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Test Booklets
Prior to the testing window, teachers receive test booklets to be used with enrolled students.
Students are assigned tests at a specific level of difficulty (A, B, or C) for Reading, Mathematics, and Science and may be assigned
one difficulty level (A, B, or C) for reading and the same or a different difficulty level for mathematics or science.
The Test Booklets, which include directions and materials, are specific to the grade level and level of difficulty assigned.
Please keep in mind that the pre-selection of each of your student's levels is based on statistical analyses of
group performance and may not be accurate for your particular student. If after you review the Test Booklet and test materials
you decide that the level selected is not a proper match for your student, request a difficulty level change by filling out
the Difficulty Level Change Form.
The new level you select should present some challenge to your student without being overwhelming.
Students are not expected to answer every test item perfectly with no support. You will be asked to provide a rationale for changing the level of difficulty.
PLEASE NOTE: DO NOT CHANGE THE LEVEL OF DIFFICULTY WITHOUT RECEIVING PRIOR APPROVAL.
Adapted Test Booklets and replacement test items:
Adapted versions of the test or replacement test items are available from the PASA website for some students:
- students whose functional vision requires the tactile and auditory presentation;
- students who are deaf or hard of hearing; and
- students who are hearing but cannot produce oral responses
For more information, see below.
For students with visual impairments:
Adaptations for students who have visual impairments
General guidelines and an adapted version of the PASA are available for students whose functional vision requires the use of tactile and auditory presentation of the test.
Colored Materials
For students who are deaf or hard of hearing:
Replacement test items for students who are deaf/hard-of-hearing
Some test items have been changed for students who are deaf or hard of hearing. Skills designated with a “D/HOH� in the top right hand corner of relevant pages in the Test Booklet should
be replaced with pages for these skills that are on the PASA website: www.pasaassessment.org.
For students who are hearing but cannot produce oral responses to open ended questions:
Adaptations for students who are non-verbal
Some test items have been changed for students who are hearing but are unable to produce oral responses for openended questions. These items are designated with an “AAC� in the top right hand corner of relevant pages in the Test Booklet.
You are permitted to substitute materials when your student cannot demonstrate the targeted skill because of his/her disability. For example, if the targeted skill involves counting materials and the recommended materials are of such high
interest that your student is likely to play with the materials instead of counting them, other materials can be substituted. However, materials should be adapted or substituted with care to be sure that the test is not unintentionally modified and that could cause the student to receive a lower score.
Adapting presentation of test materials:
The standard procedure for introducing a skill is to place the materials on a table in front of the student. However if other procedures are typically used in instruction, they can be used in the test as well. For example, instead of placing
on the table all materials in a match-to-sample skill, the answer choice array could be placed on the table while the material to be matched is held by the administrator or handed to the student so he/she can take it and put in on the correct choice in the array.
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Other Suggestions:
| SUGGESTION |
ILLUSTRATION |
| Use several tables to set up materials for different skills to minimize time needed to rearrange materials. Arrange materials for skill #1, 2, and 3 on the first table and so forth. |
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| Present materials and secure them to the table with Velcro®. |
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| Present materials on a magnetic board or a chalkboard. |
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| Present materials on a slant board or a tabletop easel. |
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| Stabilize materials using Dycem®, etc. |
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| Secure materials by placing picture and word cards underneath a clear acetate sheet taped to the table. |
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| Allow the student to use a sheet of paper to mask and progressively unveil the passage to be read. (Score is not reduced if the student does this independently.) |
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Adapting materials
Adaptations that do not affect the score. Most of the skills require materials that are either provided or recommended. These materials should be used if they are appropriate. If they are not appropriate for a particular student, the materials should be considered to be guides as to what can be substituted to engage a student in the test activities. As long as the alternative materials meet the specifications of the skill assessed and do not alter the difficulty level of the skill, the student will have the opportunity to receive full credit for the item.
Adaptations that affect the score. When materials substitutions deviate from the specifications for selecting materials, the student's highest possible score on that skill could be lowered from a 5 to a 3.
Adapting the mode of response
Adaptations that do not affect the score. Some students will not be able to respond in the ways that are suggested in the Test Booklet. Test Administrators can restructure the response so that the student can use his/her typical mode of responding (e.g., signing, eye gaze, or other augmentative or alternative means of communicating). In such cases, it will be possible for the student to receive full credit for the item, provided that the number of answer choices is not restricted.
