there remains a vital role for school checking out. there is top notch variability in high faculty transcripts and grades. verify ratings are as a minimum objective with standard reliability and validity. different measures are extra subjective. At ACT we take extreme steps to eradicate all aspects of bias from any verify, so that is not an argument. and that i see little proof that high priced test prep courses tremendously have an effect on ACT scores. That pointed out, the bigger subject is an equity situation: bigger profits households are investing more funds (and time) of their child’s training than lower earnings businesses can, above all at early ages. here is an issue our country needs to seriously tackle. The probability hole is giant and it isn’t narrowing. casting off checking out won’t remedy the issue; it will simply steer clear of us from seeing it
Q: George Washington institution just introduced that it gained’t require the SAT or ACT for admissions. Does it difficulty you that some favourite universities are asserting tests aren’t quintessential? Will extra follow?
I actually have witnessed check use at colleges for decades, and it has long past in cycles. The actuality of the matter is that almost all all colleges have at all times had the choice of waiving or ignoring test results for certain students. I appreciate their option and their local policies. every faculty is entertaining somehow. I want to accept as true with these statements or decisions are always made with the superior interests of the scholar in intellect and with some local assisting analysis in region. really it's going to be analysis pushed and revisited each few years to be sure it's having the intended impact. Let’s not forget that a phase of students also get in on account of their test rankings. the most important focus may still be on student success, now not utility or enrollment. Ignoring additional information when making admission, placement or advising decisions is complicated for me to be aware.
Q: inform us what you believe of the standard Core state requisites for ok-12 public faculties and of the assessments that accompany them.
i am very joyful in regards to the focus on ALL college students being faculty and career able. i'm for fewer, larger, and clearer specifications. And ACT’s school readiness standards and associated research definitely helped inform the commonplace Core. Aligning assessments to college readiness standards is logical and right. That noted, specifications and assessments on my own gained’t exchange scholar learning, nor will well-meant coverage. That occurs within the school room with high-quality lecturers, valuable and fascinating curriculum, stimulated students and involved and supportive parents and community individuals.
Q: Why has the commonplace Core become so controversial?
It’s actually become a political scorching button, commonly on account of the wrong notion that it become federally mandated and takes away native handle. The federal and private incentives around adoption and funds supplied to the consortiums contributed to that impact.
Q: Standardized testing used to be seen as an equalizer. Now, in many places, it’s not. Why?
interestingly, the equal chance advocacy corporations trust it is a advantageous equalizer and are vocal about that. It calls clear consideration to the gaps and has pressured a spotlight on solutions.
Q: The ACT has won lots of market share through contracts with states. How and why did this turn up?
actually the ACT has basically grown as a result of areas of the country that prior to now have been ignorant of the ACT now choose it. The expanding statewide use of the ACT has been a smaller a part of ACT’s boom, even though no less vital. States came to us asking to make use of (and fund) the ACT with all college students as a way to enrich school attendance rates (in particular with underserved audiences), boost the center of attention on faculty readiness expertise, and align their ok-12 and post-secondary methods. They additionally looked for a measure that had true cost to students and fogeys. On all accounts, states have had a lot of success with this strategy, as proven via the just about 20 states that now use the ACT during this manner.
Q: Michigan these days determined to drop its ACT contract, switching to SAT. Does this be concerned you?
I all the time am disenchanted when we lose a fine partner. It’s the character of the business. We had high-quality success at the side of Michigan and laid the groundwork for many other states. We nonetheless are working with Michigan on their profession readiness initiative. i'm very happy with our work there, and that i wish Michigan smartly. I do hope we will work collectively once more in the future. It commonly works out that method.
Q: Why should still states spend public cash on one examine (ACT) however no longer one other (SAT)? Why should they spend public cash in any respect on any college checking out?
It depends upon what the state atmosphere is. if they are inclined to want only 1 associate to control and their data to be unblended, then one verify makes sense. in the event that they need to give colleges and college students more option, and the state can control the associated complexities, then each tests makes experience. bottom line with the ACT: States have discovered that it has been funds well spent, with a positive return on funding when it comes to pupil participation, parental and taxpayer assist, requirements alignment, higher schooling engagement, and extended student success prices.
