Satp2 Tam 09-10

MISSISSIPPI
SUBJECT AREA TESTING PROGRAM,

SECOND EDITION
SATP2
Test Administrator’s Manual

2009–2010 School Year
MS00003745
This document has been produced under a contract with the Mississippi Department of Education. Neither the Department
nor any other entities, public or private, shall hold copyright on this document. However, security requirements for the
Subject Area Testing Program do not permit reproduction of this document, in any form or for any purpose, without the
Department’s prior written approval. PEARSON is a registered trademark registered in the United States of America and/or
other jurisdictions.
TABLE OF CONTENTS
What’s Important ..............................................................................................................4
Mississippi Subject Area Test Administration Tables for the 2009–2010 School Year .............5
General Directions for Administering the Subject Area Tests....................................................8
When Students Ask for Help ....................................................................................................15
Standard Administrations
Answer Sheet—Directions for Completing the Student Information Page .............................16
Algebra I—Specific Directions for Administration .................................................................20
Biology I—Specific Directions for Administration .................................................................23
English II Multiple-Choice—Specific Directions for Administration .....................................26
U.S. History—Specific Directions for Administration ............................................................30
Special Versions
Directions for Administering and Handling Special Versions..................................................33
Make-up Sessions
Directions for Administering Make-up Sessions......................................................................34
Returning Materials
Directions for Preparing Materials for Return to the School Test Coordinator .......................35
Appendix
Algebra I, Biology I, and U.S. History

Sample Answer Sheet—Student Information Page ..................................................................37
English II Multiple Choice

Sample Answer Sheet—Student Information Page ..................................................................38
3
What’s Important
WHAT’S IMPORTANT
WHAT’S IMPORTANT—SCHOOL YEAR 2009–2010

The purpose of this page is to familiarize you with changes in the Mississippi Subject Area Testing Program
(MSATP) that are reflected in this document.
• There are updated English II Multiple-Choice Student Reports and Algebra I Student Reports for first-time
test takers.
• Students enrolled in Algebra I and/or English II for the first time PRIOR to 2007-2008, MUST take retests
based upon the OLD framework curriculum—Mississippi Mathematics Framework 2000 and/or Mississippi
Language Arts Framework 2000, respectively. These retests are provided during online administrations only.
• Students enrolled in Algebra I and/or English II for the first time in 2007-2008, and any subsequent
year, MUST take the tests and retests based upon the NEW framework curriculum—2007 Mississippi
Mathematics Framework, Revised and/or 2006 Mississippi Language Arts Framework, Revised,
respectively. These tests and retest opportunities are provided during paper/pencil administrations only.
• In order to meet graduation requirements to earn a diploma, students must earn a passing score on the
Algebra I and/or English II subject area tests based upon the curriculum used for instruction the year
they were first enrolled in the courses. It is imperative that students participate in the appropriate retest
opportunities as described above.
• Students who are continuing to retest to earn a passing score for Biology I and U.S. History must participate
in the 2009-2010 September, December, and April online administrations.
• Seniors’ last opportunity to take a Subject Area Test before the May 2010 graduation will be the April 7-9
and 12 online or paper/pencil administration.
• All seniors retesting in Biology and/or U.S. History MUST participate in the online administration.
• All seniors retesting in English II and/or Algebra I OLD framework curriculum MUST participate in the
online administration.
• All seniors retesting in English II and/or Algebra I NEW framework curriculum MUST participate in
the paper/pencil administration.
• In very few instances, seniors may be first time test takers.
• If seniors are enrolled for the first time in Biology I or U.S. History, they MUST participate in the
online administration.
• If seniors are enrolled for the first time in Algebra I or English II, they MUST participate in the paper/
pencil administration.
Very Important
Students enrolled in English II prior to 2008-2009 participated in the Subject Area Testing Program English
II Writing Assessment; those students who still need to retest to earn a passing score for the SATP English II
Writing RETEST will participate in scheduled retest opportunities as noted on the 2009-2010 Test Calendar at
http://www.mde.k12.ms.us/acad/osa/cal.html.
These administrations will be handled by the Office of Student Assessment at the Mississippi Department of
Education. To obtain information for the English II Writing Assessment (the writing component of the English
II Subject Area Test), please access the Office of Student Assessment website at
http://www.mde.k12.ms.us/acad/osa/EngIIWritingRETEST.
4
What’s Important
MISSISSIPPI SUBJECT AREA TEST ADMINISTRATION TABLES FOR THE 2009–2010 SCHOOL YEAR
MISSISSIPPI SUBJECT AREA TEST ADMINISTRATION DATES

FOR THE 2009–2010 SCHOOL YEAR
September 2009
Administrations Description
Dates
Monday, September 21 Biology I Online All Retesters
Tuesday, September 22 U.S. History Online All Retesters

Retesters on Old Framework
Algebra I Online
Curriculum
Wednesday, September 23
Retesters on New Framework
Algebra I Paper/Pencil
Curriculum
English II Multiple-Choice Online
Curriculum
Thursday, September 24
English II Multiple-Choice Paper/Pencil
Curriculum
Make-up Biology I, U.S. History,
Algebra I, and English II Multiple-Choice
Curriculum
Friday, September 25 Online
Make-up Algebra I and English II Retesters on New Framework
Multiple-Choice Paper/Pencil Curriculum
5
What’s Important

December 2009
Administrations Description
Dates
Biology I Online All Retesters
Tuesday, December 1
Biology I Paper/Pencil First-time test takers 4x4 only
U.S. History Online All Retesters

Wednesday, December 2
U.S. History Paper/Pencil First-time test takers 4x4 only
Algebra I Online
Curriculum
Thursday, December 3
First-time test takers and Retesters on
Algebra I Paper/Pencil
New Framework Curriculum
English II Multiple-Choice Online
Curriculum
Thursday, December 4
First time test-takers and Retesters on
English II Multiple-Choice Paper/Pencil
New Framework Curriculum
Curriculum
Online
Monday, December 7 First-time test takers (all subjects) and
Retesters (Algebra I and English II
Multiple-Choice) on New Framework
Paper/Pencil
Curriculum
6
What’s Important

April 2010 Dates Administrations Description

Wednesday, April 7 Biology I Online* All Retesters
Thursday, April 8 U.S. History Online* All Retesters

Algebra I Online*
Curriculum
Friday, April 9
Algebra I Paper/Pencil*
Curriculum
English II Multiple-Choice Online*
Curriculum
Monday, April 12
English II Multiple-Choice Paper/Pencil*
Curriculum
Make-up Biology I, U.S. History, Algebra Retesters on Old Framework
I, and English II Multiple-Choice Online* Curriculum
Tuesday, April 13
Make-up Algebra I and English II Multiple- Retesters on New Framework
Choice Paper/Pencil* Curriculum
Monday, April 26 Biology I All First-time test takers
Tuesday, April 27 U.S. History All First-time test takers

