MCA Test Specs and Standards: What's the Difference?

Since this year’s test (the MCA III) are based on the 2007 Math Standards and Benchmarks, the test specs are now one in the same as the benchmarks. This was less true previously. So we don’t want to confuse people that somehow the test specs are DIFFERENT than the benchmarks. They are essentially the same with the test specs only having some additional information about how the item might look but teachers can get a better feel for that just by looking at actual items like in the practice tests. There is also some additional information on vocabulary which is also important for the teachers to be aware of, but essentially the main thing about the MCA III test specs is that the language is EXACTLY the same as the benchmark. This can be confusing to teachers and we don’t want to contribute to any confusion, on the contrary we want to simplify for them.

The benchmarks and test specs are one in the same. Our approach is:

1.      Help teachers understand the benchmarks and that the test specs are based on the benchmarks. For example here is a third grade benchmark:

Use number sentences involving multiplication and division basic facts and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences.

3.2.2.1 Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences. For example: The number sentence 8 × m = 24 could be represented by the question "How much did each ticket to a play cost if 8 tickets totaled $24?"

Here is the test spec:

Benchmarks

3.2.2.1

Understand how to interpret number sentences involving multiplication and division basic facts and unknowns. Create real-world situations to represent number sentences.

Item Specifications

Variables, boxes or blanks may be used to represent unknown numbers

Vocabulary allowed in items: number sentence, equation, value, represent

2.       Then we try to help teachers identify assessments that match those benchmarks/test specs. We provided examples from the Purple books, from previous practice tests, and from new practice tests specifically designed to meet the MCA III test specs, such as:

1.     Trinh has 24 oranges. She can fit 4 oranges into a box. How many boxes does she need to put all of the oranges in boxes with no oranges left over?

A.               4

B.               6

C.               20

D.               28

3.2.2.1

2.     Which number below can be put in the blank space to make the following number sentence true?

12 × __ = 24 × 2

A.               2

B.               3

C.               4

D.               5

3.2.2.1

3.     Jackie, Yasir, and Kris each have 11 baseball cards. How many baseball cards do they have in all?

A.               33

B.               24

C.               14

D.               11

3.2.2.1

4.     Which number when put into the blank above makes the following number sentence true?

___ × 3 = 18 × 2

A.               6

B.               8

C.               12

D.               14

3.       Then we have the teachers create pacing charts or curriculum maps to make sure all benchmarks are addressed.

4.      The most important thing is for the teachers to backwards plan on a weekly basis to make sure students are being taught the concepts that are tested (the benchmarks) and for them to look at the results of these benchmark assessments on a weekly basis during PLC meetings. I would encourage that between now and testing time the PLC meetings ONLY focus on looking at benchmark results and strategizing how to help students that are not meeting benchmarks.