Skip Navigation

Frequently Asked QuestionsPDF Print

FAQ - AccessibilityAccessibility

  • No. This is done by either a DA, DC or SC user role.

  • The DA, DC or SC.

  • Any time prior to student testing in the administration of an Interim and/or Summative Assessment.

  • Not for the training and practice test, but accommodations need to be set prior to a student taking the Interim assessments.

  • Universal tools are access features of the assessment that are either provided as digitally-delivered components of the test administration system or separate from it. Universal tools are available to all students based on student preference and selection. The Smarter Balanced digitally-delivered assessments include a wide array of embedded universal tools. These are available to all students as part of the technology platform. Some universal tools may need to be provided outside of the computer test administration system (non-embedded).

    Designated supports for the Smarter Balanced assessments are those features that are available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student). Designated supports need to be identified prior to assessment administration. Embedded and non-embedded supports must be entered into the Test Information Distribution Engine (TIDE). Any non-embedded designated supports must be acquired prior to testing.

    1. Accommodations are changes in procedures or materials that increase equitable access during the Smarter Balanced assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Smarter Balanced states have identified digitally-embedded and non-embedded accommodations for students for whom there is documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 accommodation plan. Determination of which accommodations an individual student will have available for the assessment is necessary because these accommodations must be made available before the assessment, either by entering information into the TIDE, for embedded accommodations, or by ensuring that the materials or setting are available for the assessment for non-embedded accommodations.
    PLEASE NOTE: Any adjustments to the default of regular test Universal Tools (if you’re going to the next level of Designated Supports or Accommodations) must be entered into the TIDE system ahead of signing in for the test. A Teacher/Test Administrator (TA) will not have the credentials to change settings in TIDE – this needs to be done by a School Test Coordinator (SC), District Test Coordinator (DC) or District Administrator (DA) so it should be done ahead of time.

  • For Grades 3-5, TTS for “Passages” or “Passages and Items” can be administered to any student within those grade levels with an IEP or 504 plan. Text-to-Speech is available on reading passages in all grades.

  • Yes, you will find them on the .xlxs or .csv format called StudentSettingsTemplate

  • This is a non-embedded Accommodation dictated by an IEP or 504. Voice recognition allows students to use their voices as input devices to the computer, to dictate responses or give commands (e.g., opening application programs, pulling down menus, and saving work). Voice recognition software generally can recognize speech up to 160 words per minute. Students may use their own assistive technology devices. Students who have motor or processing disabilities (such as dyslexia) or who have had a recent injury (such as a broken hand or arm) that make it difficult to produce text or commands using computer keys may need alternative ways to work with computers. Students will need to be familiar with the software, and have had many opportunities to use it prior to testing. Speech-to-text software requires that the student go back through all generated text to correct errors in transcription, including use of writing conventions; thus, prior experience with this accommodation is essential. If students use their own assistive technology devices, all assessment content should be deleted from these devices after the test for security purposes. For many of these students, using voice recognition software is the only way to demonstrate their composition skills. Still, use of speech-to-text does require that students know writing conventions and that they have the review and editing skills required of students who enter text via the computer keyboard. It is important that students who use speech-to-text also be able to develop planning notes via speech-to-text, and to view what they produce while composing via speech-to-text.

  • Print On Demand is an Accommodation for students with a documented disability in an IEP or 504. Print On Demand is a non-embedded accommodation consisting of paper copies of either passages/stimuli and/or items are printed for students. For those students needing a paper copy of a passage or stimulus, permission for the students to request printing must first be set in TIDE. For those students needing a paper copy of the test, the help desk must be contacted by the school or district coordinator to place an order for the student. A very small percentage of students should need this accommodation.

FAQ - AIR Test Delivery SystemsAIR Test Delivery Systems

  • TIDE stands for "Test Information Distribution Engine". The TIDE system provides administrators with the tools to add and manage users and students participating in the ELA and Math ISAT assessments.

  • TDS stands for "Test Delivery System". It is the online testing system that will be used for the practice tests, training tests, optional interim assessments and the summative assessments.

  • The Student will need the Secure Browser installed on their testing machine. Once the Secure Browser has been installed, the student will need their First Name, EDUID, and the test session number (generated by the TA).

  • Yes, the Idaho Help Desk is available 8am to 8pm, Monday through Friday, during testing.

  • The original list of DAs provided by the state should have received their log-ins and passwords on Tuesday, 12/16/14. All other roles must be added by the DA.

  • It is up to the TA – either solution will work.

  • No, EDUIDs need to be entered on the machine the student will be using at the time of testing.

  • Yes.

FAQ - General InformationGeneral Information

  • This portal acts as the gateway to all your assessment systems. The portal provides links and resources to help students and educators take full advantage of AIR systems.