All First-time test takers and All
Wednesday, April 28 Algebra I Retesters except seniors who will
graduate in May 2010
All First-time test takers and All
Thursday, April 29 English II Multiple-Choice Retesters except seniors who will
graduate in May 2010
First-time test takers (all subjects)
Make-up Biology I, U.S. History, Algebra
and Retesters (Algebra I and
Friday, April 30 I, and English II Multiple-Choice Paper/
English II Multiple-Choice) on New
Pencil
Framework Curriculum
* Last opportunity for Seniors graduating in May 2010.
NOTE: There are no online retests for the new curriculum for Algebra I and English II Multiple-
Choice Subject Area Tests. Students must earn a passing score on the Algebra I and/or English
II subject area test based upon the curriculum used for instruction the year they were first
enrolled in the course.
7
What’s Important
GENERAL DIRECTIONS
FOR ADMINISTERING THE SUBJECT AREA TESTS
Online Administrations
The instructions for preparation and administration of the online tests are NOT included in this manual. For
this reason, a separate Online Test Administrator’s Manual (OTAM) is available in electronic form and can
be downloaded before each online administration. Schools participating in online testing must be equipped
with specific hardware and software described in the OTAM. Validation is required for students taking online
assessments. Specific instructions are available in the OTAM.
Administration of the 2009–2010 Mississippi Subject Area Testing Program (MSATP) is an important
professional responsibility. The usefulness of the test results depends on the accuracy of the results for each
student. Experience shows that students’ performance is highly dependent upon their motivation and attitude
toward the tests, preparedness of the teacher administering the tests, physical arrangement of the rooms, and
adherence to instructions.
The person responsible for administering any of the Subject Area Tests must be able to carry out standard
testing procedures. To ensure accurate and reliable results, the Test Administrator must become thoroughly
familiar with these procedures before attempting to administer the test. The Test Administrator should
carefully read through these directions prior to beginning the test administration and must participate in staff
development training in his/her district.
Test Environment
The test environment should allow for comfortable seating, good lighting, quiet setting, and adequate
working space. It is imperative that students be tested under optimal physical conditions. During the
test administration, Test Administrators should try to maintain a natural classroom atmosphere, which will
encourage students to do their best. All subject-related materials must be covered or removed from testing
rooms.
Ensuring Security
• Test Administrators, School Test Coordinators or their designees, and District Test Coordinators will share
the responsibility for ensuring that all test materials are handled in a professional, secure, and confidential
manner and in accordance with security mandates and other general procedures.
• Test materials must be kept in a designated, locked, and secure place at all times, except during the actual
test administration. The contents of the test, including student responses, must not be reproduced or
disclosed. The bands around the packages of test booklets are to remain unbroken until the District Test
Coordinator or the School Test Coordinator breaks them and counts the test booklets. Distribution to Test
Administrators will occur on the day of testing.
• Secure test materials must always be in the possession of two staff members who have been trained in test
security procedures.
8
What’s Important
• No one other than students taking the test should read the test. The Test Administrator will use one
copy of the test booklet during administration for demonstration purposes only. This booklet should be
returned to the stack of remaining secure test booklets. In the event that a reading accommodation must be
provided for a student, the Test Administrator who reads the test to the student must sign a confidentiality
statement assuring that the test questions will not be reproduced or disclosed. Anyone else who reads test
items will be in violation of requirements stipulated in Mississippi Public School Accountability Standards,
2008. The Reading/Vocabulary section of the English II Subject Area test cannot be read aloud as an
accommodation.
• The Test Administrator’s Manual (TAM) should be used for training purposes and/or Test
Administrator orientation prior to testing. All copies of the TAM must be accounted for and kept in a
secure environment when not in use. After testing is complete for each administration of the MSATP, all
materials, including this manual, must be returned to the School Test Coordinator or his/her designee, as
specified on page 35. It is important to keep this manual for use in all paper/pencil administrations
during the school year.
9
What’s Important
Verifying Students’ Identification and Eligibility to Test

An important task of the Test Administrator at the beginning of each testing session is to verify that all students
sitting for the test are eligible for the MSATP test. Class rosters must be used to ensure eligibility, and the Test
Administrator should be familiar with the students to verify their identification.
Materials Required for Testing—Administrators

This section provides information concerning all required test administration materials that the Test
Administrator must provide.
• For any of the Subject Area Tests—Each Test Administrator must have the following:
1. a copy of this Test Administrator’s Manual (This manual should be reviewed in advance of test
administration.)
2. one test booklet for each student and one test booklet to be used by the Test Administrator for
demonstration (No one other than students taking the test is allowed to read any test question
except in special accommodation situations.)
3. one answer sheet per subject area for each student taking a multiple-choice Subject Area Test and one
answer sheet per subject area to be used by the Test Administrator for demonstration
4. a supply of sharpened, soft-lead (No. 2) pencils with erasers, plus extras available during testing
(Note: Answer sheets marked in ink or crayon cannot be machine scored.)
5. a “Do Not Disturb/Testing in Progress” sign for the door
6. a watch or clock
• For the Algebra I Subject Area Test—In addition to the materials in the list above, each Test
Administrator must have the following:
1. one formula chart for each student and one formula chart to be used by the Test Administrator for
demonstration
2. a supply of acceptable graphing calculators, rulers, and scratch paper (Note: See page 11 for a list of
acceptable graphing calculators. Any type of straightedge can be used, and any type of scratch paper,
e.g., graph paper, is acceptable.)
Note: Scratch paper is allowed for the Algebra I Subject Area Test only.
10
What’s Important
Materials Required for Testing—Students

