Office of Curriculum, Technology, & Assessment

DACS Testing Instructions Manual

Administration of the DACS Test:

This manual is designed to give testing coordinators and proctors specific instructions as to the set-up and delivery of the DACS test. Instructions are also provided to Special Education teachers for the delivery of the test to students with disabilities. Specific directions for the use of calculators, ESL, and 504 students are also outlined. Questions about testing procedures should be addressed to Stephanie Weideman at 773-3783 or stephanie.weideman@state.sd.us.

Testing Environment and Test Preparations:

When preparing students for testing, please keep the following points in mind to make conditions suitable for testing.

1. The testing environment should be quiet and conducive to testing. Students in a computer lab setting should not have other students from other classes using the computers that would be distractions. Students in a classroom setting should not be distracted by other instruction going on at the same time as their test.
2. Proctors should assess the physical comfort level of the room and make necessary changes.
3. Proctors of the test should prepare the students by explaining the purpose of the test, and deliver instructions as to how to proceed with the test. (see scripts below)
4. If students are not familiar with the use of a mouse to point and click or scroll up and down the screen, please pre-teach these skills before testing on the computer.
5. While students are testing proctors should be watchful for inappropriate behaviors that will distract others. Students should keep their attention on their own computer screens.

Directions for Setting up Students to Test on the DACS Assessment.

Logging a student into the computer: (this process must be done for each workstation and can be done before students arrive)

Step 1: Log onto the testing website at www.edperformance.com

Step 2:  At the Edperformance homepage click on either the Begin Math or Begin Reading icon.

Step 3: Type in your school’s site ID Number, click next.

Step 4: Enter your student’s identification number, click next.

Step 5: If passwords for students were used, enter their password; if no passwords were used, skip to next step.

Step 6: If the name of the student is correct, click "Yes"

Step 7: Read testing instructions for Reading or Math (see instruction scripts below).

Step 8: When you are ready to have the students begin testing, have them click on "Begin Test" 

Directions for Beginning the Test:

After you are certain you have the attention of all the students, begin with the explanation of the test:

"Today you will take a reading/math test. The purpose of this test is to help your teachers to understand how you are learning now and how they can help you improve. You are not taking this test for a grade in any subject, however your best performance on this test is VERY important.

You probably have used a similar type of test already, where you read from a paper test booklet and marked a bubble answer sheet. You also probably have used a computer to see web pages on the Internet. This test you are taking today combines some of the features of the paper and pencil test with an Internet web page. If you are confused about how to move around on the screen or use your computer in any way, please raise your hand and I (we) will help you. Is everyone comfortable? Are you able to use your mouse? Can you see your computer screen clearly?"

Allow the students time to respond, and make any adjustments that are necessary. Then continue with the following:

Script for the reading test:

"The first section of the Reading test will be vocabulary words, followed by a reading selection. As you work through the test, the reading selections may become longer. Take your time and read carefully at your normal reading speed without unnecessary stopping. While the test does keep track of your speed, there is no time limit on the test. Work at a pace that is comfortable for you."

"Many of you will have different reading selections and different test questions, even if you are reading the same passage. Be sure you only read what is on your computer. You may need to use your mouse to scroll through the passage as you are reading it. After reading the passage, you will answer questions in a multiple-choice format. Be sure to select the best answer. To select an answer, click on the letter of your choice or anywhere on the answer itself. You may also use your keyboard letters to select your answer choice. If you need to review what you read to answer the questions, the passage will appear again with the questions. Keep in mind that you will not be able to return to a question that you have already answered, nor will you be able to "skip ahead" without answering a question. If you need to stop the test, please raise your hand and I will help you. Otherwise, when your test is complete, you will receive the message on your screen, ‘You have finished the test.’ When you are finished, raise your hand.

Does anyone have a question at this point?"

OR

Script for the math test:

"The first section of the Math test will give you problems from different types or units of math. As you work through the test, the computer will continue to select problems that test what you can do in math. Take your time and work carefully at your normal speed without unnecessary stopping. There is no time limit on the test. Work at a pace that is comfortable for you."

