Administrator's Manual Jan 2013 (1)

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Table of Contents

Page

Introduction 3

Planning and Preparation for Implementation of CAC in Primary School 4

- Resource Management 5

- Record Management 6

- Management of the learning environment 7

- Management of teaching and learning activities 7

Summary look at roles and responsibilities in CAC 9

Continuous Assessment Component Subject Outlines 10

Management System for Assessment 19

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Introduction

The Ministry of Education as part of its strategic plan 2011-2015, has identified the Continuous

Assessment Component (CAC) as a major priority for the design and development for a quality

education system. The implementation of this initiative will ensure greater opportunity for

success of all students at the primary level.

The Ministry of Education has therefore embarked on several major strategies that seek to

achieve five (5) Value Outcomes for our nation’s children. The overarching goal is to educate

and develop children who are:

able to fulfil their full potential

academically balanced

healthy and growing normally

well adjusted socially and culturally

emotionally mature and happy

One major strategy of the Ministry of Education is a focus on improving teaching and learning

through curriculum renewal that is also intended to stimulate the development of 21st Century

skills in our primary school children. Included among these are information and communication

skills, thinking and problem-solving skills, interpersonal and self-directional skills.

The Curriculum Division has taken a multi-pronged approach to curriculum renewal that

includes a revision of the present curriculum in which continuous assessment (CA) is integral to

the teaching and learning process. The Ministry of Education from September 2012 will

implement a programme of school-based assessments which will contribute to the final score of

the SEA.

Implementation of the CAC will add value to the SEA by ensuring that the varied abilities,

learning styles, interests and talents of primary school students are identified and met through a

system of specified curriculum objectives, instructional approaches, and activity-based or

performance assessment tasks. This system is intended to support both under-performing

students and those who are high achievers.

The Continuous Assessment Component aims to improve students’ performance by

Reducing the stressful situation that the students experience with a single

examination and thereby impact on their emotional maturity and happiness.

Using authentic assessment areas that cater to the various learning styles of

students.

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Subjects included in the CAC are Agricultural Science, Visual and Performing Arts (Music,

Dance, Drama and Art and Craft), Physical Education, Social Studies (Citizenship, Character

Education and Etiquette), Science, Mathematics and English Language Arts. It is expected that

the enhanced curriculum offering for the CAC will result in

The provision of greater opportunities for students to achieve their full potential

More academically balanced student since closer attention will be paid to students’

multiple intelligences

Higher levels of positive engagement in school life through active participation in school

and class activities

Increased focus on the development of students’ talents and skills

The CAC will be implemented by trained teachers and administrators, monitors and moderators

to ensure quality of teaching and learning and an improved value of assessment as evidenced by

a more valuable and reliable measure of the student’s overall ability and performance

a more valid measure of student achievement as evidenced from the application of a

variety of authentic assessment techniques conducted over several occasions

the development of fair, valid and reliable authentic assessments

greater involvement of the teacher in overall assessment of students

the provision of an objective basis for diagnosing learning difficulties

the provision of learners with the knowledge of their achievements in relation to the

stated objectives

The CAC will be implemented in classrooms across Trinidad and Tobago in September 2012

with attention directed at Standard 4 and Standard 5 students. Standard 5 students will obtain a

continuous assessment mark of 20 % that will contribute towards their final SEA mark in 2013.

Students of Std 4 will have the opportunity to engage in learning and developing skills across the

curriculum while the CAC initiative is being piloted. Student scores will be recorded as a

necessary element of this initiative.

Planning and Preparation for Implementation of CAC in Primary School

It is undeniable that comprehensive planning and preparation are critical for successful

implementation of the CAC. Planning and preparation are proactive approaches to project

implementation where steps are taken to address challenges that may arise during

implementation. It will be unrealistic to assume however, that challenges will not arise during the

implementation of CAC. However, with proper planning and preparation the number of

challenges will be reduced significantly. In planning and preparation for implementation of the

CAC in Primary Schools four main areas were identified, these are:

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- Resources management

- Record management

- Management of the learning environment

- Management of teaching and learning

Resource Management

- Ensuring materials delivered to your school is consistent with what were assigned. Get a

resource list for your school for each subject area before materials start arriving. A

materials list will be provided by the MOE. This list can also be used to determine

storage requirement.

- Keeping stock of materials. Keep a separate stock book for CAC materials. This book can

be divided into subject areas listed in alphabetical order for easy retrieval.