This section provides information concerning all materials that each student must have at the time of testing.
• For all of the Subject Area Tests—Each student taking a test must have the following:
1. a test booklet
2. an answer sheet
3. sharpened, soft-lead (No. 2) pencils with erasers
• For the Algebra I Subject Area Test—In addition to the materials listed above, each student taking the
Algebra I Subject Area Test must also have the following:
1. an Algebra I formula chart
2. an acceptable graphing calculator, a ruler, and scratch paper
Information about Calculator Use on the Algebra I Subject Area Test: It will not be necessary for Test
Administrators or students to clear the graphing calculators. This decision has been reached after considerable
research into the issue and on the advice of officials from College Board®, publisher of the SAT®, and from
ACT, Inc., publisher of the ACT®. Local school districts may elect to have calculators cleared, and in these
cases, it will be the responsibility of the districts to conduct and monitor the clearing procedures. Prior to the
testing day, teachers should announce that students may bring their own graphing calculators or that the school
will provide them access to graphing calculators. Calculators do not have to be cleared between testing sessions.
Sharing calculators among students in the same testing session is prohibited.
If students bring their own calculators to use during the Algebra I Subject Area Test, they should be
fully acquainted with their calculators’ applications. Most calculators that students bring will be acceptable,
including calculators with alphanumeric keypads (e.g., TI-83, TI-83 Plus®, TI-84, TI-84 Plus®, HP 38g,
ALGEFX1.0, FX7400, CFX-9850G Plus, EL-9600C).
Students ARE NOT allowed to use calculators with any of the following features:
• Computer Algebra System (CAS), e.g., TI-89, TI-92 Plus, TI-Nspire™ *, ALGEFX2.0, ALGEFX2.0 Plus,
CFX-9970;
• QWERTY keyboards (similar to typewriter keyboards);
• attached electronic pens;
• printing attachments;
• distracting sound effects;
• raised screens;
• attached cords; or
• electronic devices that have calculators, such as Palm Pilots, cellular phones, BlackBerries®, iPods®,
Bluetooth® technology devices, etc.
*Exception: The TI-Nspire calculator is allowed only when the TI-84 faceplate is on and in working
mode. It is the responsibility of the test administrators to ensure that all calculators used on the Algebra I
Subject Area Test are allowable. Use of a TI-Nspire calculator without the TI-84 faceplate is considered a
testing irregularity and will result in the student’s score being invalidated.
Note: It may be necessary to schedule more than one testing session if there is a shortage of graphing
calculators. Additional testing sessions (up to three) must be conducted on the same day. The Algebra I Subject
Area Test is the only test that may be administered in more than one session.
11
What’s Important
Preliminary Planning
Most students will have some experience in taking this type of test. Those students should not have a problem
using an answer sheet to code identifying information and fill in answer spaces. On the other hand, there may be
some students who are not accustomed to taking such tests. They may require a pre-test orientation in order to
become familiar with testing procedures.
• Prior to the scheduled testing session, obtain from the School Test Coordinator (or his/her designee) the test
booklets and student answer sheets for your classroom, as well as an extra test booklet and answer sheet for
demonstration purposes.
• The school should provide satisfactory physical conditions in the room where the test is to be given. Be sure
that lighting and ventilation are adequate and that students are seated so that there is enough space between
them to maintain confidentiality of responses.
• Post a “Do Not Disturb/Testing in Progress” sign on the door to prevent interruptions. There must be at least
one Test Administrator in each testing area and a minimum of one Proctor for every 33 students.
• A list of student names may be prepared. Include a space to record information about assessment
participation. This can be used to coordinate make-up testing at the school level. For make-up testing
directions, see page 34.
• Ensure that arrangements have been made for special accommodations for any student with an Individual
Education Plan (IEP) or 504 Plan that specifies allowable testing accommodations. Your District Test
Coordinator can provide a copy of the accommodations for each subject area. This information is also
available on the MDE website using the following link:
http://www.mde.k12.ms.us/acad/osa/accommodations.pdf.
• Ensure that special arrangements have been made for any student who does not finish by the end of the
recommended test administration time. Students may take as much time as necessary to complete the test.
• Ensure that students who stop testing to take a restroom break or to go to lunch are supervised at all times.
Students are not allowed to discuss items on the Subject Area Tests.
Test Description
• Algebra I, Biology I, English II, and U.S. History Tests—These tests each contain multiple-choice
questions. School districts should set aside an uninterrupted block of time for the administration of each
test.
• English II Multiple-Choice Test—This test contains two sections: Vocabulary/Reading (Part I) and
Writing/Grammar (Part II). The pages in the English II Multiple-Choice Test Booklet will display a code
(VR = Vocabulary/Reading; WG = Writing/Grammar) in the upper outside corner to indicate the part of the
test. School districts should set aside an uninterrupted block of time for the administration of the multiple-
choice component of the English II Subject Area Test.
12
What’s Important
Students Leaving the Testing Area and Students Not Completing the Test
• If a student must leave the testing area for any reason before completing the test, collect his/her testing
materials. If the student will be returning to the testing session, he/she should be escorted to and from
the testing area. When the student comes back, return the testing materials to him/her. No student will be
allowed to leave the testing area with any test materials.
• If a student does not complete the test for any reason, he/she will not be eligible to retake or finish the test
during the make-up sessions. Make-up testing is for ONLY those students who were not present during the
original testing session.
Pre-Printed Answer Sheets

Scannable pre-printed answer sheets contain the student information necessary to identify the student taking a
given test and eliminate the need to hand-grid sections B through F of the answer sheets (section A must still be
completed).
• The primary purpose of the scannable pre-printed answer sheet is to ensure that a correct Mississippi Student
Identifier System (MSIS) ID number is captured for each student. The name and student information printed
on the answer sheet represent the data in the MSIS system approximately two months prior to testing.
• If a pre-printed answer sheet is not available for a student or if a pre-printed answer sheet is not used,
gridding the correct MSIS number and student information on the document is critical. If a student has
transferred from one school to another within the district, the scannable pre-printed answer sheet can be
transferred with the student.
• The school name will be determined through the Group Information Sheet (GIS) at the time of processing.
Therefore, if the school name and code are incorrect but the student is still in the district, the pre-printed
answer sheet can still be used and it is not necessary to grid another document.
• Reading the pre-printed answer sheets—On the pre-printed section of the answer sheet immediately to
the right of the word “GRADE” is a number that indicates the subject area. Although the word “GRADE” is
printed, the code indicates the subject area, not the student’s grade. The codes are as follows.
01 = Algebra I
02 = U.S. History
03 = Biology I
05 = English II Multiple-Choice
• DO NOT discard any unused pre-printed answer sheets. DO NOT use them for a different test
administration. The scannable bar code on the pre-printed answer sheet matches correctly only to the data
file from which the answer sheet was printed. Send all unused pre-printed answer sheets back to Pearson.
Procedures for Reading Test Directions

• Allow 30 minutes prior to the test period to distribute materials, read the directions to the students, and
demonstrate proper testing procedures.
• Districts should document in their district/school test security plans, the block of time allotted for testing,
as well as the procedures that will be used if only a few students remain testing after other students have
completed testing.
13
What’s Important
• The following sections contain directions that are to be read to students as they complete the Student
Information Page of the answer sheet and then as they prepare to take one of the Subject Area Tests.
The directions for completing the Student Information Page of the answer sheet are the same for each
Subject Area Test and appear on pages 16–19. (See also the Appendix, page 37, for a sample Student
Information Page.)
The directions for each Subject Area Test are in separate sections on pages 20–32.
In the following sections, all the directions that are to be read to students are in bold type and in a larger
font size so that they stand out from other text.
1. Read these directions exactly as they are written, using a natural tone and manner.
2. Do not give help on specific test items.
3. If you make a mistake in reading directions, stop and say, “No, that is wrong. Listen again.” Then
read through the directions again.
Guidelines for Answering Questions about the Test

• During the test, the Test Administrator may remind students to follow directions.
• The rigor of the test and the intensity of the testing situation will probably generate questions from some
students.
• The table that follows on page 15—“When Students Ask for Help”—illustrates the types of teacher
interventions that are permissible and in the best interest of the student.
• On the day of testing, no content instruction should occur in a room being used for test administration.
• Test administrators, proctors, and other staff may NOT answer any content-related questions from students
after entering the testing room.
14
What’s Important
WHEN STUDENTS ASK FOR HELP

