Assessment Spotlight, Issue 54California Assessment of Student Performance and Progress (CAASPP) email update, July 17, 2019.
Focusing on the CAASPP System and English Language Proficiency Assessments of California (ELPAC)—and including, when timely, updates on California’s other statewide assessments.
MyTOMS Is Coming!
Have you heard about MyTOMS, the new one-stop shop for all ELPAC and CAASPP Test Operations Management System (TOMS) activities? Beginning with the 2019–20 school year, MyTOMS will replace the separate instances of CAASPP TOMS and ELPAC TOMS. Refer to the MyTOMS Screen Mockups document (DOCX), located on the new Systems Enhancements web page , for a preview of highlights of the new interface that will be available on July 8.
The transition to MyTOMS will occur as follows:
- On July 8, MyTOMS, will be available for the 2019–20 ELPAC administration and will replace ELPAC TOMS.
- On September 3, MyTOMS will be available to support the 2019–20 CAASPP administration and will replace CAASPP TOMS. In addition, more ELPAC features will be added at this time to support the computer-based ELPAC field test.
Watch for communications throughout the 2019–20 school year announcing additional enhancements to MyTOMS!
Calendar Reminder: ELPAC System Downtime Fast Approaching
From July 1 at 6 a.m. through July 8 at 8 a.m., ELPAC TOMS, including the Local Scoring Tool (LST), will experience downtime to prepare for the transition to the 2019–20 school year. Those preparations will include the transition to MyTOMS. During this downtime, local educational agencies (LEAs) will be affected in the following ways:
- LEAs will be able to administer all domains of the Initial ELPAC except Listening in grades three through twelve. LEAs can administer Speaking—Summarize an Academic Presentation by reading aloud the recorded audio script provided in the Examiner’s Manual.
- LEAs will not be able to enter scores or produce score reports or parent/guardian letters in the LST. If preliminary scoring is needed before MyTOMS comes online, the ELPAC coordinator must download the Preliminary Overall Scale Score and Performance Level Student Score Sheet and the conversion tables, which are available for every grade and grade span and can be accessed from the Help screen of the TOMS landing page, before the TOMS downtime. After logging on to TOMS, select the Help icon from the upper-right menu. When the Help screen opens, scroll down to the LST, on the menu to the left. Select the LST to access the documents.
When MyTOMS comes online next month, ELPAC users will have full access to the LST scoring and reporting functionality.
SBE June Memorandum Regarding the ELPAC Posted for Public Viewing
The California Department of Education (CDE) has posted a California State Board of Education (SBE) June Memorandum describing the accessibility resources proposed for the ELPAC. The transition to online testing will allow for an increase in the range and standardization of embedded accessibility resources available to all students testing within the test delivery system. Attachment 1 to the memorandum, “Proposed ELPAC Accessibility Resources for Operational Testing,” has been foundational in the development of the recommendations for the amendments to the ELPAC regulations that will be presented to the SBE next month.
The memorandum can be found on the CDE June 2019 Information Memoranda web page.
CAA for Science Preliminary Indicators and Scale Scores—What Is the Difference?
For the 2018–19 California Alternate Assessment (CAA) for Science field test, preliminary indicators will be reported. The CDE will provide these results to LEAs this December in the downloadable student data file and as a research file. Preliminary indicators include a percent of items answered correctly and an indicator category (i.e., considerable, moderate, or limited understanding). Because they are not scale scores, use caution when interpreting the 2018–19 CAA for Science field test preliminary indicator results.
Preliminary indicators offer general information about student content knowledge, while scale scores or achievement levels are a precise measure of student achievement. Also, unlike scale scores or achievement levels, preliminary indicators do not make judgments about whether a given performance meets standards. In addition, comparisons between the year two pilot test preliminary indicator results and the 2018–19 field test preliminary indicator results should be avoided, as these tests have not been equated. Therefore, they are not comparable.
In November 2020, the CDE will present to the SBE, for approval, the recommended threshold scores, scale score range, and achievement levels, developed with input from California science educators.
Visit the CDE Preliminary Toolkit web page for more information about preliminary indicators.
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