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Testing Links


ACT

www.act.org

  • 4 Sections, each worth 25%
  • Composite Score will be an average of all test portions, except Writing
  • No "Guessing Penalty"
  • Vocabulary is slightly less important
ENGLISH (1 - 36)
MATHEMATICS (1 - 36)
SCIENCE REASONING (1 - 36)
READING (1 - 36)

Optional WRITING Portion *Required by UC System

SAT Reasoning Test

www.collegeboard.com

SAT I
Writing Component (200 - 800)

  • Mulitple Choice:  Improve Sentences, Identify Errors
  • 25 Multiple Essay:  will judge composition and grammar
  • 60 Minutes

Critical Reading (200 - 800)

  • Reading Passages
  • Sentence Completion
  • 70 Minutes

Mathematics (200 - 800)

  • Multiple Choice
  • Number Operations, Functions, etc.
  • Algebra, Geometry, Statistics, etc.
  • 70 Minutes
California Assessment of Student Performance and Progress (CAASPP)
  
http://www.cde.ca.gov/ta/tg/ca/caasppssreports.asp
 
Every spring, students in grades three through eight and grade eleven take the Smarter
Balanced Summative Assessments for ELA and mathematics. Results from these
assessments are just one piece of information to help teachers, parents/guardians, and
students understand how well a student is meeting the grade-level standards.
 
The Smarter Balanced System includes additional resources to improve teaching and
learning. These resources include formative assessment tools and interim assessments.
Formative assessment is a process that teachers use every day to check on student
understanding. It includes a variety of informal and formal strategies to help both
teachers and students assess what students are learning. This information can then be
used by both teachers and students to decide what they must do next or differently to
help students learn the material they have not learned.
 
From time to time, teachers may also give tests to check how well students have learned
the material they have been taught over a period of time and what may need to be
reviewed or retaught. These types of tests, called interim assessments, may be given
at the end of a few days (such as a mathematics quiz or a spelling test), after a unit of
instruction (such as a chapter test or unit writing assignment), or after a few weeks (such
as a quarterly test). More information about the Smarter Balanced Interim Assessments
is available on the CDE’s Interim Assessments Web page at http://www.cde.ca.gov/ta/tg/
sa/sbacinterimassess.asp.
 

How the Online Smarter Balanced Assessments Are Different from Previous California Tests?
The new Smarter Balanced Summative Assessments are very different from the old STAR tests in several ways:

  • They are aligned with California’s new content standards for ELA and mathematics.
  • They reflect the critical thinking and problem solving skills that students will need to
    be ready for college and the 21st century job market.
  • They are taken on a computer and are adaptive, which means that during the test,
    the questions will become more or less difficult on the basis of how the student
    performs. If the student answers a question correctly, the next question may be a bit
    more challenging; if the student answers it incorrectly, the next question may be less
    difficult.
  • They provide many more supports for students who need them, including students
    learning English and students with disabilities, as described in the section below.

STATE SEAL OF BILITERACY

The State Seal of Biliteracy (SSB), per Assembly Bill 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012. This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. The SSB will be awarded by the Superintendent of Public Instruction in accordance with specified criteria set forth in the legislation.

 

Eligibility Criteria for a Student Whose Primary Language is English

 

Each of these three academic requirements shall be fulfilled.

  

  1. Students must have completed all English–language arts (ELA) requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes.
  2. Students must have passed the California Standards Test (CST) in ELA (administered in grade eleven) at the “proficient” level.
  3. Students must demonstrate proficiency in one or more languages other than English through one of the following methods:

 

  1. Pass a foreign language Advanced Placement (AP) exam, including American Sign Language, with a score of three or higher.
  2. Pass an International Baccalaureate examination with a score of four or higher.
  3. Successfully complete a four-year high school course of study in a foreign language and attain an overall grade point average of 3.0 or above in that course of study.
  4. If no AP examination or off-the-shelf language test exists and the district uses its own language examination, the school district must certify to the State Superintendent of Public Instruction (SSPI) that the test meets the rigor of a four-year high school course of study in that foreign language.
  5. If a district offers a language examination in a language in which an AP examination or off-the-shelf examination exists, the district language examination must be approved by the SSPI.
  6. Pass the Scholastic Assessment Test (SAT) II foreign language exam with a score of 600 or higher.

 

Eligibility Criteria for a Student Whose Primary Language is not English

 

If the primary language of a student in grades nine to twelve, inclusive, is other than English, the student shall also meet the following two academic requirements:

 

1.  Achieve Early Advanced proficiency level on the California English Language Development Test (CELDT), which may be administered an additional

     time, as necessary.        

  1. Meet the requirements above as stated in 1, 2, and 3.