When Students Ask... You May... DO NOT...
• for general help or advice: • remind students to follow • make specific suggestions relative to
directions. students’ work.
• recommend that students

check their work carefully.
• for advice regarding test- • suggest that students • recommend a specific strategy.
taking strategies: try unspecified alternate
strategies.
• about the difficulty of a • encourage students to keep • comment about the difficulty level of
test item: trying. any question.
• whether particular answers • use a neutral response such • tell students that particular answers
are right or wrong: as “Choose the answer you are right or wrong.
think is correct and then
continue.” • cue correct answers through vocal
inflection, facial expressions, signs, or
gestures.
• about the meaning of a • encourage students to re-read • define a content word or phrase or
word, phrase, or sentence: the complete question and explain the meaning of a sentence.
then, if necessary, to skip a
difficult question and come
back to it after completing
other questions.
• about their progress on the • remind students that they • ask students to work faster.
test: will be provided ample time
to finish.
15
ANSWER SHEET
DIRECTIONS FOR COMPLETING THE STUDENT INFORMATION PAGE
No matter which of the Subject Area Tests the students are taking, they will need to fill in the necessary
identification information.
• For the Algebra I, Biology I, English II Multiple-Choice, and U.S. History Subject Area Tests, students
will fill in the necessary identification information on the back of the answer sheet.
It may be helpful to have an enlarged facsimile of the identification box (Box A) with all the information but
the student’s name entered. (See the Appendix, page 37.) Verify all students’ eligibility and identification before
proceeding.
Prior to beginning these test directions, have all desks cleared. Each student should have two No. 2 pencils with
erasers. These directions are common to all four of the tests: Algebra I, Biology I, English II Multiple-Choice,
and U.S. History. When reading these instructions to students, be sure to say the name of the test that
students are preparing to take.
Proceed with the following directions for completing the answer sheet.
Say: Today you will take the [Algebra I/Biology I/English II Multiple-Choice/U.S. History] component
of the Mississippi Subject Area Testing Program. We will begin by preparing the answer
sheet that you will use.
Distribute the answer sheet for the test that students will take.
Algebra I—Blue answer sheet
Biology I—Red answer sheet
English II Multiple-Choice—Green answer sheet
U.S. History—Purple answer sheet
VERY IMPORTANT—READ CAREFULLY

On the answer sheet, most students will have a pre-printed student information section that contains
all of the information requested in Boxes A–F. For this reason, students who have a pre-printed answer
sheet do not need to complete Boxes B–F, only section A. However, students who do not have a pre-
printed student information section on their answer sheet do need to complete Boxes A–F.
16
Say: Turn the answer sheet over so that the front cover is facing down. Some of you may have
a pre-printed student information section on your Student Information Page, and some
of you may not have a pre-printed student information section. For those of you who
have a pre-printed student information section, please sit quietly until the others fill in
the identification information. For those of you who do NOT have a pre-printed student
information section, you will now fill in the information in Boxes A–F on the back cover.
Mark only in the sections that I tell you to mark; do not mark in any other sections.
Find Box A. (Point.) On the appropriate lines, fill in the following information: student
name, subject area teacher, school, and district. Does anyone have a question?
Specific identification information may be displayed for student reference (e.g., written on the blackboard).
Answer students’ questions. While students are filling in information, walk around the room to see that they are
following instructions. Give help as needed. After all students have finished, continue.
Say: If you do NOT have a pre-printed student information section on your answer sheet, find
the section labeled “LAST NAME” in Box B. (Point.) In the blocks provided, carefully
print your last name. Print one letter in each block, beginning in the far-left block. If your
last name has more than eleven letters, print only the first eleven letters.
Answer students’ questions. After students have finished, continue.
Say: Beneath each letter you wrote, darken the circle that has the same letter. For each block
left empty, darken the empty circle at the top of the column. For example, if your last
name were Lee, you would fill in circle “L” in the first column, circle “E” in the second
column, circle “E” in the third column, and the empty circle at the top of each of the
other columns. Does everyone understand what to do?
Say: In the section labeled “FIRST NAME” (point), print your first name in the blocks. If your
first name has more than nine letters, print only the first nine letters.
After students have finished, continue.
Say: Now, beneath each letter you wrote, darken the circle that has the same letter. For each
block left empty, darken the empty circle at the top of the column.
Say: In the section labeled “MI” (point), write the first letter of your middle name. Then
darken the circle that has the same letter. If you do not have a middle name, darken the
empty circle at the top of the column.
Say: Now find Box C, labeled “DATE OF BIRTH.” (Point.) In the section labeled “MONTH”
(point), find the circle for the month of your birthday and darken it.
17
Say: The next section is labeled “DAY.” (Point.) In the blocks provided, write the day of the
month on which you were born. For example, if your birthday is the 5th day of the
month, write “0” in the first block and “5” in the second block. If your birthday is the
12th day of the month, write “1” in the first block and “2” in the second block. Does
anyone have a question?
Say: Beneath each number you wrote, darken the circle that has the same number you wrote
in the block.
Say: The next section is labeled “YEAR.” (Point.) In the blocks provided, write the last two
digits of the year in which you were born. Then beneath each block, darken the circle that
has the same number.
Say: Find Box D, labeled “GENDER.” (Point.) Darken the circle next to “FEMALE” or
“MALE,” according to your gender.

The next step is to complete the MSIS number in Box D for each student who does not have
a pre-printed student information section on the answer sheet. If the School Test Coordinator
has determined that school personnel will code the MSIS number, then skip Box D and go on
to Box E. If the students are to code their own MSIS number, then proceed with the following
instructions.
Say: Find Box D, labeled “MSIS Student Identifier.” (Point.) In the blocks provided, write the
nine-digit number that has been assigned to you.
If appropriate, the Test Administrator may tell students where to find their MSIS number.
Say: Beneath each number you wrote, darken the circle that has the same number.
18
THE FOLLOWING INSTRUCTIONS ARE FOR ALL STUDENTS
Say: Now I will give you a test booklet. When you get your booklet, leave it on your desk with
the front cover facing down. Do not open it until I tell you to do so.
Distribute test booklets with the front cover facing down. Make sure each student receives a test booklet.
Say: On the back cover of the test booklet, print your first and last name in the “Student
Name” box.

