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Downloadable templates are provided for selected formative assessment classroom techniques (FACTs) in each book. These templates are designed so that you can customize them for your classroom context. Below are links to the available templates for each book. To see the complete list of FACTs for each book, click on the book cover.

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Templates for Selected Formative Assessment Classroom Techniques (FACTs) - Uncovering Student Ideas

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Downloadable templates are provided for selected formative assessment classroom techniques (FACTs) in each book. These templates are designed so that you can customize them for your classroom context. Below are links to the available templates for each book. To see the complete list of FACTs for each book, click on the book cover.

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California Science Test (CAST) scale score ranges by grade and achievement levels.

Grade

Minimum
Scale Score

Maximum
Scale Score

Scale Score Range for Standard Not Met
(Level 1)

Achievement Level Scale Score Range for Standard Nearly Met
(Level 2)

Achievement Level Scale Score Range for Standard Met
(Level 3)

Achievement Level Scale Score Range for Standard Exceeded
(Level 4)

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California Science Test (CAST) scale score ranges by grade and achievement levels.

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California Science Test (CAST) Results Definitions

Number Enrolled -A count of students in the selected entity (i.e., state, county, district, school, or student group) who were eligible to take the CAST in grades 5, 8, and HS (grades 10, 11, and 12).

Number Tested -A count of students in the selected entity (i.e., state, county, district, school, or student group) who were administered the CAST. This number excludes students not tested by parent/guardian request, students not tested due to a significant medical emergency, and students who were assigned to take the test, but did not test.

Number of Tests with Valid Scores -The number of valid scores includes students in the selected entity (i.e., state, county, district, school, or student group) who were enrolled during the active testing window and responded to enough questions on the test to generate a score.

Mean Scale Score -The sum of scale scores for students with valid scores in the selected entity (i.e., state, county, district, school, or student group) and grade, divided by the Number of Tests with Valid Scores.

CAST Reporting Domain Descriptors

Area (Science Domain) Descriptors

The above, near, and below standard categories were identified by using the distance a student's performance on the questions related to that science domain is from the Level 3 "Standard Met" achievement level criterion. The science domain achievement category indicates the score on a science domain as follows:

If the scale score of a science domain is above the "Standard Met" achievement level on the overall CAST, the achievement category for the science domain is "Above Standard."

If the scale score of a science domain is at or near the "Standard Met" achievement level on the overall CAST, the achievement category for the science domain is "Near Standard."

If the scale score of a science domain is below the "Standard Met" achievement level on the overall CAST, the achievement category for the science domain is "Below Standard."

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Number Enrolled -A count of students in the selected entity (i.e., state, county, district, school, or student group) who were eligible to take the CAST in grades 5, 8, and HS (grades 10, 11, and 12). Number Tested -A count of students in the selected entity (i.e., state, county, district, school, or student group) who were administered the CAST.

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Science Domain

Above Standard

Near Standard

Below Standard

Life Sciences

The student demonstrates a thorough understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Life Sciences, which focus on structures and processes in living things, ecosystems, heredity, and biological evolution.

The student demonstrates some understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Life Sciences, which focus on structures and processes in living things, ecosystems, heredity, and biological evolution.

The student demonstrates minimal understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Life Sciences, which focus on structures and processes in living things, ecosystems, heredity, and biological evolution.

Physical Sciences

The student demonstrates a thorough understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Physical Sciences, which focus on matter and its interactions, motion and stability, energy, and waves and their applications.

The student demonstrates some understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Physical Sciences, which focus on matter and its interactions, motion and stability, energy, and waves and their applications.

The student demonstrates minimal understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in Physical Sciences, which focus on matter and its interactions, motion and stability, energy, and waves and their applications.

Earth and Space Sciences

The student demonstrates a thorough understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Earth and Spaces Sciences, which focus on Earth's place in the universe, Earth's systems, and Earth and human activity.

The student demonstrates some understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Earth and Space Sciences, which focus on Earth's place in the universe, Earth's systems, and Earth and human activity.

The student demonstrates minimal understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in Earth and Spaces Sciences, which focus on Earth's place in the universe, Earth's systems, and Earth and human activity.

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CAST Reporting Achievement Level Descriptors

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Science Domain Above Standard Near Standard Below Standard Life Sciences The student demonstrates a thorough understanding of and ability to apply the knowledge and skills associated with the core ideas, concepts, and practices in the Life Sciences, which focus on structures and processes in living things, ecosystems, heredity, and biological evolution.

