TEA's Optional Assessment Programs - Moak Casey
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TEA’s Optional Assessment Programs
Thank you for joining! Jordan Runge Director of Strategy and Operations, Student Assessment Division Texas Education Agency
Optional Assessment Programs—Agenda
BOY
Beginning-of-year Assessments (BOY)
TFAR
Texas Formative Assessment Resource (TFAR)
Inter
STAAR Interim Assessments
TTAP
Texas Through-year Assessment Pilot (TTAP)
3
Different types of assessments provide different data at various
times during the year to support instruction
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning of Year (BOY) administered via TFAR, and unit Example: STAAR Interim Example: STAAR, STAAR Alternate 2,
assessments assessments included within high Assessments TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)
The STAAR redesign is based on improving alignment to the
classroom experience
In effective classrooms, teachers are… The STAAR redesign will…
Coherently building students’ background knowledge Prioritize cross-curricular passages in RLA that reference topics
1 and vocabulary in all subject areas... that students have learned about in other classes
Asking students to write about what they read Include writing in all RLA tests, reflecting our updated TEKS, and
2 using evidence from text… having students write text-based responses
Providing various open-ended formats for students to Add new, non-multiple-choice questions that are more like
3 respond to questions… questions teachers ask in class
Supporting the learning needs of all students by Move to online assessments that provide a full suite of robust
4 providing appropriate accommodations… accommodations for students with specific learning needs
5 Moving to online assessments supports all the changes above and provides faster test results to support accelerated learning.
5
STAAR testing will be fully online during SY22-23
In effective classrooms, teachers are… The STAAR redesign will…
Coherently building students’ background knowledge Prioritize cross-curricular passages in RLA that reference topics
1 and vocabulary in all subject areas... that students have learned about in other classes
Asking students to write about what they read Include writing in all RLA tests, reflecting our updated TEKS, and
2 using evidence from text… having students write text-based responses
Providing various open-ended formats for students to Add new, non-multiple-choice questions that are more like
3 respond to questions… questions teachers ask in class
Supporting the learning needs of all students by Move to online assessments that provide a full suite of robust
4 providing appropriate accommodations… accommodations for students with specific learning needs
5 Moving to online assessments supports all the changes above and provides faster test results to support accelerated learning.
6
4
There are multiple, meaningful ways for students to
become familiar with the online testing platform
Beginning-of-Year Diagnostic Formative Curricular-
STAAR Interim Assessments
Assessment embedded Assessments
LEAs that have adopted TEA’s
core OER instructional Districts can administer STAAR
LEAs can administer released
materials can administer Interim Assessments 1-2 times
STAAR tests as beginning-of-
curricular-embedded per year to monitor student
year diagnostics.
assessments online. Other LEAs progress.
can recreate their existing unit
This should only be used if the
tests in TFAR. These shouldn't be used if
LEA plans to use the resulting
the district uses other interims or
data.
These should be aligned to benchmarks.
instructional materials.
7
BOY We’ll start today’s conversation at the beginning, with diagnostic
assessments
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning-of-year (BOY) administered via TFAR, and unit Example: STAAR Interim Example: STAAR, STAAR Alternate 2,
Assessments assessments included within high Assessments TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)
BOY Beginning-of-year (BOY) assessments measure student learning
gaps at the beginning of the school year
What are the BOY assessments?
