Benefits of a Quality Assessment Items
and Resources Bank
TEKSbank test items are an efficient way to measure student knowledge. Through their close alignment to the TEKS, TEKSbank items let students demonstrate what they know and can do. Item design allows for close identification of student strengths and areas of need. This information helps provide common focus and clarity for teachers and students.
The accuracy of data a district or campus receives directly impacts their potential to accurately predict student success or establish goals for improvement. If the test items a district or campus gives their students are not tightly aligned to the content, concepts, processes and skills of the TEKS students need to master, then the data they receive from these assessments is faulty.
Does the items’ content match the content (topics and skills) in the standards?
Yes: Each test item corresponds to an objective in the standards.
Yes: Key ideas in the standards appear on the tests.
Do the items cover a comparable “range” or breadth of knowledge, and is there an appropriate “balance” of knowledge across the items that are aligned to the standards?
Yes: Multiple items are available for each standard and these items sample across the range of objectives described in the TEKS.
Is the level of cognitive demand or challenge called for in the standards matched by the cognitive and procedural level of the items?
Yes: For example, if the standards require students to synthesize information and explain their thinking, the test items will ask students to do the same. Items will also be included that scaffold up to higher level of blooms and processes.
Do the assessment items avoid adding material that is irrelevant to the standard?
Yes: Content experts review each item to ensure that materials tested are aligned to the TEKS.
References*
Hales, L., & Marshall, J. (2004). Developing effective assessment to improve teaching and learning. Norwood, MA: Christopher-Gordon.
Popham, James (2001). The truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
Porter, A.C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31.
Rothman, R., Slattery, J.B., Vranek, J.L., and Resnick, L.B. (2002). Benchmarking and Alignment of Standards and Testing. (CSE Technical Report 566.).
* Reference to these authors’ works does not imply their endorsement of this resource.
and Resources Bank
TEKSbank test items are an efficient way to measure student knowledge. Through their close alignment to the TEKS, TEKSbank items let students demonstrate what they know and can do. Item design allows for close identification of student strengths and areas of need. This information helps provide common focus and clarity for teachers and students.
- supports delivery of common assessments
- closely measures TEKS objectives
- supports differentiation
The accuracy of data a district or campus receives directly impacts their potential to accurately predict student success or establish goals for improvement. If the test items a district or campus gives their students are not tightly aligned to the content, concepts, processes and skills of the TEKS students need to master, then the data they receive from these assessments is faulty.
Does the items’ content match the content (topics and skills) in the standards?
Yes: Each test item corresponds to an objective in the standards.
Yes: Key ideas in the standards appear on the tests.
Do the items cover a comparable “range” or breadth of knowledge, and is there an appropriate “balance” of knowledge across the items that are aligned to the standards?
Yes: Multiple items are available for each standard and these items sample across the range of objectives described in the TEKS.
Is the level of cognitive demand or challenge called for in the standards matched by the cognitive and procedural level of the items?
Yes: For example, if the standards require students to synthesize information and explain their thinking, the test items will ask students to do the same. Items will also be included that scaffold up to higher level of blooms and processes.
Do the assessment items avoid adding material that is irrelevant to the standard?
Yes: Content experts review each item to ensure that materials tested are aligned to the TEKS.
References*
Hales, L., & Marshall, J. (2004). Developing effective assessment to improve teaching and learning. Norwood, MA: Christopher-Gordon.
Popham, James (2001). The truth about testing: An educator’s call to action. Alexandria, VA: ASCD.
Porter, A.C. (2002). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31.
Rothman, R., Slattery, J.B., Vranek, J.L., and Resnick, L.B. (2002). Benchmarking and Alignment of Standards and Testing. (CSE Technical Report 566.).
* Reference to these authors’ works does not imply their endorsement of this resource.