Title: 2007-08 Registration Bulletin for the Texas Assessment of Sign Communication(TM) (TASC(TM)) and the Texas Assessment of Sign Communication--American Sign Language(TM) (TASC-ASL (TM)) ETS Publication I.D. = 54890 ETS Item Number = 742499 Formats available: The TASC(TM)/TASC-ASL(TM) Registration Bulletin is currently available in print, large print, Adobe PDF, and in text format. Note: The printed edition contains several forms, which are not included in this electronic publication. These items are available only in print. --2007-08 TASC/TASC-ASL Change Request Form --2007-08 Test Cancellation/Refund Request Form --2007-08 Score Report Reprint Request Form --2007-08 TASC/TASC-ASL Score Verification Request Form --2007-08 Expanded Diagnostic Feedback Service Request Form --2007-08 TASC/TASC-ASL Registration Form This electronic edition contains the entire text of the print edition except for extraneous header and footer information, graphical elements, and navigational controls for electronic documents. This document consists of the sections listed below. --Contents --TASC(TM)/TASC-ASL(TM) at a Glance --About TASC and TASC-ASL --Contact Information --Registration Information --On the Day of the Test --Test Results and Score Reporting --Preparing for the TASC and TASC-ASL --Test Centers --Country Codes --2007-08 TASC and TASC-ASL Administration Dates Page numbers in this document are indicated with the word "page" enclosed between the less-than and greater-than symbol: . To locate material on page 1 of the printed edition, use your search or find command to search for " 1" (do not enter the quotation marks into the search window). 1 2007-08 Test Dates November 3, 2007 April 5, 2008 2007-08 Registration Bulletin for the Texas Assessment of Sign Communication(TM) (TASC(TM)) and the Texas Assessment of Sign Communication--American Sign Language(TM) (TASC-ASL(TM)) For the most up-to-date information, visit the ETS TExES website at www.texes.ets.org Policies in this Registration Bulletin are in effect from September 2007 through August 2008. 2 Texas Education Agency Privacy Policy Because of laws protecting confidentiality and privacy, only you can register yourself for a test or make inquiries regarding your registration status. The Texas Education Agency (TEA) and Educational Testing Service (ETS) take precautions to protect the integrity of your personal information provided in connection with the registration process, as well as any information generated internally that is specifically pertinent to you, and to keep this information secure. Your private information will not be made available to anyone but you; ETS and the TEA (including the employees, agents, contractors, or professional advisors of ETS and the TEA); and any institution, entity, or person required or authorized by law to receive this information. Copyright (c) 2007 by the Texas Education Agency (TEA). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the Texas Education Agency. A single copy of this Registration Bulletin may be downloaded for individual use. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, the TExES logo, Texas Assessment of Sign Communication, TASC, Texas Assessment of Sign Communication--American Sign Language, and TASC-ASL are trademarks of the Texas Education Agency. ETS is the registered trademark of Educational Testing Service. Other products, services, and brand names mentioned herein may be trademarks of their respective owners. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Examination for the Certification of Educators in Texas (ExCET) program. The TExES and ExCET programs are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. The policies and procedures explained in this Registration Bulletin are effective only for the 2007-08 testing year and supersede previous policies and procedures. See the ETS TExES website for the most up-to-date information. 3 CONTENTS TASC(TM) and TASC-ASL(TM) at a Glance 4 Registration 4 Test Takers with Disabilities 4 Test Preparation Material 4 On the Test Day 4 About TASC and TASC-ASL 5 Overview 5 The TASC and TASC-ASL Tests 5 Who is Required to Take the Tests? 5 Approval to Test 6 Certification Requirements 7 Contact Information 9 Registration Information 10 TASC and TASC-ASL Tests Offered 10 Registration Steps 10 How to Register 10 Creating Your ETS Testing Account 11 Authorization Letters 11 Selecting a Test Session 11 Sign Communication Systems for TASC 11 Interpreter Services 11 Test Dates and Registration Deadlines 12 Monday Testing 12 Fees for Tests and Related Services 12 Change Requests 12 Canceling a Test 13 Test Fee Refunds 13 Test Retake Policy 13 Correcting or Updating Your SBEC Educator Profile 13 On the Day of the Test 14 What to Bring to the Test Center 14 Admission to the Test 14 Identification (ID) Requirements 14 Test Center Procedures and Regulations 15 Dismissal From a Test Center 16 Cancellation of a Test Session 17 Submitting Comments 17 Test Results and Score Reporting 17 Test Scores and Passing Standards 17 Reporting Your Test Scores 18 Delay of Test Scores 18 Online Score Reports 18 Official Score Reports 18 Score Reporting Dates 19 Scoring Services 19 Cancellation of Test Scores by You 19 Cancellation of Test Scores by ETS and the TEA 19 Confidentiality of Information 20 Preparing for the TASC and TASC-ASL 21 Overview 21 Description of the TASC and TASC-ASL 21 Scoring the TASC and TASC-ASL 23 Preparing for the Test 30 TASC and TASC-ASL Candidate Tip List 31 Test Centers 32 Country Codes 33 Forms 35 Change Request Form 35 Test Cancellation/Refund Request Form 37 Score Report Reprint Request Form 39 Score Verification Request Form 41 Expanded Diagnostic Feedback Service Request Form 43 Registration Form center insert 2007-08 TASC and TASC-ASL Administration Dates back cover 4 TASC(TM) and TASC-ASL(TM) AT A GLANCE REGISTRATION See pages 10-13 for detailed information about test registration. --Test takers can register online, by mail, or by phone. For more information on registration, see pages 10-13. TEST TAKERS WITH DISABILITIES --ETS is committed to serving test takers with disabilities by providing services and accommodations that are reasonable and appropriate given the purpose of the test. Nonstandard testing accommodations are available for test takers with disabilities who meet ETS requirements. If you are requesting nonstandard testing accommodations, you must register by mail through ETS and have your accommodations approved prior to testing. --The 2007-08 Bulletin Supplement for Test Takers with Disabilities for TExES(TM), ExCET, TOPT(TM), TExMaT(TM), TASC(TM), and TASC-ASL(TM) contains contact information, registration procedures, and forms. The Supplement should be used in conjunction with the information and registration form in this Registration Bulletin. To request a copy of the Supplement, contact ETS Disability Services. See "Disability Services" on page 8. The Supplement, the Registration Bulletin, and registration materials can also be downloaded from the "Alternative Testing Arrangements" section of the ETS TExES website at www.texes.ets.org. --To request a large-print copy of this Registration Bulletin and the 2007-08 Bulletin Supplement for Test Takers with Disabilities, contact ETS Disability Services. See "Disability Services" on page 8. TEST PREPARATION MATERIAL --See pages 21-32 in this Registration Bulletin for suggestions about preparing for the test and some practical hints. --Two other publications that may be helpful in preparing for the TExES and ExCET tests are Reducing Test Anxiety and Study Tips: Preparing for the Texas Educator Certification Tests. Both of these are available as free downloads on the ETS TExES website at www.texes.ets.org. ON THE TEST DAY --Test sessions are scheduled throughout the day. --Each test session is 30-45 minutes in length. Part of this time is for directions and completing forms. The actual test interview lasts approximately 20 minutes. --You must report to the test center at the reporting time listed on your authorization letter. If you arrive late, you will not be admitted and your test fee will be forfeited. See "Admission to the Test" on page 14. --Review the ID requirements on pages 14-15 and take the required documents with you. Without the required ID documents, you will not be permitted to test. For other important information regarding the test day, see --Test Center Procedures and Regulations (pages 15-16) --Cancellation of Test Scores by You (page 19) --Cancellation of Test Scores by ETS and the TEA (pages 19-20) 5 ABOUT TASC AND TASC-ASL Overview Texas Administrative Code (TAC) §230.5(b) requires every person seeking educator certification in Texas to perform satisfactorily on comprehensive examinations. The purpose of these examinations is to ensure that each educator has the prerequisite content and professional knowledge necessary for an entry-level position in Texas public schools. The Texas Examinations of Educator Standards(TM) (TExES(TM)) program and the Examination for the Certification of Educators in Texas (ExCET) program were developed for this purpose. The Texas Assessment of Sign Communication(TM) (TASC(TM)) and Texas Assessment of Sign Communication-American Sign Language(TM) (TASC-ASL(TM)) are extensions of the TExES and ExCET programs for certification to teach students who are deaf or hard-of-hearing and for teachers of ASL as a foreign language, respectively. The TASC and TASC-ASL Tests Two assessments of communication proficiency -- the TASC and the TASC-ASL -- are certification requirements for teachers of students who are deaf or hard-ofhearing and for ASL teachers, respectively. --The TASC assesses sign communication proficiency within one or more of several sign communication systems used in Texas classrooms. --The TASC-ASL assesses proficiency in American Sign Language exclusively. The tests use an interview format. An experienced interviewer conducts a 20-minute, one-on-one conversational interview with a candidate. The interview is videotaped, and the videotape is viewed by scorers who rate the candidate's expressive and receptive sign communication proficiency. The TASC and TASC-ASL are designed to assess your sign communication ability. --During the testing session, you will be videotaped as you respond to signed questions that allow you to demonstrate your proficiency in signed communication. --Your sign communication proficiency will be measured against an established standard of competence. --You will not be rated based on the content of your responses, but rather on how well you are able to communicate your ideas and understand the interviewer. The TASC and TASC-ASL may be taken at any time during your academic career after you have decided to seek certification as a teacher of deaf or hard-of-hearing students, or as a teacher of ASL as a foreign language. Who Is Required to Take the Tests? TASC All persons seeking certification to teach students who are deaf or hard-of-hearing (i.e., seeking the Teacher of the Deaf and Hard-of-Hearing certificate) and who wish to teach in a sign communication classroom must pass the TASC. The TASC requirement is in addition to other certification requirements already in effect (see pages 7-8). Sign communication means communication through the language of ASL or any or several manual systems. The TASC assesses sign communication in ASL or any of the following signing systems: --Contact Sign (CS) --Signed English (SE) --Signing Exact English (SEE2) --Morphemic Sign System (MSS) IMPORTANT NOTES: Individuals who seek the Teacher of the Deaf and Hard-of-Hearing certificate in order to teach in a classroom in which another communication method (such as oral/aural or cued speech) is predominantly used are not required to pass the TASC for certification, although assignment rules do require the educator to pass the TASC. Instead, their communication proficiency is assessed by their Educator Preparation Programs. Successful completion of the TASC-ASL may be used toward meeting requirements for the Teacher of the Deaf and Hard-of-Hearing certificate. Therefore, individuals who must pass the TASC and who also anticipate seeking the ASL certificate in the future might -- with the understanding that only ASL grammar, structure, and syntax are to be used when taking the TASC-ASL -- choose to take that test instead of TASC. TASC-ASL All persons seeking certification to teach ASL as a foreign language in public schools must hold an ASL certificate. Anyone seeking ASL certification must pass the TASC-ASL. To pass the TASC-ASL, candidates must maintain ASL vocabulary, grammar, and syntax throughout the videotaped interview and may not incorporate other sign systems (such as Signed English or Contact Sign) in their responses. Depending on your circumstances, other requirements for certification may also apply (see pages 7-8). Successful completion of the TASC may not be used toward meeting requirements for teaching ASL as a foreign language in the public schools, even if the TASC interview is in ASL. 6 ABOUT TASC AND TASC-ASL (continued) Approval to Test Educators/candidates may take a TASC/TASC-ASL test if one of the following criteria is met: Educator Preparation Programs Educators fulfilling the requirements in an SBEC/TEA-approved Texas Educator Preparation Program must receive approval to take a certification examination. After acceptance and approval to test from their Educator Preparation Program, these candidates will acquire a TEA ID number by completing an Educator Profile on the SBEC website at www.sbec.state.tx.us. --University Initial -- a program usually delivered as part of a baccalaureate program that includes student teaching --University Post Baccalaureate -- a program that may be offered to an individual who already holds at least a bachelor's degree and is seeking certification --University Alternative Certification Program -- an Alternative Certification Program offered by a university --Alternative Certification Program -- a nontraditional Educator Preparation Program for teachers and administrators who hold bachelor's degrees or higher that may involve university coursework or other professional development experiences as well as intense mentoring and supervision during the candidate's first year in the role of educator Out-of-State/Out-of-Country If you are certified in another state, a United States Territory, or another country, approval to test must be granted from SBEC/TEA after an educator enters an Educator Profile on the SBEC website at www.sbec.state.tx.us (this will generate a TEA ID number). After entering the SBEC Educator Profile information, the educator must complete an online application for review of credentials and submit appropriate documents by mail to the TEA. After the credentials have been reviewed by the TEA, the educator will be sent information regarding the tests that he or she is approved to take. Out-of-state/out-of-country candidates can view their approved examinations in their SBEC Educator Profile under "View Examinations" to confirm eligibility to test. In 2001, the 77th Texas Legislature passed legislation stating that individuals holding out-of-state or out-ofcountry certificates who perform satisfactorily on certain examinations "similar to and at least as rigorous as" the Texas certification exams may be issued a Texas educator certificate without additional testing. If you hold an acceptable teaching credential from another state or country and are seeking to be certified in the equivalent field(s), you must have your credentials reviewed by SBEC/TEA. Please visit the SBEC website at www.sbec.state.tx.us for more information. NOTE: The TEA Division of Educator Standards does not approve out-of-state examinees. Out-of-state examinees