▪ Free and optional assessment to measure
students’ understanding of grade level
TEKS at the start of the school year
▪ Administered at the beginning of a new
school year
▪ Not tied to accountability
▪ Built using released Spring 2022
released STAAR tests
BOY
Just under 150K BOY assessments were submitted this fall
2022 BOY participation
▪ Over 147K test submissions
▪ Over 73K students
▪ 346 districtsTFAR Formative assessments target specific standards and
are administered frequently throughout the year
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning-of-year (BOY) administered via TFAR, and unit Example: STAAR Interim Example: STAAR, STAAR Alternate 2,
assessments assessments included within high Assessments TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)TFAR TFAR is a free platform that allows teachers to create,
administer, analyze, and share formative assessments
12TFAR TFAR has four main features, making it a versatile tool to support any
district’s formative assessment practices
TEKS-Aligned Item Bank Item and Test Creation
Access new item type samplers and thousands of Create tests using items from TEKS-aligned
released STAAR items and unreleased STAAR- banks or by authoring your own test questions,
like items including new items types
Texas Formative Assessment
Resource (TFAR)
Data Reporting Administration Platform
Analyze student-level, standard-level, and item- Administer formative assessments on the same
level data reports on the same platform that online platform used to administer STAAR so that
houses STAAR summative and interim data students can build familiarity
13TFAR TFAR usage increased steadily throughout the SY21-22; twice as
many districts used TFAR compared to SY20-21
TFAR Adoption and Usage
300 120
School Year 2021-2022 250
250 242 102,000 100
92,000
204
200 80
151
150 62,000 60
Thousands
99
100 38,000 40
62
50 41 22,500 20
2 23 15,600
5,700
0 500 2,200 0
Sept Oct Nov Dec Jan Feb Mar Apr May
Cumulative Districts Adopted
Cumulative Tests AdministeredTFAR The use cases below show how TFAR can be utilized as part of a
broader student progress monitoring system
▪ Education Service Centers (ESCs) may digitize their districts’ curricular-
embedded formative assessments and share these assessments district-
Ideally, the formative
wide. assessments used are
pulled directly from high
▪ Districts and campuses may digitize their curricular-embedded formative quality instructional
assessments using TFAR and administer these assessments district-wide. materials (HQIM)
▪ Educators may administer TFAR assessments online allowing students to
practice with the STAAR online testing platform
▪ Educators at the classroom-, campus-, or district-level can track formative
assessment data for students under their purview to inform instructional
choices.TFAR For SY22-23, we’ve prioritized enhancements based on stakeholder feedback about shared
assessments, student data, and accommodations
Add OER curricular Add TFAR ‘content’ Enable C&L supports Updated data file
materials roles for TEA-owned items export
16TFAR Assessments for Eureka Math and Amplify RLA can be assigned to students via the test
distribution system, but they cannot be accessed or edited via TFAR
Add OER curricular Add TFAR ‘content’ Enable C&L supports Updated data file
materials roles for TEA-owned items export
Districts that have adopted
OER curricula can
administer shared
assessments via TFAR; K-
5 Eureka Math TEKS
Edition unit tests available
in Aug, and K-5 Amplify
RLA unit tests to be
released on a rolling basis
17TFAR Regional Content Users (RCU) and District Content Users (DCU) can create and share
content via TFAR, but they do not have access to student data
Add OER curricular Add TFAR ‘content’ Enable C&L supports Updated data file
materials roles for TEA-owned items export
Districts that have adopted This enables regional and
OER curricula can district staff to create
administer shared shared, formative
assessments via TFAR; K- assessments in TFAR
5 Eureka Math TEKS without having access to
Edition unit tests available student data
in Aug, and K-5 Amplify
RLA unit tests to be
released on a rolling basis
18TFAR Accommodations for TFAR must be set for each student in TIDE, and the supports available
for user-created items differ from those for released STAAR items
User–Authored Released STAAR
Tools and Embedded Supports
Items Items
Text-to-Speech ✓ ✓*
Add OER curricular Add TFAR ‘content’ Enable C&L supports Updated data file
roles ✓*
Content & Language Supports
materials for TEA-owned items export
Basic Calculator ✓ ✓**
Districts that have This enables regional and Content and language
Graphing/Scientific Calculator ✓ ✓ supports will be available
adopted OER curricula district staff to create
Graph Paper
can administer shared shared, formative ✓ for all released STAAR
✓ ✓ questions in item banks,
assessments
Periodic Table via TFAR; K-5 assessments in TFAR
allowing students to
Eureka Math TEKS Edition
Thesaurus without
✓ having access
✓ to
become more familiar with
unit tests available in Aug,
Dictionary student
✓ data ✓ online accommodations
and K-5 Amplify RLA unit
Ruler (Customary & Metric) ✓
tests to be released on a
Math Reference Materials ✓
rolling basis
Science Reference Materials ✓
*These supports must be set in TIDE for eligible students.