ALL students must complete Box F of the Student Information Page. Two columns are
provided. The first column identifies the test administration. Number 1 denotes a December
administration, number 2 denotes an April administration, and number 3 denotes a
September administration. The second column identifies the test form. Referring to the
form number and letter printed on the top-right corner of the test booklet cover, students must
write the numeral identifying the administration in the space provided in the first column
and the letter identifying their test form in the second column. Students will then darken the
corresponding circles.
Say: Turn your test booklet so that the front cover is facing up. Find the form number and
letter printed at the top-right corner.
Point to the form number and letter on a sample test booklet.
Say: On your answer sheet, find Box F. You will see two blocks. Refer to your test
booklet cover and write the number of the form in the first block and the letter of the
form in the second block. Beneath the number and letter you wrote, darken the circle that
corresponds to each.
It is critical for proper scoring that the correct form number and letter be gridded by every student. Watch
carefully as students fill in Box F. After students have finished, continue.
Say: Stop. Put your pencils down.
When students have completed the Student Information Page of the answer sheet, they are ready to
begin the test.
• For the Algebra I Test, go to page 20.
• For the Biology I Test, go to page 23.
• For the English II Multiple-Choice Test, go to page 26.
• For the U.S. History Test, go to page 30.
19
ALGEBRA I
SPECIFIC DIRECTIONS FOR ADMINISTRATION
Make sure that each student has a ruler (or straightedge) and an acceptable or allowable graphing calculator (see
page 11). Distribute the Algebra I formula chart and scratch paper (may include graph paper) to each student.
Scratch paper and formula charts are considered secure materials and must be collected and returned to Pearson.
To begin administering the test,
Say: Look at the formula chart. (Demonstrate.) You may use this chart to help you with test
questions that require the use of a formula. It is permissible to write on the chart if
needed.
Answer any questions. When finished,
Say: Use the eraser end of your pencil to break the wafer seal, and open your test booklet to
page 3.
Demonstrate. Make sure all students have the correct pages showing.
Say: There are 65 multiple-choice problems on the Algebra I Subject Area Test. Look at the
directions at the top of the page. Read them to yourself as I read them aloud.
“Directions: Read each problem carefully. Then work the problem, find your answer
among the answer choices, and mark it carefully in the space provided on your answer
sheet.”
You will not receive credit for answers written in the test booklet.
Now look at SAMPLE A in the shaded box below the directions. Read the sample
problem to yourself as I read it aloud.
“What value of x makes the equation 2x + 1 = 7 true?”
The correct answer is “B.”
Now find the “SAMPLES” section on your answer sheet.
Demonstrate.
Say: In the shaded box labeled “SAMPLES,” the space for the letter “B” has been darkened
because “B” is the letter of the correct answer for SAMPLE A. Are there any questions?
Answer all questions.
20
Say: Now look at SAMPLE B in your test booklet. Read and work the problem on your test
booklet or your scratch paper, and mark the space for your answer on your answer sheet.
Pause while students work the problem and mark the answer on their answer sheets.
Say: The correct answer is “J.” Are there any questions?
Say: You are to complete all the problems in the test. Sometimes there will be a graph or a
picture that you will have to look at carefully to solve the problem. You may use any
space in your test booklet or your scratch paper to work the problems. You may use your
calculator whenever you want to.
Remember to work each problem carefully, find your answer among the answer choices,
and mark the space for your answer on your answer sheet.
Be sure to answer each question completely.
Guidelines for answering students’ questions appear on pages 14–15. Be sure you are familiar with the
guidelines before answering any student’s question.
Say: (If districts have a designated time allowed for students to complete a test, this time must be
stated here.) You will have as much time as you need to complete the test as long as you are
on task. If you finish early, you may check your work. If you’re not sure about an answer,
do the best you can, but don’t spend too much time on any one question.
Are there any questions?
Answer any questions the students may have.
Say: You may begin.
Move around the room after the test has started in order to make sure that everyone is following directions. You
may give additional instructions to individual students who seem confused, but do not give help on specific
test questions. Make sure that students are marking their answers properly on the answer sheet. Encourage all
students to do their best.
Do not give a direct answer when a student asks whether his/her answer to a particular problem is correct. Use a
neutral response such as “Choose the answer you think is correct and then continue.”
The Algebra I Subject Area Test is untimed, and students should be permitted to continue working until they
have completed the test. District Test Coordinators should arrange testing conditions to allow students as much
time as they need to complete the test. Districts may require all students to remain in the room until everyone
is finished and dismiss students as a group, or they may release students as they finish the test. Students who
continue to work may be moved to another location or may finish the test in their original location. Districts
must ensure that test security is maintained and that distractions are minimized for students who are still testing.
21
When the testing block is over,
stated here.) This is not a timed test; please take as much time as you need to finish your
test.
If students are still testing when they are scheduled to go to lunch and the decision is made for them to stop
testing for this reason, follow the procedures that are outlined in your District Test Security Plan. Always ensure
that students who stop testing to go to lunch are supervised at all times. Students are not allowed to discuss
items on the Algebra I Subject Area Test.
When all of the students are finished testing, Test Administrators must collect and account for all test booklets,
answer sheets, formula charts, and scratch paper and return them to the School Test Coordinator.
This completes the Algebra I Subject Area Test.
Turn to page 35 for directions on preparing test materials for return to your School Test Coordinator.
22
BIOLOGY I
No scratch paper is allowed.

page 3.
Demonstrate. Make sure all students have the correct pages showing.
Say: There are 89 multiple-choice questions on the Biology I Subject Area Test. Look at the
directions at the top of the page. Read them to yourself as I read them aloud.
“Directions: Read each question and choose the correct answer. Then mark the space
on your answer sheet for the answer you have chosen.”
You will not receive credit for answers written in your test booklet.
Now look at SAMPLE A in the shaded box below the directions. Read the sample
question to yourself as I read it aloud.
“Which of the following tools would a biologist MOST likely use to help magnify
specimens?”
A Hand lens and ruler

B Microscope and hand lens
C Camera and computer
D Telescope and compass
The correct answer is “B, Microscope and hand lens.”
Demonstrate.
Say: Now look at SAMPLE B in your test booklet. Read the question and mark the space for
your answer on your answer sheet.
Pause while students read the question and mark the answer on their answer sheets.
23
Say: The correct answer is “G, Carnivore.” Are there any questions?
Say: You are to complete all the questions on the Biology I Subject Area Test. Sometimes there
will be a diagram, chart, or graph that you will have to look at carefully to answer the
questions. Remember, choose the correct answer for each question and mark the space
for your answer on your answer sheet.
Answer any questions students may have.
Say: You may begin.
Move around the room after the test has started in order to make sure that everyone is following directions.
You may give additional instructions to students who seem confused, but do not give help on specific test
questions. Make sure that students are marking their answers properly on the answer sheets. Encourage all
Do not give a direct answer when a student asks whether his/her answer to a particular question is correct. Use a
neutral response such as “Choose the answer you think is correct and continue.”
The Biology I Subject Area Test is untimed, and students should be permitted to continue working until they
time as they need to complete the test. Districts may require all students to remain until everyone is finished and
dismiss students as a group, or they may release students as they finish the test. Students who continue to work
may be moved to another location or may finish the test in their original location. Districts must ensure that test
security is maintained and that distractions are minimized for students who are still testing. When the testing
block is over,
stated here.) This is not a timed test; please take as much time as you need to finish your
test.
24
items on the Biology I Subject Area Test.
answer sheets, and TAMs and return them to the School Test Coordinator.
This completes the Biology I Subject Area Test.
25
ENGLISH II MULTIPLE-CHOICE