calling the TEA toll-free number (1-888-863-5880) should select 2 to talk to a credentialing specialist. Certification by Exam An educator who holds an appropriate Texas classroom teaching certificate may add classroom certification areas by successfully completing the appropriate examination for the area(s) sought. You must go to your SBEC Educator Profile at www.sbec.state.tx.us to receive your TEA ID number, which will be used to register for an exam on the ETS TExES website at www.texes.ets.org. 7 ABOUT TASC AND TASC-ASL (continued) Certification Requirements Teachers of Students Who Are Deaf or Hard-of-Hearing Below are the requirements for teachers seeking the Teacher of the Deaf and Hard-of-Hearing certificate. All teachers who seek certification to teach in a signed communication classroom must pass the TASC/TASC-ASL. Persons who seek to teach in a classroom where other communication methods are primarily used are not required to pass the TASC/TASC-ASL. Your Current Status: You have never been certified as a teacher in Texas To Obtain the Teacher of the Deaf and Hard-of-Hearing Certificate: Complete preparation requirements at an approved Educator Preparation Program in Texas and pass the following tests* (*A temporary exemption certificate is available for individuals who have a hearing impairment so severe that they cannot process linguistic information with or without amplification (TEC §21.048[d][1]). Contact the TEA at 1-888-863-5880 (voice) or through Relay Texas at 1-800-735-2989 for more information. TASC is only required for individuals wishing to teach in a sign communication classroom.): TExES Pedagogy and Professional Responsibilities EC-12 (160) AND TExES Deaf and Hard-of-Hearing (181) AND TASC (072) Your Current Status: You hold a valid Texas standard or lifetime teacher certificate in another subject or area. To Obtain the Teacher of the Deaf and Hard-of-Hearing Certificate: Pass both of the following tests* (*A temporary exemption certificate is available for individuals who have a hearing impairment so severe that they cannot process linguistic information with or without amplification (TEC §21.048[d][1]). Contact the TEA at 1-888-863-5880 (voice) or through Relay Texas at 1-800-735-2989 for more information. TASC is only required for individuals wishing to teach in a sign communication classroom.): TExES Deaf and Hard-of-Hearing (181) AND TASC (072) Your Current Status: You possess an ASL certificate issued by another state or country. To Obtain the Teacher of the Deaf and Hard-of-Hearing Certificate: Have your credentials reviewed** (**Refer to NOTE below regarding exams administered for certification in other states or countries.) and approved by the TEA and pass the following tests* (*A temporary exemption certificate is available for individuals who have a hearing impairment so severe that they cannot process linguistic information with or without amplification (TEC §21.048[d][1]). Contact the TEA at 1-888-863-5880 (voice) or through Relay Texas at 1-800-735-2989 for more information. TASC is only required for individuals wishing to teach in a sign communication classroom.): TExES Pedagogy and Professional Responsibilities EC-12 (160) AND TExES Deaf and Hard-of-Hearing (181) AND TASC (072) NOTE: In 2001, the 77th Texas Legislature passed legislation which states that individuals holding out-of-state or out-of-country certificates who perform satisfactorily on certain examinations "similar to and at least as rigorous as" the Texas certification exams may be issued Texas educator certificate(s) without additional testing. The TEA has begun reviewing tests used in other jurisdictions to determine their comparability to Texas exams. For a list of tests reviewed to date and for additional information, visit the SBEC website at www.sbec.state.tx.us. 8 American Sign Language Teachers Individuals must be certified in American Sign Language (ASL) in order to teach ASL in Texas public schools (TAC §240.1). Persons must meet the requirements below to obtain ASL certification. Your Current Status: You have never been certified as a teacher in Texas. To Obtain the American Sign Language (ASL) Certificate: Complete preparation requirements at an approved Educator Preparation Program in Texas and pass the following tests* (*A temporary exemption certificate is available for individuals who have a hearing impairment so severe that they cannot process linguistic information with or without amplification (TEC §21.048[d][1]). Contact the TEA at 1-888-863-5880 (voice) or through Relay Texas at 1-800-735-2989 for more information.): TExES Pedagogy and Professional Responsibilities 4-8 (110) OR TExES Pedagogy and Professional Responsibilities 8-12 (130) OR TExES Pedagogy and Professional Responsibilities EC-12* (160) (*Consult your Educator Preparation Program or contact the TEA to determine which pedagogy test you are eligible to take.) AND TExES American Sign Language (ASL) (184) AND TASC-ASL (073) Your Current Status: You hold a valid Texas standard or lifetime teacher certificate in another subject or area. To Obtain the American Sign Language (ASL) Certificate: Pass both of the following tests* (*A temporary exemption certificate is available for individuals who have a hearing impairment so severe that they cannot process linguistic information with or without amplification (TEC §21.048[d][1]). Contact the TEA at 1-888-863-5880 (voice) or through Relay Texas at 1-800-735-2989 for more information.): TExES American Sign Language (ASL) (184) AND TASC-ASL (073) Your Current Status: You possess an ASL certificate issued by another state or country. To Obtain the American Sign Language (ASL) Certificate: Have your credentials reviewed and approved by the TEA and pass the following tests* (*A temporary exemption certificate is available for individuals who have a hearing impairment so severe that they cannot process linguistic information with or without amplification (TEC §21.048[d][1]). Contact the TEA at 1-888-863-5880 (voice) or through Relay Texas at 1-800-735-2989 for more information.): TExES Pedagogy and Professional Responsibilities 4-8 (110) OR TExES Pedagogy and Professional Responsibilities 8-12 (130) OR TExES Pedagogy and Professional Responsibilities EC-12* (160) (*Consult your Educator Preparation Program or contact the TEA to determine which pedagogy test you are eligible to take.) AND TExES American Sign Language (ASL) (184) AND TASC-ASL (073)** (**Refer to NOTE below regarding exams administered for certification in other states or countries.) NOTE: In 2001, the 77th Texas Legislature passed legislation which states that individuals holding out-of-state or out-of-country certificates who perform satisfactorily on certain examinations "similar to and at least as rigorous as" the Texas certification exams may be issued Texas educator certificate(s) without additional testing. The TEA has begun reviewing tests used in other jurisdictions to determine their comparability to Texas exams. For a list of tests reviewed to date and for additional information, visit the SBEC website at www.sbec.state.tx.us. 9 CONTACT INFORMATION If you have questions after reading this Registration Bulletin, you may contact the offices listed below for further information. In all written correspondence, please include your full name, mailing address and telephone number, and indicate the test(s) about which you are requesting information. Include your TEA ID number, if available. TESTING INQUIRIES Registration, payment, admission tickets, score reporting U.S. Mail ETS-Texas Educator Certification Program PO Box 6001 Princeton, NJ 08541-6001 Overnight Mail ETS-Texas Educator Certification Program Document Processing 1425 Lower Ferry Road Ewing, NJ 08618-1414 Phone General information and registration 1-800-205-2626 Monday-Friday 8:00 a.m.-5:00 p.m. Central Time Fax 1-973-735-0156 or 1-866-484-5860 E-mail tasc-asl_inquiries@ets.org Web www.texes.ets.org TEST USE/CERTIFICATION If you have questions about which test(s) you need to take or about certification requirements for Educator Preparation Program candidates, contact your advisor, or the director or certification officer at your Educator Preparation Program. If you have questions about applying for certification, out-of-state or out-of-country candidates, contact the Texas Education Agency (TEA) or go to the State Board for Educator Certification (SBEC) website. U.S. Mail Texas Education Agency (TEA) Division of Educator Standards 1701 North Congress Avenue Austin, TX 78701-1494 Phone 1-888-863-5880 Out-of-state candidates calling this toll-free number should select 2 to talk to a credentialing specialist. Fax 1-512-936-8231 Web www.sbec.state.tx.us DISABILITY SERVICES To obtain information and registration materials, contact ETS: U.S. Mail ETS-Disability Services PO Box 6054 Princeton, NJ 08541-6054 Phone 1-866-387-8602 -- U.S., U.S. Territories, and Canada 1-609-771-7780 -- all other locations TTY: 1-609-771-7714 Monday-Friday 7:30 a.m.-4:00 p.m. Central Time Fax 1-609-771-7165 E-mail stassd@ets.org Web See "Alternative Testing Arrangements" at www.texes.ets.org TEST CENTER COMPLAINTS ETS-Texas Educator Certification Program Test Administration Services Mail Stop 34-Q Princeton, NJ 08541-6051 Fax 1-609-771-7710 E-mail TexasTas@ets.org Test center complaints must be submitted in writing. Complaints sent by mail must be postmarked no later than 7 days after your test date. Complaints submitted via e-mail or fax must be received no later than 7 days after your test date. TEST QUESTION INQUIRIES If you think there is a problem with the way the interview was conducted that affected your ability to sign effectively, tell the test supervisor as soon as you finish the test or immediately write to: ETS-Texas Educator Certification Program Test Question Inquiries PO Box 6667 Princeton, NJ 08541-6667 In your letter, state the name and address of the center, the test date and name of the test, the number and content of the question, and the section in which it appeared. TEST PREPARATION RESOURCES If you have questions about preparing to take a TASC and/or TASC-ASL test, contact your advisor, or the director or certification officer at your Educator Preparation Program. Visit the ETS TExES website at www.texes.ets.org for the most up-to-date information. 10 REGISTRATION INFORMATION TASC and TASC-ASL Tests Offered The following table lists the TASC and TASC-ASL tests and provides the name and code for each test. TASC Test Name: Texas Assessment of Sign Communication Test Code: 072 TASC-ASL Test Name: Texas Assessment of Sign Communication-American Sign Language Test Code: 073 Registration Steps If you are a first-time testing candidate or if you are registering for a test that you have not previously been approved to take, you must receive approval to test from your Educator Preparation Program (EPP) before you can register. If you are out-of-state or out-of-country, approval to test must be granted from the TEA after you create an SBEC Educator Profile (see 1 and 2 below). Once you have approval, follow the steps below to register for a test. 1. Go to the SBEC website at www.sbec.state.tx.us and create an account. Select the link for SBEC Online and follow the screens. If you already have an account, review and confirm your information and complete all required fields. Remember: the name you create this account under must match the ID documents you will present on the day of the test; otherwise, you may be prohibited from taking the test or your test scores may be canceled after you take the test. 2. Complete or update your SBEC Educator Profile, especially your phone number, address, and e-mail address. All updates and corrections to your SBEC Educator Profile must be done on the SBEC website. You should check your SBEC Educator Profile on a regular basis to make sure all of your information is current. See "Correcting or Updating Your SBEC Educator Profile" on page 13. 3. After establishing or editing your SBEC Educator Profile, make sure that you write down your assigned TEA ID number. A TEA ID number is used for identification throughout the certification and test registration process. 4. Print your SBEC Educator Profile so that it will be handy when you register to test on the ETS TExES website at www.texes.ets.org. 5. You must create an ETS personal testing account before you can access the ETS online registration system. Go to the ETS TExES website at www.texes. ets.org and select "Your Account" and follow the guidelines for establishing an account on the ETS TExES online registration system. You must create a personal account here even if you already have a valid user name and password on the SBEC site. Be sure to write your logins down and keep them in a secure place for future use. Remember that the information entered in the ETS TExES online registration system must match the information in your SBEC Educator Profile. Step-by-step registration directions are available on the ETS TExES website under "Register." See "New User Set-up Quick Start Guide" and "Test Registration Quick Start Guide." How to Register Register Online at www.texes.ets.org --Available 24 hours a day, 7 days a week. --Online registrations must be completed and submitted by 11:59 p.m. Central time on the registration deadline date. See "Creating Your ETS Testing Account" on page 11. Test dates and registration deadlines are on page 12. --There is no extra charge for registering online. --If you have questions about registering online, call Customer Service at 1-800-205-2626. Register by U.S. Mail --Complete the registration form in this Registration Bulletin and mail it to the address listed on the form. The registration form can also be downloaded from the Download Library in the TASC section of the ETS TExES website at www.texes.ets.org. --Forms must be postmarked by the registration deadlines listed on page 12. See "Test Dates and Registration Deadlines." --If you have questions about registering by mail, call Customer Service at 1-800-205-2626. Register by Telephone --Call 1-800-205-2626, 8:00 a.m.-5:00 p.m. Central time, Monday-Friday, excluding holidays. 