Online ERBs from a Teacher Perspective (updated 2/14/13)

While I consider myself a bit of a techie, I do not have any official capacity related to technology at my school.  As a result I was not involved in the organizational end of running the online ERB tests at my school.  This post is a set of tips after a successful first day of administering them to my homeroom. 

Our tech team and learning specialist made sure we were VERY well-prepared for today!

Tip 1: Reinforce upfront that there will be problems

Our learning specialist really hit this home and it was very helpful.  We knew that there would be glitches, but we also knew that she and the IT team were working overtime to address all of them.  By very openly acknowledging that there is a learning curve the first time you try something new, especially on such a large scale, teachers were more willing to offer feedback because they didn't feel like they were doing something wrong.  It really helped the process to approach it as a learning experience.

Tip 2: Train teachers early

Two months prior to administration, the teachers were led informally through both sides of the student tutorial, having the opportunity to explore the teacher proctor experience, as well as the student test-taking experience.  This took place in a large group.

One month prior to administration, the teachers were formally trained on how to administer the tests, including running through detailed instructions in the administrators manual, and discussing how the online test experience differed from the paper version.  This took place in grade level groups.

As mentioned, teachers were trained in both large and small groups.  Having the chance to ask questions and get more one-on-one feedback and support in the smaller grade level groups was valuable.  The first run through worked well in a large group because it was guided practice and exposure, as opposed to a training where teachers were supposed to be taking notes and focused on exactly what they would be doing during administration week.

Tip 3: Run the tutorial with students at least two weeks before administration

Having this experience (see Tip 4 as well) allowed for updates to instructions and schedules based on any problems that arose or confusion on the part of teachers.  It also allowed our IT leaders to make some updates on their end to account for glitches related specifically to running the tests with may students at once on our particular system.

Tip 4: Test run the tutorial with as many students as you can at the same time

Two weeks prior to administration week, all students who would be taking the test at the same time during the testing week worked through the online tutorial at the same time.  This allowed IT to be sure we had the technological capacity to withstand the load of the students doing the online tests during official administration.  It also provided teachers with the experience of working through potential tech issues with IT available and on call.

Tip 5: Have IT and tech support available during tutorials and administration

Our amazing, amazing IT team was readily available, either in person or by phone, during the tutorial and testing sessions.  They were focused on the testing as their top priority and were very responsive.  In addition, our learning specialist and trained administrators (we had one additional trained faculty member per grade level) were in the hallway outside the classrooms for immediate support.

Tip 6: Provide updated schedules and instructions on different colored paper

Each time a revised set of directions or new schedule comes out to adapt for issues that arise or to meet teacher needs for weekly class time, use a different colored paper for the copies.  This way when you want to ensure teachers are referring to the most up-to-date information you can tell them that they should be looking at the blue instructions and the green schedule.

Tip 7: Leave extra time in the scheduled test sessions for addressing the unexpected

The schedule that was set up for us allowed for at least 15 additional minutes, at times as much as 25, in each testing session in the schedule.  This is not extending the time allowed for the actual test, it meant that all of the teachers in the administration area were keeping kids quiet in their rooms for a longer period of time.  For the groups for whom administration went smoothly, this meant there was an extended time of quiet break and resting once they finished the test.  For the groups which had tech glitches or other issues, this additional time allowed all students to complete their tests in the time available.  It also decreased teacher stress to know that there was a cushion already built in.

Tip 8: Have a specific system for naming the test sessions

We were instructed to name the sessions using the following system “last name-room number-test initials.”  For example: smith123vr (for Mr. Smith administering the Verbal Reasoning test in classroom 123).  On the date of administration this made it easier for the individuals on the administration end to see where a student was if any issues showed or came up within the testing system.

Tip 9: Highlight one major difference – tests split into sections

One major difference between the paper test and the online test is that online a single test may be split into multiple sections.  While taking the paper test, when a student finishes the entire test, she may go back and review all questions from the test in any extra time available.  While taking the online test, each test is split into multiple sections.  When a student finishes each section, he may go back and review all questions from that section.  Once he has finished reviewing that section and moves on to the next section, he cannot go back to the first section at the end of the testing session.  This needs to be clear to students so that they can manage their time accordingly and take a few extra minutes to review in the middle of the test (at the end of each section).