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Public Data

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CAASPP Test Results - CAASPP Reporting (CA Dept of Education)

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Starting point for viewing test results for California Assessment of Student Performance and Progress (CAASPP)

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CAST Blueprint - Adopted January 2020.pdf

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Free Education Resources for Parents in California

No one knows your child or their needs more than you. With Starting Smarter, you now have access to information about your child's education that goes beyond just grades. You can use our test score reports to see the areas your child is excelling and where they can improve. All of this can begin a conversation with your child's teacher about offering better learning support at home and all year long.

Check out the Test Questions

Enter your child's grade and select a subject and area to see descriptions of the skills and sample test questions in each performance area.

It's natural for every student to have academic strengths as well as areas where they may need more support and improvement. The tests your child takes are meant to measure the most important skills in each subject. For all tests, we break down the score reports into different performance areas-like reading and problem solving-to identify where your child is excelling or needs more support.

Families will also receive more information on their child's reading and math performance with the new Lexile and Quantile report. A Lexile measure shows the level of text your child can read and understand. A Quantile measure shows what math skills your child knows and is ready to learn next. Learn how to use the scores to support reading and math.

Use this information to have a meaningful conversation with your child's teacher about the skills and content in the grade level and to support your child's learning at home.

Be a Learning Hero!

Visit the Learning Heroes website to find resources and tools to help your child thrive in school.

Plan for your Parent-Teacher Conversations

Use this tool to have a meaningful conversation about your child's test results and to co-create a learning plan with the teacher.

Check out the test in action

Visit the CAASPP practice test to try out live, interactive questions and the testing features students can use.

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Free Education Resources | Starting Smarter California - CAASPP Starting Smarter

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No one knows your child or their needs more than you. With Starting Smarter, you now have access to information about your child's education that goes beyond just grades. You can use our test score reports to see the areas your child is excelling and where they can improve.

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A beautiful, free online scientific calculator with advanced features for evaluating percentages, fractions, exponential functions, logarithms, trigonometry, statistics, and more.

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Easily create and share online forms and surveys, and analyze responses in real-time.

Create an online form as easily as creating a document

Select from multiple question types, drag-and-drop to reorder questions, and customize values as easily as pasting a list.

Send polished surveys and forms

Customize colors, images, and fonts to adjust the look and feel or reflect your organization's branding. And add custom logic that shows questions based on answers, for a more seamless experience.

Analyze responses with automatic summaries

See charts with response data update in real-time. Or open the raw data with Google Sheets for deeper analysis or automation.

Create and respond to surveys from anywhere

Access, create, and edit forms on-the-go, from screens big and small. Others can respond to your survey from wherever they are-from any mobile device, tablet, or computer.

Build forms and analyze results together

Add collaborators-just like with Google Docs, Sheets, and Slides-to build questions together in real-time. Then analyze results together without having to share multiple versions of the file.

Work with clean response data

Use built-in intelligence to set response validation rules. For example, ensure that email addresses are properly formatted or that numbers fall within a specified range.

Share forms via email, link, or website

It's easy to share forms with specific people or with a broad audience by embedding forms on your website or sharing the links on social media.

Security, compliance, and privacy

Secure by default

We use industry-leading security measures to keep your data safe, including advanced malware protections. Forms is also cloud-native, eliminating the need for local files and minimizing risk to your devices.

Encryption in transit and at rest

All files uploaded to Google Drive or created in Forms are encrypted in transit and at rest.

Compliance to support regulatory requirements

Our products, including Forms, regularly undergo independent verification of their security, privacy, and compliance controls.

Private by design

Forms adheres to the same robust privacy commitments and data protections as the rest of Google Cloud's enterprise services.

You control your data.

We never use your Forms content for ad purposes.

We never sell your personal information to third parties.

Find the plan that's right for you

Google Forms is a part of Google Workspace

Try Forms for Work

For Personal (Free)

Business Standard

$12 USD

per user / month, 1 year commitment info Or $14.40 per user / month, when billed monthly

done

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15 GB per user

2 TB per user

done

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100 participants

150 participants

remove

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Self-service online and community forums

24/7 online support and community forums

Get a head start with templates

Choose from a variety of surveys, questionnaires, and other professionally-designed templates to kick things off quickly.

Orders

Registration

Feedback

Assessment

Orders

Registration

Feedback

Assessment

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Google Forms: Online Form Creator | Google Workspace

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Use Google Forms to create online forms and surveys with multiple question types. Analyze results in real-time and from any device.

