Dr. Sorum S and Ms. Arispe S Explanation of Our New Policy on Cbas/Benchmarks

Dr. Sorum’s and Ms. Arispe’s explanation of our new policy on CBAs/Benchmarks:

Ms. Arispe writes:

Here are the # of benchmarks by grade and subject for 2013-2014; most of these were administered in late February. I’ve also included some additional information describing the differences between CBAs and Benchmarks in case it is helpful to you.

Our district administers curriculum-based assessments which are to assess learning of curriculum/content just taught. These are not intended to benchmark toward STAAR or STAAR-readiness, they are part of normal teaching and learning. We also administer one or two benchmarks that are definitely to measure level of preparation for STAAR, as well as to "practice" STAAR-like testing conditions with a 4 hour time limit (5 hour for English I and English I).

This year we provided campuses with some CBA Frequently Asked Questions (FAQs) and responses including:

Curriculum Based Assessment FAQs:

I see both CBAs and Benchmarks on the 2013-2014 Assessment Calendar; what's the difference?

When you see "Benchmark" on the calendar, you will prepare for those with STAAR-like conditions: a school-wide plan, 4 hour time limit (5-hour for the English I and English II), etc. CBAs are simply periodic assessments (much like a teacher-made classroom test) to provide feedback to teachers and students on level of mastery of the curriculum taught so far. There should be no shut-downs for CBAs. CBAs should be given as a part of regular instruction during that class period.

Is there a time limit on CBAs? No, CBAs should be given as a part of regular instruction during that class period. There should be no shut-downs for CBAs.

What about make-ups for CBAs? Makeups could be done if the student returns within the week; just as a teacher might have them make-up a quiz or classroom test.

What accommodations can a student use on CBAs? The CBAs should be given as a part of regular instruction during that class period. Therefore, accommodations that are normally used during classroom instruction and classroom quizzes or tests could be used without any special set-up or arrangements.

Before building the tests for 2013-2014, Curriculum Directors reviewed the following with the assessment writers:

Curriculum Based Assessment (CBA): A CBA is written as a shorter length assessment, which covers the TEKS taught within a specific time, administered within a class period, usually at the end of a 6 week cycle. The CBA is to be used for teachers and students to understand where the students’ strengths and weaknesses are in regard to the recently taught curriculum. It also provides vital information for instructional planning so that the teachers reflect on prior instruction and look to see where the TEKS are spiraled back into the curriculum. The data will also provide where there may need to be additional student support in the form of small group pullouts, intervention periods, or tutorials. A CBA Blueprint is developed for each CBA and posted in the Curriculum Frameworks.

Benchmark: A Benchmark assessment is written to the full STAAR/EOC expectations with regard to length and following the STAAR Blueprint provided by the state. Therefore, a Benchmark will encompass all of the TEKS tested, even those that have not been taught at the time the Benchmark is administered. Benchmarks will be scored with two methods: 1) the entire assessment, including any TEKS that may not have been taught yet, and 2) only those TEKS that have been taught prior to the assessment being administered. With these reports, teachers and students can see how a student might perform if they took the STAAR/EOC that day. If a student demonstrates strength in TEKS that have NOT been taught, the teacher an adjust instruction to add time to an area where student is not performing quite as well.