Adaptations that affect the score. If the change in the mode of responding makes the item easier to answer, the student's highest possible score will be reduced from 5 to 3. Such changes might include providing fewer than the required number of answer choices, changing from a production to a selection response, or not allowing the student to respond to every option if a multiplechoice item is converted to a series of yes/no questions.
Reminder: Adapted versions of the Test and replacement pages for specific skills for students needing them can be located on the PASA website (www.pasaassessment.org). These adaptations are for:
- Students who are blind or have very limited vision
- Students who are deaf or hard of hearing
- Students who are hearing but cannot produce oral responses to open-ended questions
Illustrations of possible adaptations for students with particular disabilities
On the following pages are examples of ways that skills tested can be adapted for students. The examples are organized into the following sections:
- Students with expressive language disorders
- Students who are deaf or hard of hearing
- Students with visual impairments
- Students with physical impairments
Adaptations for Students who are Hearing but cannot Produce Oral Answers
General considerations for students who cannot produce oral answers
| GENERAL CONSIDERATION |
ILLUSTRATION |
| Change a production response to a multiple-choice response. Allow the student to respond by pointing or eye gaze. The field of choices must include the number of answer choices typically required by that test level (B Level = 4 choices; C Level = 5 choices) and meet the parameters for distracters in order to earn full credit. Go to the website to download the adapted test items. The picture or word choices must be captured on video. |
Level B (listens to sentence): They picked
corn, milked a cow, and fed the goats. |
| Allow the student to use his/her typical augmentative communication device (DynaMyte®, Tech Talk®, keyboard, Big Mack®, IntelliKeys®, etc.). The field of choices must include the number of answer choices typically required by that test level (B Level = choices; C Level = 5 choices) and meet the parameters for distracters in order to earn full credit. Go to the website to download the adapted test items.The choices on the assistive device must be captured on video. |
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| If the student is responding by answering yes/no to each choice, all materials in the array must be presented in order for the student to earn full credit. |
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| Some test items cannot be assessed using picture or word choices (e.g., names action in a complex picture), because the picture choices may give the answer away. The choices must be presented orally. |
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| Allow the student to use sign language (ASL or Signed English, finger spelling, etc.). If the student uses individually created signs, provide a voice-over describing the response. |
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| If the student is capable of using written communication, allow him/her to respond in writing. Written responses are not allowed for skills like reading word(s), numbers, digital times, and fractions, because it changes the skill to copying. The written responses must be captured on video. |
They picked corn, milked a cow, and fed the
goat. |
| If the student is capable of typing, allow him/her to respond using a regular computer keyboard or his/her assistive technology device. Typed responses are not allowed for skills like reading word(s), numbers, digital times, and fractions, because it changes the skill to copying. The keyboard, the screen, and the student's typing behaviors must be captured on video. |
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Expressive Language Disorders
Adaptations for Students who are Deaf/Hard of Hearing
General considerations for students who are deaf/hard of hearing
| CONSIDERATION |
ILLUSTRATION |
| Supplement or replace verbal instructions with sign language. |
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| Supplement or replace verbal instructions with written instructions. |
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| Allow the student to use sign language (ASL or Signed English, finger spelling, etc.). If the student uses individually created signs, provide a voice-over describing the response. |
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| If the student is capable of using written communication, allow him/her to respond in writing. Written responses are not allowed for skills like reading word(s), numbers, digital times, and fractions, because it changes the skill to copying. The written responses must be captured on video. |
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Guidelines for testing specific skills of students who are deaf/hard of hearing
Skills: Adds, subtracts, multiplies, or divides
| SPECIFIC SKILL |
ILLUSTRATION |
| If the student is capable of reading simple sentences, present the item as a written question highlighting the key information. The text should remain essentially the same as the verbal statement in order for the student to earn full credit. |
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Skill: Counts
| SPECIFIC SKILL |
ILLUSTRATION |
| Have the student sign each number as he/she counts. The student must sign each number (not just the final total quantity) in order to earn full credit. |
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Deaf/hard-of-hearing
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