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Teachers and admins love Edulastic because it makes

Formatives

Distance Learning

Interims

Benchmarks

Diagnostics

Remediation

Math practice

Science assessment

Distance Learning

Data analysis

Progress monitoring

State test prep

Tracking growth

easy.
Assess at school. Reinforce at home.

Use all of your data to track learning and growth.

Quickly identify learning gaps with diagnostic and formative assessments

Give students differentiated assignments to remediate, reinforce or challenge

Monitor progress towards standards mastery to ensure students stay on track

Engaging technology-enhanced assessments for benchmarks, the classroom, or distance learning

Easily administer district common or classroom formative assessments using high-quality item banks, diagnostic or curriculum-aligned assessments, create your own questions or mix and match.

80,000+ standards-aligned questions from trusted sources

Try one of our 10K free pre-built assessments

Keep students learning at home when school is closed or limited.

Create self-paced lessons by embedding video, links and articles. Check for understanding with quiz questions and watch student engagement soar.

Propel each student with personalized, data-driven recommendations

Fill learning gaps with practice for struggling students and challenge advanced students to move ahead.

Bring all of your key performance data together in one place - from engagement with online learning to discipline to diagnostics to state test scores - along with your classroom assessments and district benchmarks for a holistic view of each student, or of the whole district.

Integrates seamlessly with the technology you already use

Easy sign on through Google, MS365 or Clever. Sync class rosters and share assignments in Google Classroom or your LMS system and push grades back to your gradebook.

" We love the relationship we have with the people behind Edulastic. It's really easy to get in touch. We get the answers we need in a timely fashion, and it seems really clear that the team cares about whether or not their product is working for us. "

Easy enough to learn on your own, but you don't have to

From basic how-tos to advanced assessment creation, we've got you covered with online training, how-to videos and articles, and self-paced courses for all levels and roles.

See how Edulastic can make a difference at your school

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Edulastic: Interactive Formative Assessment for classroom or distant learning

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Online assessment tools with technology-enhanced items, help students learn and measure growth all in one easy system in the classroom and at home.

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Home > Online Practice and Training Tests

Administration of Practice and Training Tests is optimized in supported versions of Chrome, Firefox, and Safari web browsers.

The following resources are available to assist you in using the practice and training tests.

To access the online Practice and Training Tests, please select one of these buttons.

Last Reviewed: October 13, 2022

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california alternate assessments training test

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test administrator practice and training tests

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Home > Online Practice and Training Tests Administration of Practice and Training Tests is optimized in supported versions of Chrome, Firefox, and Safari web browsers. The following resources are available to assist you in using the practice and training tests. To access the online Practice and Training Tests, please select one of these buttons.

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Science Task Screener Long Checklist.pdf

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K-12 performance tasks in math, English/language arts, science, and history/social studies

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CAST Reference Sheet Periodic Table MS and HS

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The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr. Foundation and Bill and Melinda Gates Foundation, focuses on ways that high-quality performance assessments can facilitate meaningful implementation of the standards. This project was founded by Ray Pecheone, Executive Director of SCALE, Helen Quinn, Professor Emerita, Physics and Astrophysics, and Jonathan Osborne, Professor Emeritus, Kamalachari Professor Of Science Education.

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The Performance Assessment Resource Bank is an online collection of high-quality performance tasks and resources that support the use of performance assessment for meaningful learning. Resources include performance tasks, professional development tools, and examples of how schools, districts, and states have integrated performance assessment into their systems of assessment.

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ACESSE Resource D: How to Craft 3D Classroom Science Assessments : StemTeachingTools (en-US)

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As the educational vision in the NRC Framework for K-12 Science Education is being implemented, it is crucial to design assessment practices to be coherent with its 3D model of learning. This session provides a step-by-step process to support participants as they design a 3D assessment task.

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Article: Creating NGSS-Aligned Performance Tasks – Part 2: An Example

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Article: Creating NGSS-Aligned Performance Tasks – Part 2: An Example

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As noted in the previous post, performance tasks provide a means to more authentically assess students' ability to think and work like scientists (3D learning in NGSS parlance). Ideally, students shouldn't feel like they're "taking a test." Authentic assessment allows them to show their learning in a meaningful context that's part of the flow of daily instruction-it's not a "drop everything and test" approach.

In this case, I'm going to imagine I was back teaching fifth graders and doing a physical science unit to support students in understanding properties and changes of matter (5-PS1). Below is my thinking as I designed a task, using the steps noted in the previous post on designing performance tasks.

