Background
Beginning in 1980 and continuing for ten years, as
required by state statute, Texas assessed minimum basic
skills in reading, mathematics and writing, first with
the Texas Assessment of Basic Skills (TABS) and then
with the Texas Educational Assessment of Minimum Skills
(TEAMS). When state law required a new expanded
criterion-referenced program, the Texas Assessment of
Academic Skills (TAAS) was implemented beginning in the
fall of 1990, with Texas end-of -course exams being
added from the spring of 1994 to 2002.
By the spring of 2000, the state required TAAS program
included assessments in reading and mathematics at
Grades 3 – 8 and 10 (exit level); writing at Grades 4, 8
and 10 (exit level); and science and social studies at
Grade 8. The Spanish-version TAAS tests were given in
reading and mathematics at Grades 3 – 6 and writing at
Grade 4. Additionally, end-of-course examinations were
administered for Biology, Algebra 1, English II, and U.
S. History.
The implementation of TAAS had shifted the focus of
assessment in Texas from minimum skills to academic
skills. The TAAS tests represented a more comprehensive
assessment of the student expectations delineated in the
state-mandated curriculum, Texas Essential Knowledge and
Skills (TEKS), and assessed higher order thinking skills
and problem-solving ability. Further, Section 39.025 of
the Texas Education Code set forth graduation testing
requirements. A non-exempt student could not receive a
high school diploma until the student had performed
satisfactorily on the exit level TAAS tests in English
Language Arts and mathematics or on end-of-course exams
in Algebra 1 and English II and in either Biology or U.
S. History.
During the spring of 2000, limited English proficient (LEP)
students in grades 3 -12 were required to take the
Reading Proficiency Tests in English (RPTE) for the
first time. Currently, this assessment is administered
to each LEP child until a rating of advanced is
achieved.
In 2001, the state added testing of special education
students in grades 3 – 8 who were receiving instruction
in the Texas Essential Knowledge and Skills (TEKS) but
for whom TAAS was an inappropriate measure of their
academic progress. SDAA became a part of the school
accountability system in the 2002-2003 school year.
In 1999 the 76th Legislature mandated that the Texas
Assessment of Knowledge and Skills (TAKS) would be
administered beginning in the 2002-2003 school year. A
new test was needed to better match the state curriculum
and assess a more rigorous set of standards. The new
test, TAKS, measures the statewide curriculum, Texas
Essential Knowledge and Skills (TEKS), in reading at
Grades 3 – 9; in writing at Grades 4 and 7; in English
Language Arts at Grade 10 and 11; in mathematics at
Grades 3-11; in science at Grades 5, 10 and 11; and in
social studies at Grades 8, 10 and 11. The Spanish TAKS
is administered at Grades 3 through 6. Legislation also
required satisfactory performance on each subject area
of TAKS at grade 11 (exit level) for a student to
receive a high school diploma.
The Exit Level tests include the following course work:
- TAKS Exit Level English Language Arts includes English
III and integrated reading and writing
- TAKS Exit Level Math includes Algebra 1 and Geometry
- TAKS Exit Level Science includes Biology and Integrated
Chemistry & Physics
- TAKS Exit Level Social Studies includes Early American
History and U. S. History
In the spring of 2004, states were required to
administer annual statewide English language proficiency
assessments to show progress of limited English
proficient (LEP) students in kindergarten through 12th
grade in the domains of listening, speaking, reading and
writing. In response to these federal testing
requirements, the Texas Education Agency (TEA) developed
observation protocols that allow teachers to
holistically rate each LEP student’s English language
proficiency based on classroom observation and daily
interaction with the student. These protocols are
completed annually.
This assessment is now known as TELPAS, or the Texas
English Language Proficiency Assessment System.
Uses of Test Results
As with any assessment instrument that records the
progress of students in a snapshot, the scores from the
TAKS assessment instruments must
be used appropriately to provide valid indicators of
student performance. Likewise, the reports developed for
use in an assessment program must be clear and
understandable and must contain a broad array of
information to facilitate their use.
The TAKS are based on the following premises:
- The tests are founded in the state-mandated curriculum
and assess knowledge and skills in a manner congruent
with sound instructional practice.
- Judgments made by Texas educators, students, and the
public guide the content, level of expectation, and
structure of the tests.
- Texas educators participate in all phases of test
development.
- Test results are useful for providing a snapshot of
individual student performance, an indicator of areas in
which further diagnosis is warranted, and a mechanism
for providing a “level playing field” to compare the
performance of campuses and districts.
The TELPAS is based on the following premises.
- The test measures reading skills delineated in the
state-mandated curriculum and allows LEP students to
demonstrate these skills at their level of English
proficiency.
- Judgments made by Texas educators, students, and the
public guide the content, level of expectation, and
structure of the tests.
- Texas educators participate in all phases of
development.
- Test results are useful in providing information, both
at the local and state levels, about the progress LEP
students are making in acquiring the reading skills they
need for long-term academic success in an English
instructional setting.
Test Scores
The following gives a brief description of the scores
provided on the TAKS tests.
Raw Score. The raw score is the number of items answered
correctly on a subject area test. By itself, the raw
score has limited utility; it can be interpreted only in
reference to the total number of items on a subject area
test, and raw scores should not be compared across
administrations. The raw score is provided for all TAKS
tests.
TAKS Scale Score. The scale score is a statistic that
provides a comparison of scores with the standard and
accommodates for differences in the difficulty of the
test form used for each administration. Thus, the scale
score can be used to determine whether a student met the
standard or achieved commended performance, but it
cannot be used to evaluate a student’s progress across
grades. A scale score is provided for all TAKS tests.
Test Standards
The following gives a brief description of the standards
used on the TAKS tests.
Commended performance. This category represents high
academic achievement. Students in this category
performed at a level that was considerably above the
state passing standard. Students demonstrated a thorough
understanding of the knowledge and skills measured at
this grade.
Met the standard. This category represents satisfactory
academic achievement. Students in this category
performed at a level that was at or somewhat above the
state passing standard. Students demonstrated a
sufficient understanding of the knowledge and skills
measured at this grade.
Did not meet the standard. This category represents
unsatisfactory academic achievement. Students in this
category performed at a level that was below the state
passing standard. Students demonstrated an insufficient
understanding of the knowledge and skills measured at
this grade.
Met THECB standard for higher education readiness. The TAKS testing program includes a higher education
readiness component on the Exit Level English language
arts and mathematics assessments. Performance on these
tests will be used to assess a student’s readiness to
enroll in an institution of higher education.
TEA TAKS Parent Brochure
To assist districts with the task of helping parents
understand their child’s TAKS test results, a four-page
brochure entitled Understanding the Confidential Student
Report is provided to districts for each student for
whom an answer document was submitted at each grade
level tested. This brochure provides a brief summary of
the TAKS program, explains a sample Confidential Student
Report (CSR) so that parents can understand their
child’s test report, and gives a brief summary of each
TAKS test objective for each subject area tested. |
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