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Students assessed on State of Texas Assessments of Academic Readiness Alternate (STAAR™ Alternate) perform standardized assessment tasks that are observed and evaluated by teachers. The tasks have been developed by the state as standardized test items and cannot be revised.
The Texas Essential Knowledge and Skills (TEKS) statements and student expectations for each reporting category tested in the State of Texas Assessments of Academic Readiness (STAAR™) are summarized into essence statements used for STAAR Alternate. The essence statements link the grade-level or high school course expectations to the prerequisite skills used for STAAR Alternate.
For each essence statement, three tasks have been provided at varying levels of complexity. Level 3 assessment tasks are the most complex task and require students to apply knowledge. Level 2 tasks are moderately complex and require students to recall information recently presented. Level 1 tasks are the least complex and require students to respond at the beginning awareness level. Teachers or the admission, review and dismissal (ARD) committees determine which level of complexity is most appropriate for each student. Teachers then make the tasks accessible by providing presentation supports, choosing appropriate materials, and selecting response modes that allow the student to demonstrate what has been learned.
Each assessment task includes three state-developed predetermined criteria that the student must perform to be given credit for successfully completing the task. One assessment task for each of four essence statements per subject should be evaluated.
To see all available STAAR Alternate resources, visit the STAAR Alternate Resources webpage. The links below open PDF (Portable Document Format) files.
2012-2013 STAAR Alternate Assessment Tasks
Teachers are required to approach teaching sessions differently than assessment observations. Therefore, teachers must review the assessment tasks prior to beginning instruction to ensure the assessment tasks are not duplicated, which will compromise the authentic response required during the assessment observations. The “Task Specific Change in Materials/Approach from Instruction to Assessment” document is a valuable tool teachers should consult for guidance on the instruction that should occur for the assessment tasks before the assessment observations are conducted.
|3|| Mathematics || Reading || || || |
|4|| Mathematics || Reading || Writing || || |
|5|| Mathematics || Reading || || Science || |
|6|| Mathematics || Reading || || || |
|7|| Mathematics || Reading || Writing || || |
|8|| Mathematics || Reading || || Science || Social Studies |
| English I|
| || Biology || U.S. History|
For additional information, contact:
Student Assessment Division
1701 North Congress Avenue, Room 3-122A
Austin, Texas 78701