 2003 Standardized Testing and Reporting Program
Reporting 2003 STAR Results to
Parents/Guardians
California Department of Education
- August 2003 - Standards and
Assessment Division
Questions and Answers for Parents/Guardians
What is the STAR Program?
One part of the state testing system is the Standardized
Testing and Reporting (STAR) Program. This program,
administered annually, was authorized in 1997 by state law
(Senate Bill 376). The purpose of the STAR Program is to
help measure how well students are learning required
academic skills.
Who must take the STAR tests?
All students in grades 2 through 11 must take the designated
STAR tests. Students learning English and students in
special education programs are included. Only students with
written parent/guardian requests to exempt them do not
take the STAR tests.
What tests did the students take in spring 2003?
The STAR Program has four components:
-
California Standards Tests (CSTs) produced for California
public schools
California Achievement Tests, Sixth Edition Survey
(CAT/6), published by CTB/McGraw-Hill
California Alternate Performance Assessment (CAPA),
an assessment produced for students with significant
cognitive disabilities, who are not able to take the CSTs
or the CAT/6
-
Spanish Assessment of Basic Education, Second Edition
(SABE/2), an achievement test in Spanish published by
CTB/McGraw-Hill
What are the CSTs?
The CSTs are developed specifically for California public
schools. These tests are aligned to state-adopted academic
content standards in reading, writing, mathematics, history
social science, and science.
Who took the CSTs?
Students in grades 2 through 11 took the California Standards
English-Language Arts Tests (reading and writing).
Students in grades 2 through 7 took the California Mathematics
Standards Tests. Students who took the grade 4 or 7
tests also wrote an essay in response to a writing task. All
students in grades 8, 10, and 11 also took California
History-Social Science Standards Tests. These standards tests
are tied to what students should know and be able to do at
each grade level tested. All students in
grades 8 through 11 took CSTs in mathematics
that are not tied to specific grade levels. The tests
were tied to the mathematics course in which a
student was enrolled or that a student had completed.
Students in grades 9 through 11 took the High School
Summative Mathematics Standards Test if they had
completed algebra II or third-year integrated
mathematics or an equivalent or higher mathematics
course before testing began. Students who were taking
a standards-based science course in grades 9, 10, and
11 took California Science Standards Tests tied to specific
courses rather than grade levels. Students in grade 5 took a
short science field test to try out questions to be used on a
test to be given in 2004.
What are the mathematics courses for which there are
CSTs?
Mathematics courses for which there are CSTs include
algebra I, geometry, algebra II, and 1st, 2nd, and 3rd year
integrated mathematics.
What if students in grades 8 and 9 were not enrolled in
one of the specified mathematics courses?
Students in grades 8 and 9, who were not enrolled in or had
not completed one of the specified courses during the school
year, took the General Mathematics Test that assesses the
mathematics standards for grades 6 and 7.
What if students in grades 10 and 11 were not enrolled
in one of the specified mathematics courses?
Students, who had previously completed algebra II or third
year integrated mathematics or an equivalent or
higher mathematics course, took the High School
Summative Mathematics Test. Students who had not
completed algebra II, third-year integrated
mathematics, or an equivalent course did not take a
CST test in mathematics.
What are the science courses for which there are
California Standards Tests?
Science courses for which there are standards tests include:
earth science, biology, chemistry, physics, and integrated/
coordinated science (four tests available).
What if a student in grade 9, 10, or 11 was not enrolled
in or did not complete one of the specified science
courses during the school year?
Students at these grades, who were not enrolled in or had
not completed one of the specified science courses during
the school year, did not take a science standards test. These
students took the science portion of the CAT/6 and received
results for that part of the STAR Program.
Who took the CAT/6?
Students in grades 2 through 11 took the CAT/6 in reading,
language, and mathematics. In addition, students in grades 2
through 8 were tested in spelling. Students in grades 9
through 11 also were tested in science.
What is the CAPA?
The CAPA is a performance assessment for students with
significant cognitive disabilities. These are students who
receive special education services. CAPA was administered
for the first time in 2003. It was added to ensure that all
California students could participate in the STAR Program.
Who determined if a student would take the CAPA?
