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The purpose of this correspondence is to inform superintendents, district and campus administrators, and teachers about updated resources related to the redesign of the State of ɬÀï·¬ Assessments of Academic Readiness (ɬÀ﷬®) that will be implemented in the 2022–23 school year.Ìý

ɬÀï·¬ RedesignÌý

Several requirements of House Bill (HB) 3906, adopted by the 86th ɬÀï·¬ Legislature in 2019, are influencing a redesign of ɬÀï·¬ that will be implemented in the 2022–23 school year. This redesign will include several components:Ìý

• Potentially transitioning to online assessments for faster test results (pending new legislation)Ìý
• Capping the number of multiple-choice questions at 75% and adding new item typesÌý
• Eliminating standalone writing assessments for grades 4 and 7, beginning with the 2021–22 school year, and adding writing to reading language arts (RLA) assessments in grades 3–8Ìý
• Incorporating more cross-curricular passages into RLA assessmentsÌý

The Assessment Initiatives webpage includes updates on HB 3906 initiatives, new video overviews of the different components of the ɬÀï·¬ redesign, and more information on redesign timelines.Ìý

New Item TypesÌý

One of the components of HB 3906 requires that by the 2022–23 school year no more than 75% of any ɬÀï·¬ test be presented in a multiple-choice format. To meet this requirement, the ɬÀï·¬ Education Agency (TEA) has engaged the Educator Advisory Committee, established by HB 3906, to provide the agency with guidance from experts in curriculum and instruction, higher education, and school leadership, as well as from individuals with experience supporting special populations. In addition, the agency also has been working with teachers to identify potential new item types by subject for use on ɬÀï·¬ tests. have been posted. All educators are encouraged to review the proposed new item types and provide their feedback using this . Feedback may include, but is not limited to, suggestions on how to make the directions for an item type clearer, at which grade levels each item type would be appropriate, any concerns or difficulty interacting with an item type, or other comments.Ìý

Educator input and feedback is an important component in developing an effective summativeÌýassessment that serves all ɬÀï·¬ students equitably. ɬÀï·¬continues to seek interested teachers, instructional coaches, campus and district content specialists, and campus administrators to serve on a variety of assessment-related committees and participate in focus groups. To apply for participation in these committees, educators should complete the Educator Committee .Ìý

For questions regarding any of the HB 3906 initiatives, please contact ɬÀï·¬using the Student Assessment Division .

Student Assessment DivisionÌý
Office of School ProgramsÌý
(512) 463-9536Ìý
studentassessment@tea.texas.govÌý
TEA.ɬÀï·¬.gov/student-assessmentÌý

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