11 REGISTRATION INFORMATION (continued) Creating Your ETS Testing Account When you access the ETS TExES online registration system for the first time, you will be required to establish a personal account by providing your TEA ID number, your last name, and your date of birth. Be sure to establish your account on the ETS TExES website under the exact same name as your account on the SBEC website. Remember: the name you register under must match the ID documents you will present on the day of the test, otherwise you may be prohibited from taking the test or your test scores may be canceled after you have taken the test. You will be able to return to the site to: --view your registration and make changes if needed --reschedule or cancel your registration --place orders for services, such as score report reprints --check the status of previously placed orders --view your online score report You cannot update your SBEC Educator Profile in the ETS TExES online registration system. You must go to the SBEC website at www.sbec.state.tx.us to update your SBEC Educator Profile. See "Correcting or Updating Your SBEC Educator Profile" on page 13 of this Registration Bulletin. Authorization Letters Test interviews are scheduled appointments. Instead of an admission ticket, you will be sent an authorization letter with all of the necessary information for the test administration. Do not print an admission ticket. The online admission ticket will not provide you with the information you need for the test administration. Authorization letters will be sent by e-mail and U.S. mail approximately 7-10 days prior to the test administration date. To be admitted to the test, you must bring your authorization letter and acceptable and valid identification document(s). If you have not received an authorization letter one week prior to the administration date, please call Customer Service at 1-800-205-2626 or e-mail tasc-asl_inquiries@ets.org. Selecting a Test Session When you register for a test you may request a morning or an afternoon test session. If you register online, you will be asked to make your request after the approved tests are listed. If you register by U.S. mail, complete the section that corresponds to the option you are requesting in the "Test Session" section of the registration form. Session requests are granted on a space-available basis. Every effort is made to grant your request. However, it may not be possible to grant your request due to test center capacity limits. Session requests cannot be granted on the day of the test. Please note the following restrictions: --A session request can only be made when you register. --Some test centers do not offer both morning and afternoon sessions. --You will not receive a refund if your session request cannot be honored. --If you register with a session request and make subsequent changes to your test and/or test center selection(s), any previously granted session request may no longer be available. At each test administration, you may take up to two tests, one in the morning and one in the afternoon. Sign Communication Systems for TASC Test takers registering to take TASC will be asked to identify the sign communication system they would like to use for the test. If you are registering by mail, you will select your sign communication system on your registration form. If you are registering online, you will need to send an e-mail to txtopt_tasc@ets.org indicating your choice of sign communication system. --American Sign Language (ASL) --Contact Sign (CS) --Signed English (SE) --Signing Exact English (SEE2) --Morphemic Sign System (MSS) Interpreter Services Test takers registering to take TASC and TASC-ASL have the option to request interpreter services for the test administration. Interpreters are responsible for interpreting for the test center supervisor, and any other site staff, who will be checking the examinee in and reading directions on how to complete the required forms before the interview session. No interpretation is permitted during the interview and interpreters are not allowed in the test room at any time during the interview. Interpreters cannot provide feedback to examinees, whether hearing or deaf, regarding sign vocabulary. If you are registering by mail, you will indicate whether you need an interpreter on the registration form. If you are registering online, you will need to send an e-mail to txtopt_tasc@ets.org. 12 REGISTRATION INFORMATION (continued) Test Dates and Registration Deadlines The TASC and TASC-ASL tests are scheduled to be administered two times during the 2007-08 program year on the following test dates. The registration deadlines are strictly enforced; exceptions are not made. Test Date: November 3, 2007 Registration Deadline: October 5, 2007 Test Date: April 5, 2008 Registration Deadline: March 7, 2008 Monday Testing Monday testing will be arranged only for those whose religious convictions prevent them from testing on Saturday or those who are members of the U.S. armed forces and have duties which prevent them from testing on Saturday. Monday test administrations are held on the Monday following the regular administration. To register, you must submit the following by mail: --A completed registration form --Correct fees --A letter signed by your cleric on letterhead stationery confirming your affiliation with a recognized religious body that observes its Sabbath on Saturday, or a copy of your military duties Telephone and online registration is not available for Monday testing. When completing your registration form, leave the test center code number and test center name blank. Fill in the city where you wish to test. You will be assigned to the closest available test center. Registration forms must be received by the registration deadline. Fees for Tests and Related Services Test Fees 82 dollars Test fee (per test) Additional Services 15 dollars Test, test center, test date, or test session change 15 dollars Score report reprint (per report) 70 dollars TASC/TASC-ASL score verification 135 dollars Expanded Diagnostic Feedback Service 20 dollars Fee for returned check Preferred Forms of Payment --Credit/debit card (American Express(R), Discover(R), MasterCard(R), and VISA(R)) Note: Any debit/check card branded with one of the above four accepted credit card logos can be processed. --Money order --Bank check --U.S. Postal Service money order Other Payment Policies --All fees are stated in U.S. dollars. --All outstanding balances with ETS must be paid in full prior to registering for any ETS-administered tests. --All payments must be for the full amount. --Payments made by check or money order should be made payable to ETS-Texas Educator. --If paying by personal check, please comply with the following: --Bank name and its address should be preprinted on the face of the check. --Check must have a preprinted check number. --Check must include examinee/payee name and address. --Check date CANNOT be over 90 days old. --Checks missing the preprinted name and address, and checks with typewritten names, are not acceptable. --Checks and money orders must be received within 90 days of the date on the payment and have the correct numeric and written dollar amounts written or printed on them. --A check in U.S. dollars must be drawn on a bank in the U.S. or Canada. Checks payable in other currencies must be drawn on banks in the same countries as the currencies. By sending your check, be aware that you are authorizing ETS, at its discretion, to use the information on your check to make a one-time electronic debit from your account for the amount of your check; no additional amount will be added. --If you do not have sufficient funds in your account, your scores will be withheld, you will be unable to register for additional tests, and an additional service fee of 20 dollar will be added to your account. You will receive your scores as soon as the total outstanding balance has been cleared, unless your scores are being withheld for any other reason (see "Cancellation of Test Scores by ETS and the TEA" on page 19). --If you do not include the correct fee, your registration or service request may be returned. --Services may be withheld for nonpayment of fees. --There are no refunds for service fees. For information about test fee refunds, see page 13. --Refunds of test fees will be made in U.S. dollar denominations. See "Test Fee Refunds" on page 13 for additional information. --Cash payments cannot be accepted. Change Requests Requests to change your test, test date, test center, or test session can be made: --Online at www.texes.ets.org. 13 REGISTRATION INFORMATION (continued) --By calling Customer Service at 1-800-205-2626. You must make the call yourself. No one else will be allowed to make changes for you. --Examinees registered for TASC/TASC-ASL tests may also request changes by completing and submitting a Change Request Form. The Change Request Form is provided in the back of this Registration Bulletin or it can be downloaded at www.texes.ets.org. Completion and submission instructions are on the form. --Examinees registered for Monday testing or nonstandard testing accommodations cannot reschedule online; they may only reschedule using the Change Request Form. A test date can only be changed to a date within the current testing year. To change a test, you must be preapproved by your Educator Preparation Program for the new test you are planning to take. The deadline for making changes is the registration deadline listed on the back cover of this Registration Bulletin. Changes in registration will be processed only if seats are available at the requested test center, on the requested date, and at the requested time. If you are requesting testing accommodations, you must mail the Change Request Form to Disability Services. Contact information is on page 9. These requests must be received by the registration deadline. If you submit your request by mail, you must include payment for the change fee along with your request. See "Fees for Tests and Related Services" on page 12 for payment policies. If you submit your request via the ETS TExES website at www.texes.ets.org, you must pay your change request fee by credit/debit card (American Express, Discover, MasterCard, and VISA). Canceling a Test You may cancel a test for which you have registered by going to the ETS TExES website at www.texes.ets.org. You may also cancel a test by completing and submitting the Test Cancellation/Refund Request Form in the back of this Registration Bulletin. Mail or fax the completed form to the address or fax number listed on the form. See "Test Fee Refunds" below for refund request deadlines and refund amounts. Examinees registered for Monday testing (for military or religious reasons), military testing, or nonstandard testing accommodations cannot cancel online; they may only cancel using the Test Cancellation/Refund Request Form. Test Fee Refunds Refunds of test fees for a cancellation will be issued based on the original payment method. If your original payment was made by credit/debit card, a refund will be processed immediately to your credit/debit card. Check with your credit/debit card company regarding its processing time for crediting your account. If the original payment was check or money order, a refund will be processed once the original payment has cleared. If you are absent or arrive too late to take the test at the test administration for which you are registered, you will not be entitled to a refund. --If the refund request is received by the registration deadline, the full test fee will be refunded, less a 20 dollar refund fee. --Refund requests received after the registration deadline will not be processed. --Service fees are nonrefundable. Test Retake Policy If you do not pass a TASC or TASC-ASL test, you can register to retake it at any subsequent test administration. To retake a test, you must have your Educator Preparation Program's approval. Please contact them for further information. Once you have your Educator Preparation Program's approval, submit a new registration along with the correct payment. It is recommended that you wait for your scores before reregistering. If you choose to register again for the same test before receiving your scores from a previous administration, you assume responsibility for test fees and any other applicable fees for both test dates. Correcting or Updating Your SBEC Educator Profile It is extremely important to keep the information in your SBEC Educator Profile up-to-date because the information you enter is uploaded into the ETS TExES registration system. Occasionally, ETS and TEA staff may need to contact you in the event that there is a last-minute change in a test administration reporting address or a reporting time change. Keeping the information current in your SBEC Educator Profile, especially your phone number and e-mail address, enables ETS and TEA staff to contact you quickly if the need arises. If your information is not current, ETS assumes no responsibility if you do not receive updated information and/or your official score report. Your Educator Profile can only be updated or corrected through the SBEC website at www.sbec.state. tx.us. The name you enter must match the primary identification document(s) you will present at the test center. Name changes in the SBEC system must be made in conjunction with your primary ID documents. After updating your Educator Profile, please confirm the changes by logging in to the ETS TExES online registration system at www.texes.ets.org and clicking on "Edit Your Profile" to confirm that the information retrieved from SBEC is correct 14 ON THE DAY OF THE TEST What to Bring to the Test Center --Your authorization letter. --Acceptable and valid identification document(s) with a signature and photograph. Your ID will be checked before you are admitted. The name you give when you register must match the name on the identification document(s) you present at the test center. See "Identification (ID) Requirements" below. Admission to the Test It is your responsibility to allow plenty of time to arrive at the test center 30 minutes prior to the start time listed in your authorization letter, regardless of whether there is traffic congestion, road construction, bad weather, car accidents, poor directions, or any other incident that might delay arrival. If you do not arrive early enough prior to the test start time to allow for check in and pretesting procedures, you will not be permitted to test and your test fees will be forfeited. There will be no exceptions to this policy. The doors to the testing room will be closed at the start time. Review the ID requirements below and make sure you have the required documents with you. Without the required ID documents, you will not be permitted to test. Identification (ID) Requirements The identification information and requirements contained in this section must be read by all test takers. Information for ALL Test Takers --You must have acceptable and valid ID with a signature and photograph to be admitted to a test center. ID requirements are strictly enforced. It is your responsibility to read and understand the instructions and requirements. --If you arrive at the test center without the required identification, the test center staff will not admit you, you cannot test, and you will forfeit your registration and test fees. --When scheduling your test, you must use exactly the same name as shown on the primary identification document that you will present at the test center. If the name shown on your primary identification does not match the name on your registration record, you will not be permitted to test. There is one exception to this requirement. If an examinee has been married or divorced between registering for and taking the exam and the registration has the maiden name and the ID has the married name (or vice versa), this is acceptable if the examinee brings along a RECENT marriage certificate or divorce decree that was issued between the registration date and the actual test date. "Recent" can be interpreted to mean issued within the last six months. --If your ID document contains two last names, enter the names exactly as presented on your ID document. If you register via the telephone, please ensure that the representative makes your registration in the complete name that appears on your ID. --The ID must be current (not expired). There is one exception to this requirement. If your Texas driver's license has expired but you have your Texas Department of Public Safety renewal certificate, these two together are acceptable as long as the name on the driver's license and the name on the renewal certificate are the same. If the test center staff questions the ID you present, you will be required to present additional proof of identity. If positive confirmation cannot be made, you may be refused admission to the test center and you will forfeit your registration and test fees. --Test center personnel will check your identification before assigning you a seat at the test center. The test center supervisor will check to verify that you are the person in your photo identification. The supervisor will repeat this procedure before and after all breaks. --Admittance to the test center does not imply that your form of identification is valid or that your scores will be reported. All reported cases of