The team that developed the Individualized Education
Program (IEP) for each student receiving special education
services determined how the student was to participate in
the STAR Program. The IEP team could specify that the
student was to take the CSTs and CAT/6 with no accommodations,
take the tests with accommodations or modifications,
or take the CAPA.
Who took the SABE/2?
In addition to taking the designated STAR tests in English,
Spanish-speaking English learners who had been enrolled in
California public schools less than 12 months took the SABE/2. This part of the STAR Program was optional if the
students had been enrolled in California public schools 12
months or more.
What does the SABE/2 test cover?
Students who took the SABE/2 were tested in reading,
language, mathematics, and spelling in grades 2 through 11.
Students in grades 2 and 3 also were tested in word analysis.
Who gave the STAR tests, and how long did it take?
Teachers who received special training gave the STAR tests at
the local school. It took seven to eight hours to complete the
CSTs and the CAT/6, depending on the grade level. The
SABE/2 added about four hours for limited English learners.
STAR testing is spread over several days. CAPA examiners
were certificated or licensed school staff members, who were
the students’ teachers in most cases.
How were the questions on the tests asked?
All of the test questions on the CSTs, CAT/6, and SABE/2
were in a multiple-choice format, except for the writing tasks
for grades 4 and 7. The multiple-choice questions required
students to select the correct answer from four or five
possible answers.The CAPA was administered individually. The examiner cued
the student to respond to an item or perform a task, then
observed the performance and recorded the response according
to a specific scoring rubric.
Questions on the CAT/6 and SABE/2 tests had been tried
out with thousands of students throughout the United States
to see if they were appropriate for the grade level and content
being tested. Multiple-choice questions and the new writing
tasks for the CSTs and the CAPA tasks had been tried out
with students throughout California.
What was done to help students with special needs?
Most students with special needs took the tests with all other
students under standard conditions. Certain accommodations,
such as additional time, Braille, or large-print tests, were
provided for those special education students who needed this
assistance. Accommodations also included revised test directions
or the use of paraprofessionals (aides) and/or aids to
provide additional help. Accommodations/modifications had
to be specified in a student’s Individualized Education Program
(IEP) or 504 plan. Those accommodations/modifications
were to match the ones students receive for class work
throughout the year. Students who were unable to take the CSTs and the CAT/6
with accommodations or modifications took the CAPA.
Students in grades 5 through 11 who were not receiving grade
level instruction may have been tested one or
two years below their grade levels, if this was
specified in their IEPs or 504 plans.
What was done to help English learners on the CSTs and
CAT/6?
English learners, who had been enrolled in California public
schools less than 12 months, could use special accommodations
for the CSTs and the CAT/6 if the local board had
adopted a policy used by all schools in the district to identify
students eligible for accommodations. These accommodations
could include using a bilingual dictionary and having teachers
translate the test directions.
What if a student was absent on testing days or missed
one part of the required tests?
Schools were to provide at least two test makeup dates.
Can parents/guardians see the STAR tests?
No. The test questions can be seen only by students when
they take the tests. This security measure ensures that the
tests are fair for all students and that test questions can be
used for more than one year. The law requiring STAR
testing does allow local school boards to see the tests under
secure conditions.
What if parents/guardians did not want their student
tested?
According to Education Code Section 60615, parents/guardians
could submit a written request to the principal of
their student’s school if they did not wish to have their
student take any or all parts of the STAR tests. Written
requests from parents/guardians were to be honored.
Reporting Student Results
Who sees the test results for individual students?
Students, their teachers, and parents/guardians see the
individual student results. Individual student results are
confidential. Copies are kept in the student’s permanent
school records with other confidential data.
How and when do parents/guardians get their
student’s test results?
Each student’s test results must be distributed to
parents/guardians within 20 working days after the school district
receives the results. In most cases these reports are mailed.
Results for the CSTs and CAT/6 are on one report. Results
for the CAPA and the SABE/2 are reported separately. In
addition to the individual reports, group results by grade
level for each school, district, county, and the state will be
posted on the Internet on August 15, 2003.
How are individual test results for STAR 2003 reported
for students?