"Many of you will have different test questions, even if you are testing in the same unit. Be sure you only read what is on your computer. You will answer questions in a multiple-choice format. Be sure to select the best answer. To select an answer, click on the letter of your choice or anywhere on the answer itself. You may also use your keyboard letters to select your answer choice. Keep in mind that you will not be able to return to a question that you have already answered, nor will you be able to "skip ahead" without answering a question. If you need to stop the test, please raise your hand and I will help you. Otherwise, when your test is complete, you will receive the message on your screen, ‘You have finished the test.’ When you are finished, raise your hand.

Does anyone have a question at this point?"

If the student identification numbers have already been input, the students will be viewing the final login screen before starting the actual test. Tell students

"You may now begin your test. Click "Begin Test" to begin testing.

When and how to stop and resume testing

As with any testing situation, it is best to limit distractions and interruptions. More valid results can be achieved with full student concentration.  However, situations such as bathroom breaks, power outages, end-of-period bells, and similar interruptions will arise.

If a student must stop the test for any reason, the test may be restarted immediately or up to two weeks later.  Once a student has notified the proctor that (s)he needs to stop the test, the proctor will advise the student to continue working until (s)he has finished reading the current reading selection or math problem and answered the associated questions. This will allow the test to resume at the beginning of the next reading selection or math problem in the sequence, and reduce unnecessary lengthening of the testing time. Stopping in the middle of a question sequence will require the adaptive system to ask additional questions when the test resumes.

Follow these steps to stop and restart the test:

1. Find the "Stop" sign on the screen and click there.
2. You will be asked to confirm that you want to stop.  Click "Yes" to proceed.  (Click "No" return to the test.) 
3. The student may be released for the break.
4. Upon returning to the computer, the student should enter their identification number and click "Next".
5. The student will be prompted to verify that their name is correct.  Click "Yes" to proceed. The student will be shown the testing instructions again, and then they may begin the testing. The student will be brought back to the appropriate level from which they previously exited and with all prior answers saved.

If the test is interrupted because of loss of power, the responses entered previously will be recorded.  The student can be allowed to resume testing when the site once again becomes available. However, the student test login information will have to be re-entered for the student to begin testing. After testing, students should be dismissed from the test without disturbing other students.  Additional students may be logged on for testing.  It is not necessary to re-start the computer for student responses to be recorded.

Invalidation of Test Results:

Avoid the following interactions that could invalidate the results of the test, unless students with disabilities are taking the test under non-standard accommodations.

• Helping students with words or problems that are too difficult for them;
• Reading any part of reading passages to the students;
• Coaching, defining words, and giving hints to help students narrow their answer choices.
• Use of a calculator for students in grades 2 through 7.

Acceptable Practices for Test Proctors:

Assistance with tasks necessary to complete the test are acceptable practices, such as:

• Stopping and starting a test for breaks, restroom, emergencies etc.
• Helping with login in, scrolling, or pointing and clicking.
• Solving Internet interruptions, delays, or other technical glitches.
• In the case students have not completed the test in the scheduled time, it is acceptable to click on the STOP  button, and bring them back at a later time.  However, tests must be completed within two weeks from the beginning of the exam.
• Reading of the Math problem verbatim to the student.

Use of Calculator and Scratch Paper Instructions:

The use of a basic function calculator has significant implications toward the validity of the DACS test. Students in grades 2 through 7 should NOT be allowed to use a calculator while taking the Math Performance Series exam. Questions designed at this level are written for the purpose of testing skills that calculators could invalidate, i.e. testing students on multiplication facts or other basic arithmetic procedures.

The use of a calculator for students testing in grades 8 through 12 is mandatory. Questions at these levels have been designed with the idea students would actually need to use a calculator. The use of a scientific calculator is acceptable, but not required.

All students must be given scratch paper to use, if they so choose, when taking the Math Performance Series test.