questionable identification are subject to review and approval by the ETS Office of Testing Integrity either during or after the test administration. ETS reserves the right to withhold and/or cancel scores in the event the ID requirements set forth herein are not met. Acceptable Primary Identification Documents Only one form of primary ID is needed if your primary ID document contains a photograph and a signature. Please see the list of acceptable primary ID documents below. However, if the test center supervisor has any concerns with the primary ID document, you will be required to present a supplemental ID from the list under "Acceptable Supplemental Identification Documents" on page 15. --passport with photo and signature --current driver's license with photo and signature (see exception above) --state ID with photo and signature --national identification with photo and signature --military identification with photo and signature 15 ON THE DAY OF THE TEST (continued) Alternative Primary ID Documents The following alternative documents are acceptable for admission. Examinees do not need advance approval from the ETS Office of Testing Integrity to use these specific alternative documents. A Texas Educator Certification candidate can be admitted with one of the following alternative ID documents. To be acceptable, the alternative document must be accompanied by a second ID from the list of supplemental ID documents below that also contains the candidate's photograph: --Permanent Resident Card/Resident Alien Card (Form I-551 or I-151) --Temporary Resident Card (Form I-688) --Employment Authorization Card (Form I-688A, I-688B, or I-766) --Mexican Border Crosser Card (This form of ID may be accepted only at test centers that are within 25 miles of the Mexican border.) Acceptable Supplemental Identification Documents If your primary identification is missing either a photo or a signature, you must present one of the following supplemental IDs in addition to your primary ID. The supplemental ID must contain a recent, recognizable photo and your signature; it cannot be expired. Supplemental IDs that can be used to meet the photograph and/or signature requirements are: --a government-issued identification document that has not expired (including, but not limited to, passport, driver's license, state ID card, national identification, or military identification). There are some exceptions: see "Unacceptable Identification Documents." --student ID --confirmation of identity letter from your educational institution. The letter must contain your name and date of birth; a recent, recognizable photo; your signature; and the date issued. It must be typed on the original letterhead of the educational institution you attend(ed), and the signature of the school official and the school seal must overlap your photo. A letter of identity is valid for only one year from the date of issue. Unacceptable Identification Documents --any expired ID (except for expired Texas driver's license presented together with Texas Department of Public Safety renewal certificate, subject to conditions previously set forth) --draft classification card --credit card of any kind --Social Security card --learner's permit or any temporary identification document --international driver's license --international student ID --notary-prepared letter or document --employee identification card If you cannot meet the specified ID requirements or if you have questions about ID, you must contact the ETS Office of Testing Integrity (1-609-406-5430, fax: 1-609-406-9709, or e-mail: TSReturns@ets.org) before you register to test. If you do not contact the ETS Office of Testing Integrity before registering and are not admitted to the test, you will forfeit your registration and test fees. It is your responsibility to ensure that your ID documents are up-to-date and available on the day of the test. Test Center Procedures and Regulations By submitting your registration for a TASC or TASC-ASL test, you are agreeing to abide by all procedures and policies contained in this Registration Bulletin and/or communicated to you at the test administration for which you have registered. This Registration Bulletin and all other applicable rules of the State Board for Educator Certification (Texas Administrative Code, Title 19, Part 7) govern your participation in the TASC and TASC-ASL assessments. General Guidelines --Dress so that you can adapt to any room temperature. Please avoid wearing black, dark blue, red, or white clothing as these colors blend in with the backdrop and may cause difficulty in scoring the recorded interview. --Test centers do not have large waiting areas. Friends or relatives who accompany you to the test center will not be permitted to wait in the test center or be in contact with you while you are taking the test. Except for ETS-authorized observers, visitors are not permitted in the testing room while testing is in progress. --ID verification at the test center may include thumbprinting, photographing, videotaping, or some other form of electronic ID confirmation. If you refuse to participate, you will not be permitted to test and you will forfeit your registration and test fees. This is in addition to the requirement that you must present acceptable and valid identification. --Cell phones are not allowed in the test center. Using or having a cell phone in your possession in the test center may be grounds for dismissal. 16 ON THE DAY OF THE TEST (continued) --Personal items other than ID are not allowed in the testing room. This includes, without limitation, PDAs, BlackBerry(R) devices, any other electronic or photographic devices, handbags, and study materials. You will be required to follow the procedures set by the test center for storage of your personal belongings. You may also be asked to empty your pockets. Storage space is limited, so plan accordingly. You will not have access to your personal items during the test. Personal items such as hats, scarves, jackets, and outerwear that are taken into the test room are subject to inspection by the test center staff before you are admitted to the test room. Failure to comply may result in dismissal from the test and/or cancellation of scores. --Neither ETS nor the test centers assume any responsibility whatsoever for personal items or devices that you choose to bring into the test center. --Test center staff will escort you to the room where the interview will be conducted. --On occasion, weather conditions or other circumstances beyond the test center or ETS's control may require a delayed start or the rescheduling of your test. The following procedures and regulations apply during the entire test session, which begins when you are admitted to the test center and ends when you leave the test center. --Supervisors will not honor requests for schedule changes. --Take your authorization letter and photo ID to the test center. --Other than the examinee ID card, paper of any kind is not permitted in the testing room. --Once the interview begins, you cannot leave the testing room until the 20-minute interview is complete. Although tests are administered under strict supervision and security measures, testing irregularities may sometimes occur. Please contact ETS as soon as possible to report any observed behavior that may lead to an invalid score—for example, the test being administered in a system or language other than what was requested, taking a test for someone else, or having access to test questions before the exam. All information will be held in strictest confidence. Phone: 1-800-353-8570 (United States only) Fax: 1-609-406-9709 E-mail: TSReturns@ets.org Dismissal from a Test Center A test center supervisor is authorized to dismiss you from a test session and/or your scores may be withheld and ultimately canceled for any actions which violate the policies and procedures set forth herein and/or communicated at the test center, such as, but not limited to, the following: --attempting to take the test for someone else or having someone else take the test for you --failing to provide acceptable identification --obtaining improper access to the test, a part of the test, or information about the test --using or having a telephone or cell phone or any other prohibited device in your possession in the test center (Cell phones and/or electronic and photographic devices are not permitted in the test center. If you take these devices into the test center, they may be collected by the test center staff and/or reported by test center personnel. You will be required to follow the procedures set by the test center for storage of your cell phone or any electronic/photographic device you bring to the test center. If you fail to follow the directions of the test center, you may be prohibited from taking the test and/or the test center personnel may report your violation to ETS. Any violation of this procedure during the test may result in withholding/cancellation of your scores, dismissal from the test center, and/or banning you from future testing. Neither ETS nor the test centers assume any responsibility whatsoever for personal devices that you choose to bring to the test center.) --using any aids in connection with the test, including without limitation: sign language books, pamphlets, notes, pagers, beepers, stereos or radios with headphones, telephones, cell phones, watch alarms (including those with flashing lights or alarm sounds), stop watches, dictionaries, translators, and any handheld electronic or photographic devices --creating a disturbance (Disruptive behavior in any form will not be tolerated. The test center supervisor has sole discretion in determining what constitutes disruptive behavior.) --except as specifically required for purposes of administering or taking the test, attempting to give or receive assistance (Discussion or sharing of test content after the test is prohibited.) --removing or attempting to remove test content from the test center (Under no circumstances may test content or any part of the test content be removed, reproduced, and/or disclosed by any means, e.g., hard copy, verbally, electronically, to any person or entity.) 17 ON THE DAY OF THE TEST (continued) --bringing a weapon or firearm into the test center --bringing food, drink, or tobacco into the testing room --leaving the test center during the test session --leaving the waiting room or the testing room without permission --leaving the testing room before the test session is dismissed --taking breaks during the test session --referring to, looking through, or working on any test, when not authorized to do so --failing to follow any of the test administration regulations contained in this Registration Bulletin, given by the test center supervisor or test center staff, or specified in any test materials ETS and the TEA reserve the right to take any and all actions—including, but not limited to, barring you from future testing and/or withholding or canceling your scores—for failure to comply with test administration regulations or the test center supervisor's directions. If your scores are canceled, they will not be reported, and your registration and test fees will not be refunded. Cancellation of a Test Session In the event that it becomes necessary for ETS or the TEA to cancel a test administration for reasons beyond its control including, without limitation, severe weather conditions or a natural disaster (e.g., flood, fire), the cancellation announcement will be posted on the ETS TExES website at www.texes.ets.org. In addition, the cancellation announcement will be available as a recorded telephone message at 1-800-205-2626. You will be advised by e-mail or U.S. mail as soon as the test administration has been rescheduled. It is imperative that you keep the contact information, especially your telephone number and e-mail address, in your SBEC Educator Profile up-to-date so you can be contacted quickly if the need arises. Unless the TEA cancels a test administration at a given test center, the test administration will be conducted as scheduled. If you miss a test administration that has not been officially canceled, you will be considered absent and will not receive a refund or credit of any kind. Submitting Comments The TEA and ETS employ stringent quality-control procedures in preparing test materials. However, if you wish to comment about the interview questions or any other aspect of your testing for any reason, notify the test center supervisor at your test center. If you have comments about the test center or the conditions under which you took a test, please submit your comments in a letter or e-mail and send it to ETS at the address indicated in "Contact Information" on page 9. Comments sent by mail must be postmarked no later than seven days after your test date. Comments sent via e-mail should be received by ETS no later than seven days after your test date. All test center complaints must be sent directly to ETS. Complaints sent to your Educator Preparation Program or to the TEA will not be acted upon. TEST RESULTS AND SCORE REPORTING Test Scores and Passing Standards The TASC and TASC-ASL have been designed to elicit a representative sample of a candidate's sign communication proficiency. The videotapes from the TASC and TASC-ASL will be scored on a five-point scale using a holistic scoring process. The principle underlying the holistic scoring process is that performance during the interview will be evaluated on the basis of overall sign communication proficiency. That is, while a candidate is provided with tasks across a range of communication levels, scorer judgments will be based on how well the candidate communicates overall. In holistic scoring, scorers evaluate the effectiveness of responses in terms of a set of overall descriptions of communication. The scoring process is holistic in that the score assigned to a candidate's performance reflects the overall effectiveness of the candidate's communication. For the TASC and TASC-ASL, "sign communication proficiency" is defined as the ability to communicate successfully both expressively and receptively. At least three scorers view each videotape and, working in collaboration, rate the candidate's proficiency. Persons selected to be scorers are experts in sign communication. All have extensive experience in the education of the Deaf, ASL instruction, or a related area. Scorers, as well as interviewers, can be individuals who are deaf, hard-of-hearing, or hearing. 