Assessment Quality Assurance - Grade-Level and End-of-Course Assessments

As part of the Every Student Succeeds Act (ESSA) required monitoring process, the DESE uses this document as a tool to monitor and strengthen statewide administration of the Missouri Assessment Program’s Statewide Assessments. The questions are designed to focus attention and help districts examine important areas of assessment training, administration, and test security.

This form is used for district self-monitoring purposes for the Missouri Assessment Program (MAP) Grade-Level and End-of-Course (EOC) assessments.

The District Test Coordinator (DTC) completes this form during the 2023-2024 administration. All questions on the form should be completed. Each question asked as part of the QA process has a set of possible follow-up questions. These follow-ups are designed to help generate answers to the main question. It is not required to address every possible follow-up.

Classroom Observation #1
Select which assessment was being observed
If this was a MAP Grade-Level Assessment observation, choose the grade and content area observed. If this was an EOC observation, choose which assessment was observed.
Classroom Observation #2
This is only required if this form is being filled out as part of District Self-Monitoring. Name of the Test Examiner
This is only required if this form is being filled out as part of District Self-Monitoring. Select which assessment was being observed
If this was a MAP Grade-Level Assessment observation, choose the grade and content area observed. If this was an EOC observation, choose which assessment was observed.
Item #1 - Training
  • Explain the district process of training staff for the state content assessments.
  • Who is in charge of training staff?
  • Is the training done individually or in groups?  
  • Other than the test examiner(s), does anyone else participate in training?
  • Does the district have training completion statements that staff sign after being trained?
The test coordinator reviews the manuals and creates training for the district
The test examiners complete all required trainings
The test coordinator reviews the training status of all test examiners to ensure completion prior to testing
Item #2 - Test Security
  • How does the district train examiners and staff on test security?
  • What is included in the district test security plan?
  • What is the district policy on students/staff having electronic devices, including cell phones, in the testing room?
  • What preventative measures does the district take to curb cheating within the testing room?
  • Is there more than one test examiner/proctor during testing?
Test Examiners and proctors sign a district test security agreement prior to test administration
Prior to giving the assessment, the room is made to be appropriate for testing – content and process aides are covered or removed, desks/tables are arranged so students are unable to view other student screens or test booklets, etc.
Cell phones/Smart watches are put away or collected based on district policy
Students do not have access to inappropriate items (cell phones, video games, etc.)
Test administrator/proctor to student ratio is sufficient to support a secure testing environment
Scratch, grid and graph paper is securely destroyed after the student finished each testing session
Item #3 - Scheduling
  • Explain how the district assessment schedule is determined.
  • When is the schedule planned?
  • Who is involved in planning the schedule?
  • Do Test Examiners have any role in setting schedules?
  • Does the amount of devices or available room space play a role in determining the schedule?
  • How does the schedule address the needs of students in an alternative setting (juvenile facility, hospital, homebound, etc.)?
The schedule is made to avoid students testing outside of the regular school day
No announcements, fire drills or lawn maintenance are scheduled during testing time
Item #4 - Parents/Guardians
  • What information is communicated to parents and guardians about state assessments?
  • Has the district created any resources they use to communicate with parents and guardians about state assessments?
  • How is information about state assessments distributed? (Letter, email, text, website, etc.)
  • What happens if there is a parental refusal for a student to participate in state assessments?
District communicates testing schedules to parents/guardians in a timely fashion
District has policy to address parental participation refusal
Item #5 - Technology
  • How much in advance of testing window are devices prepared and checked for testing?
  • Were there technical issues getting hardware ready for the assessment?
  • What is the communication plan for test examiners if there are technical issues during testing?
  • Does the district require students/staff to stop accessing the network to limit bandwidth usage during testing?
District IT staff have reviewed technology guides
District IT staff have prepared hardware for testing
District IT staff are readily available to help out with technical issues during testing
Item #6 - Student Test Preparation
  • What resources does the district use to help prepare students for testing (i.e., district curriculum, data from previous testing, district assessments, interim/benchmark assessments, materials, etc.)?
  • Are there specific resources that you found useful?
  • Are there specific resources that you found not useful?
  • Are students given an opportunity to become comfortable using the testing platform prior to taking the summative assessment?
The district uses interim/benchmark assessments as part of test preparation
Students are given the opportunity to look at sample items/online tools training
Students are given the opportunity to take the practice test
Item #7 - Tools And Accommodations
(If no students used accommodations, write N/A)
  • What process does the district IEP team use to determine which accommodations are appropriate for student use on state testing?
  • How are student accommodations documented?
  • Does the district train test examiners on the use of accommodations during testing?
  • Do the IEP teams use the Universal Tools and Accommodations full descriptions (as found in the tools/accommodations section of the manual) or just a list of available accommodations (such as Form D)?
The IEP ensures that accommodations used on the assessment are also used during everyday instruction in the classroom
Test Examiners are informed of student accommodations prior to testing
Students receive the correct supports and accommodations before/during/after testing
Test Examiners have reviewed manuals to determine which tools and accommodations are allowed based on grade/content/session
Item #8 - Physical Test Materials/Test Tickets
  • Explain the district’s process for distributing, tracking, and accounting for physical test materials including test books, listening scripts, test tickets, etc.
  • Who has access to the secure areas where physical testing materials are kept?
  • What steps are taken if test materials are lost?
  • What process is taken for contaminated tests?
  • Who is responsible for transcribing student answers into the system?
  • Who prints student test tickets? Are tickets printed at the district level or the school level?
  • Explain the district's process for distributing student login information to examiners.
Physical test materials are kept in a secured, locked limited access location
Physical test materials are signed out by Test Examiners and signed back in after testing
Braille, Large Print and Paper/Pencil testing materials are returned to the testing vendor within the applicable timeframe
Test Examiners verify that the test ticket belongs to the student prior to distribution
Test tickets are securely destroyed after the student completes the session
Item #9 - Interrupted/Make-Up Sessions
  • Explain the district’s procedure for scheduling make-up testing.
  • What is the district’s procedure for dealing with interrupted testing sessions due to technology issues?
  • What process is used for dealing with disciplinary issues during testing?
  • What is the procedure if there is a power outage or the fire alarm is activated?
District has a policy for make-up testing
District has a policy for disciplinary issues that occur during testing
District has a policy for interrupted testing
Item #10 - Score Reports
  • Explain the district’s process for ordering or printing student score reports.
  • Explain the district’s process for distributing student score reports.
  • Who is involved in this process?
Within 15 days of receipt, the district is required to either provide a copy of the Individual Student Report (ISR) to the parent/guardian OR notify parents/guardians of distribution plans of ISRs. Notification can occur through whatever means of communication the district normally uses with parents/guardians – posting on the district/school website, text alert, email, mailing a letter, etc. District ensures that communication or distribution occurs within 15 days of receipt.
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