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Assessment Administration Resources

Accessibility Supports

The Oregon Department of Education (ODE) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student’s achievement. In the process of developing its next-generation assessments to measure students’ knowledge and skills as they progress toward college and career readiness, ODE recognizes that the validity of assessment results depends on each and every student having appropriate accessibility supports (formerly “accommodations”) when needed based on the constructs being measured by the particular statewide assessment. To that end, please consult the Oregon Accessibility Manual as well as the related resources and links posted on this webpage.

​These resources may be made available to all students during testing.
NOTE: Although the ODE-provided resources available below are not secure materials, they contain specific content that must not be altered. TAs may enlarge ODE-provided resources or their parts (e.g., as a poster or wall chart) but must NOT otherwise alter their content or change their presentation.

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​Oregon’s online ELA, Mathematics, Science, and Social Sciences assessments are available to students who use Braille through a Braille interface.

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Right Assessment for the Right Purpose

The Oregon Department of Education worked with internal and external partners to develop a guidance document aimed at increasing educator assessment literacy within Oregon's Statewide Assessment System (OSAS). External partners included teacher's union representation, district test coordinators, university measurement staff, and national measurement experts in formative, interim, and summative assessment contexts. Internal partners included colleagues from the Office of Student Supports and the Office of Teaching, Learning, and Assessment. The document provides definitions for critical terms in our OSAS and in other areas where Oregon students are assessed in the areas of academic achievement, behavior, or other areas as part of their instructional programs. The document also addresses current questions and appropriate uses and misuses of statewide summative assessment data. Finally, guidance is provided regarding efficient use of testing time based on an internal study that was conducted. This document does not address any concerns outside of the K-12 student assessment context, nor does it provide the final word on assessment literacy in Oregon. It is published with the intended goal of beginning conversations about assessment literacy, which we know will evolve and increase in accuracy and complexity over time. Please contact Andrea Lockard, Director of Assessment if you have any questions regarding the guidance document. Right Assessment for the Right Purpose Guidance Document (Published August 7, 2019)

Promising Practices

  • Selecting and Documenting Accessibility Supports

    The decision to apply accessibility supports during testing must be based on individual student need. This document contains promising practices that school districts might consider when selecting and documenting appropriate accessibility supports for their students.

  • Confirming student log-in information (Updated 3/1/19)

    It is essential to both test security and the validity of student scores that all students log into the online assessments using their own SSIDs. This document contains tips that test administrators may use during the student login and verification process to ensure that students log in using the correct SSID.

  • Administering the ELPA to newcomer EL students

    All English Learner students eligible to receive services under Title III of NCLB are required to annually participate in the English Language Proficiency Assessment, which measures the four domains of listening, speaking, reading, and writing in English. Students who are new to learning English may need additional support when taking the speaking domain of ELPA. This document contains tips that test administrators may use when preparing to administer ELPA to a newcomer EL student.

  • Visual Barriers as Part of a Secure Test Environment

    Districts must ensure that students do not have access to see other students’ work during testing. This document contains tips that TAs may use to create visual barriers between students during testing.

  • Maintaining Security of Printed Test Materials (Updated 3/1/19)

    Maintaining the security of printed test materials is an important aspect of overall test security. This document contains tips that TAs may use to ensure the security of printed test materials.

  • Secure Transmission of Student Data Guidelines

    Secure transmission is a vital part of ensuring the confidentiality of student data. This document contains tips for transferring data securely.

  • Student Cell Phone Access

    Preventing students from accessing cell phones during testing is an important part of ensuring security of the test environment. However, enforcing this rule poses a variety of challenges for districts. This document contains tips that various districts have reported using to prevent student cell phone access during testing.

  • Testing Improprieties and Appropriate Practices

    This document contains examples of typical testing improprieties that have been reported to ODE. For each testing impropriety listed, there is also an example of an appropriate practice that test administrators could use to avoid the testing impropriety.

  • Training Test Administrators

    Ensuring that all test administrators are properly trained is vital to maintaining the security and validity of Oregon’s statewide assessment system. To ensure that all test administrators receive the required training, this document contains tips to help districts appropriately identify all staff who are included in the training requirement.

  • Avoiding Student Coaching

    Avoiding student coaching, whether intentional or inadvertent, verbal, or nonverbal, is essential to ensuring the validity of the assessment and assessment results. This document contains promising practices that school districts can use to help prevent coaching.

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DTC Webinars

  • June 11, 2025
    • Closed Captions 06-11-25
    • Slides 06-11-25
    • Question and Answers 06-11-25
    • Recording 06-11-25
  • May 14, 2025
    • Closed Captions 05-14-25
    • Slides 05-14-25
    • Question and Answers 05-14-25
    • Recording 05-14-25

  • April 09, 2025
    • Closed Captions 04-09-25
    • Slides 04-09-25
    • Question and Answers 04-09-25
    • Recording 04-09-25
  • March 12, 2025
    • Closed Captions 03-12-25
    • Slides 03-12-25
    • Question and Answers 03-12-25
    • Recording 03-12-25
  • February 12, 2025
    • Closed Captions 02-12-25
    • Slides 02-12-25
    • Question and Answers 02-12-25
    • Recording 02-12-25
  • January 08, 2025
    • Closed Captions 01-08-25
    • Slides 01-08-25
    • Question and Answers 01-08-25
    • Recording 01-08-25
  • December 11, 2024
    • Closed Captions 12-11-24
    • Slides 12-11-24
    • Question and Answers 12-11-24
    • Recording 12-11-24

Spring 2024 New DTC Orientation Webinars
Fall 2024 New DTC Orientation Webinars
  • Session 1 (October 28, 2024) “Before Testing”
  • Session 2 (November 18, 2024) “During Testing”: STC/TA training and accessibility
    • Session 2 Slides 11-18-24
  • Session 3 (December 2, 2024) “During Testing”: opt-out process, improprieties, crisis alerts
    • Session 3 Slides 12-2-24
  • Session 4 (December 16, 2024) “During Testing”: STC/TA training and accessibility
    • Session 4 Slides 12-16-24


2023 New DTC Orientation Webinars


2023-24



2022-23

2021-22

2020-21

  • June 9, 2021

  • May 12, 2021

  • ​Webinar Canceled

2019-20


If you have questions about materials previous to the last 5 years, please contact the ODE Assessment Team.