18 TEST RESULTS AND SCORE REPORTING (continued) Scorers use the TASC or TASC-ASL holistic rating scales to assign an overall score to the candidate's performance. The holistic rating scales present the criteria on which the candidate's performance is evaluated. Each scale is a five-point scale, with "E" the lowest rating and "A" the highest. Each point of the scale represents a degree to which effective communication is demonstrated in the candidate's performance. The score point descriptions reflect typical levels of performance at each score point. Although the score assigned corresponds to one of the score points, individual responses may include attributes not specifically mentioned in the rating scale and/or attributes of more than one score point. The passing score for the TASC and TASC-ASL (i.e., the minimum level of sign communication proficiency required for an entry-level educator to perform successfully in Texas schools) is set at Level C. The TEA adopted the passing standards based upon recommendations of committees of Texas educators. Thus, performances rated at Levels A, B, or C are considered to be passing performances on the TASC or TASC-ASL. NOTE: On the TASC-ASL, candidates must respond only in ASL; use of non-ASL signing, including non-ASL grammar, will hurt a candidate's performance and may lower the candidate's holistic score. The Analytic Feedback Scales The TASC and TASC-ASL Analytic Feedback Scales (shown on pages 26-27 and pages 28-29, respectively) provide candidates with additional information that further defines the criteria for effective sign communication. As a part of the scoring process, candidates who do not pass the test receive feedback on their score report indicating the performance characteristics in which they may need improvement. For the TASC and TASC-ASL, these performance characteristics have been defined as range of communication, comprehension, and intelligibility, as demonstrated through fluency, vocabulary/grammar, and use of space. Reporting Your Test Scores Your test scores will be reported directly to you. They are also automatically added to your certification file and made available to the TEA and to your Educator Preparation Program (if applicable). Your score report is for your information only; do not submit it with your application for certification. Keep a copy for your permanent records. Please note that application for certification does not proceed automatically based upon receipt of your scores by the TEA. To apply for certification, you must go to the SBEC website at www.sbec.state.tx.us and follow the application for certification instructions. Delay of Test Scores Under some circumstances, scores may be delayed. --Scores for newly developed tests may be delayed in order to set passing scores. --Scores may be delayed due to problems with registration, failure to comply with the policies and procedures set forth in this Registration Bulletin, and/or with instructions given by test center personnel. --Scores will be delayed if there are problems with your payment. See "Fees for Tests and Related Services" on page 12 for more information. --Your scores may be permanently voided if you are completing certification requirements through an Educator Preparation Program and you have not provided proof that you have approval to test (i.e., a TEA ID number from your Educator Preparation Program). See "Approval to Test" on page 6 for more information. Online Score Reports Your final scores are available to you on the ETS TExES online registration system as an Unofficial Score Report. Score reports are posted by 5:00 p.m. Central time on the dates listed in "Score Reporting Dates" on page 19 and are viewable for 90 days. Online scores are available to you regardless of your registration method. To access your scores, log in to your account on the ETS TExES online registration system at www.texes.ets.org. If you have not already established an account in that system, you will need to do so in order to access your scores. See "Creating Your ETS Testing Account" on page 11 for details. Official Score Reports Your official score report will be mailed to you by U.S. mail on the date indicated in "Score Reporting Dates" below. Your score report will be mailed to the address that you provided during the registration process. If you wish to have your official score report sent to a different address, you will need to update the address in your SBEC Educator Profile. See "Correcting or Updating Your SBEC Educator Profile" on page 13. If the information in your SBEC Educator Profile is not current, ETS assumes no responsibility if you do not receive your official score report. Your score report provides information about your passing status and other performance information. With each score report, you will receive an explanation of how to read your score report. See "Test Scores and Passing Standards" for detailed information on how to read your score report. If you have not received your test results two weeks after the score report date, call Customer Service at 1-800-205-2626. Under no circumstances will ETS or 19 TEST RESULTS AND SCORE REPORTING (continued) the TEA release your official score information by telephone, fax, e-mail, or in person. Score Reporting Dates Paper-Based Tests Test Date: November 3, 2007 Score Reporting Date: November 30, 2007 Test Date: April 5, 2008 Score Reporting Date: May 2, 2008 Scoring Services Score Report Reprints You may request additional copies of your score report beginning two weeks after the score reporting date. Additional copies may be sent to you only. Additional score reports are available for up to five years after the test administration date. Please allow two to four weeks from the receipt of the request for delivery. Score report reprints can be ordered through the ETS TExES website at www.texes.ets.org or by completing the Score Report Reprint Request Form in the back of this Registration Bulletin and mailing it to the address on the form with the correct payment. The Score Report Reprint Request Form can also be downloaded from the ETS TExES website. See "Fees for Tests and Related Services" on page 12 for information about fees and payment policies. Score Verification Score verification services can be requested through the ETS TExES website at www.texes.ets.org or by completing the Score Verification Request Form in the back of this Registration Bulletin and mailing it to the address on the form with the correct payment. Requests are limited to a one-time score verification of any one test. See "Fees for Tests and Related Services" for information about payment. The Score Verification Request Form can also be downloaded from the ETS TExES website. Your request must be postmarked within six months of the test administration date. The results of the score verification process will be available within four to six weeks after receipt of the request. In the event that the score verification process results in a change in your score, you will be issued a corrected score report, the score verification fee will be refunded, and your records will be updated. If the original score is confirmed, you will be sent a letter indicating that the score has been confirmed. In this case, your fee will not be refunded. Expanded Diagnostic Feedback Service The Expanded Diagnostic Feedback Service offers a comprehensive review of examinees' responses by selected scoring leaders in order to provide detailed and customized feedback identifying the specific problem areas that most contributed to their nonpassing scores. This service is available to all examinees with nonpassing scores for TASC (072) and TASC-ASL (073) exams taken during the 2007-08 testing year. To request Expanded Diagnostic Feedback, examinees should complete the request form found in the back of this Registration Bulletin and submit it along with payment. See "Fees for Tests and Related Services" for information about fees and payment policies. Requests must be received within 90 days of the date of the test administration for which the service is being requested. Examinees will receive their Expanded Diagnostic Feedback by mail within one month of receipt of their request and payment. More information about the Expanded Diagnostic Feedback Service will be available in the TASC/TASC-ASL section of the ETS TExES website in advance of the November 2007 administration. Cancellation of Test Scores by You If, after taking a test, you do not want your score reported, you may cancel your test score. The TASC/TASC-ASL program will cancel your score upon receipt of a written request (include your name, signature, TEA ID number, customer number, date of birth, administration date, and the test for which you wish to have your score canceled). Your cancellation request must be received within five business days of the date on which you took the test. If you choose to cancel your score, you will not receive a refund or credit of any kind. If you request that your score be canceled, your score will not be reported to you, to the TEA, or to any Educator Preparation Program. Your score will not be entered into any TASC/TASC-ASL records; therefore, after the cancellation of your score, you will not be able to have your score reported for any purpose. Cancellation of Test Scores by ETS and the TEA ETS takes reasonable security precautions in developing and administering TASC and TASC-ASL tests and processing test scores with a view to ensuring that no test taker has an unfair advantage over other test takers. Accordingly, the TEA and ETS reserve the right to withhold and ultimately cancel your scores due to misconduct and/or if the TEA deems there is reason to question your scores' validity or legitimacy (including, but not limited to, a violation of the rules set forth in the current Registration Bulletin, including the Test Center Procedures and Regulations (pages 15-16), and the procedures communicated to you, orally or in writing, at the test administration). In such cases, ETS will notify relevant parties of the TEA's decision. 20 TEST RESULTS AND SCORE REPORTING (continued) Further action may be taken, including denying, revoking, and/or suspending a teaching credential or certificate. Other actions, as described in "Test Center Procedures and Regulations" may be taken as deemed appropriate by the TEA and/or ETS. Testing Irregularities "Testing irregularities" refers to test administration problems that may affect an individual or groups of test takers, including without limitation, administrative errors (such as improper timing, improper seating, defective materials, and defective equipment); improper access to test content; and other disruptions of test administrations (such as natural disasters or other emergencies). When testing irregularities occur, ETS may decline to score the test, or cancel the test score at the TEA's discretion. When, in the TEA's sole judgment, it is appropriate to do so, test takers will be given the opportunity to take the test again as soon as reasonably possible without charge. Identification Discrepancies When, in ETS's judgment, or the judgment of test center personnel, there is a discrepancy in a test taker's identification, the test taker may be dismissed from the test center and/or ETS may decline to score that test, or cancel that test score. Misconduct When ETS or test center personnel find that there is misconduct in connection with a test, the test taker may be dismissed from the test center and/or ETS may decline to score the test, or withhold and ultimately cancel the test score. Misconduct includes, but is not limited to, noncompliance with the "Test Center Procedures and Regulations" on pages 15-16 of this Registration Bulletin. Invalid Scores ETS may also cancel scores if, in its judgment, there is substantial evidence that they are invalid for any other reason. Evidence of invalid scores may include, without limitation, unusual answers and inconsistent performance on the test. Before canceling scores pursuant to this paragraph, ETS notifies the test taker in writing about its concerns, gives the test taker an opportunity to submit information that addresses ETS's concerns, considers any such information submitted, and offers the test taker a choice of options. The options include voluntary score cancellation, a free retest, or arbitration in accordance with ETS's standard Arbitration Agreement. In addition, the test taker is sent a copy of a booklet, Why and How Educational Testing Service Questions Test Scores, which explains this process in greater detail. (This booklet is available to any test taker at any time on request from the ETS Office of Testing Integrity. Call 1-800-353-8570 or e-mail TSReturns@ets.org.) Confidentiality of Information The TEA and ETS recognize your right to control the information about you that is stored by the TEA and ETS. Their policies are designed to safeguard that information from unauthorized disclosure. Your score information is intended only for you and your Educator Preparation Program (if applicable). However, background information, as noted on the registration form, is reported to the state of Texas and some institutions. ETS will not release your score information at the request of institutions or agencies except: --for use in research studies, scoring, and statistical analyses approved by the TEA and that preserve your anonymity --when information is required under compulsion of legal processes (Your score record and the documents you completed that are retained at ETS may be released to 3rd parties, e.g., government agencies, parties to a lawsuit, etc., if requested pursuant to a subpoena.) --Under the Higher Education Act Title II section 207 of 1998, the U.S. Department of Education requires all states that require testing for licensure to provide that agency with annual performance data for students completing their state-approved teacher preparation programs. If you complete your preparation program in a given cohort year, your preparing institution will collect and forward your score information to the state for inclusion in the federally mandated educator preparation performance report. The report will contain aggregate data only, and will not include any information that identifies examinees. Note that whenever ETS has confirmed that you have submitted a TASC or TASC-ASL score directly to an educational institution, agency, or district in satisfaction of one of its requirements, ETS will respond to requests for score confirmation from that recipient. TASC and TASC-ASL videotaped interviews may be used for training interviewers and scorers and in new test preparation materials. Test taker information, such as names and addresses, is not included when videotaped interviews are used for these purposes. Interviewer and scorer training is essential to ensure that tests are administered and scored in a fair and consistent manner. The use of your videotaped interview will benefit future test takers by helping to improve the training of interviewers and scorers, just as the administration and scoring of your test will benefit from the use of prior test takers' videotaped interviews. Test preparation materials demonstrate how the test is administered and the skills that are necessary to succeed. 