Telepractice and aimswebPlus

Examiners will need a computer with a camera, audio (speaker and microphone), and stable, high-speed internet access. A second computer with stable internet access or a second screen, which will be used to score the DRF, is also required. The examiner will need to download the PowerPoint (Early Literacy and Early Numeracy Spring stimulus books) and/or PDF (Oral Reading Fluency forms) student stimulus materials needed. Finally, the examiner will need  to select a teleconferencing platform that:

• meets HIPAA and FERPA requirements;
• provides the student a clear, full screen image of shared stimulus materials;
• provides clear audio for communicating directions, questions, and responses;
• allows for mobile access;
• and allows the student to see the examiner.

Students will need a computer or tablet (e.g., iPad) with a camera, audio (speaker and microphone), and stable, high-speed internet access. The computer/tablet screen should be no smaller than 8 inches (measured diagonally). When possible, a smartphone with an internet connection can be helpful during the test session (e.g., a facilitator connected to the teleconference platform can use their phone’s camera to share the student’s pointing and other test behaviors with the examiner).

As with any testing session, make sure the student’s environment is free from audio and visual distractions. Ask the facilitator to conduct testing in a quiet area of their home where the student can sit comfortably and see the computer/tablet directly and clearly (e.g., no glare on the screen). Ensure that the student does not have access to study or other materials at their location during the test. In addition, ask the facilitator to close all other applications and silence any alerts/notifications on the device(s) being used.

For a DRF test session, a facilitator will be with the student to ensure the student is engaged with the test material and the environment remains conducive to test taking activities. A facilitator is an adult at the remote location (i.e., with the student taking the test) who assists the examiner with the testing process. The role of the examiner is to prepare the facilitator for the testing session and to ensure the facilitator understands their responsibilities.

Prior to the test session, the examiner will send the Guidelines for Remote Testing Facilitators document to the facilitator or talk through the document with the facilitator over the phone or teleconference app. The document explains what equipment is required, how to set up the necessary equipment in a space suited to testing, and how to prepare the student for the test event. In addition, this document provides information about how to help during the test session, including a list of dos and don’ts and other considerations for the facilitator.

Finally, ask the facilitator to help prepare the student by making sure the student is well rested, has eaten, and has used the bathroom prior to the testing session. The facilitator should explain to the student that they will be assisting the examiner with testing and encourage the student to do their best work during the test session.

For more information on Facilitator and Examiner Preparation, refer to Help using the following path: How can we help > Other Resources > Remote Assessment

Schedule a test session for each student and provide the teleconference login information, meeting time, and Facilitator Guidelines document to each facilitator. Arrive approximately 10 minutes early for a test session, and go over the following pre-assessment checklist items with the facilitator when they log in to the teleconference session:

• Has the facilitator reviewed the general guidelines?
• Is the sound clear and the volume loud enough?
• Is the internet connection good or is there a lag?
• Is the computer fully charged or plugged in?
• Does the lighting reflect on the screen?
• Are notifications turned off on both the examiner and student’s computers/tablets?
• Share a screen. Can it be seen on the student computer?
• Test the examiner’s mouse. Can it be clearly seen on the student computer?
• Share video camera through the computers. Can you see each other?
• Join a smartphone, if available, to the teleconference platform to use as a second camera. Practice taking a view of the student and of the screen with the smartphone.
• Is the content displayed correctly on the screen (e.g., full screen)?
• Can the student sit directly in front of the screen?
• Is the student’s testing area free from major distractions?

Troubleshoot any issues that arise during the checklist review and before the test session begins. Use the DRF to read measure directions and administer test items, just as you would during a typical face-to-face administration. During testing, ask the facilitator or use the smartphone to verify that the stimulus content is displayed correctly on the student’s screen before administering each new measure.

Within 24 hours of the test session, the examiner should reflect on how the testing session went. Consider the following questions when reflecting:

• Was the student on task and motivated for the duration of the test session?
• Did the student rush through any parts of the test?
• Did the student listen to directions?
• Did the student only use scratch paper for the CA test?
• Were there any disruptions (e.g., noises or other distractions) or technical issues (e.g., lagging connection, disrupted audio) during the test?
• How did the student respond to the telepractice testing session?

After reflecting on the above questions, determine if the test results can be deemed valid. To do so, the examiner should consider the following:

• Did the test session capture an accurate representation of what the student can do?
• Did the facilitator follow the guidelines to foster a standardized testing environment?