**** Tips 10, 11 & 12 are additions after our final day of online ERB testing.

Tip 10: There is a difference within the online system - Math 1 & Math 2 are part of the same session

This was confusing to us (teachers) at first, when you set up the session for the Math 1 & Math 2 tests, there is only one "Mathematics" test available.  At the end of the Math 1 test students see a slightly different screen that says "Stop" in big red letters.  They are told they must close the session to complete this section of the test.  They have no other option but to close the session, so there is no danger of them accidentally starting the Math 2 test.  After the break time between testing sessions, students re-enter the same session number they used for Math 1, and it starts them back up at the beginning of Math 2.  I am guessing this is because the test makers want to ensure that the Math 1 and Math 2 tests are administered on the same day (since a test session only lasts for 24 hours).  Bottom line - it sounded confusing to the teachers because it was different, but in reality it wasn't confusing at all to the students.


Tip 11: Fun feature! Additional mouse over information in "Student Location" column

There is a column in the proctor screen that allows the proctor/teacher to see on which question each individual student is working.  Up until this morning, I didn't know that I could tell the difference between Susie, who was just starting "24 out of 36," and Annie, who had completed all 36 and was reviewing "24 out of 36."  If you hover your mouse over the "24 out of 36" a small pop-up message will appear that tells you how many actual answers a student has entered (so for Susie it would have said, "24 out of 36 answered" and for Annie it would have said, "36 out of 36 answered").  It also lets you know what percentage of the overall test this represents.  It was very helpful when I figured that out today!


Tip 12: Have loaner or extra computers on hand.

Our IT department had back-up laptops available for students to use in a pinch.  So if a student's laptop all of a sudden was having issues connecting to the network to access the test, they could swap to a different machine without much time being wasted.  This was really helpful when the issue was related to the machine, not the test or the network.



Overall it was a great experience, despite the adjustment period and stress of doing something new with such important testing.  The benefit of having the test results immediately available to the administration would, I think, make this a worthwhile venture for any school with adequate access to technology!

Our students' work is lovely and deep, but I have miles to go before I sleep*

On Friday, our middle school students involved in diversity work put on the annual Student Diversity Assembly.  They are, in a word, amazing.  Each year I am blown away by the maturity and insight our 7^th and 8^th graders bring to this event.  I am also consistently amazed by the bravery of our 5^th and 6^th graders to stand on stage and talk about these enormous topics.  While the event always takes a mountain of teacher logistical support, the students are the ones who pull it together.

Highlights from this year:

•  our playback theater group who performed at a local diversity conference brought their work to the assembly and performed on topics of friendship and diversity raised by the audience
• members of our 5^th & 6^th grade diversity club shared excerpts of an activity in which all students participated earlier in the year, reflecting in writing on bullying and name calling
• a talented 8^th grade videographer interviewed students about what diversity means to them, had quotes of students asking, “What is diversity?” in multiple languages, and put together an insightful but delightfully humorous short video for us to watch
• the 15 6^th graders who attended a recent diversity conference shared personal reflections about what they learned and how they were going to make a change in their/our community
• members of the 7^th and 8^th diversity club put together a slideshow that challenged stereotypes and pushed all of us to question our assumptions (it was pure middle school and beautifully done)

Ultimately, we do it all for the students.  When they can stand up on stage and share, almost as eloquently as any adult could, their thoughts on such challenging subjects, on some level there is clear progress being made! 

So I walk away from this feeling energized by the diversity work taking place in our school, but knowing there are still “miles to go before I sleep.”  Diversity work is never complete.  There are always new facets of diversity being “discovered” and valued in our culture and school communities, and those which we already prioritize continuously morph and change before our eyes.

*Thanks to Robert Frost for my cheesy adaptation.