All students, including Missouri Option students, are required to participate in EOC assessments designated as "required" for accountability purposes. A few groups of students are exempt from EOC assessments required for accountability purposes.
Local school districts may have additional requirements....What Are the Minimum Requirements to Graduate High School in Missouri?Missouri High School Diploma Requirements24 creditsMath and Science Requirements3 credits of math, must pass Algebra I or II EOC exam. 3 credits of science, must pass Biology I EOC exam.3 more rows
Missouri Content Assessments (MoCA) are tests required to be passed by all candidates for a teaching or student services certificate.Nov 16, 2021
Overview - MAP Grade-Level Assessments The Grade-Level assessment is a yearly standards-based test that measures specific skills defined for each grade by the state of Missouri. All students in grades 3-8 in Missouri public and charter schools take the Grade-Level assessment.
EOC: End-of-Course assessments are taken when a student has received instruction on the course-level expectations for an assessment, regardless of grade level (but typically in high school). EOC tests are required for the courses of Algebra I, Biology, English II, and Government.
Students must successfully earn a minimum of 24 credits* to graduate....The minimum course credits required to graduate include:English Language Arts: 4 credits.Social Studies: 3 credits.Mathematics: 3 credits.Science: 3 credits.Fine Arts: 1 credit.Practical Arts: 1 credit.Physical Education: 1 credit.Health: 0.5 credit.More items...
Missouri Assessment Program (MAP): The Missouri Assessment Program (MAP) is designed to measure how well students acquire the skills and knowledge described in the Missouri Learning Standards (MLS). The assessments yield information on academic achievement at the student, class, school, district, and state levels.
Score Report Dates Score reports are released within 2 weeks of testing.
the Missouri Assessment ProgramAbout the Missouri Assessment Program (MAP) Missouri schools administer the Missouri Assessment Program (MAP) to students from third through eighth grade and high school. The MAP is a standards-based test, which means that test items are based on grade-specific Missouri academic content standards.
MAP, or the Measure of Academic Progress, is a computerized adaptive test which helps teachers, parents, and administrators improve learning for all students and make informed decisions to promote a child's academic growth.
Some states have laws that allow parents to opt out of annual assessments — Missouri and Illinois do not. It's a local school board's decision on whether to excuse students from participating in the state exams. In some states, students must complete the tests to move on to the next grade or graduate.May 5, 2014
The MAP Growth test is grade agnostic, and therefore the calculator is not introduced based on the student's grade level. Calculators may start appearing on test items aligned to educational standards for grade 6 and higher.Jan 3, 2022
The MAP traces its origin to the 1993 Outstanding Schools Act. This act required that Missouri create a statewide assessment system that measured challenging academic standards. From this act, grade-span assessments were created that measured Missouri’s Show-Me standards.
A test blueprint is a map and or a table of specifications for an assessment program to identify the structure of the assessment which ensures that the MLS are covered over a specified period of time.
The MAP is designed to measure how well students acquire the skills and knowledge described in Missouri’s Learning Standards (MLS). The assessments yield information on academic achievement at the student, class, school, district, and state levels. This information is used to diagnose individual student strengths and weaknesses in relation to the instruction of the MLS, and to gauge the overall quality of education throughout Missouri.
In 2001, the federal No Child Left Behind (NCLB) legislation was enacted. In accordance with the NCLB legislation, student performance, reported in terms of proficiency categories, is used to determine the adequate yearly progress of students at the school, district, and state levels.
The Grade-Level assessment is a yearly standards-based test that measures specific skills defined for each grade by the state of Missouri. All students in grades 3-8 in Missouri public and charter schools take the Grade-Level assessment. English language arts (ELA) is administered in grades 3-8.
MAP-A is administered to students with the most significant cognitive disabilities who meet grade level and eligibility criteria that are determined by the student’s Individualized Education Program (IEP) team using DESE-established eligibility criteria.
All MOCAP students are required to participate in the MAP Grade Level Assessments (GLA) and End of Course (EOC) testing. MAP tests measure a students’ progress toward mastery of the Missouri Learning Standards, which are the educational standards in Missouri.
The local school is responsible for administering the assessments. Students are expected to participate in MAP testing according to the testing schedule of their local school.
Testing schedules vary by school but grade level assessments for 3rd-8th grade, generally occur during the spring. EOC assessments for 9th-12th grade generally occur at the conclusion of the course in either the summer, fall or spring testing windows. For more information on the MAP testing dates please contact your resident school.
Twenty-five states require students to take the SAT or ACT, the same number as in 2016 and 2017. That number had been climbing steadily—from seven states a decade ago— as states looked for ways to encourage students to go to college.
Only ONE-THIRD of the states use the PARCC or Smarter Balanced tests. Fifteen states and the District of Columbia will administer PARCC or Smarter Balanced tests in the spring of 2019. That’s five fewer than in 2016 and 2017. Thirty-two states use tests they designed or bought. Three states give hybrid tests.
The passing standards for STAAR EOC are related to two factors: (1) the difficulty of the items on the assessments and (2) the number of items students have to answer correctly to pass. The standard is set on the original form of each course assessment. When different items are used in another administration, the difficulty of the items, and thus the overall difficulty of the assessment, might fluctuate. To compensate for slight changes in difficulty, the number of items needed to pass the assessment is adjusted.
The STAAR EOC scale score indicates whether a student has met a performance level and how far the student’s achievement is above or below a performance level. All students not achieving Approaches Grade Level performance on a STAAR EOC assessment must be offered additional instruction.
The raw score is the number of items answered correctly on an assessment. 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 assessment, and raw scores should not be compared across administrations.
Reporting-category information at the individual student level should be used with caution due to the limited number of items in each reporting category. When aggregated at the campus or district level, such information might be useful in helping campuses identify skill areas in which further diagnosis is warranted. As with all assessments given at a single point in time, the data generated from this snapshot should be used in conjunction with other evaluations of performance to provide an in-depth portrait of student achievement. Once an area of possible weakness has been identified, supplementary data should be gathered to further define what instructional intervention would be most effective.
Standardized assessments are a valuable tool for evaluating programs. However, any assessment can furnish only one part of the picture. The STAAR EOC assessments are not able to identify, let alone measure, every factor that contributes to the success or failure of a program. Assessment results can be most helpful if considered as one component of an evaluation system.
The STAAR Progress Measure is reported for students taking the Algebra I assessment for the first time if their 2018–2019 mathematics assessment was STAAR. The STAAR Progress Measure is reported for students taking the English II assessment for the first time if they took the English I assessment for the first time in the 2018–2019 accountability year. It is based on a comparison of a student’s English I or previous mathematics assessment score with his or her English II or Algebra I score. This measure gives you information about how much the student improved in the subject. Individual student progress is then categorized as Limited, Expected, or Accelerated.
Embedded supports (e.g., text-to-speech and content and language supports) are available on STAAR assessments for eligible students as individual embedded online accommodations. Paper administrations with embedded supports are also available for eligible students requiring a paper administration of STAAR. Paper administrations with embedded supports require approval of the Texas Education Agency (TEA) and contain only some of the supports available in the online assessments with embedded supports.