21 PREPARING FOR THE TASC AND TASC-ASL Overview This section of the Registration Bulletin will familiarize you with the nature, structure, format, and content of the TASC and TASC-ASL. Familiarization with these aspects of the testing program should be a useful component of your preparation. Education faculty and program administrators at Educator Preparation Programs may also find this information useful. The following is designed to help you prepare for taking the TASC and TASC-ASL. The discussion is divided into three parts. Description of the TASC and TASC-ASL The first part provides background information about the testing program, including the test development process, characteristics of the tests, the nature of the communication tasks on which the tests are based, and what you should expect to do during the session. Scoring the TASC and TASC-ASL The second part provides you with information about how the test is scored and about the performance characterized by each score point. Preparing for the Tests The third part offers some ideas on preparing for the tests and some tips on which to focus during your preparation for the interview. This study material cannot replace a reasonable background in academic studies and practical experience. Instead, it is intended to provide an overview of the TASC and TASC-ASL. Description of the TASC and TASC-ASL Test Development Process Staff from the State Board for Educator Certification (SBEC) and from the Texas Education Agency (TEA) Services for the Deaf worked closely with experts in the fields of Deaf education and American Sign Language (ASL) to develop the TASC and TASC-ASL. Many Texas educators, as well as individuals from the Deaf community, participated and provided input during this project through advisory groups and other activities. The primary content and equity committee providing advice and leadership to the initial test development effort for the TASC was composed of classroom teachers of students who are deaf or hard-of-hearing and representatives from universities that prepare teachers in this field. A second advisory group consisting of educators and others who are experts in ASL developed assessment requirements for public school teachers of ASL as a foreign language. The TASC-ASL is used for evaluating the ASL communication skills of public school ASL teachers. A pilot test of the TASC and TASC-ASL was completed during early spring in 1997. The primary content and equity committee met in late spring 1997 to review the responses to the pilot test and to determine the level of sign communication proficiency necessary to teach students who are deaf or hard-of-hearing or to teach ASL as a foreign language in Texas public schools. This process resulted in a recommendation to the SBEC of passing standards for the TASC and the TASC-ASL. The SBEC adopted the passing standards for the TASC and TASC-ASL based upon the committee recommendations in the fall of 1997. Characteristics of the Testing Program The TASC and TASC-ASL tests are components of the Texas Examinations of Educator Standards (TExES) and the Examination for the Certification of Educators in Texas (ExCET) programs. The TASC and TASC-ASL are designed to assess the level of proficiency demonstrated in using sign communication rather than the content of the responses provided. The goal of the TASC and TASC-ASL is to provide candidates with an opportunity to demonstrate competence in sign communication skills through a videotaped interview. The assessments use an interview format in which the candidate is seated in a room with an interviewer and asked to discuss specified topics of general interest. The interview lasts about 20 minutes and is videotaped for scoring purposes. During the interview, various topics from five categories of communication tasks will be discussed. The interview is intended to simulate a conversation. The interviewer will ask questions from a prepared set to which the candidate will respond. The interviewer will also ask follow-up questions to further the conversation or explore a response more fully. The candidate, in turn, should feel free to ask the interviewer questions or make any appropriate comments. The prepared set of questions and the interviewer's questioning strategies within the conversation itself are designed to allow candidates to demonstrate their highest level of signing proficiency within a natural and dynamic conversation. Candidates are expected to demonstrate both expressive and receptive sign communication proficiency. A candidate may use sign and voice, or no voice. Any voicing the candidate does during the test will not be used in the scoring; scorers will evaluate a candidate's proficiency based only on the sign communication recorded and viewed on the videotape. The interviewer will not be using voice. 22 PREPARING FOR THE TASC AND TASC-ASL (continued) Candidates should attempt to answer all questions as completely as possible. If a candidate does not understand a question or sign, it is acceptable for the candidate to ask for clarification during the interview. There are no trick questions or right or wrong answers. TASC. During the TASC, candidates are allowed to use sign language or the sign communication system(s) of their choice in order to best demonstrate their ability to communicate. Candidates are allowed to code-switch among system(s) if they choose. As much as possible, the interviewer will match the candidate's signing. TASC-ASL. The TASC-ASL requires the use of ASL exclusively. If the candidate uses non-ASL grammatical constructions or vocabulary, the interviewer will not stop the conversation but will continue in order to keep the interview going naturally. It is important that the candidate keep in mind throughout the interview that responses should be only in ASL. Reliance on non-ASL signing, such as Signed English or Contact Sign/PSE vocabulary and syntax, will lower the candidate's score on the TASC-ASL. Test Format Description of communication tasks. The TASC and TASC-ASL require candidates to respond to several types of communication tasks (i.e., questions designed to elicit a range of levels of communication). The categories of questions listed below reflect different levels of language use that are required to communicate in informal and formal situations. For example, a person would likely use a higher, more sophisticated level of language to support an opinion than to describe something. By guiding you through these broad levels of communication, the interviewer is providing you with opportunities to demonstrate your best signing skills. The categories of questions used on the TASC and TASC-ASL are as follows: --Description—The purpose of this category is to elicit descriptive conversation from you. Questions ask you to describe to the interviewer familiar activities, events, etc. --Instructions—This category focuses on "how to" questions. You are asked to tell the interviewer the procedures or steps involved in various activities. --Hypothetical Situations—For this category, you are asked to project what would happen if a particular event occurred. In responding to questions from this and all categories, you should reflect and be creative when appropriate. Throughout the interview, feel free to ask the interviewer questions that may help you in formulating your response. --Problem Solving—These questions require you to imagine a situation and communicate how you might solve the problem posed by that situation. --Supported Opinion—This category requires you to take a position on one or more of a variety of topics and then support that position. The topics are selected to be general and noncontroversial. The goal is to allow you to express and support your opinion. Use your communication skills to be as persuasive as you can. IMPORTANT: Your proficiency will not be rated based on the actual content of your responses, but rather on your ability to communicate your ideas by signing. To give your best performance, it is important that you respond fully to the interviewer's questions -- elaborating, clarifying, and commenting when appropriate, just as you would in regular conversation. The interviewer has a prepared set of questions for stimulating communication at the appropriate levels. The direction of the interview will, in part, be determined by your responses. This combination -- the prepared set of questions and the interviewer's questioning strategies within the conversation that occurs -- is designed to allow you to demonstrate your highest level of proficiency within a more natural and dynamic conversation. The combination provides the scorers, experts who will evaluate your performance, with information by which to assess your expressive and receptive sign communication proficiency. The TASC and TASC-ASL are criterion-referenced tests. This means that the rating that a candidate receives is determined according to a fixed set of criteria, or standards, not by how the performance of one candidate compares to that of another. What You Should Expect to Do During the Session The following information about the test session and what you should expect to do during the test session may be helpful to you. --Relax. The interviewer will welcome you and make some brief comments at the beginning of the test session. The purpose of these comments is to allow you to become familiar and comfortable with the test setting and procedures. This may help you to relax and prepare for the actual test questions. --Follow directions. At the beginning of the test session and throughout the test, follow all directions carefully. If you do not understand something about the directions, do not hesitate to ask the interviewer before testing begins. --Show what you can do. Your goal is to demonstrate as fully as possible how well you can communicate using sign communication. When answering each question, sign until you think you have given a thorough answer or until the interviewer stops you by asking another question. 23 PREPARING FOR THE TASC AND TASC-ASL (continued) --Always try to respond as well and as clearly as you can. --Sign naturally and appropriately for each communication task. Sign in a manner appropriate to the context of each question. The interviewer will progress through the five communication tasks, and you must respond appropriately to each task using appropriate sign communication to perform the task. Different situations will require you to respond differently. --Don't worry about finding the "right" answer. Questions and topics are intended for you to demonstrate your sign communication ability. This includes your fluency, your accuracy of grammar, and the extent of your vocabulary. Questions are not intended to test your knowledge of facts, ideas, or events. There are no "right" or "wrong" answers. Scoring the TASC and TASC-ASL The TASC and TASC-ASL have been designed to elicit a representative sample of a candidate's sign communication proficiency. The videotapes from the TASC and TASC-ASL will be scored on a five-point scale using a holistic scoring process. The principle underlying the holistic scoring process is that performance during the interview will be evaluated on the basis of overall sign communication proficiency. That is, while a candidate is provided with tasks across a range of communication levels, scorer judgments will be based on how well the candidate communicates overall. In holistic scoring, scorers evaluate the effectiveness of responses in terms of a set of overall descriptions of communication. The scoring process is holistic in that the score assigned to a candidate's performance reflects the overall effectiveness of the candidate's communication. For the TASC and TASC-ASL, "sign communication proficiency" is defined as the ability to communicate successfully both expressively and receptively. At least three scorers view each videotape and, working in collaboration, rate the candidate's proficiency. Persons selected to be scorers are experts in sign communication. All have extensive experience in the education of the Deaf, ASL instruction, or a related area. Scorers, as well as interviewers, can be individuals who are deaf, hard-of-hearing, or hearing. The Holistic Rating Scales Scorers use the TASC and TASC-ASL holistic scales to assign an overall score to the candidate's performance. The holistic rating scales present the criteria on which the candidate's performance is evaluated. Each scale is a five-point scale, with "E" the lowest rating and "A" the highest. Each point of the scale represents a degree to which effective communication is demonstrated in the candidate's performance. The score point descriptions reflect typical levels of performance at each score point. Although the score assigned corresponds to one of the score points, individual responses may include attributes not specifically mentioned in the rating scale and/or attributes of more than one score point. The passing score for the TASC and TASC-ASL (i.e., the minimum level of sign communication proficiency required for an entry-level educator to perform successfully in Texas schools) is set at Level C. The SBEC adopted the passing standards based upon recommendations of committees of Texas educators. Thus, performances rated at Levels A, B, or C are considered to be passing performances on the TASC or TASC-ASL. NOTE: On the TASC-ASL, candidates must respond only in ASL; use of non-ASL signing, including non-ASL grammar, will hurt a candidate's performance and may lower the candidate's holistic score. The Analytic Feedback Scales The TASC and TASC-ASL analytic feedback scales (shown on pages 26-27 and pages 28-29, respectively) provide candidates with additional information that further defines the criteria for effective sign communication. As a part of the scoring process, candidates who do not pass the test receive feedback on their score report indicating the performance characteristics in which they may need improvement. For the TASC and TASC-ASL, these performance characteristics have been defined as range of communication, comprehension, and intelligibility, as demonstrated through fluency, vocabulary/grammar, and use of space. TASC Holistic Rating Scale Level A The candidate consistently shows a very high level of proficiency in expressive and receptive communication. The candidate demonstrates the communicative ability necessary to discuss a wide range of topics and can perform conversational communication functions, fully elaborated, with ease. The candidate exhibits the communication skills needed to effectively explain in detail, hypothesize at the abstract level, express and support opinions, and persuade. Few or no semantic or pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are evident. 24 PREPARING FOR THE TASC AND TASC-ASL (continued) Level B The candidate is a full partner in expressive and receptive communication. The candidate shows a high level of proficiency and comprehension across a variety of topics. The candidate may describe, narrate, compare, clarify, explain, and/or persuade in smooth and connected discourse, with little circumlocution (the use of an unnecessarily large number of signs or gestures to express an idea). Occasional semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are evident, but these do not detract from or affect intelligibility or communication. Level C The candidate is generally a partner in expressive and receptive communication. The candidate may describe, narrate, compare, and/or clarify regarding routine social and work-related topics and some novel, unusual, or abstract topics. Some lapses in comprehension and/or fluency may occur (such as unnecessary pauses or rephrasing), which do not generally impede communication, and at times circumlocution may occur. Some semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are evident. Level D Expressive and/or receptive communication occurs on a limited basis. The candidate is able to participate in conversation, although participation may be halting or fragmented, and can describe some familiar topics within social or work contexts. The candidate can ask and answer basic questions and create some utterances, although only a limited range of expression, limited fluency, and/or incomplete comprehension are demonstrated. Frequent semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are distracting. Level E Expressive and/or receptive communication is very limited or does not occur. The candidate is able to participate only in rudimentary conversation. Communication is hindered by a lack of fluency (frequent long pauses, rephrasing, and unfinished ideas) and/or a lack of comprehension. The candidate is able to understand and use only common nouns and basic vocabulary (e.g., food, family members, time). Numerous and severe semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) interfere with communication. TASC-ASL Holistic Rating Scale Level A The candidate consistently shows a very high level of proficiency in expressive and receptive communication in ASL. The candidate demonstrates the communicative ability necessary to discuss a wide range of topics and can perform conversational communication functions, fully elaborated, with ease. The candidate exhibits the communication skills needed to effectively explain in detail, hypothesize at the abstract level, express and support opinions, and persuade. Few or no semantic or pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are evident. Level B The candidate is a full partner in expressive and receptive communication in ASL. The candidate shows a high level of proficiency and comprehension across a variety of topics. The candidate may describe, narrate, compare, clarify, explain, and/or persuade in smooth and connected discourse, with little circumlocution (the use of an unnecessarily large number of signs or gestures to express an idea). Occasional semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are evident, but these do not detract from or affect intelligibility or communication. Level C The candidate is generally a partner in expressive and receptive communication in ASL. The candidate may describe, narrate, compare, and/or clarify regarding routine social and work-related topics and some novel, unusual, or abstract topics. Some lapses in comprehension and/or fluency may occur (such as unnecessary pauses or rephrasing), which do not generally impede communication, and at times circumlocution may occur. Some semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are evident. Level D Expressive and/or receptive communication occurs on a limited basis in ASL. The candidate is able to participate in conversation, although participation may be halting or fragmented, and can describe some familiar topics within social or work contexts. The candidate can ask and answer basic questions and create some utterances, although only a limited range of expression, limited fluency, and/or incomplete comprehension are demonstrated. Frequent semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) are distracting. 