**Calculators are not permitted for students taking STAAR grades 3–7 math or grade 5 science assessments unless the student meets the eligibility criteria.
19TFAR Until we have updated data file exports for, districts should “print” TFAR data
as an Excel file to extract item-level reporting data
Add OER curricular Add TFAR ‘content’ Enable C&L supports Updated data file
materials roles for TEA-owned items export
Districts that have This enables regional and Content and language We are working with
adopted OER curricula district staff to create supports will be available Cambium to create a more
can administer shared shared, formative for all released STAAR robust, standard data file
export for TFAR tests so
assessments via TFAR; K-5 assessments in TFAR questions in item banks,
that student data can be
Eureka Math TEKS Edition without having access to allowing students to easily transferred to data
unit tests available in Aug, student data become more familiar systems already adopted
and K-5 Amplify RLA unit with online by the districts
tests to be released on a accommodations
rolling basis
20TFAR For SY22-23, we’ve prioritized enhancements based on stakeholder feedback about shared
assessments, student data, and accommodations
Add OER curricular Add TFAR ‘content’ Enable C&L supports Updated data file
materials roles for TEA-owned items export
Districts that have adopted This enables regional and Content and language We are working with
OER curricula can district staff to create supports will be available Cambium to create a more
administer shared shared, formative for all released STAAR robust, standard data file
assessments via TFAR; K- assessments in TFAR questions in item banks, export for TFAR tests so
5 Eureka Math TEKS without having access to allowing students to that student data can be
Edition unit tests available student data become more familiar with easily transferred to data
in Aug, and K-5 Amplify online accommodations systems already adopted
RLA unit tests to be by the districts
released on a rolling basis
21TFAR During school year 2022-23, TEA will support TFAR through
communities of practice based on intended use cases
• Community A: Districts that intend to
digitize and administer all unit
assessments from at least one
curriculum using TFAR
• Community B: Districts that intend to
use TFAR strategically to familiarize
students with the online testing platform
used for STAAR
22Inter Interim assessment measure student performance at
specific times during the year
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning-of-year (BOY) administered via TFAR, and unit Example: STAAR, STAAR Alternate 2,
assessments assessments included within high TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)Inter STAAR Interim Assessments are used to monitor student progress
throughout the year
What are STAAR Interim Assessments?
▪ Free and optional assessments to monitor student
progress on grade-level standards, help educators
understand students' expected performance on STAAR,
and identify students who need more targeted supports
▪ Not intended to inform classroom-level adjustments
▪ Not tied to accountability
▪ Shortened STAAR blueprint with new, non-multiple-
choice questions, except for constructed response
items
▪ TEKS aligned, field-tested items reviewed by Texas
teachersInter More than half of districts participated in STAAR Interim
Assessments during school year 2021-2022
STAAR Interim Assessments Test Submitted
2021-2022 interim participation 4,000,000
▪ Over 3.7M test submissions 3,000,000
▪ Over 1.3M students 2,000,000
▪ 746 districts 1,000,000
0
2017-2018 2018-2019 2019-2020 2020-2021 2021-2022
(Pilot)Inter STAAR Interim Assessments provide valuable data that
helps to identify students in need of accelerated learning
Interims report the following data:
▪ Scale Score
▪ Predicted Probabilities
▪ Reporting Category Targets
▪ Indication of Form Routing (Low,
Medium, High)
▪ Question
▪ Student Response
▪ Answer
▪ Student ExpectationInter Predictions are one of multiple data points to consider when
determining which students need additional support
For the 2022–2023 school year, STAAR Interim
Assessments will predict students’ performance
on STAAR through an algorithm that has been
calibrated using the existing STAAR
performance standards.