4) Flesh out the scenario - As a class we'd discuss what substances they're starting with-the match and the air around it (I want them to consider the air, though I don't think it's necessary they come up with that on their own here), and what properties to consider. I'd lead them toward weight if it didn't come up, being open to others as well. Students then individually find the weight of the match and make further observations of it (another formative assessment). With teacher support as needed, they light the match and let it burn on a safe surface, making further observations, including touching it once it's cooled off if they choose.

Thinking about questions for them during this process, I look to the Research andPractice NGSS Task Formats [link] and the modeling components of Appendix F for ideas. I decide to provide this instruction: "Draw a model (picture) of the match before and after it burns that helps explain what the particles are doing in the match and around the match." I also look at CCCs for question ideas and decide to ask, "How did you show things in your model that are too small to see?" and "How does your model show the same amount of matter there at the beginning and end?" In this unit, students would have previously worked with models of particles and models of particles in matter that's undergoing changes.

In this case, I'm planning use of a rubric. At a more advanced level, I'm looking for students showing conservation of matter in their models (the frame of the crosscutting concept); that's something that I expect them to collaboratively begin to be able to describe, but I see it as a more advanced skill at this time at the individual level. Below is an image of what that rubric might look like. Here's a word file of this rubric [link] and a pdf. To create the rubric I used Appendix F and the evidence statements of the NGSS, following principles described in a previous post.

Student creates a model that shows visible objects (the match before and after in this case).

He/she provides some observations of these objects, such as the match before and after it burns.

Student shows a connection between visible matter and particles too small as part of their model.

Through before and after models, student shows that a change has taken place in this phenomenon.

Student creates a model that shows and describes visible objects (the match) and particles too small to be seen in the air and the match.

Student's model describes and shows that the particles before and after are different, because we have new substances (e.g., ash and smoke).

With scaffolding, students is able to describe how there's the same amount of stuff before and after within this phenomenon.

Student's series of models clearly describes visible and particle-level changes, providing evidence that a chemical change has taken place.

Student describes through the model how the amount of stuff is the same before and after, even though the detailed weight measurement suggests it's less.

6) Reflect - I would walk around with a rubric in hand writing students' names on it, noting where students are at and adding relevant notes about any other elements of their understanding. I'd reflect on results to determine how to best structure our next investigation(s) and who might need further scaffolding, mentoring, or other support within those investigations to build understanding of these topics and skills of modeling. I'd also gain a sense of where we're at as a class overall. Note: I wouldn't be grading students, and they wouldn't be grading each other! That's not what formative assessment is about.

To more directly support students' learning, I'd have them share models with a partner. Students would each share their model, talking about its components and what it means. They would then take turns discussing one another's models/thinking in relation to the rubric. As a class we would share a few models with important learning elements, and I'd provide students time to revise their models based on that learning. We'd also revisit these models at the end of the unit, enhancing them with further learning.

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Creating NGSS-Aligned Performance Tasks - Part 2: An Example

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As noted in the previous post, performance tasks provide a means to more authentically assess students' ability to think and work like scientists (3D learning in NGSS parlance). Ideally, students shouldn't feel like they're "taking a test."

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Short Performance Assessments | Stanford NGSS Assessment Project

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Short Performance Assessments (SPAs) are designed to be taken individually at the end of a lesson sequence that addresses the NGSS Performance Expectation (PE). The SPAs provide information about students' progress with integrating the three dimensions of a single PE.

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Assessments integrated with instruction and learning experiences (3-5 days)

SNAP created a set of Instructionally-Embedded Assessments (IEAs). These are performance assessments that are woven into an instructional sequence. SNAP's IEAs are designed to assess the three dimensions of a core performance expectation (PE), in addition to other dimensions, and in some cases other PEs.

The links below show a selection of SNAP's IEAs with the core performance expectation it is addressing. The IEAs include student and teacher versions of the assessments, scoring rubrics, and sample student work (if available). The documents posted here are continually being revised and improved; please contact us if you have student work that we could use to guide our revisions or if you have recommendations for imrpovements.

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SNAP created a set of Instructionally-Embedded Assessments (IEAs). These are performance assessments that are woven into an instructional sequence. SNAP's IEAs are designed to assess the three dimensions of a core performance expectation (PE), in addition to other dimensions, and in some cases other PEs.

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Our tasks are intended to be used to support teaching and learning in classrooms that are enacting NGSS-aligned instruction. Currently, we have made available through our portal a comprehensive set of assessment tasks and rubrics for middle school physical science and life science.