  • Calculators are not available at grades 3 through 5. For grades 6 through 11, the calculator will vary by grade as follows:

    Grade 6 - Basic Calculators

    Grades 7 and 8 - Scientific Calculators

    Grades 9 through 11 - Scientific, Graphic and Regression Calculators

FAQ - Paper-Pencil TestsPaper-Pencil Tests

  • The spring 2017 test administration window will begin on Monday, April 3rd, 2017, and end on Friday, May 5th, 2017.

  • No, in addition to the Large Print and Braille paper pencil tests, we will have a limited number of regular print paper tests available for all Idaho Assessments, including the ISAT By Smarter Balanced ELA/Literacy and Math, Science grades 5 and 7 and the Idaho Alternate Assessments for ELA and Math.  Paper pencil forms are considered accommodations, and are available only for those students with documentation of the need through a formal plan (i.e., Individualized Education Program or 504.  Paper pencil forms are fixed and do not adapt to show student performance across grade levels.

  • The paper-pencil tests order window will begin on Wednesday, January 4th 2017 and end on Friday, March 17th 2017. All orders will be received via the Idaho Help Desk. Please refer to the Contact Us page for contact information and hours of operation.

FAQ - Performance TasksPerformance Tasks

  • The Performance Task (PT) is a shorter segment, on the computer, given after the Classroom Activity. The ELA PT consists of two parts. It is recommended that each part be administered on separate days corresponding with the segment. In part 1 students will read sources and answer three research questions. During part 2 (the full write), students will provide a written response using those sources. Only in part 2 of the ELA PT may students have access to a hard-copy (non-embedded universal tool) or online dictionary or online thesaurus (embedded universal tools). The Mathematics Performance Task is administered in one session after the corresponding Classroom Activity

  • The assessments are comprised of two components (tests) for ELA and mathematics: a Computer Adaptive Test (CAT) and a Performance Task (PT) also given on the computer. All PTs must be preceded by the administration of a Classroom Activity. Smarter Balanced recommends that students take the CAT and PT items on separate days. For each content area, Smarter Balanced also recommends that students begin with the CAT items, followed by the Classroom Activity, and then the PT. Districts/Schools may opt to administer in a different order if needed; however, the Classroom Activity, which is designed to introduce the PT, must occur prior to the PT.

  • No.

FAQ - Practice/Interim/Summative TestsPractice/Interim/Summative Tests

  • The purpose of the Smarter Balanced training test is to give students and teachers an opportunity to quickly become familiar with the software and interface features that will be used in the summative assessments.

  • Yes. It is also the same user interface as the interim assessments and the summative assessments.

  • Yes, the Practice and Training Tests are unlimited.

  • No.

  • No, they are real tests, scored, and reported in the Online Reporting System.

  • No, they are optional.

  • Yes.

  • Yes.

  • The Interim Assessment test window is scheduled to end on April 17, 2015.

  • Performance Tasks can be found in the grade level chosen within the Practice and Training Tests.

FAQ - Roles for Test AdministrationRoles for Test Administration

  • SCs determine which students are rostered to each TA or TE. The TA or TE will be able to access the roster designated by the SC.

  • Yes, in a small school the same person could conceivably be the District Administrator (DA), the School Test Coordinator (SC), and a Test Administrator (TA).

FAQ - ScoringScoring

  • Hand scoring for the Interim Assessments must be done at the local level; therefore, individual school staff needs to be trained to hand-score that component of the Interim's using the Teacher Hand Scoring System (THSS). The hand scoring for the Summative assessments is being performed by AIR’s sub-contractor, Measurement Incorporate (MI).

  • Hand scoring can be done by SCs, TEs, or TAs.

  • The Interim ICAs are mimics of the full summative and the CAT and PT components cannot be separated. Hand scoring is necessary for the ICAs.

  • The Teacher Hand Scoring System (THSS) user guide and training module are available on the portal. Also, there are training guides and exemplars for each item in the Teacher Hand Scoring System.

  • Yes. The turn-around time to see results in ORS will depend on the school’s hand scoring process.

FAQ - Test AdministrationTest Administration

  • Scores will appear immediately in ORS only after students complete both the CAT and PT tests in each subject. Students must click “submit” in TDS and Scorers (SC, TA, and TE roles in TIDE) must score all student responses for each of those tests in a given subject in THSS before scores will appear in ORS.

  • All summative assessments only allow one opportunity per administrations. Juniors and seniors will be allowed retest opportunities on the summative assessments beginning in the fall of 2017.  

  • No, not during this administration window. Juniors and seniors will be allowed fall and spring retest opportunities.

  • Yes.

  • Yes.

Sort by Category