Say: Use the eraser end of your pencil to break the wafer seal, and open your test booklet
to page 3.
Demonstrate. Make sure all students have the correct page showing.
Say: There are two parts to the English II Multiple-Choice Test. Part I is Vocabulary/Reading.
The pages in this part have “VR” in the upper outside corner. There are 40 multiple-
choice questions in the Vocabulary/Reading part. Part II is Writing/Grammar. The
pages in this part have “WG” in the upper outside corner. There are 38 multiple-choice
questions in the Writing/Grammar part. Look at the directions. Read them to yourself as
I read them aloud.
“The English II Multiple-Choice Test is divided into two parts. Part I is Vocabulary/
Reading, and Part II is Writing/Grammar. Some Vocabulary/Reading items will be
related to passages, and others will be stand-alone items.
The items associated with passages may reference particular lines in the passages.
Every fifth line is numbered to help you locate these referenced lines.
Stand-alone items may reference a stimulus for you to study before you respond to the
question.”
Pause.
Say: Please listen carefully.
“Once you complete Part I: Vocabulary/Reading and turn to Part II: Writing/
Grammar, you are not allowed to return to Part I. Therefore, if you plan to review
your answers in Part I, you must review them before you begin Part II.
The following four boxes contain samples of Vocabulary/Reading and Writing/

Grammar items.”
Look at SAMPLE A in your test booklet. Read the sample to yourself as I read it aloud.
“Read the following sentences.
Sentence 1: The good news of the evening mitigated the morning’s bad news just as
anesthesia acts against pain.
26
Sentence 2: The lawyer’s pleading did not mitigate the harsh sentence of the judge;
indeed, the lawyer’s pleading only exacerbated the extent of the punishment as if
throwing fuel into fire.
Which explanation below shows the relationship between mitigate and exacerbate as
they are used in the contexts above?”
A Mitigate is to listen as exacerbate is to hear.

B Mitigate is to explain as exacerbate is to learn.
C Mitigate is to oppose as exacerbate is to agree.
D Mitigate is to soften as exacerbate is to intensify.
The correct answer is “D, Mitigate is to soften as exacerbate is to intensify.”
Demonstrate.
Say: In the shaded box labeled “SAMPLES,” the space for the letter “D” has been darkened
because “D” is the letter of the correct answer for SAMPLE A.
Pause to make sure all students have found the “SAMPLES” box.
Say: The correct answer is “H, Chapter 5: Reaching the Pinnacle.” You should have darkened
the space for the letter “H” because “H” is the letter of the correct answer for Sample B.
Now look at SAMPLE C in your test booklet. Read the sample item to yourself as I read
it aloud.
“Read the following paragraph.
Bolting from my bed as I heard the awful clamor of the alarm clock, I quickly jumped
into my clothes, stumbled down the stairs, and turned the corner into the kitchen.
As I buttered my toast, I listened to the meteorologist’s forecast while the thunder
clapped outside. I quickly perused my list of things to do and wondered how I ever
would finish without getting soaked. Stuffing the list into my pocket and grabbing my
umbrella, I braced myself for the cold rain and headed out the door.
Which of the following sentences concludes the paragraph while maintaining the
narrative mode and the voice already established?”
A The rain was coming down in buckets, and I looked down, seeing that I was
soaked to the skin.
27
B Falling to the ground, the rain continued its deluge on my neighborhood as I was
standing there uncovered.
C Sprinting to the car, I slipped on the slick surface of the driveway and fell
headlong into the rose bush, not the best omen for beginning the day.
D The meteorologist had not prepared me for the amount of precipitation that was
falling to the ground, and I could see that my efforts were going to be tested by the
weather.
The correct answer is “C, Sprinting to the car, I slipped on the slick surface of the
driveway and fell headlong into the rose bush, not the best omen for beginning the day.”
In the shaded box labeled “SAMPLES,” the space for the letter “C” has been darkened
because “C” is the letter of the correct answer for SAMPLE C.
Now look at SAMPLE D in your test booklet. Read the question and answer choices, then
mark your answer on your answer sheet.
Say: The correct answer is “H, Sentence 3 because the arrangement provides a clear reference
between the pronoun and the antecedent.”
Remember, you must darken the space for the correct answer for each question on your
answer sheet. Once you have started the Writing/Grammar part of the test, you are not
allowed to go back to the Vocabulary/Reading part of the test.
Say: Be sure to answer each question.
Guidelines for answering student questions appear on pages 14–15. Be sure you are familiar with the guidelines
before answering any student’s question.
Say: Now turn to page 7 of your test booklet. (If districts have a designated time allowed for
students to complete a test, this time must be stated here.) You will have as much time as you
need to complete the test as long as you are on task. If you finish early, you may check
your work. If you’re not sure about an answer, do the best you can, but don’t spend too
much time on any one question. Remember that you may only check your work in the
Vocabulary/Reading part of the test before you begin the Writing/Grammar part of the
test. You are not allowed to return to the Vocabulary/Reading part of the test once you
begin the Writing/Grammar part.
28
Say: You may begin.
test questions. Make sure that students are marking their answers properly. Encourage all students to do their
best and remind them that they cannot turn back to Vocabulary/Reading after the start of Writing/Grammar.
The English II Multiple-Choice Test is not timed, and students should be permitted to continue working until
they have completed the test. District Test Coordinators should arrange testing conditions to allow students
as much time as they need to complete the test. Districts may require all students to remain until everyone is
finished and dismiss students as a group, or they may release students as they finish the test. Students who
continue to work may be moved to another location or may finish the test in their original location. Districts
must ensure that test security is maintained and that distractions are minimized for students who are still testing.
When the two-hour testing block is over,
stated here.) Those of you who are still working will be allowed to keep working until you
finish your test. This is not a timed test; please take as much time as you need to finish.
items on the English II Multiple-Choice Subject Area Test.
This completes the multiple-choice component of the English II Subject Area Test.
29
U.S. HISTORY