Because new performance standards will be
set after the spring 2023 STAAR test
administration, districts and campuses should
exercise caution when interpreting these
predictions. Predictions are one of multiple data
points to consider when determining which
students need additional support.Inter Educators can analyze student performance in the centralized reporting
system (CRS) or export this data to other system
28Inter Math and RLA interims are multi-stage tests, and science and
social studies interims are linear tests
Available During Windows 1 and 3 Available During Window 2
(All multi-stage tests) (All linear tests)
Grades 3–8 math Grade 5 science
Grades 3–8 reading Spanish grade 5 science
Spanish grades 3–5 math Grade 8 science
Spanish grades 3–5 reading Grade 8 social studies
Algebra I Biology
English I U.S. History
English IIInter The multi-stage adaptive design of math and RLA interims allows
for shorter tests without sacrificing reliability
Routing Form
▪ Allows for shorter tests to
13-18 items minimize the disruption to
instructional time
▪ Matches students with more
appropriate items based on
Low Medium High their demonstrated ability
13-18 items 13-18 items 13-18 items
30Inter Interim assessments are administered over three
windows; the first window opens on November 7
Optimal
Window Dates Tests Administered
Administration
1 Nov 7, 2022 — Dec 16, 2022 November* First test for math and RLA
After most content
2 Nov 7, 2022 — Apr 14, 2023 All science and social studies
has been taught
3 Jan10, 2023 — Apr 14, 2023 February* Second test for math and RLA
*While TEA recommends testing in November and February, schools should consider their local scope and
sequence when administering an interim assessment.
31Inter Accommodations on interim assessments mirror what students
will experience on STAAR
TTS and Content and
Refreshable Braille Paper Braille‡* Paper*
Language Supports
• All tests in English • Grades 3–8 reading • All tests • All tests
• Grades 3-5 in Spanish • Grade 8 social studies • Delivered to district • Delivered online
• English I, English II
• U.S. History
‡Paper braille assessments will not be available for Window 1 tests. Paper
braille for Window 2 and 3 tests will be available in 2023.
*While schools do not need to have an ARD to offer interim accommodations, paper and braille tests should only be
requested for students with disabilities that prohibit them from interacting with a regular online assessment.
32TTAP A through-year assessment combines interim and summative tests into a progress
monitoring system that also produces a summative score
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning-of-year (BOY) administered via TFAR, and unit Example: STAAR Interim Example: STAAR, STAAR Alternate 2,
assessments assessments included within high Assessments TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)TTAP The Texas Through-year Assessment Pilot (TTAP) replaces other interim
systems and optimizes the data teachers receive
Potential future state if other interims and STAAR are replaced with TTAP:
Districts that participate
in TTAP will still be
required to administer
Aug Sept Oct Nov Dec Jan Feb Mar Apr May STAAR
In pilot years, TTAP serves as a replacement for other benchmarking systems because:
1. Items are 100% TEKS aligned with non-multiple-choice items and constructed responses
Legend
2. Item bank is brand new and secure
3. Items are developed with same rigor as the STAAR – undergone field testing and educator review Formative
Assessments
4. Test is administered under the same platform as other TEA products (including STAAR)
5. Unique and accurate data is provided, such as growth and predictions* TTAP
6. There are firm guidelines are provided on when to test, and how to use the data
*Will aim to be available
7. It comes at no financial cost to the district! by pilot year 2TTAP We are launching an optional, small-scale pilot in SY22-23;
multiple years of piloting is required to assess feasibility
A through-year assessment model has many …but is still relatively new and innovative
benefits… - No state has a fully implemented or peer-reviewed
- Provides more timely and frequent feedback that can be model that isn’t an end-of-year summative
used to support instruction before students move on to the - Texas will need to address technical questions
next grade or class around design, administration, and scoring
- Offers multiple opportunities for students to show what - Pilot will be rolled out over multiple years prior to
they’ve learned potential adoption (based on STAAR comparability,
- Allows for in-year growth information stakeholder feedback, and legislative input)
2022-2023 2023-2024 2024-2025 2025-2026
Pilot Year 1 Pilot Year 2 Pilot Year 3 Pilot Year 4
Initial report provided to Report to legislature – earliest possible
legislature decision to potentially replace STAAR with
through-year model
All pilot participation is optional; no new testing requirements, and no requirement for district participation
35TTAP There are approximately 130 LEAs represented for TTAP across
all 20 regions for the 2022-2023 school year
All 20 regions
Approx. 130 LEAs
Approx. 77K students
• Ranging from 13K-30K
students per title
We have exceeded our
recruitment goals and have
high rural representation in
the pilot!