- Receiving materials when they arrive. Identify a person(s) to assist when materials arrive

at your school. Ensure that the materials that arrive corresponds to the quantity and

quality listed on the material list. Additionally check to ensure that the materials are

received in good condition. The person receiving the material is expected to sign a

delivery note provided by the supplier. Keep a copy of each delivery note provided by the

supplier. Delivery notes for materials for each subject area should be grouped together for

easy referencing of materials received for each subject.

- Storage space. Identify appropriate storage space for keeping the materials. Ideally,

materials should be grouped according to subject area and stored in a secured location.

Materials can be kept in more than one location based on available facilities. For

specialized subjects such as Physical Education and Agricultural Science, it is best to

keep the material as close as possible to the instructional area to minimize disruption of

the whole school.

- Moving material from the delivery area to the storage room. Identify persons to assist in

movement of materials from the delivery area to the storage room.

- Unpacking materials. To minimize storage space requirement some materials will have to

be removed from their boxes and cartoons. When unpacking, keep instruction manual,

guarantee statement etc. These are important documents and will be necessary in the

event that the equipment malfunctions. Other items will be delivered with their own

cases and storage solutions e.g. musical instruments. These should be utilised to prevent

early deterioration.

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Record Management

- Record of resources Keep a stock book showing records of all materials received for the

CAC. The stock book should be arranged into subject areas listed in alphabetical order.

Keep the stock book up to date. This is necessary for accountability of resources.

Equipment such as video recorders, cameras are solely for teaching / learning and should

not be loaned for other purposes. Ensure that minor equipment items are returned after

use.

- Disbursement records Keep a record of how you disburse consumables and non-

consumables to your teachers. For example, there should be documents of request for

supply of musical instruments to a particular teacher and class and the return of such

supply. Discourage teachers from simply passing items to the next class without

documentation. These records will be part of a system that will provide information for

maintenance, replenishment and replacement of CAC supplies.

- Teaching / learning records Termly record and forecast (schemes of work) should be

developed for each subject in the CAC by the class teacher with your guidance. Check

record and forecast to ensure alignment with the curriculum accompanied with clearly

defined timelines. Record and forecast are essential for monitoring exercises by

administrators to ensure timely completion of projects. External monitors will also be

guided in their reports by the class teacher’s plans.

- Keeping student workbooks / portfolios These documents are to be kept in school.

Students are not allowed to take them home. Workbooks and portfolios represent work in

progress and must be conveniently stored for easy access by the class teacher. However,

a measure of security should be maintained to prevent unauthorised access to the

documents. A storage cupboard with a lock in the classroom is ideal for this purpose.

- Keeping of assessment records Assessment records should be kept in a secured location.

Assessment records should be kept in student workbook via assessment rubric, teacher

mark book and record sheets provided by the MOE. Mark books should be kept for each

student on entry to Standard Four. This record will go with the student to Standard Five

or will be available if the student transfers to another school.

- Recording monitoring and moderation activities Develop a system of recording

monitoring and moderation activities. It is advisable to keep a running log (similar to the

school log book) of monitoring and moderation activities conducted by stakeholders. This

book can also be used to document queries and concerns by parents.

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- Keeping samples of student work. In some subjects it will be necessary to document

students work via video recording. Ensure that these recordings are authentic -students do

not have to rehearse for these recordings. They should be part of the classroom

experience. Label the recordings appropriately indicating the activity and the date and

store in a secure location. These recordings will be used for moderation activity at a later

date. These recordings are the property of the MOE and should not be used for other

purpose e.g. posting on social media.

Management of the learning environment

- Specialized subjects. The CAC comprises subjects which will need your identification of

appropriate locations or a temporary rearrangement of classroom furniture e.g. Dance

(Creative Movement), Physical Education, Agricultural Science, Music. You will have

to consider how these subjects will impact on others classes.

- Keeping classroom clean and tidy. Some CAC subjects require a heightened concern

with cleanliness and tidiness of instructional areas e.g. Dance (Creative Movement),

Agricultural Science, Science. Teachers must ensure that instructional materials are

returned to their storage area after use.

- Displaying student work. A system for displaying a range of students’ work will add

value to the CAC experience. All students should be given an opportunity to display their

work. However, please note restrictions on access and display cited elsewhere.

- Seating accommodation. The CAC will require a more active classroom environment.

Space between desks should be adequate for movement of the teacher and students

during class activity.

- Accommodation for teaching. Each class should be out-fitted with a lockable storage

cabinet to keep student records, consumables and other instructional materials.

- Special need students. Appropriate provisions should be made to cater for special needs

students. The Student Support Division of the MoE or the Curriculum Planning and

development Division can be contacted for advice on these arrangements.