The overall results for the 2003 CSTs and the CAPA include
the scaled score and the performance level achieved for each
subject area tested. There are five performance levels students
can achieve: advanced, proficient, basic, below basic, and far
below basic. The levels indicate how well students met state
academic content standards for each subject area tested. The
goal is to have all students performing at proficient and
advanced levels.The writing samples in grades 4 and 7 received separate scores
that were combined with scores for the multiple-choice
questions for writing to determine the performance levels for
English-language arts. In addition, the score for each student’s
writing sample is reported separately under Specific Results
for Writing Applications.
The CAT/6 results are reported as percent correct and
national percentiles. A national percentile compares the
student’s results with scores of a national sample of students in
the same grade who were tested at the same time of the school
year. SABE/2 results are reported as reference group percentiles.
What is a scaled score?
The results of the CSTs and the CAPA are reported in terms
of a numerical scale. This scaled score shows whether one
score is above or below another and how close the scores are
to each other. The scaled score a student attains on each test
determines the performance level that will be assigned for the
test. Scaled scores for the CSTs have a range of 150 to 600. The state target is to have every student score 350 or higher.
Scaled scores for the CAPA have a range of 15 to 60, with a
target of 35 or higher.
What is the California Reading List Number?
The California Reading Lists include books from the state’s Recommended Literature List, Kindergarten Through Grade 12. A California Reading List Number, ranging from 1 to 13+,
links the difficulty of the CAT/6 Reading Test with the
difficulty level of the books. Each student’s California
Reading List Number is printed near the lower left-hand
corner on page 2 of the STAR Performance Report.
How is the California Reading List Number used?
Students, parents/guardians, and teachers may use the reading
list numbers to obtain lists of books that students should be
able to read and enjoy. The reading lists are available by going
to http://star.cde.ca.gov on the Internet and clicking on
California Reading List. A page of information about the
reading lists is then displayed. After reading the information,
there are directions to move to the reading list page, where
the student’s grade level and reading list number must be
entered to display and print the reading list.
Students or parents/guardians should look at the California
Reading List as a place to begin a book search. Some
students may need books from a lower reading list and some
from a higher list. A student’s motivation to read a book is a
critical element in selecting books.
Can the test results be compared from year to year?
General comparisons may be made from one grade to the
next for the CSTs. For example, if a student scored at
proficient in one grade, you generally would expect the
student to score at the same or a higher level in the following
grade. However, the tests are designed to assess the student’s
attainment of the academic standards specified for the grade
level. Since the academic standards change from grade to
grade, it is important to remember that the difficulty level
and the content of the tests also change from grade to grade.
No direct comparisons should be made between a student’s
Stanford 9 and CAT/6 scores. The CAT/6 was developed by
a different publisher more than six years later than the
Stanford 9, and the test has a different structure, content
emphasis, and difficulty level than the Stanford 9.
What about STAR reports for students with special
needs?
Reports for students with special needs include a notation
about the test administration:
Accommodations are changes in the test administration that
do not change what is tested. For example, students may use
extra time to complete a test, or they may have additional
breaks during a test, etc. Modifications change what is tested. For example, the reading test may be read to the student. The
specific modifications used will be noted on the reports.
If a student is tested below grade level, the report shows the
grade level of the test taken.
What about STAR reports for English learners?
If accommodations were used, STAR reports for English
learners include the notation that the student was tested
with accommodations.
Using STAR Results
How are the STAR results used?
Teachers, parents/guardians, and students use individual
STAR results to help monitor each student’s academic
progress. Individual student results are merged to prepare
grade-level reports by subject for each school, district, county,
and the state. The results are used with other information
about student achievement to help make decisions about
ways to improve student learning and school programs.CST and CAT/6 results also are used to calculate each
school’s Academic Performance Index (API). The API, a
major component of the state’s accountability program, is
used to rank the academic performance of schools, set targets
for growth, and monitor progress over time. CAPA scores
will be included in the 2003 Base API.
The California English-Language Arts and Mathematics
Standards Tests and CAPA results for grades 3 through 8 also
are used to determine if schools and districts are meeting
new Adequate Yearly Progress (AYP) targets. Federal law
specifies that all students in grades 3 through 8 are to score
proficient or above on the state’s English-Language Arts and
Mathematics Standards Tests by 2014. The state is required
to set annual targets that specify the minimum percentage of
students who must score proficient or above for each school
or district. The CAPA results are used with results from the
California High School Exit Exam in grade 10 to set AYP
targets for high schools and to determine if the targets are
being met.
