Massachusetts Comprehensive Assessment System

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The Massachusetts Comprehensive Assessment System, commonly called the MCAS (pronounced [mː kǣs], is a series of standardized tests first administered by the Massachusetts Department of Education designed to meet the requirements of the Massachusetts Education Reform Act of 1993. This reform gave birth to the MCAS, which was designed to test all public school students across the Commonwealth, including students with disabilities and students with limited English proficiency. The test also meets the requirements of the federal No Child Left Behind Act by testing students in grades 5, 8, and 10.

For the 2005-2006 school year, the test was administered in the content areas of English language arts, mathematics, science and technology/engineering, and history and social science (question tryouts only).

1 History
2 Questions
3 Grade levels
4 Scoring
5 Criticism
6 References
7 See Also
8 External links

[edit] History

The tests were first administered in May, 1998, to students in grades 4, 8, and 10. In 2001, the tests were then administered to students in all grades from 3rd to 8th and 10th grade. Beginning with the class of 2003, successful completion of the mathematics and English portions of the MCAS was required before a student could graduate. Beginning with the class of 2010, passing one of four science exams (biology, chemistry, introductory physics or technology/engineering) will become a graduation requirement.

[edit] Questions

The tests use four varieties of questions. The multiple-choice questions are included on all but the ELA Composition tests and require students to choose one answer from four given answers. These types of questions are machine scored.

The short-answer questions on the MCAS are only included on the mathematics portion. They require the student to give a short numerical answer or a brief statement.

Open-response questions are included on all MCAS tests but the ELA Composition. They require students to generate their own responses. Students create a one- or two-paragraph response in writing or in the form of a narrative or a chart, table, diagram, illustration, or graph, as appropriate. Students can receive up to four points for each open-response question.

Writing prompts are included only on ELA Composition tests and require students to respond by creating a written composition. Compositions are scored based on two things. For topic development, students are scored based on a six-score point scale, with students receiving from 2 to 12 points (the sum of scores from each of the two scorers). For Standard English conventions, students are scored based on a four-point scale, with students receiving from 2 to 8 points (the sum of the scores from each of the two scorers).

[edit] Grade levels

Students take different tests according to their grade level. In addition to these tests, students may be required to take tryouts and pilot tests. The following list is current as of spring 2005. It is required for a student to pass both portions of the Grade 10 test before graduating.

**Tests by grade level**
Grade	Subject
3	Reading
4	English Language Arts, Mathematics, Long Composition
5	Science and Technology/Engineering
6	Mathematics
7	ELA, Long Composition
8	Mathematics,and Science and Technology/Engineering, ELA
10	ELA and Mathematics

[edit] Scoring

Scaled scores fall between 200 and 280. Levels are as follows:

Failing/warning (200-218)

Needs Improvement (220-238)

Proficient (240-258)

Advanced (260-280)

10th graders who achieve an Advanced score in either the ELA or Mathematics section of the test, at least a Proficient on the other section, and have a score that puts them in the top 25% in their school district become eligible for the John and Abigail Adams Scholarship. Recipients would be able to attend any state or community college in Massachusetts tuition free for 8 semesters.

[edit] Criticism

Critics have attacked the test for being overly difficult and a poor assessment tool, citing the high stakes involved in taking the test. A student must pass the MCAS in order to graduate from high school, a standard which critics have greatly protested. MCAS pilot tests are criticised as functioning poorly. Students are told before hand that the tests they are piloting do not count. According to critics, this prevents these students from taking the test seriously. MCAS tests are also criticised for consuming too much of the budget. Also because of the timing and content of MCAS many teachers have lesson plans which allow for little deviation into areas which may allow for a better understanding of the subject. It also creates a hurried atmosphere in the classroom in which there is low morale among some teachers and students.