Q: The ACT presents an optional 30-minute essay. The SAT’s essay will soon become optional as neatly – a 50-minute exercise. however aren’t there far better methods to investigate writing ability than a timed essay?
sure, a timed essay is a proxy measure. And one, i would add, that we all the time talked about would have restricted cost to many larger education institutions. That’s why we went not obligatory on the offset. There are identical problems with college software essays. The finest writing is performed within a route and ideally may still be mirrored in direction grades
Q: about the SAT–What do you believe of the revisions that are scheduled to launch in March?
This may well be difficult to trust, however I have not paid very shut consideration to the SAT. My focus has at all times been on the needs of scholars, fogeys, faculties and faculties and the way the ACT can proceed to innovate. The adjustments to the SAT seem to generally be ideas that ACT has in the past carried out and been using for a long time.
Q: Are there revisions coming for the ACT as smartly?
sure, but no longer radical changes to the check itself. they are alterations to aid make the verify more constructive and beneficial to clients. i am excited that this 12 months we now have delivered new rating reporting classes with the intention to proceed to more advantageous inform educators and students in areas like STEM, studying complexity, and profession readiness. And, this previous 12 months, we were the first to offer a college admission look at various on computer. I trust greater pleasing improvements will observe.
Q: if you may magically trade one thing in regards to the school admissions procedure, what would or not it's?
more transparency! Too frequently the admissions manner is done behind closed doorways. It could be half science and part paintings, nonetheless it shouldn’t be a magician’s secret. That alone has introduced significantly to pupil and mum or dad anxiety, in addition to to the increase in college software advisers for the filthy rich. once more, getting rid of tests from the equation won’t solve this.
Q: in case you could magically change one federal training coverage, what would it's?
Wow, what should I pull out of the treasure container? i might find more balance with the states in terms of requisites, assessment and accountability requirements and alternate options, with less federal law or oversight. i would additionally find an inexpensive stability in scholar records privateness as well as trainer assessment. I worry each may be going overboard.
Q: What do you plan to do next?
First, I plan to head fishing. After I calm down a little, i will be able to seemingly re-engage in schooling by some means, locally, nationally, and perhaps internationally. I plan to volunteer. I wish to pay it ahead. And train once again. I leave out the direct contact with college students. and i definitely hope I don’t become a consultant. we now have adequate of these.
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A new paper from an assessment expert cautions the state consortia that are designing common tests that while computer-based and computer-adaptive testing offer the possibility of improving assessment, getting them right presents significant challenges.
The paper by Mark D. Reckase, a professor of measurement and quantitative methods at Michigan State University, is aimed at the two big groups of states that are using Race to the Top money to design tests for the new common standards. It's the latest of many papers that have been issued from the testing and policy worlds since the consortia began their work.
Reckase's paper is one of three issued today by the Rennie Center for Education Research & Policy, and Policy Analysis for California Education, or PACE. The other two deal with tests for English-language learners and tests for science. You can see all of them at PACE's website, collected under the title, "The Road Ahead for State Assessments."
Reckase offers an accessible discussion of computer-based and computer-adaptive testing for regular folk, and places the current assessment work in the context of the changes in how testing is used. He details the advantages of each, including, for computer-adaptive, dispensing with the need to try to measure wide ranges of student ability with only the set of test items printed in a booklet.
But key challenges accompany the endeavor to move from paper-and-pencil to computer. For one, computer-adaptive testing (in which items are geared to the student) requires a larger and better-designed pool of test items than does traditional testing, he said. High-stakes tests will require a larger pool of items—likely 1,600 or more—than low-stakes tests, which might require closer to 200, Reckase writes. And test items in the pool have to be administered to "several hundred to several thousand" students in the design phase to determine exactly how the items function before the test is finalized, a process that could take up to a year, he says.
Another of the difficulties of computer-based testing is getting access to seat time in front of computers for massive numbers of students. In a state with 100,000 students in a given grade level, Reckase notes, a three-hour test will require 400,000 hours of seat time in front of a computer, including time for administrative issues. Such questions, combined with how many students a day can be tested, and how wide the testing window can be, pose a "difficult design issue" for states, he says. Having students use their own computers raises a whole host of other issues, including test security.
"Resolving the issues of computer access is one of the most challenging parts of implementing [computer-adaptive testing]," Reckase says in the paper.
The complex software needed to manage the computer-adaptive testing has its own challenges, he says. Off-the-shelf or custom-designed, it's expensive. But he cautioned states against taking the cheap route: "Forcing the implementation of a [computer-adaptive assessment] to fit existing software will likely result in serious problems later in the implementation," he writes.