36The design of the TTAP was informed by stakeholders’ feedback
TTAP
Because stakeholders* value… TTAP will…
A more cohesive assessment system that can Be administered three times a year (fall, winter, spring),
1 serving as viable replacement to locally adopted district
replace existing benchmarking assessments
benchmarks
Assessments that minimize the disruption of Limit the amount of test time across the year by leveraging a
2
instructional time computer adaptative model
Providing students with multiple opportunities to Explore a cumulative scoring model in which earlier
3
demonstrate proficiency performance can help but not hurt students’ final scores
Preserving local scope and sequence of
curriculum Be full scope for every testing opportunity (covering entire
4
Providing measures of in-year growth to track curriculum proportionately to the STAAR blueprint)
student performance within the year
Be fully online, yielding immediate reports containing
More timely and frequent feedback 5
different types of data after each test opportunity
*Stakeholders engagements include – Educator Advisory committee and subcommittee meetings, CAO council
presentation, superintendents survey, teacher and parent focus groups, student focus groups
37TTAP
What TTAP assessments can or cannot do
Purposes What it can tell you What it cannot tell you
• Acts as dipstick to track progress toward end-of-year • If a student needs • If a student mastered a
learning goals (Opp 1, 2) instructional intervention particular standard or
(Opp 1, 2) concept
• Gain a bird’s-eye view of student progress, like
growth (Opp 1, 2) • If a student is on track • If and where student
towards end of year goals misunderstanding
• Determine if students are accessing the right level of (Opp 1, 2) occurred
rigor in the classroom (Opp 1, 2)
• If a student has met end-
• Assess long-term retention of student learning (Opp of-year learning
3) expectations (Opp 3)
Formative assessments
• Gauge if the combination of curricular and • If a student is on grade provide this data, and should
instructional delivery was effective over the course of level (Opp 3) be used in conjunctions with
the year (Opp 1, 2, 3) TTAP!TTAP More information about the pilot can be found on the TTAP
webpage
The page has publicly
available information:
1. Overview
2. Key Dates
3. Benefits
4. Resources
• FAQs
• Informational Webinar
• District Participant List
• Schedule of Events
Source: https://tea.texas.gov/student-assessment/assessment-initiatives/hb-3906/texas-through-year-assessment-pilot 39Thank you for your time and attention!
1. Diagnostic 2. Formative 3. Interim 4. Summative
What: A test measuring student What: Ongoing process of measuring What: Measure student What: Measure student mastery of a
knowledge and skills on any variety student performance on specific performance and understanding broad span of student expectations
of student expectations student expectations against grade-level standards
When: At the end of an instructional
When: Prior to new instructional When: Often, throughout the year When: At check-points a few of cycle or school year
cycle or school year times a year
Why: To inform instructional choices,
student supports, and updates to Why: Campuses and districts use
Why: To inform instructional plans Why: To monitor progress, predict data to determine effectiveness of
planning within existing curricular summative performance, and
and curriculum to meet the needs of their programs, report summative
structures identify students for intervention
individual students mastery, and inform future planning
Example: Curricular-embedded tests
Example: Beginning of Year (BOY) administered via TFAR, and unit Example: STAAR Interim Example: STAAR, STAAR Alternate 2,
assessments assessments included within high Assessments TELPAS, and TELPAS Alternate
quality instructional materials
Diagnostic Interim Interim Summative
Start of End of
School Year School Year
Formative (ongoing) Formative (ongoing) Formative (ongoing)Please provide us your feedback
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