Can results from the STAR tests be used to determine if
a student should be retained?
A district may use these results with other information about
student achievement to make decisions about student
retention. Test scores by themselves should never be used to
make a promotion/retention decision.
Can the CST and CAT/6 scores be put into student
transcripts?
Yes, but parents/guardians must approve the release of
transcripts that include these scores. If parents/guardians do
not want the scores included, the school must provide
transcripts without the scores.
Are there any rewards for students who do well on the
STAR tests?
The Governor’s Scholars Program has awarded $1,000 scholarships
to students in grades 9, 10, and 11 whose California Standards English-Language
Arts and Mathematics Test scores are among the top 5 percent of statewide scores
or the top 10 percent of scores in their junior high (grade 9) or comprehensive
senior high school. Funding for this program is tied to the state’s financial
condition and budget. Currently, there are no funds available for awards for the
2003 tests. If funding becomes available, students will need scores for
California English-Language Arts and Mathematics Standards Tests and the CAT/6
Reading and Mathematics Tests to be considered for an award. The students must
have taken a California Mathematics Standards Test for algebra I or higher.
Students in grade 9 who took the General Mathematics Test will not be eligible
to compete for an award.
If funding becomes available, students who qualify for awards
will be notified by letter in February 2004.
Helping Students Succeed
How can parents/guardians find out if their students’
courses are aligned to state content standards?
Parents/guardians should ask their students’ teachers or
principal if and/or how the school curriculum is aligned to
state content standards in English-language arts (reading and
writing), mathematics, science, and history-social science. State-adopted content standards are available at http://www.cde.ca.gov/standards on
the Internet.
How can parents/guardians help their students do
better on STAR?
Prior to testing each year, parents/guardians need to talk to
their students about the STAR test(s) and encourage them to
do their best. Parents/guardians should:
-
Listen to elementary students read every day and review
what they are doing in school.
Make sure class assignments and homework are completed
throughout the year.
-
Ensure that students are in school every day unless they
are ill.
Parents/guardians can help prepare students for testing day
by making sure they have plenty of rest and a good breakfast. Schools have information about ways families can help their students
improve in specific academic areas.
Parents/guardians are encouraged to review the STAR results with
their student. If there are discrepancies between the test scores and the work
the student generally does and the grades he/she receives, parents/guardians
should discuss these discrepancies with the child.
How can parents/guardians help the school improve
student achievement?
Schools invite parents/guardians and other community
members to become actively involved in improving student
learning. Every school has various committees of parents/guardians who
assist in school decision-making, including the Parent
Teacher Association or organization and school site
councils. In addition, individual teachers are frequently
in search of volunteers to help with classroom instruction.
Research studies show that parent/guardian and community
involvement in the school can improve academic achievement.
How can parents/guardians get their questions about
STAR, their student’s results, or the API or AYP
answered?
Parents/guardians should begin with their students’ teachers.
Additional information may be available through the school
principal or counselor. Questions about the STAR Program
also can be directed to the STAR test coordinator at the
school district office.