Reckase also cautions against running parallel computer-based and paper-and-pencil testing systems, saying comparability of results is questionable.
He notes that such cautions can be "very discouraging" to test designers, but tries to perk people up by discussing several large-scale computer-based testing systems that he considers successful, including the Armed Services Vocational Aptitude Battery (ASVAB), and two tests used for college-course-placement purposes, the ACT's COMPASS, and College Board's Accuplacer.
In the end, Reckase muses about the possibility of doing away with stand-alone testing altogether: "If all of students' day-to-day classroom work can be collected through computer systems and scored using intelligent evaluation software, the need to have a separate, stand-alone [computer-adaptive assessment] is no longer present," he wrote. "As the development of [such] systems progresses, the goal of many educators—to have instruction and assessment be one and the same—can be met."
The state Education Department pulled the plug Tuesday on computer-based English Language Arts exams and announced a statewide suspension of the digital tests on Wednesday — all because of technical difficulties.
Tuesday was the second potential day of computer-based tests in grades three through eight, with schools using the exam vendor Questar Assessment Inc. Glitches also occurred during last year's test season, and the new troubles brought immediate calls from the New York State Council of School Superintendents, the state's largest teacher union and others for reevaluation of the Education Department's contract with Questar.
The agency announced the Wednesday suspension of computer-based tests, or CBTs, only a few hours after it had halted the administration of the digital exam on Tuesday.
The department "expects seamless administration of its CBT program and we will use this time to work with Questar to ensure the system will operate smoothly when CBT resumes," Education Department spokeswoman Emily DeSantis said in a statement Tuesday afternoon. "In addition, NYSED will work with schools to provide guidance on how to resolve outstanding issues with today’s CBT administration.”
Questar has dispatched additional staff around the state to provide technical assistance to schools, the department said. The test vendor reported that more than 84,000 test sessions statewide were successfully submitted Tuesday.
In addition to declaring Wednesday a "CBT non-testing day," the Education Department said it will extend the time period during which districts can give the exam. Before the test's suspension, districts had chosen two consecutive days from Monday through April 8 to administer the digital test. As of Tuesday night, the agency had not publicly released a new CBT end date.
The technical failures come at a time when districts' adoption of the digital test has jumped markedly. The digital version of the ELA is being given to elementary and middle school students in nearly one-quarter of the Island's districts, and the Education Department said more than 25 percent of all schools across the state had committed to the computer-based test.
It was not immediately clear how many Long Island schools that are giving the computer-based exams were affected on Tuesday and also will suspend that testing Wednesday. At least 21 districts across Nassau and Suffolk counties were slated to give the digital tests in at least some grades on at least one of the two days, according to a Newsday survey that drew responses from 92 of the 123 systems that administer the ELA.Get the Breaking News newsletter!
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In the Islip district, Superintendent Ellen Semel said some students started taking the digital ELA on Monday, and no problems were reported. But in the morning session Tuesday, it took students a half-hour to an hour to log in, and some were booted off after they had logged in, she said.
In addition, when students were finished, they could not submit their tests, she said. The students would hit “Submit test” and an exclamation point would appear, and educators had to resubmit the exams.
“We do know no test was compromised and all tests were successfully submitted at the end of the day,” Semel said. “Our goal is to create a very relaxed atmosphere for testing. We really try our best to make the students feel comfortable, and we give them a lot of messages about doing their best. This did throw a monkey wrench into our efforts. It is a very stressful situation.”
This year is the district's third to use computer-based tests in some grades, and some students were scheduled to take the digital tests Wednesday, officials said.
The Syosset school district sent a communication to parents that it had issues with the exams, which were being given in grades five through eight Tuesday, according to information the district earlier supplied to Newsday. The William Floyd school district also confirmed there were technical issues with the digital exams, which were to be given in grades six through eight on Tuesday and Wednesday.
Jill Gierasch, superintendent of the Mattituck-Cutchogue district, said the district had made a "concerted effort to have parents allow their children to participate in these assessments. It is unfortunate that we experienced these unanticipated glitches."
"There were server time-out errors and students and teachers were unable to log into the system. This required patience and additional time allotted for the test," Gierasch said. "Although it appeared that some students received a message that they were unable to submit answers, administration was able to verify their answers were indeed submitted on the administrative end. No work was lost and all students were able to successfully complete the assessment."