page 3.
Demonstrate. Make sure all students have the correct page showing.
Say: There are 89 multiple-choice questions in the U.S. History Subject Area Test. Look at the
directions at the top of page 3 in your test booklet. Read them to yourself as I read them
aloud.
“Directions: Read each question and choose the correct answer. Then mark the space
on your answer sheet for the answer you have chosen.”
Now look at Sample A in the shaded box below the directions. Read the sample question
to yourself as I read it aloud.
“Which of the following events was NOT associated with the Cold War Era?”
A Berlin Blockade
B Treaty of Guadalupe Hidalgo
C Vietnam War
D Korean War
The correct answer is “B, Treaty of Guadalupe Hidalgo.”
Demonstrate.
30
Say: The correct answer is “F.” Are there any questions?
Say: You are to complete all the questions on the U.S. History Subject Area Test. Sometimes
there will be a map or a picture that you will have to look at carefully to answer the
questions. Remember, choose the correct answer for each question and mark the space
for your answer on your answer sheet.
Say: You may begin.
test questions. Make sure that students are marking their answers properly on the answer sheet. Encourage all
The U.S. History Subject Area Test is untimed, and students should be permitted to continue working until they
time as they need to complete the test. Districts may require all students to remain until everyone is finished and
dismiss students as a group, or they may release students as they finish the test. Students who continue to work
may be moved to another location or may finish the test in their original location. Districts must ensure that test
security is maintained and that distractions are minimized for students who are still testing.
31
When the testing block is over,
stated here.) Those of you who are still working will be allowed to keep working until you
finish your test. This is not a timed test; please take as much time as you need to finish
your test.
items on the U.S. History Subject Area Test.
This completes the U.S. History Subject Area Test.
Turn to page 35 for directions for preparing test materials for return to your School Test Coordinator.
32
General Information
Special Versions
DIRECTIONS FOR ADMINISTERING AND HANDLING

SPECIAL VERSIONS
Pearson provides Braille and Large Print booklets to districts upon request. Students also receive a regular
answer sheet for transcription of multiple-choice answers. Special versions are secure materials that will appear
on security checklists and that must be returned to Pearson. The District Test Coordinator or his/her designee
will provide instructions for the handling of these materials.
Braille and Large Print Booklets

Any student testing with a Braille or Large Print test booklet will record his/her answers by using the method
documented in the student’s IEP. Follow the procedures below for transcribing Braille and Large Print
responses.
For Multiple-Choice Responses:
1. Ensure that the Student Information Page, including the For Administrative Use Only section, of the
regular answer sheet is complete. (See the District or School Test Coordinator’s Manual for instructions
on completing the For Administrative Use Only section of the Student Information Page of the answer
sheet.)
2. Verify that the multiple-choice responses have been transferred to the appropriate regular answer sheet
(for Algebra I, Biology I, English II Multiple-Choice, or U.S. History). School or District personnel
must transfer all multiple-choice answers to a regular scorable answer sheet. District personnel
who transfer answers must sign a confidentiality statement assuring that test questions and student
answers will not be reproduced or disclosed.
3. Place the student’s transcribed answer sheet with the other regular answer sheets for that subject area.
4. Return the student’s Braille or Large Print materials to the School Test Coordinator to pack with the
non-scorable materials.
33
General Information
Make-up Sessions
DIRECTIONS FOR ADMINISTERING

MAKE-UP SESSIONS
After the school’s regular testing has ended, it will be necessary to administer a make-up test to any student
who missed the primary scheduled multiple-choice testing session. Scheduling make-up sessions must be
coordinated with the School Test Coordinator to eliminate conflicts and to ensure that the students will be taking
make-up tests under the same conditions as the other students.
General Points
For the make-up session, distribute and collect the answer sheets and test booklets as described in the
instructions for the regular sessions, and administer the test according to the instructions found in this manual.
School Test Coordinators must maintain test materials in a locked, secure storage area except during test
administration. School Test Coordinators cannot distribute test materials to Test Administrators until the time
of the make-up test administration. Test Administrators will receive only the specific make-up test booklets and
answer sheets needed for the students who are taking a subject area make-up test.
Once a student completes testing, the Test Administrator will prepare test materials to return to the
School Test Coordinator, as explained on the following pages. Once the Test Administrator returns the
make-up materials, all test materials, used and unused, must be kept in locked storage under the School
Test Coordinator’s authority.
The School Test Coordinator or his/her designee will then return the test materials to the District Test
Coordinator.
34
General Information
Returning Materials
DIRECTIONS FOR PREPARING MATERIALS

FOR RETURN TO THE SCHOOL TEST COORDINATOR
The following directions will help you prepare your students’ answer sheets for the Algebra I, Biology I,
English II Multiple-Choice, and U.S. History tests for scoring by Pearson.
Inspecting the Scorable Answer Sheets

The Mississippi Department of Education requires this inspection to take place in a controlled setting.
Immediately after testing, stack the answer sheets. Each answer sheet must be checked as follows:
• Make sure the students’ marks have been made with a No. 2 pencil (soft, black lead). Light marks and marks
made with colored pencils, ink, or felt-tip pens cannot be detected by scanners at the Scoring Center and will
not be scored properly. Light marks and marks made with other writing instruments must be marked over
with a No. 2 pencil.
• Check that student information is correct.
• Verify that all students have accurately completed Section F, labeled FORM.
• Incorrect or incomplete gridding of the test form used by the student can result in a delay of the test results
report.
Inventorying Test Materials

Prior to returning the test materials, test booklets, and answer sheets for the Algebra I, Biology I, English II
Multiple-Choice, and U.S. History tests, and scratch paper and formula charts for Algebra I must be inventoried.
The number of test booklets, answer sheets, and formula charts to be returned must equal the number issued,
unless those not returned are being used for extended-time testing and will be collected later. This count
includes test materials for each student scheduled for testing and an extra set for demonstration purposes. All
test booklets, used and unused answer sheets, and TAMs must be accounted for.
Returning Test Materials

All test materials must be returned to the School Test Coordinator or his/her designee.
• After testing has ended, answer sheets for the Algebra I, Biology I, English II Multiple-Choice, and U.S.
History tests have been inspected, and test materials have been inventoried, all test booklets and answer
sheets should be immediately returned to the School Test Coordinator or his/her designee, except for the
materials being used by students needing additional testing time. All materials should be returned by the Test
Administrator.
• After students who need additional testing time have completed their tests, all answer sheets must be
completed, inspected, and inventoried as previously directed. Then all remaining test materials should be
returned immediately to the School Test Coordinator or his/her designee.
• All scratch paper and formula charts must be returned to the District Test Coordinator. This paper will be
sent in the non-scorable boxes to Pearson for disposal.
• The District Test Coordinator or his/her designee will destroy all copies of the Test Administrator’s Manual
in July 2010.
35
General Information
Returning Materials
Thank you for participating in the

Mississippi Subject Area Testing Program.
36
Appendix
General Information
APPENDIX
ALGEBRA I, BIOLOGY I, AND U.S. HISTORY
SAMPLE ANSWER SHEET—STUDENT INFORMATION PAGE C
C
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t 1
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t 1
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t 1
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t 1
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t 1
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t
t
t FOR ADMINISTRATIVE USE ONLY
t
t G SPECIAL CODES J STATUS K ACCOMMODATION CODES L OTHER INFORMATION
t YES 1
1 A B C D E F G H I J
t IDEA Student 1 1
2
t 504 Student 1 1
3
t LEP/ELL Student 1 1
4 0 1
1 0 1
0 1
0 1
0 1
0 1 0 1
0 1 0 1
0 1
0 1
0 1
0 1
0 1
0 1
0
t Temporarily Disabled 1 1
5 1 1
1 1 1
1 1
1 1
1 1
1 1 1 1
1 1 1 1
1 1
1 1
1 1
1 1
1 1
1 1
1
t Exclude Scores from Summaries 1 1