Instructions for Students with Disabilities:

The Dakota Assessment of Content Standards (DACS) is designed to measure student progress on the SD Content Standards for ALL students. The following instructions are designed to give teachers guidance when special accommodations are necessary in the administration of the test.

Under the Individuals with Disabilities Education Act (IDEA), the IEP team, which always includes a parent or parent representative, determines how the child participates in state and district-wide assessments.

It is the IEP team’s responsibility to determine if any modifications or accommodations are needed in order for the student to participate in the DACS. When selecting individual modifications and accommodations, parents, students, and other IEP team members must understand how their decisions will affect the use of the scores. If the IEP team determines that individual modifications and accommodations are needed in order for the student to participate in the DACS, the team must include a statement of those modifications and accommodations on the student’s IEP.

Standard accommodations for students with disabilities:

1. One of the most significant accommodations the DACS offers is the use of a grade level entry feature. This feature allows an instructor to enter a student at the grade level he/she would like the student to start either the Math or Reading test. For example, if a student at the 10^th grade reads at the 5^th grade level the accommodations feature allows the instructor to enter the student at the 5^th grade level, thus modifying the test conditions to meet the needs of that student. Teachers or test administrators should edit the student’s data file at the bottom of a students file screen and select the accommodations/modification button to change the level of the student.
2. Students who need to read orally for auditory as well as visual input can do so without affecting test results. However, oral readers may need to be placed in workstations away from other students, have the test administered individually rather than in a group setting, or be provided a "talk back" system. As with any computer equipment, please test the device to see whether it will work with the testing computer and browser before beginning the actual assessment.
3. Assistive devices that replace the mouse for input may be used if compatible with the hardware and browser software. Assistive devices such as enlargers, Braille point conversion printer, auditory screen readers are acceptable. Again, such devices should be thoroughly tested before beginning the assessment. School districts may refer to Dakotalink for more information about assistive devices.
4. The DACS test is not a timed exam. Students may work at their own rate. If a shorter test session is necessary, the proctor may stop and restart the test at times predetermined by the teacher.
5. The multiple-choice format is an effective accommodation for many students as it allows student to use recognition skills rather than recall. Students are allowed to view the reading passages as they answer questions.

Non- standard accommodations: use of these accommodations must be noted in the student’s IEP.  Any student using one or more of the following non-standard accommodations must be connected to the "Tested with non-standard accommodations" Group.

• Helping students with words or problems that are too difficult for them;
• Reading any part of reading passages to the students;
• Coaching, defining words, and giving hints to help students narrow their answer choices.
• Use of a calculator for students in grades 2 through 7.

Instructions for Students with 504 Plan:

Standard accommodations for students with a 504 Plan:

1. One of the most significant accommodations the DACS offers is the use of a grade level entry feature. This feature allows an instructor to enter a student at the grade level he/she would like the student to start either the Math or Reading test. For example, if a student at the 10^th grade reads at the 5^th grade level the accommodations feature allows the instructor to enter the student at the 5^th grade level, thus modifying the test conditions to meet the needs of that student. Teachers or test administrators should edit the student’s data file at the bottom of a students file screen and select the accommodations/modification button to change the level of the student.
2. Students who need to read orally for auditory as well as visual input can do so without affecting test results. However, oral readers may need to be placed in workstations away from other students, have the test administered individually rather than in a group setting, or be provided a "talk back" system. As with any computer equipment, please test the device to see whether it will work with the testing computer and browser before beginning the actual assessment.
3. Assistive devices that replace the mouse for input may be used if compatible with the hardware and browser software. Assistive devices such as enlargers, auditory screen readers are acceptable. Again, such devices should be thoroughly tested before beginning the assessment. School districts may refer to Dakotalink for more information about assistive devices.
4. The DACS test is not a timed exam. Students may work at their own rate. If a shorter test session is necessary, the proctor may stop and restart the test at times predetermined by the teacher.
5. The multiple-choice format is an effective accommodation for many students as it allows student to use recognition skills rather than recall. Students are allowed to view the reading passages as they answer questions.

