Teacher Resources include links to practice tests, blueprints, and released items.
Please also read the guidance for using the student work that is provided with the released items.
Science Practice Tests (English and Spanish)
Spanish Reading Blueprints
|Grade 3 Spanish||Grade 4 Spanish||Grade 5 Spanish|
|Grade 6 Spanish||Grade 7 Spanish||Grade 8 Spanish|
Using Released Items with Student Work
Student Work Added to Released Items
It is important for both students and teachers to have clear examples of the quality of work required to earn maximum credit on each of the constructed-response items. Constructed-response items are those where students are required to supply their own answer, unlike multiple-choice items. Teachers can use these examples to lead classroom discussions of what responses would yield higher scores. The goal is that students will use this awareness to self-monitor their responses and be able provide their best work.
Other Information Is Provided for Each Item
Each item includes the content standard tested, the number of points each item is worth, the average score it received when each item was field-tested, the rubric/scoring guide, and sample student responses.
Some may not be familiar with the average score statistic. In short, the average score indicates what fraction of the total possible points was earned by students statewide on each item (expressed in a decimal with two places).
The average score is helpful in two ways. First, knowing the average score provides the relative difficulty of items. For example, a 2-point item that has an average score of 1.75 is much easier than another 2-point item with an average score of 53.
In this example, students statewide earned about 1/4 of the points possible on the first item compared to 7/8 of the points possible on the second item. Students and teachers will profit by discussing why the first item is so much harder than the second and what is required of the student by the first item (and then practicing producing more well developed responses on subsequent constructed-response practice activities).
Second, knowing the average points earned on an item by students across the state will provide context and knowledge as students work to improve their own performance. On many 4-point items, for example, an average greater than 2 is considered a relatively high score. Students should not be discouraged if they don’t ‘earn’ full point value for a response but rather recognize that many students are in the same situation; then they can focus on ways to increase the fullness of their responses on subsequent practice activities and on the SBA.