The TAAS, or Texas Assessment of Academic Skills, was the third standardized test used in Texas between 1991 and 2002, when it was replaced by the TAKS test from 2003 to 2013.[1] It was used from grades 3, 5, 7, 9, and 11. Passing the Grade 11 level was required for graduation, but many opportunities for retesting were available. The implementation of the TAAS was the first time a state-mandated exam was required to be passed for graduation. There were many alternative routes available for students unable to pass the TAAS.

The TAAS tested 3 areas of proficiency: reading, writing, and math. The math and reading sections consisted of multiple-choice, while the writing section consisted of a series of prompts for which essays had to be written.

In 2002, researchers Jere Confrey and David Carrejo presented a paper that criticized the TAAS. They found that the "data provided to teachers for instructional decision-making" did not always reconcile with "published test structure".[2]: 549–550 

See also

References

  1. ↑ "Chapter 1. Historical Overview of Assessment in Texas" (PDF). Technical Digest 2020–2021. 2021. Archived from the original on 3 March 2022. Retrieved 6 April 2022. {{cite book}}: |website= ignored (help)
  2. ↑ Confrey, Jere; Carrejo, David (26 October 2002). "A Content Analysis of Exit Level Mathematics on the Texas Assessment of Academic Skills: Addressing the Issue of Instructional Decision-Making in Texas". Written at Athens, GA. In Mewborn, Denise S.; Sztain, Paola; White, Dorothy Y.; Wiegel, Heide G.; Bryant, Royn L.; Nooney, Kevin (eds.). Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PDF) (Collected Works). Vol. 2: Research Reports, Short Oral Reports, Poster Presentations. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. pp. 539–550. ISBN 978-0881190021. OCLC 936451045. ERIC ED471747. Archived (PDF) from the original on 19 January 2022. Retrieved 6 April 2022. pp. 549–550: Our research was focused on examining whether the data provided to teachers for instructional decision-making were valid for this purpose. We worked to extend the analysis of the data in relation to the published test structure, and found that there were a number of problems in reconciling the results.

Further reading

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