25 PREPARING FOR THE TASC AND TASC-ASL (continued) Level E Expressive and/or receptive communication is very limited or does not occur in ASL. The candidate is able to participate only in rudimentary conversation. Communication is hindered by a lack of fluency (frequent long pauses, rephrasing, and unfinished ideas) and/or a lack of comprehension. The candidate is able to understand and use only common nouns and basic vocabulary (e.g., food, family members, time). Numerous and severe semantic and pronunciation/enunciation errors (such as misused or misformed vocabulary or grammar) interfere with communication. Description of the Scoring Process The scoring process begins with an in-depth orientation. Scorers with relevant professional backgrounds are oriented to score candidates' performances accurately, consistently, fairly, and in accordance with the TASC or TASC-ASL rating scale before scoring actual TASC or TASC-ASL performances. Persons selected to be scorers are experts in sign communication. All have extensive experience in the education of the Deaf, ASL instruction, or a related area. Scorers, as well as interviewers, can be individuals who are deaf, hard-of-hearing, or hearing. Orientation begins with a review of the program and of the rules and procedures provided to the candidates. Scorers then review and discuss the TASC and TASC-ASL Scorer Manual, which includes a description of the tasks, performance levels, score points, and elements typically found in responses at each score point. Scorers also view and discuss marker tapes, which have been chosen by the TASC and TASC-ASL committees as representative of the score points. During orientation, videotaped performances at each score point are presented. Typically, orientation videotapes include a variety of responses to represent the geographic, gender, and ethnic diversity of Texas. The orientation emphasizes the distinction between score points. Scorers are said to be calibrated and therefore ready to begin the scoring process when their individual scoring judgments are in accordance with the rating scale and consistent with the established marker videotapes for the program. At least three scorers view each videotape and, working in collaboration, rate the candidate's proficiency. NOTE: Performance at a Level C or higher (Level A or B) is required to pass the TASC and TASC-ASL. See pages 23-25 for the TASC and TASC-ASL holistic rating scales. Analytic Scoring and Feedback Candidate responses that receive a rating below the passing level receive an additional evaluation to provide the candidate with feedback that he or she may use to improve sign communication performance. In this additional round of scoring, called analytic scoring, scorers view candidate responses to determine particular performance characteristics for which improvement is needed. These performance characteristics are reported to the candidate on the score report. Candidates who do not pass are typically below the passing level in several characteristics. Scorers attempt to determine the categories that are most problematic in the responses so that the candidate can focus efforts in these areas. The TASC and TASC-ASL Analytic Feedback Scales list three categories (range of communication, comprehension, and intelligibility), with the third category comprising three subordinate characteristics (fluency, vocabulary/grammar, and use of space). For "intelligibility," score reports will contain feedback on these three subordinate characteristics. If candidates do not pass the test, their score report will indicate one or more of the following areas for improvement in their response. 1. Range of Communication 2. Comprehension 3. Intelligibility, as demonstrated through: a. Fluency b. Vocabulary/Grammar c. Use of Space To provide candidates with a sense of how they might use the TASC and TASC-ASL Analytic Feedback Scales (shown on pages 26-27 and pages 28-29, respectively) to understand the categories listed above, an expanded interpretation of Levels D and E for each of the categories can be found below. TASC Description of Analytic Categories 1. Range of Communication The candidate has difficulty in achieving the communicative purpose of the communication tasks (i.e., description, instructions, hypothetical situations, problem solving, supported opinion). Significant elements of the response requested in the communication task are left out and/or miscommunicated. 2. Comprehension The candidate has limited ability to understand what is being communicated by the interviewer as demonstrated through the needed repetition of questions during the interview. Some clarification of communication may occur in the course of a normal conversation, but the candidate in general should be requesting expansion of the interviewer's idea rather than asking the interviewer simply to repeat the question as it was initially given. 26 PREPARING FOR THE TASC AND TASC-ASL (continued) TASC Analytic Feedback Scale Range of Communication Level A --Communicates consistently with very high proficiency --Active interaction and turn taking --Shows a very high proficiency across a wide range of topics --Effectively explains in detail, hypothesizes at the abstract level, expresses/supports opinions, and persuades Range of Communication Level B --Communicates as a full partner --Appropriate turn taking --Shows a high proficiency across a variety of topics --Can describe, narrate, compare, clarify, explain, and/or persuade across topics Range of Communication Level C --Can communicate as a partner --Initiates conversation and/or topics --Some turn taking --May describe, narrate, compare, and/or clarify routine topics; can address some novel/abstract topics --Spontaneously creates utterances Range of Communication Level D --Participation in communication is limited --Interviewer elicits most of the conversation --Little spontaneous turn taking --Some reliance on learned phrases --Discusses only familiar (social and work-related) topics --Creates some phrases and sentences Range of Communication Level E --Communication is very limited or does not occur --Excessive use of memorized signs/phrases --Rudimentary conversation --Inability to create phrases and/or sentences Comprehension Level A --Full comprehension Comprehension Level B --Good comprehension Comprehension Level C --General comprehension --In general, interviewer does not need to repeat or rephrase conversation Comprehension Level D --Does not understand some simple sentences or signs; interviewer may need to repeat some basic conversation Comprehension Level E --Does not understand many simple sentences or basic signs; interviewer needs to repeat much of the conversation Intelligibility Level A --Fully understandable and effective Intelligibility Level B --Clearly understandable and effective Intelligibility Level C --Understandable most of the time Intelligibility Level D --Basically understandable Intelligibility Level E --Barely understandable a. Fluency Level A --Communicates with ease --A model others try to emulate --Knowledge of and/or use of colloquialisms --Creates spontaneous visual embellishments --Elegant pronunciation --Code-switches appropriately and comfortably a. Fluency Level B --Occasional hesitation or rephrasing, but not enough to disrupt flow --Flows with connected sentences that convey full message --Few to no misformed signs --Good fingerspelling --Code-switches as appropriate a. Fluency Level C --Some pauses, hesitation, and/or rephrasing, but these do not impede meaning --Generally conveys message in connected sentences --Some misformed signs --Some misformed fingerspelling a. Fluency Level D --Some prolonged pauses and/or hesitation --Some fragmented conveyance of ideas --Is limited to brief response and utterances --Hand "flutters"; extraneous hand movement --Some misformed signs --Spells letter by letter --Some inaccurate fingerspelling a. Fluency Level E --Frequent prolonged pauses --Much hesitation and/or rephrasing --Unfinished and/or fragmented ideas --Many misformed signs --Inaccurate and/or labored fingerspelling --Staccato fingerspelling 27 PREPARING FOR THE TASC AND TASC-ASL (continued) TASC Analytic Feedback Scale (continued) b. Vocabulary/Grammar Level A --Extensive vocabulary for familiar and unusual topics --Semantic accuracy --Technical vocabulary/regionalisms (can adapt to geographical differences) --Effective and transparent nonlinguistic strategies employed --No facial expression errors --Virtually no unnecessary fingerspelling --Appropriate incorporation of number --Flawless use of classifiers b. Vocabulary/Grammar Level B --Wide vocabulary range in familiar and unfamiliar topics --Few semantic errors --Little use of circumlocution --Few to no inflection errors --Excellent use of nonlinguistic strategies --Appropriate and effective use of facial expression --Few to no misused signs --Occasional fingerspelling for uncommon vocabulary --Appropriate incorporation of number --Near flawless use of classifiers b. Vocabulary/Grammar Level C --Adequate vocabulary for familiar topics; some vocabulary for unfamiliar topics --General semantic accuracy --Some misuse of signs --Some circumlocution used --Generally inflects signs (duration, intensity, repeated action, distribution, sequencing) --Some use of nonlinguistic strategies (acts out, gestures) to facilitate understanding --Uses facial expression appropriate for lexical items (thin/thick, tiny/huge), intonation (question, declaration, etc.) discourse markers (agreement, disagreement), and effect --Some fingerspelling for uncommon vocabulary --Some incorporation of number --Appropriate use of classifiers b. Vocabulary/Grammar Level D --Resorts to nonlinguistic strategies (acts out, gestures) due to limited vocabulary and/or grammar --Some distracting misuses of vocabulary and/or grammar --Mouthing used to substitute for vocabulary --Switching dominant hand interferes with intelligibility --"erases" mistakes in the air --Some fingerspelling for common vocabulary --Little incorporation of number --Limited use of classifiers b. Vocabulary/Grammar Level E --One-sign utterances --Common nouns --Basic verbs --No or little facial expression --Frequent and/or severe errors interfere with communication --Many misused signs --Excessive use of fingerspelling for basic vocabulary --Almost no interpretation of number --No or little use of classifiers c. Use of Space Level A --Flexible and very effective use of sign space --Assumes characterization during dialog c. Use of Space Level B --Uses space and sign size well --Includes shoulder shifts for dialog c. Use of Space Level C --Sign space appropriately sized and placed --Appropriate use of verb directionality --Establishes referents in space c. Use of Space Level D --Fingerspelling out of sign box (high, low, moves away from body) --Occasionally sign space is inappropriately sized and spaced --Some misuse of space for verb directionality --Inconsistently establishes referents in space c. Use of Space Level E --Signs tend to "float" in front of the body with little body contact --Sign space inappropriately sized and placed --No or little use of verb directionality --Does not establish referents in space 28 PREPARING FOR THE TASC AND TASC-ASL (continued) TASC-ASL Analytic Feedback Scale Range of Communication Level A --Communicates consistently with very high proficiency --Active interaction and turn taking --Shows a very high proficiency across a wide range of topics --Effectively explains in detail, hypothesizes at the abstract level, expresses/supports opinions, and persuades Range of Communication Level B --Communicates as a full partner --Appropriate turn taking --Shows a high proficiency across a variety of topics --Can describe, narrate, compare, clarify, explain, and/or persuade across topics Range of Communication Level C --Can communicate as a partner --Initiates conversation and/or topics --Some turn taking --May describe, narrate, compare, and/or clarify routine topics; can address some novel/abstract topics --Spontaneously creates utterances Range of Communication Level D --Participation in communication is limited --Signing is sometimes not in ASL --Interviewer elicits most of the conversation --Little spontaneous turn taking --Some reliance on learned phrases --Discusses only familiar (social and work-related) topics --Creates some phrases and sentences Range of Communication Level E --Communication is very limited or does not occur --Signing is frequently not in ASL --Excessive use of memorized signs/phrases --Rudimentary conversation --Inability to create phrases and/or sentences Comprehension Level A --Full comprehension Comprehension Level B --Good comprehension Comprehension Level C --General comprehension --In general, interviewer does not need to repeat or rephrase conversation Comprehension Level D --Does not understand some simple sentences or signs; interviewer may need to repeat some basic conversation Comprehension Level E --Does not understand many simple sentences or basic signs; interviewer needs to repeat much of the conversation Intelligibility Level A --Fully understandable and effective Intelligibility Level B --Clearly understandable Intelligibility Level C --Understandable most of the time Intelligibility Level D --Basically understandable Intelligibility Level E --Barely understandable a. Fluency Level A --Communicates with ease --A model others try to emulate --Knowledge of and/or use of colloquialisms --Creates spontaneous visual embellishments --Elegant pronunciation --Code-switches appropriately and comfortably a. Fluency Level B --Occasional hesitation or rephrasing, but not enough to disrupt flow --Flows with connected sentences that convey full message --Few to no misformed signs --Good fingerspelling --Code-switches as appropriate a. Fluency Level C --Some pauses, hesitation, and/or rephrasing, but these do not impede meaning --Generally conveys message in connected sentences --Some misformed signs --Some misformed fingerspelling a. Fluency Level D --Some prolonged pauses and/or hesitation --Some fragmented conveyance of ideas --Is limited to brief response and utterances --Hand "flutters"; extraneous hand movement --Some misformed signs --Spells letter by letter --Some inaccurate fingerspelling a. Fluency Level E --Frequent prolonged pauses --Much hesitation and/or rephrasing --Unfinished and/or fragmented ideas --Many misformed signs --Inaccurate and/or labored fingerspelling --Staccato fingerspelling 29 PREPARING FOR THE TASC AND TASC-ASL (continued) TASC-ASL Analytic Feedback Scale (continued) b. Vocabulary/Grammar Level A --Extensive vocabulary for familiar and unusual topics --Semantic accuracy --Technical vocabulary/regionalisms (can adapt to geographical differences) --Effective and transparent nonlinguistic strategies employed --No facial expression errors --Virtually no unnecessary fingerspelling --Appropriate incorporation of number --Flawless use of classifiers b. Vocabulary/Grammar Level B --Wide vocabulary range in familiar and unfamiliar topics --Few semantic errors --Little use of circumlocution --Few to no inflection errors --Excellent use of nonlinguistic strategies --Appropriate and effective use of facial expression --Few to no misused signs --Occasional fingerspelling for uncommon vocabulary --Appropriate incorporation of number --Near flawless use of classifiers b. Vocabulary/Grammar Level C --Adequate vocabulary for familiar topics; some vocabulary for unfamiliar topics --General semantic accuracy --Some misuse of signs --Some circumlocution used --Generally inflects signs (duration, intensity, repeated action, distribution, sequencing) --Some use of nonlinguistic strategies (acts out, gestures) to facilitate understanding --Uses facial expression appropriate for lexical items (thin/thick, tiny/huge), intonation (question, declaration, etc.) discourse markers (agreement, disagreement), and effect --Some fingerspelling for uncommon vocabulary --Some incorporation of number --Appropriate use of classifiers b. Vocabulary/Grammar Level D --Resorts to nonlinguistic strategies (acts out, gestures) due to limited vocabulary and/or grammar --Some distracting misuses of vocabulary and/or grammar --Some use of signing systems other than ASL --Mouthing used to substitute for vocabulary --Switching dominant hand interferes with intelligibility --"erases" mistakes in the air --Some fingerspelling for common vocabulary --Little incorporation of number --Limited use of classifiers b. Vocabulary/Grammar Level E --One-sign utterances --Common nouns --Basic verbs --No or little facial expression --Frequent and/or severe errors interfere with communication --Many misused signs --Frequent use of signing systems other than ASL --Excessive use of fingerspelling for basic vocabulary --Almost no interpretation of number --No or little use of classifiers c. Use of Space Level A --Flexible and very effective use of sign space --Assumes characterization during dialog c. Use of Space Level B --Uses space and sign size well --Includes shoulder shifts for dialog c. Use of Space Level C --Sign space appropriately sized and placed --Appropriate use of verb directionality --Establishes referents in space c. Use of Space Level D --Fingerspelling out of sign box (high, low, moves away from body) --Occasionally sign space is inappropriately sized and spaced --Some misuse of space for verb directionality --Inconsistently establishes referents in space c. Use of Space Level E --Signs tend to "float" in front of the body with little body contact --Sign space inappropriately sized and placed --No or little use of verb directionality --Does not establish referents in space 30 3. Intelligibility The candidate is difficult to understand, if he or she is understandable at all. Intelligibility is determined by looking more specifically at the three categories comprising these characteristics: fluency, vocabulary/grammar, and use of space. a. Fluency The candidate's response is characterized by long pauses, struggles for expression, extreme brevity, and/or even complete linguistic breakdown. Sign speed may be so slow or hesitant that it impedes communication. Signs may be misformed. Fingerspelling may be inaccurate or labored. b. Vocabulary/Grammar The candidate fails to convey meaning because of the absence of needed vocabulary. The message is seriously flawed or even severely unintelligible. The candidate's pronunciation (as demonstrated through misused signs) may interfere with communication. The candidate's lack of vocabulary may impede his or her ability to respond adequately. c. Use of Space The candidate cannot properly make use of space and/or tends to sign outside of the appropriate area. These errors make the intelligibility of the intended message unclear. Signs may be inappropriately sized and placed, thus interfering with intelligibility. TASC-ASL Description of Analytic Categories 1. Range of Communication The candidate has difficulty communicating in ASL and/or in achieving the communicative purpose of the communication tasks (i.e., description, instructions, hypothetical situations, problem solving, supported opinion). Communication is not exclusively through the use of ASL; significant elements of the response requested in the communication task are left out and/or miscommunicated. 2. Comprehension The candidate has limited ability to understand what is being communicated by the interviewer as demonstrated through the needed repetition of questions during the interview. Some clarification of communication may occur in the course of a normal conversation, but the candidate in general should be requesting expansion of the interviewer's idea rather than asking the interviewer simply to repeat the question as it was initially given. 3. Intelligibility The candidate is difficult to understand, if he or she is understandable at all. Intelligibility is determined by looking more specifically at the three categories comprising these characteristics: fluency, vocabulary/grammar, and use of space. a. Fluency The candidate's response is characterized by long pauses, struggles for expression, extreme brevity, and/or even complete linguistic breakdown. Sign speed may be so slow or hesitant that it impedes communication. Signs may be misformed. Fingerspelling may be inaccurate or labored. b. Vocabulary/Grammar The candidate fails to convey meaning because of the absence of needed vocabulary. The message is not communicated using ASL and/or is seriously flawed or even severely unintelligible. The candidate's pronunciation (as demonstrated through misused ASL signs) may interfere with communication. The candidate's lack of ASL vocabulary may impede his or her ability to respond adequately. c. Use of Space The candidate cannot properly make use of space and/or tends to sign outside of the appropriate area. These errors make the intelligibility of the intended message unclear. Signs may be inappropriately sized and placed, thus interfering with intelligibility. NOTE: On the TASC-ASL, the candidate must communicate only in ASL. Candidates with frequent or extensive use of non-ASL signing and non-ASL grammar may have one or more analytic categories reported on their score report indicating the areas for which they need improvement in ASL. Preparing for the Test Sign communication proficiency is acquired over a period of time through continual practice and use of the sign communication system. As the purpose of the tests is to allow you to demonstrate your sign communication proficiency in the sign system/language of your choice for the TASC, or in ASL for the TASC-ASL, there are no "right" or "wrong" answers to the questions asked. However, it is to your advantage to know what level of ability you are expected to demonstrate to receive a passing score on the TASC or TASC-ASL and to become familiar with the unique testing format of the TASC and TASC-ASL before you actually take the test. 31 The information in this section is designed to help you obtain information and practice materials that will assist you in doing your best on the test. General Preparation Notes 1. Determine whether you are ready to take the TASC or TASC-ASL. The following is a description of the level of sign communication proficiency a person who achieves a Level C on the TASC or TASC-ASL is generally expected to demonstrate (performance at Level C or higher is required to pass the TASC or TASC-ASL). Remember, for the TASC-ASL you must sign only in ASL; any sign other than an ASL sign will impact your holistic score. A candidate who achieves a Level C or higher: --Communicates as a partner in a selected sign system/language in a clearly participatory manner. --Initiates, sustains, and brings to closure a wide variety of communicative tasks, including description, instructions, hypothetical situations, problem solving, and supported opinion. --Demonstrates comprehension skills in general, understanding most of the interviewer's signing. --Demonstrates fluency in the system/language by appropriately using signs and grammar in an understandable fashion at a pace that does not impede meaning. --Demonstrates an adequate vocabulary for familiar topics and enough for unfamiliar topics to communicate with another individual. --Uses nonlinguistic cues and facial expressions appropriately in communicating with the interviewer. --Uses sign space appropriately, establishing referents in space and using verb directionality. 2. Learn about the TASC and TASC-ASL. The best way to learn about the TASC and TASC-ASL is by carefully reading this Registration Bulletin and the information on the ETS TExES website at www.texes.ets.org. 3. Conduct a practice videotape interview to help you become more comfortable with the test format. Ask your preparation program (or a friend with a camera) to videotape you, if possible, in a sign conversation with a teacher or friend. Watch the videotape, paying close attention to how well you are communicating your ideas. Also evaluate how well you are signing (are your signs "technically" correct and clear?). This self-analysis and practice should help you become more at ease during the actual test. 4. Enhance your sign communication ability by practicing. Although you may use a particular sign communication system well, you may also be rusty if you have not used the system in conversation for some period of time. Therefore, if you are out of practice, you will likely want to become accustomed to using the sign communication system that you have selected for the test before you take the test. Some ideas for practicing the signing system include spending time communicating with others who know the system quite well or taking a class in which only the sign communication system will be used. 5. Familiarize yourself with the Candidate Tip List for the test you are taking. See the following TASC and TASC-ASL Candidate Tip List for information that may be useful as you prepare for the day of the test. TASC and TASC-ASL Candidate Tip List --Relax. You should do whatever helps you to relax and feel confident prior to the interview. It is normal to be nervous. As necessary, stop during the interview for a few seconds to regain composure. You may wish to admit that you are nervous and joke about it; often this is enough to make you comfortable again. During the interview, you will be asked to communicate about a variety of subjects. At times, the interviewer will need to interrupt you to move to another topic or question in order to complete the entire interview; this does not reflect on the quality of your responses. --For TASC, use the signs with which you are most comfortable. You will want to demonstrate your best signing in the interview; therefore, you should show your best signing within any one or a combination of the systems assessed by the TASC. The interviewer will match the system you use as much as possible. --For TASC-ASL, you must sign only in ASL. The interviewer will also use only ASL. Be sure to use ASL grammar and syntax. --Sign at a speed that is comfortable for you. If you know that you have difficulty when you sign fast, plan to sign more slowly so that you can be confident in the interview. 32 PREPARING FOR THE TASC AND TASC-ASL (continued) --Use both short and long sentences. Short and long responses are appropriate because both are common in conversation. You are not making a public speech. Short sentences can reduce the chance that you will get lost in the middle of your thought and may help you to relax, giving the impression of ease, confidence, and skill. Long sentences can convey the full meaning of your thoughts. Both lengths of sentences add to the richness of your communication. --Keep signing. Keep the conversation flowing. You are trying to demonstrate your best performance. Don't stop the conversation about a topic by simply giving a "yes" or "no" response. Expand on your thoughts and give complete responses to questions that are asked. Give details, explain your point(s), develop your thoughts, and make comparisons. Avoid signs whose meanings and usage are not clear to you. If you have difficulty signing exactly what you wish to say, think of another way to say it and keep signing. If you can't think of a sign, use another sign, mime it, or fingerspell it. --Stop. Think. If you are lost in a long sentence or draw a blank, say something like, "Let me tell you again—-it is complicated." Then try again. --Correct your mistakes. If you know you made a mistake, correct it and continue. Mistakes are expected. Do not worry about what happened. Worrying about a mistake may distract you during the interview. --Focus on signing rather than on the content of your response. Don't try to impress the interviewer with your knowledge of a subject. It is not what you know that is of greatest importance, but how well you sign the information you know. --Ask questions. Ask questions of the interviewer if you need to clarify your understanding. It is not a reflection on your signing ability to ask questions. This is a common practice in conversation. If you think you understand what was asked, respond confidently. If you make a mistake, correct it and continue. Alert your interviewer to anything that may be interfering with your signing. If the air conditioner or lighting bothers you, say so. If you can't see the interviewer clearly, say so. We want you to have the best possible interview conditions. --Monitor your feelings about how the interview is going. If you feel the interview is too easy, try to sign on a higher level to be sure you are demonstrating your highest level of skill. If you feel the interview is becoming difficult, it is normal: you are near the level where you begin to feel the pressure. The interviewer cannot gauge your highest level unless you are challenged and asked to go beyond it. TEST CENTERS The most current information regarding test centers is on the ETS TExES website at www.texes.ets.org. Test centers are listed according to the general area in which they are located and may not be within the actual city limits. Due to factors beyond the control of the TEA and ETS, the test center locations cannot be guaranteed. Test centers are selected based on availability and appropriateness of the facilities for test administration. Test center locations are subject to change in the event of scheduling conflicts. If it becomes necessary to change a test center location, every attempt will be made to ensure that the new location is located in the same general area as the one you originally requested. Assignment to a first-choice test center depends on available space. The name and address of your test center assignment will be listed on your admission ticket. TASC and TASC-ASL Test Locations Austin Beaumont Dallas Edinburg Houston Lubbock Nacogdoches Waco 33 COUNTRY CODES Note: In this table, 2 columns follow each other in this order: column 1 = Country Code column 2 = Country Name 001 Afghanistan 003 Albania 005 Algeria 007 American