Non- standard accommodations: use of these accommodations must be noted in the student’s 504 Plan. Any student using one or more of the following non-standard accommodations must be connected to the "Tested with a non-standard accommodation" Group.

• Helping students with Math problems that are too difficult for them;
• Reading any part of reading passages to the students;
• Use of a calculator for students in grades 2 through 7.
• Coaching, defining words, and giving hints to help students narrow their answer choices.

Instructions for ESL (or LEP, Limited English Proficiency) Students:

Standard accommodations for ESL students:

1. One of the most significant accommodations the DACS offers is the use of a grade level entry feature. This feature allows an instructor to enter a student at the grade level he/she would like the student to start either the Math or Reading test. For example, if a student at the 10^th grade reads at the 5^th grade level the accommodations feature allows the instructor to enter the student at the 5^th grade level, thus modifying the test conditions to meet the needs of that student. Teachers or test administrators should edit the student’s data file at the bottom of a students file screen and select the accommodations/modification button to change the level of the student.
2. Students who need to read orally for auditory as well as visual input can do so without affecting test results. However, oral readers may need to be placed in workstations away from other students, have the test administered individually rather than in a group setting, or be provided a "talk back" system. As with any computer equipment, please test the device to see whether it will work with the testing computer and browser before beginning the actual assessment.
3. Assistive devices that replace the mouse for input may be used if compatible with the hardware and browser software. Assistive devices such as enlargers, Braille point conversion printer, auditory screen readers are acceptable. Again, such devices should be thoroughly tested before beginning the assessment. School districts may refer to Dakotalink for more information about assistive devices.
4. The DACS test is not a timed exam. Students may work at their own rate. If a shorter test session is necessary, the proctor may stop and restart the test at times predetermined by the teacher.
5. The multiple-choice format is an effective accommodation for many students as it allows student to use recognition skills rather than recall. Students are allowed to view the reading passages as they answer questions.

Any ESL student using one or more of the following non-standard accommodations must be connected to the "Tested with a non-standard accommodation" ESL Group.

• Helping students with Math problems that are too difficult for them;
• Reading any part of reading passages to the students;
• Use of a calculator for students in grades 2 through 7.
• Coaching, defining words, and giving hints to help students narrow their answer choices.

Memorandum of Understanding Assurances:

The assurances listed below should be read and followed by all authorized school district officials involved with the DACS assessment. Security is key to the fairness and validity of a state testing program.

DACS Security Policies

• Administration and staff will arrange for complete security of test login information including site identification numbers and passwords.
• Only authorized trained administration and staff will be allowed access to the testing website.
• Only personnel trained on the use of the DACS system will oversee administration of the district testing, and/or monitor the actual test taking by students.
• All students in grades 3, 6, & 10 in schools operated by the district will complete the appropriate DACS test within the specified testing window(s).

  DACS Test Proctoring Policies

• Procedures will be instituted throughout the district to ensure that an appropriate testing environment, as specified during DACS training and articulated in the DACS Instruction Manual will be maintained.
• No coaching, reading of test items to students, defining words, giving hints or other assistance, with the exception of technical help with the computer, and accommodations specified for students with disabilities on an IEP or 504 plan, will take place between a student and test proctor.
• No "practicing" or "previewing" of the tests by any person for any purpose or reason will occur.
• Only students will take the test. Every effort will be made to prevent students from sharing student identification numbers.
• During the administration of the test, no student-to-student interaction of any kind will be allowed.
• Accommodations for students with disabilities will be made as outlined in the DACS Testing Instruction Manual and the student’s IEP or 504 plan.

Who to Contact for DACS Assistance:

For training or technical assistance please call DOE first.

Stephanie Weideman – DACS Coordinator 
Phone:605-773-3783    Fax: 605-773-3782
stephanie.weideman@state.sd.us

Questions may also be directed to: Scantron technical support - 1-800-445-3141