6 2 1
1 2 1
2 1
2 1
2 1
2 1 2 1
2 1 2 1
2 1
2 1
2 1
2 1
2 1
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2
t 1
7 3 1
1 3 1
3 1
3 1
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3 1 3 1
3 1 3 1
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3 1
3 1
3
t H TEST ATTEMPTED BEFORE 1

8 4 1
1 4 1
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4 1
4
t 1 YES 5 1
1 5 1
5 1
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t 6 1
1 6 1
6 1
6 1
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t I ALTERNATE TEST 7 1
1 7 1
7 1
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7 1 7 1
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7 1
7 1
7 1
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t FORM TYPE 8 1
1 8 1
8 1
8 1
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t Large Print 1 9 1
1 9 1
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t Braille 1
t
t
t 183545-001:321 Printed in the USA by Pearson ISD8966
t |
37
Appendix
APPENDIX
ENGLISH II MULTIPLE CHOICE
SAMPLE ANSWER SHEET—STUDENT INFORMATION PAGE C
C
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t TEACHER
t SCHOOL DISTRICT
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t B STUDENT NAME C BIRTH DATE E GENDER F
t LAST NAME FIRST NAME MI Month Day Year 1 Female FORM
t 1
Jan 1 Male
t 1111111111111111111111111 1
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t 1
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t
t
t FOR ADMINISTRATIVE USE ONLY
t
t G SPECIAL CODES J STATUS K ACCOMMODATION CODES L OTHER INFORMATION
t YES 1
1 Vocabulary/Reading Writing/Grammar A B C D E F G H I J
t IDEA Student 1 1
2
t 504 Student 1 1
3
t LEP/ELL Student 1 1
4 0 1
1 0 1
0 1
0 1
0 1 0 1
0 1 0 1
0 1
0 1
0 1
0 1 0 1
0 1 0 1
0 1
0 1
0 1
0 1
0 1
0 1
0
t Temporarily Disabled 1 1
5 1 1
1 1 1
1 1
1 1
1 1 1 1
1 1 1 1
1 1
1 1
1 1
1 1 1 1
1 1 1 1
1 1
1 1
1 1
1 1
1 1
1 1
1
t Exclude Scores from Summaries 1 1

6 2 1
1 2 1
2 1
2 1
2 1 2 1
2 1 2 1
2 1
2 1
2 1
2 1 2 1
2 1 2 1
2 1
2 1
2 1
2 1
2 1
2 1
2
t 1
7 3 1
1 3 1
3 1
3 1
3 1 3 1
3 1 3 1
3 1
3 1
3 1
3 1 3 1
3 1 3 1
3 1
3 1
3 1
3 1
3 1
3 1
3
t H TEST ATTEMPTED BEFORE 1

8 4 1
1 4 1
4 1
4 1
4 1 4 1
4 1 4 1
4 1
4 1
4 1
4 1 4 1
4 1 4 1
4 1
4 1
4 1
4 1
4 1
4 1
4
t 1 YES 5 1
1 5 1
5 1
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5 1 5 1
5 1 5 1
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t 6 1
1 6 1
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6 1
6 1 6 1
6 1 6 1
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6 1
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6
t I ALTERNATE TEST 7 1
1 7 1
7 1
7 1
7 1 7 1
7 1 7 1
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7 1 7 1
7 1 7 1
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t FORM TYPE 8 1
1 8 1
8 1
8 1
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t Large Print 1 9 1
1 9 1
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9
t Braille 1
t
t
t 183544-001:321 Printed in the USA by Pearson ISD8979
t |
38
MISSISSIPPI
SUBJECT AREA TESTING PROGRAM
Test Administrator’s Manual

2009–2010
School Year
MS00003745 1 2 3 4 5 6 7 8 9 10 11 12 A B C D E

Satp2 Tam 09-10

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Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

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MISSISSIPPI

SUBJECT AREA TESTING PROGRAM,

Test Administrator’s Manual

General Directions for Administering the Subject Area Tests....................................................8

When Students Ask for Help ....................................................................................................15

Answer Sheet—Directions for Completing the Student Information Page .............................16

Algebra I—Specific Directions for Administration .................................................................20

Biology I—Specific Directions for Administration .................................................................23

English II Multiple-Choice—Specific Directions for Administration .....................................26

U.S. History—Specific Directions for Administration ............................................................30

Directions for Administering and Handling Special Versions..................................................33

Directions for Administering Make-up Sessions......................................................................34

Algebra I, Biology I, and U.S. History

English II Multiple Choice

WHAT’S IMPORTANT—SCHOOL YEAR 2009–2010

MISSISSIPPI SUBJECT AREA TEST ADMINISTRATION DATES

Tuesday, September 22 U.S. History Online All Retesters

MISSISSIPPI SUBJECT AREA TEST ADMINISTRATION DATES

U.S. History Online All Retesters

MISSISSIPPI SUBJECT AREA TEST ADMINISTRATION DATES

April 2010 Dates Administrations Description

Thursday, April 8 U.S. History Online* All Retesters

Tuesday, April 27 U.S. History All First-time test takers

* Last opportunity for Seniors graduating in May 2010.

Verifying Students’ Identification and Eligibility to Test

Materials Required for Testing—Administrators

Materials Required for Testing—Students

Pre-Printed Answer Sheets

Procedures for Reading Test Directions

Guidelines for Answering Questions about the Test

WHEN STUDENTS ASK FOR HELP

• recommend that students

VERY IMPORTANT—READ CAREFULLY

Answer students’ questions. After students have finished, continue.

Answer students’ questions. After students have finished, continue.

After students have finished, continue.

After students have finished, continue.

After students have finished, continue.

After students have finished, continue.

Answer students’ questions. After students have finished, continue.

After students have finished, continue.

After students have finished, continue.

Answer students’ questions. After students have finished, continue.

VERY IMPORTANT—READ CAREFULLY

Answer students’ questions. After students have finished, continue.

THE FOLLOWING INSTRUCTIONS ARE FOR ALL STUDENTS

After students have finished, continue.

VERY IMPORTANT—READ CAREFULLY

Point to the form number and letter on a sample test booklet.

Say: Stop. Put your pencils down.

To begin administering the test,

Answer any questions. When finished,

“What value of x makes the equation 2x + 1 = 7 true?”

The correct answer is “B.”

Now find the “SAMPLES” section on your answer sheet.

Answer all questions.

Say: The correct answer is “J.” Are there any questions?

Answer all questions.

Be sure to answer each question completely.

Are there any questions?

Answer any questions the students may have.

Say: You may begin.