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2 Administration of Assessments
Examples of ethical and unethical practices are provided below to illustrate the standards and
principles of professionally responsible practices in the administration of the state assessments. An
unethical assessment practice is anything that would knowingly and deliberately harm a child or will
not support or enhance student learning, such as, teaching the specific content from an assessment
instrument, or violates the proprietary nature of the assessment such as copying items by any means
for reference or use. Teaching to a specific test does not enhance student learning, whereas,
developing a curriculum based on the Colorado Model Content Standards, the Expanded Benchmarks
or the Colorado English Language Development Standards is appropriate. These Standards provide the
skills and knowledge that will be tested on the state assessment.
5. Copying test passages, test items, writing prompts, and/or student responses from an actual TCAP,
CoAlt or CELApro assessment for any purpose including, but not limited to, their use in instructional
planning, classroom instruction or assessment.
Please note: Copying includes 31 of this Procedures Manual, as well as the Test Proctors Manuals
and Test Examiners Guides. anymeans of duplicating an item. This may include memorization, text
messaging, Morse code, etc. More information is included on page
6. Deviating from the prescribed administration procedures specified in the TCAP Test Proctors Manual
or the CoAlt and CELApro Examiners Manuals in order to assist student performance.
7. Leaving visible word walls, vocabulary posters, spelling words, multiplication tables, or any other
aids that could artificially inflate student scores or that are expressly forbidden in assessment
administration manuals.
8. Allowing students (who do not have any of these accommodations approved) to use dictionaries,
thesauri or word processors with spell and grammar check on the reading and writing assessments.
9. Scribing the essence of the students response, rather than scribing exact student responses,
including grammatical errors and incorrect responses, when scribing is the accommodation.
10. Telling students the correct responses or allowing them to discuss answers among themselves, or
hinting to a student to reconsider an answer to any items he/she has given.
11. Allowing the use of notes or other materials which give students an opportunity to engage in
practices which may give them an unfair advantage.
12. Changing responses that students have written or bubbled in.
13. Attempting to score student responses on TCAP or CoAlt before returning the tests to CTB.
14. Purposefully excluding eligible students from TCAP, CoAlt or CELApro by:
encouraging lower-performing, special education, or limited English proficient students to
stay home during the testing period to artificially boost apparent school performance,
sending on field trips or dismissing lower-performing, special education, or limited English
proficient students during the testing period to artificially inflate apparent school performance,
encouraging students who are not reading at grade level to stay home during the reading
portion of the assessments,
encouraging parental refusal of assessments to prevent frustration for low-performing
students.
15. Not providing students with documented accommodations on the assessment that are normally
used during regular assessment situations including district, school and classroom assessments.
16. Providing students with accommodations on the assessment that are not documented in a formal
plan and/or are not normally used during regular assessment situations including district, school and
classroom assessments.
17. Discussing items or student responses with other staff members or students after the
administration of the assessment.