The superintendent noted that the extra verification efforts took more time and added, "For districts that might not have had experience with CBT or had the technical support on-site of the testing locations, we can understand how this may have been very challenging."
“Questar Assessment Inc. is aware of intermittent delays with online testing at some schools in New York Tuesday," the company said in a statement before the Education Department announced Wednesday's halt of CBT exams. "Questar is proactively working with the NYSED and individual school districts to keep them informed.”
The New York State Council of School Superintendents, in a statement, noted that it has supported moving to computer-based tests, and eventually to adaptive testing.
“But the problems schools have encountered this year and last lead us to doubt that the state’s current testing vendor, Questar Assessment, can ever produce acceptable results," the council said in a statement. “We urge the State Education Department to immediately reevaluate its contractual relationship with Questar Assessment and undertake an aggressive review of the errors which have occurred during administration of this year’s assessments so that our students are never again subjected to such unacceptable experiences.”
New York State United Teachers, the state's largest teacher union, said it had received reports of "widespread failures."
"Despite claims to the contrary, clearly the state has not taken the actions needed to ensure that technological issues will not unduly burden students taking these already flawed state exams on computers," the group said.
The state PTA, which has questioned the entire computer-based test program, also called on the state to review its contract with Questar.
"We hope today's problems do not affect children and know that districts and SED will do their best to ensure that," the group said in a statement. "Questar's failure put unnecessary stress and anxiety on children, and that is not acceptable."
Last year, there was a technical problem on one ELA test day that caused delays for some students, who had difficulty logging in and connecting to the network. The Education Department required Questar to analyze the problem and devise a corrective plan.
Questar developed that technical improvement plan, the department has said, and was required to institute a series of changes to improve its capacity to handle the CBT administration "without any disruptions."
The majority of schools across the Island and the state still are giving the traditional paper-based exam in some grades, if not all, on two consecutive days of the district's choosing from Tuesday through Thursday. Some districts in Nassau and Suffolk counties are offering the ELA exam solely on the computer. Some are giving both types, the digital one for some grades and the paper-based test for others.
During the test season, more than 1.1 million students across New York in grades three through eight are expected to sit for the state ELA and math exams this month and next. About 200,000 of those are in the Island's schools. Districts are required by federal law to give the exams in those grades annually.
Statewide, the number of schools participating in computer-based tests has grown from about 4 percent in 2017 — the first year they were offered — to more than one-fourth of schools statewide this year for both the ELA and math, the Education Department said.
The department set a goal to have all state assessments given in grades three through eight taken on computers by 2020.
Last year, 27 schools in 19 public school districts on Long Island gave the digital ELA in some grades, according to state figures. This year, that has risen to 66 public schools in 29 districts — 20 in Suffolk and nine in Nassau, according to the Education Department.
Beginning in the spring 2013 test season, the state tests sparked a grassroots boycott movement both on the Island and statewide. The increase in student opt-outs swelled significantly in 2015, driven by parent and teacher criticism. Many parent activists say the tests do not accurately measure student achievement and too much class time is devoted to test preparation.
Boycotts of the exams were expected to continue this week. Last year, nearly half of Long Island students who were eligible to take the ELA refused to do so, according to a Newsday survey that drew responses from 115 districts.
Jeanette Deutermann, lead organizer of the LI Opt Out movement, said in a statement Tuesday, "The reported major issues with computerized testing once again this year is no surprise. The continued incompetence of our State Education Department and the Questar testing company reinforces our call to parents to refuse to participate in this failed testing system."
Districts that were administering the digital test in at least some grades on Tuesday and Wednesday, according to information the school systems earlier supplied at Newsday's request, were: Bayport-Blue Point, Bridgehampton, Elwood, Farmingdale, Fishers Island, Floral Park-Bellerose, Islip, Longwood, Merrick, Mattituck-Cutchogue, Northport-East Northport, Remsenburg-Speonk, Riverhead, Sayville, South Huntington, Syosset, Tuckahoe, West Babylon, West Islip, Westhampton Beach and William Floyd.
Thirty-one of the 123 districts on the Island that give the ELA did not respond to Newsday's survey regarding their test dates and which grades are taking the computer-based and/or paper-based exams.
Joie Tyrrell is a Long Island native and covers education for Newsday, where she has worked for nearly 20 years.
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