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**The California Test of Basic Skills (CTBS)**

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**What is the purpose of The California Test of Basic Skills?**

The California Test of Basic Skills – CTBS is a 25 question survey test that assess the grade equivalency level of all incoming 9th grade students. The grade equivalencies assessed will range from 0.0 to 12.9 years. The CTBS is also used to assess achievement gains for the Transition to Advanced Mathematics Course. The test is administered as a pre-test as early as possible in the academic year, and at the end of Semester 1. Add picture!

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**Frequently Asked Questions about the CTBS**

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**What materials should each teacher have to administer the CTBS?**

Test Directions for Teachers – 1 booklet. Student booklets - Level 19, Form A – 1 class set. Answer Sheets - 1 per each student to be tested. Scratch Paper – Approx. 2 per student Punch out rulers – 1 class set One (1) pack of pencils. Two (2) “Do Not Disturb Signs”.

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**How long will it take for the students to complete the CTBS?**

30 minutes will be need to distribute testing materials, fill-out the information section, and to complete the two (2) sample questions. 60 minutes will then be needed for students to complete the 25 question test. Allocate a total of 80 – 90 minutes to administer the CTBS from start to finish.

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**How do I prepare my students for the CTBS?**

You don’t! Explain to students the day before the test that it is a very important test. This test will determine their grade equivalency levels and it should be taken seriously! So get plenty of rest the night before, and eat a good breakfast the morning of!! Add picture!

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**What should the seating arrangement be?**

Desk should be arranged in a “Testing Mode” (rows and columns). Each student should have a separate space and every effort should be made to avoid talking or disruptions during the testing period. Add pictures of seating arrangement.

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**How and when do I administer make-up CTBS for absent students?**

Make-up test dates should be within the week of the initial CTBS testing date. Students can be either tested in an isolated area of the classroom or in another teachers classroom after instructions have been given. Add pictures.

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**Collect together all test by classroom section. **

How do I grade the CTBS? Collect together all test by classroom section. Use the CTBS grading transparency template to grade scantron answers. Write the raw score (number correct) in red ink on the front of each scantron answer sheet. Add pictures.

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How do I grade the CTBS? Use the CTBS grade equivalency spreadsheet to enter the basic student information and raw scores. The spreadsheet programs will automatically compute the pre-CTBS grade equivalency level (Fall CTBS grade equivalency norms). Get an electronic version of your student class rosters to enter into the spreadsheet for the basic student information sectins. Add pictures.

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CTBS Grading Activity Now lets take some sample CTBS test and grade them together Add pictures.

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**TAM Diagnostic Testing**

Why do we also need a TAM diagnostic test? The TAM diagnostic test will give you the teacher a true picture of what each student is either proficient or deficient in regards to their TAM (pre-algebra) skills. The TAM diagnostic test will also help us in planning true 18 week planners for the 1st semester; instead of following the suggested sequential order of the TAM units. Remember that the TAM units are all modular. Add pictures.

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**TAM Diagnostic Testing**

When will it be administered? The test is administered as a pre-test as early as possible in the academic year, and at the end of Semester 1. Add pictures.

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**TAM Diagnostic Testing Activity**

Now we will create our own TAM Diagnostic Test of 25 questions. In groups of two, you will be assigned TAM units and asked to create five (TAM) questions relating to each unit assigned. Question format should resemble those of the Hawaii state high school assessment. I.E. Multiple Choice, Constructed Response, Open-Ended. Check the name of the Hawaii mathematics state assessment and its types of questioning.

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