Mathematics Paper 1 (non-calculator)

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Aug 3, 2024, 1:41:12 PM8/3/24

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Information on Accessibility Features and Accommodations

The full list of accessibility features and accommodations for the MCAP Assessments can be found in the Maryland Assessment Accessibility & Accommodations Policy Manual.
Answer masking, color contrast (background/font color) and text-to-speech for mathematics, are available for all participating students who need these tools, but need to be identified in advance via the Personal Needs Profile (PNP).

Information on Accommodations

The full list of accommodations for students with disabilities and English learners can be found on pages 27-47 of the Accessibility Features and Accommodations Manual.

The interaction has been updated to a more common design that aligns to the standard interaction used by screen reader users. Now, when students navigate into a multiple choice field, the radio button given focus by the Screen Reader will automatically be selected. Students can use the space bar to remove the selection.

A screen reader is a software application, separate from text-to-speech embedded in TestNav, which conveys web content through audio. Screen readers are appropriate for students who are trained to use the software and who use it in the classroom, including those who are blind or have a visual impairment.

Large Print

To print Large Print Paper Practice Tests to the optimal enlargement of 150% to 18 point font, they must be printed on 14" x 18" paper. Do not use print scaling or fit-to-page in your printer settings.
Large Print Paper Practice Tests can also be printed on 11" x 17" paper with a print size of less than 150% of the standard print. For this, print scaling or fit-to-page must be set in your printer settings.

At 11+, candidates will sit one paper which begins with approximately eight straightforward, 1-mark questions testing basic numeracy. Marks will be awarded for the correct answer and working need not be shown. This section is followed by worded questions which require working to be shown.

At 13+, we offer the CE mathematics examination at three levels. These are Foundation (Non-Calculator and Calculator papers), Core (Non-Calculator and Calculator papers) and Additional. All candidates take either Foundation or Core papers, and some candidates who take Core may also take the Additional paper. All candidates are expected to sit the mental arithmetic test, no matter which level they are taking.

We advise prep schools to liaise with senior schools about the levels at which pupils should sit the exam, and ensure that each candidate is registered for the appropriate level so that they receive the correct papers for the exam.

The CASE assessment for mathematics is based on the Core/Additional sections of the 13+ mathematics specification, and is designed to challenge the most able candidates. Candidates taking CASE mathematics will sit one paper, divided into two sections. In Section A, candidates are expected to answer all the questions. Section B is more demanding and candidates will be told to attempt as many questions as they can.

Durell Barnes believes that the independent education sector can drive innovation and help to provide alternative qualifications better suited to twenty-first century learners. In his recent editorial for the Summer

A. Yes, you are required to test or complete the testing of any student who enrolls in your school/district during the testing window, provided the student has not already completed testing elsewhere.

A. Yes, all students enrolled during the testing window must be assessed. Recently arrived students, who are defined as a student who has been enrolled in U.S. schools for less than 12 cumulative months, may be exempted from the ELA section during their first test administration. These students must take the ELA section during subsequent administrations, even if they still qualify as a recently arrived student.

If a student arrives after the ACCESS for ELLs assessment window and does not have an opportunity to take that test, but is exempt from the ELA assessment, he or she will be removed from test participation calculations. Recently arrived students must also participate in all other content areas, with or without designated supports, including linguistic supports for non-ELA sessions. Students in the district for less than a full academic year (FAY) are counted for test participation only; their assessment results are not factored into school or district report cards. Results for students who are FAY in the district but not a specific school are included in district report cards.

Recently arrived students who are exempt from the ELA assessment must have a not-tested code entered in the DRC INSIGHT Portal for ELA. If a student who is exempt from the ELA assessment took part or all of the ELA test please contact DPI for further guidance.

A. See the Policy document regarding student in special/unique situations. The student can be tested via a district owned laptop with the secure browser downloaded, in a secure setting with an internet connection by a trained proctor. If the student is not tested, the student counts as a non-test participant for accountability purposes and needs to have a not-tested code entered in the DRC INSIGHT Portal.

A. See the Policy document regarding student in special/unique situations.

Test security needs to be carefully considered when dealing with homebound or hospitalized students. The student can be tested via a district owned laptop with the secure browser downloaded, in a secure setting with an internet connection by a trained proctor. Be sure that the person who is administering the test to the student is an employed district staff member who has been trained in test administration.

Homebound services differ from virtual learning provided during the pandemic in that homebound is a placement determined by an IEP team. A student with a disability who requires in-person specially designed instruction and related services in the home in order to make progress towards their IEP goals and in the general education curriculum, must receive in-person homebound services as part of a free and appropriate public education (FAPE).

A. Use your professional judgment about whether it is appropriate to test a student who has suffered a recent trauma. If the student is not tested, be aware that the student will count as a non-test participant for accountability purposes and needs to have a not-tested code entered in the DRC INSIGHT Portal.

Private schools participating in the choice (voucher) program are required to administer the same statewide assessments as public schools. Private schools not participating in the choice program have the opportunity to purchase the Forward Exam directly from DRC. For additional information see Private School Testing.

A. A parent should submit a written request for student opt-out to the principal or the school board. Per Wis. Stats. 118.30(2)(b)3., if the student is in grades 4, 8, and 9-11 the request must be granted. If the student is not in the above mentioned grade levels, the decision to grant the request is at the discretion of the school board. Districts/schools should maintain records of parent opt-out requests.

A. DPI does not provide a form. Some districts choose to create a parent opt-out form in order to collect the same information for every family. The method by which you choose to collect the written request is a local decision.

A. Yes. You must test all enrolled students in grades 3-8 and 10 with the Forward Exam. If the student is not a full academic year (FAY) student, the student counts for accountability determination only in test participation calculations and is not included in English language arts or mathematics proficiency rate calculations.

A. The Forward Exam cannot be administered out of state. If the student is still enrolled in the district/school, the student counts as a non-test-participant for accountability purposes. You must enter a not-tested code of "Absent for entire testing window" for the student in the DRC INSIGHT Portal.

NOTE: A virtual school student living in another state but attending a Wisconsin Virtual School, must attend a location in Wisconsin arranged by the virtual school to take the Forward Exam in-person by a trained proctor.

A. FAY is based on the following: For spring testing, an FAY student is one who has been continuously enrolled in a school or district from the 3rd Friday of September to the completion of testing, with no enrollment gaps of 30 days or more. For more information about FAY, contact Phil Cranley at DPI.

DPI publishes school and district test participation on school and district report cards for informational purposes only. That is, test participation has no impact on report card scoring. This rule has been effective since the 2016-17 report cards. Please note that a minimum two years of 20 full academic year tested students are required to generate a report card score.

A. You need to acquire a WISEid for the student, then the District/School Assessment Coordinator may "add the student" (enter the student information) into the DRC INSIGHT Portal. Directions for adding a student to the DRC INSIGHT Portal are available in the DRC INSIGHT Portal Guide.

A. DPI provides DRC with an initial student level data file extracted from WISEdata, approximately 8 weeks prior to the opening of the test window. DRC uploads this information to the DRC INSIGHT Portal and provides district-level data files for districts to download and check for accuracy. This data file can be edited by districts, and then uploaded back into the DRC INSIGHT Portal. Additionally, there will be a Multiple Student Upload (MSU) file layout and sample file that may be used by districts to enter their data into and perform an upload of students and student information into the DRC INSIGHT Portal. Directions for using a MSU file to upload data to the DRC INSIGHT Portal are available in the DRC INSIGHT Portal Guide.