STAR Tests Students Took in 2003
|
Test |
Grade Levels Tested |
| California Standards Tests |
|
| English-Language Arts |
All students in grades 2–11 |
| Writing Sample |
All students taking grades 4 & 7 tests, including students
taking these tests out-of-level |
| Mathematics |
All students in grades 2–7 |
| General Mathematics |
All students in grades 8 & 9 not enrolled in a standards
based math course, or enrolled in the first
year of a two year algebra I
course |
| Algebra I, Geometry, or Integrated Mathematics 1 or 2 |
Grade 8–11 students enrolled
in the course or who completed the course during this
school year |
| Algebra II or Integrated Mathematics 3 |
Grade 8–11 students enrolled in the course |
| High School Summative Mathematics |
Grade 9–11 students who had completed algebra II or
integrated math 3 or an equivalent or higher math course
before testing began |
| Earth Science, Biology, Chemistry,
Physics or one of four Integrated/Coordinated
Science tests |
Grade 9–11 students who were enrolled in or had
completed a standards-based science course |
| History-Social Science |
All students in grades 8, 10, and 11 |
| CAPA |
|
| English-Language Arts |
Students enrolled in grades 2–11, eligible
for alternate assessment as documented in the
student’s Individualized Education Program (IEP) |
| Mathematics |
Students enrolled in grades 2–11, eligible for
alternate assessment as documented in the student’s
Individualized Education Program (IEP) |
| CAT/6 |
|
| Reading/Language, and Mathematics |
All students in grades 2–11 |
| Spelling |
All students in grades 2–8 |
| Science |
All students in grades 9–11 |
| SABE/2 |
All Spanish-speaking English learners in grades 2–11 enrolled in
California public schools less than 12 months* |
| Reading, Language, Mathematics, and Spelling |
Designated students in grades 2–11 |
| Word Analysis |
Designated students in grades 2 and 3 |
* Students must also take the California Standards Tests and the
CAT/6 in English
Section II California Standards Tests
Parent/Guardian Guide to the 2003 California Standards Tests
The California Standards Tests (CSTs) are given to
public school students in grades 2 through 11 as part
of the state’s Standardized Testing and Reporting
(STAR) Program. Enacted into law in 1997, the
STAR Program currently has three components in
addition to the California Standards Tests: the
California Alternate Performance Assessment (CAPA),
the California Achievement Tests, Sixth Edition Survey
(CAT/6), and the Spanish Assessment of Basic
Education, Second Edition (SABE/2).
A Test for California Schools
-
The CSTs and the CAPA, developed specifically
for California public schools, are aligned to state adopted
academic content standards that describe what
students should know and be able to do in each grade
and subject tested.
-
The CSTs in English-language arts and mathematics
for grades 2 through 11 became part of the STAR
Program in 1999. The CSTs in history social science and
science for selected grades were added in 2001.
Writing tests for grades 4 and 7, requiring students
to write an essay in response to an assigned task,
also were added in 2001. The CAPA was added in 2003.
Test Content and Format
-
CSTs in English-language arts in grades 2 through
11; in mathematics in grades 2 through 7; and in
history-social science in grades 8, 10, and 11 are
tied to specific grade levels.
All students in grades 8 and 9 not enrolled in a
standards-based math course, take the California
General Mathematics Test that is based on the
academic standards for grades 6 and 7. The mathematics
standards tests in grades 8 through 11 are tied to
specific math courses. A High School Summative
Mathematics Standards Test is given to students in
grades 9 through 11 who completed algebra II or
third-year integrated math or an equivalent or higher
math course at any time before testing began.
Students in grades 9, 10, and 11 may take science
standards tests that also are tied to specific courses
rather than grade levels. Only students completing
a standards-based science course take a CST.
Questions for all CSTs, except for the writing
tests in grades 4 and 7, are in a multiple-choice
format.
Student responses to the writing tasks are scored
using 4-point scoring guides that are aligned to
state-adopted standards for writing strategies,
applications, and conventions.
-
Students with significant cognitive disabilities in
grades 2 through 11 take the CAPA. This assessment
includes tasks aligned to a subset of the
California Academic Content Standards in
English-language arts and mathematics that reflect
important life skills. CAPA is administered
individually by certificated or licensed school staff
members who were the students’ teachers in most cases.
Performance Level Reporting
-
The California Standards Tests are criterion
referenced tests. Results are based on how well
students achieve identified state-adopted academic
content standards, not how student results
compare with results of other students taking the same
tests.
The State Board of Education (SBE) approved
five performance levels for reporting results of the
CSTs and the CAPA. The performance levels
designated are advanced, proficient, basic, below
basic, and far below basic.
-
Initial recommendations came from Performance
Level Setting Panels for each content area. The SBE also scheduled regional hearings to receive public
input before final performance levels were adopted.
Reporting 2003 Results
-
Individual student and group results of the 2003
administration of the CSTs and the CAPA are
reported using the five performance levels adopted by
the SBE.
Performance levels establish the points at which
students have demonstrated sufficient knowledge
and skills to be regarded as performing at a
particular achievement level.
The SBE set the minimum scaled score target of
"350" as proficient for all California students for
the CSTs.
Scaled scored of 35 or higher on the CAPA scale
are at or above proficient.
-
Scaled score ranges for performance levels for the CSTs and the CAPA for all subject areas and
grade levels tested follow.
Parent/Guardian Guide to the 2003 California Standards Tests
Scaled Score Ranges for CST Performance Standards
(by subject area and grade level)
English-Language Arts
| |
Performance Level |
| Grade Far Below Basic |
Below Basic Basic Proficient |
Advanced |
| 2
150–261 |
262–299
300–349
350–401 |
402–600 |
| 3
150–258 |
259–299
300–349
350–401 |
402–600 |
| 4
150–268 |
269–299
300–349
350–392 |
393–600 |
| 5
150–270 |
271–299
300–349
350–394 |
395–600 |
| 6
150–267 |
268–299
300–349
350–393 |
394–600 |
| 7
150–262 |
263–299
300–349
350–400 |
401–600 |
| 8
150–265 |
266–299
300–349
350–394 |
395–600 |
| 9
150–264 |
265–299
300–349
350–396 |
397–600 |
| 10
150–262 |
263–299
300–349
350–391 |
392–600 |
| 11
150–258 |
259–299
300–349
350–395 |
396–600 |
Parent/Guardian Guide to the 2003 California Standards Tests
Mathematics
| |
Performance Level |
| Grade Far Below Basic |
Below Basic Basic Proficient |
Advanced |
| 2
150–235 |
236–299
300–349
350–413 |
414–600 |
| 3
150–235 |
236–299
300–349
350–413 |
414–600 |
| 4
150–244 |
245–299
300–349
350–400 |
401–600 |
| 5
150–247 |
248–299
300–349
350–429 |
430–600 |
| 6
150–252 |
253–299
300–349
350–414 |
415–600 |
| 7
150–256 |
257–299
300–349
350–413 |
414–600 |
| General Mathematics*
150–256 |
257–299
300–349
350–413 |
414–600 |
| Algebra I
150–252 |
253–299
300–349
350–427 |
428–600 |
| Geometry
150–246 |
247–299
300–349
350–417 |
418–600 |
| Algebra II
150–256 |
257–299
300–349
350–415 |
416–600 |
| High School Summative Mathematics
150–234 |
235–299
300–349
350–419 |
420–600 |
| 1st Year Integrated
150–248 |
249–299
300–349
350–424 |
425–600 |
| 2nd Year Integrated
150–257 |
258–299
300–349
350–417 |
418–600 |
| 3rd Year Integrated
150–251 |
252–299
300–349
350–427 |
428–600 |
* The General Mathematics Standards Test assesses grade-8 and -9
students’ knowledge of California’s Grade-6 and -7 Mathematics Academic
Content Standards. Students who are not yet in algebra I or who are
taking the first year of a two-year algebra I course take this test.
Parent/Guardian Guide to the 2003 California Standards Tests
History-Social Science
| |
Performance Level |
| Grade Far Below Basic |
Below Basic Basic Proficient |
Advanced |
8
Grade 6–8
Standards
150–270 |
271–299
300–349
350–395 |
396–600 |
10
World History
150–274 |
275–299
300–349
350–399 |
400–600 |
11
United States
History
150–269 |
270–299
300–349
350–400 |
401–600 |
Science
| |
Performance Level |
| Grade Far Below Basic |
Below Basic Basic Proficient |
Advanced |
| Earth Science
150–276 |
277–299
300–349
350–392 |
393–600 |
| Biology
150–275 |
276–299
300–349
350–393 |
394–600 |
| Chemistry
150–275 |
276–299
300–349
350–393 |
394–600 |
| Physics
150–275 |
276–299
300–349
350–392 |
393–600 |
Integrated/
Coordinated
Science 1
150–276 |
277–299
300–349
350–389 |
390–600 |
Integrated/
Coordinated
Science 2
150–277 |
278–299
300–349
350–390 |
391–600 |
Integrated/
Coordinated
Science 3
150–275 |
276–299
300–349
350–390 |
391–600 |
Integrated/
Coordinated
Science 4
150–275 |
276–299
300–349
350–396 |
397–600 |
Scaled Score Ranges for CAPA Performance Standards(by subject area and level)
English-Language Arts
| |
Performance Level |
| Grade Far Below Basic |
Below Basic Basic Proficient |
Advanced |
| I
15-25 |
26-29
30-34
35-45 |
46-60 |
| II
15-23 |
24-29
30-34
35-40 |
41-60 |
| III
15-22 |
23-29
30-34
35-40 |
41-60 |
| IV
15-24 |
25-29
30-34
35-40 |
41-60 |
| V
15-24 |
25-29
30-34
35-41 |
42-60 |
Mathematics
| |
Performance Level |
| Grade Far Below Basic |
Below Basic Basic Proficient |
Advanced |
| I
15-20 |
21-29
30-34
35-42 |
43-60 |
| II
15-25 |
26-29
30-34
35-40 |
41-60 |
| III
15-24 |
25-29
30-34
35-42 |
43-60 |
| IV
15-25 |
26-29
30-34
35-40 |
41-60 |
| V
15-26 |
27-29
30-34
35-40 |
41-60 |
Parent/Guardian Guide to the 2003 California Standards Tests
Writing Sample Description
In February 2000, Governor Davis signed legislation
to add writing assessments to the state’s standards
based testing program at the elementary and
middle grade levels. These assessments, the California
Writing Standards Tests, were administered for the
first time as part of the STAR Program in spring
2001 in grades 4 and 7.The California Writing Standards Tests address state
writing application standards for grades 4 and 7 that
lend themselves to about a one-hour assessment. In
grade 4, the writing tests require students to produce
one of three types of writing: narratives, summaries,
and responses to literature. In grade 7, the writing
test requires students to produce one of four types of
writing: narratives, persuasive essays, summaries, and
responses to literature.In addition to the writing tests, the California
English-Language Arts Standards Tests in grades 4
and 7 contain 75 multiple-choice questions for each
grade level.In any year, the writing test in each of the two grades
might address any writing type identified as appropriate
for testing in that grade level. The type of
writing addressed may differ from year to year .Since students learn several different types of writing,
parents/guardians can gain a more complete
picture of their students’ writing achievement by
reviewing written assignments throughout the school
year. The writing score provides a snapshot of writing
for the one type of writing tested.
A student’s response is read by two people. Each
reader gives the response a score of 1–4 with 4 being
highest. The student’s score is the total of the two
readers’ scores. If the two readers assign scores that
differ by more than one point, a third person reads
the response to resolve the difference. If a student’s
test cannot be scored, the score is listed as invalid.
An invalid score means that the student’s response
was illegible, blank, written in a language other than
English, or did not address the assigned task. The
table below shows all possible score combinations a
student may receive and the score that would be
reported for each combination.
| Reader 1’s Score
Reader 2’s Score |
Reported Score |
| 4
4 |
8 |
| 4
3 |
7 |
| 3
3 |
6 |
| 2
3 |
5 |
| 2
2 |
4 |
| 2
1 |
3 |
| 1
1 |
2 |
Student’s writing scores are reported as the Writing
Applications score in the STAR Performance Reports.
A writing guide for grades 4 and 7 is available under
Program Resources at www.cde.ca.gov/statetests/star on the
Internet. The guide includes sample writing tasks with
student work and teacher commentaries about the work,
as well as the scoring guide used to score student
writing.
Section III
Grades 2–5
Sample School/Home Newsletter Insert Sample Principal’s Letter before Reports Are Distributed Sample Principal’s Letter and Explanation for STAR Performance
Report (California Standards Tests and CAT/6)
Sample Pages of STAR Performance Report—Grade 4
Grades 6–8
Sample School/Home Newsletter Insert Sample Principal’s Letter before Reports Are Distributed Sample Principal’s Letter and Explanation for STAR Performance
Report (California Standards Tests and CAT/6)
Sample Pages of STAR Performance Report—Grade 7
Grades 9–11
Sample School/Home Newsletter Insert Sample Principal’s Letter before Reports Are Distributed Sample Principal’s Letter and Explanation for STAR Performance
Report (California Standards Tests and CAT/6)
Sample Pages of STAR Performance Report—Grade 10
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