Management of teaching and learning activities

- Develop a five day timetable for each class. This time table may be developed along

guidelines suggested by the MOE. Nevertheless, some adjustments will have to be made

based on situational requirements such as the number of classes, space availability, semi-

specialized teachers.

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- Monitoring. Monitoring is part of the quality assurance system in place to ensure

transparency and fairness of the CAC. Internal monitoring at the school level will be

done by the principal, senior teacher or subject specialist teacher at your school. It forms

part of the quality assurance process to ensure things are going according to plan. The

assigned monitor should develop a monitoring schedule in consultation with the teacher.

External monitoring will be conducted by one or more stakeholders (Curriculum Officers,

School Supervisors, subject facilitators) assigned to your school. Monitors will be visiting

regularly and will inform you as to the date of such visits. A checklist of documents required

for external monitoring will be made available to you. These documents should be made

available for the monitoring activity. All monitoring should be done in a collegial manner

with a view of supporting the teacher.

- Planning for moderation Teachers are expected to score classroom and sample

assessments using standardized rubrics consistently and fairly. Occasional moderation of

random samples of class work will help to ensure inter-student and inter-class rating

consistency and assure quality application of the process. External moderation will

request the supply of appropriate samples from the school at designated times.

- Dealing with the unexpected Develop backup plan. Know where you can turn for help.

Keep contacts of School Supervisor, subject matter specialist for each CAC subject,

resource persons, monitors, moderators and other educators.

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SUMMARY LOOK AT ROLES AND RESPONSIBILITIES IN CAC

PRINCIPAL

HODS & SENIOR

TEACHERS

CLASS TEACHER REMARKS

Manager of CAC initiative

Liaise with SS, DERE and CPDD

officials

Coordinate work of HODs, Senior

teachers and class teachers

Support teacher implementation of

the CAC

Ensure smooth implementation of

CAC

Ensure effective use of resources in

curriculum implementation

Ensure integrity of the process

Ensure data security

Ensure security of resources

Ensure adherence to timelines

Ensure internal QA

Conduct meetings as needed

Communicate effectively with

parents and other stakeholders

Advise on PD needs of staff

Middle-Managers

Give tangible support

to classroom teacher

Advise on PD needs

of teachers

Engage in monitoring

of the CAC

Engage in moderating

of CAC

Ensure adherence to

timelines

Support principal’s

management of the

CAC

Maintain

confidentiality of

student scores and

school data

Manage distribution

and use of resources

Implementer of CAC

Implement the CAC

Determine student needs

Recommend remediation

if needed

Ensure integrity of the

process

Support student learning

Give timely feedback to

students and parents

Engage in continuous

assessment for learning

Engage in continuous

assessment of learning

Maintain confidentiality

of student scores and

school data

All parties should

recognise importance

of

Planning and

Preparation

documents

Recording

and

recording-

keeping

systems

Taking a team

approach to

programme

Keeping in

touch with

partners in the

programme

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CONTINUOUS ASSESSMENT COMPONENT SUBJECT OUTLINES

SUBJECT GENERAL OBJECTIVES SPECIFIC OBJECTIVES ASSESSMENT EXAMPLE/S

DANCE/

CREATIVE

MOVEMENT

Develop aesthetic sensibilities

and understand creative

movement through exploration,

skill development, composition

and appreciation

Understand and explore

locomotor and axial movements

Control and use different parts

of the body to make simple

movement sequences

Move in and between three main

levels : high, medium, low

Use movement concepts to

respond to various stimuli

Work in unison or in contrast

with one student or many

students

Produce contrasts in speed and

energy

Vary size of movements and

recognize differences in size

Observe another child’s

movements and verbalise on

what is seen

Appreciate aspects of Trinidad

and Tobago’s cultural heritage

Cognitive

Students increase their

movement and verbal skills,

through participation in basic

dance activities

Students increase their learning

skills and learn how to follow

directions

Affective

Students increase their self-

esteem through positive self-

expression and creativity

Students learn self- discipline as

they develop skills

Students learn to cooperate with

others through partner and group

work

Students bond with others

through appropriate physical

contact and the sharing of ideas

and space

Psychomotor

Students learn body awareness,

control, balance and coordination

Students learn how to use the

entire body or parts of the body to

creatively express ideas

Create a movement

sequence showing three

locomotor movements and

end with an axial movement

Show two types of jumps in

general space and freeze in

a bent position in personal

space. Two types of jumps

are – 1) from two feet to

two feet; 2) from one foot

to two feet

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PHYSICAL

EDUCATION Develop movement concepts

through the utilization of skills

in problem solving situations

Develop and maintain

appropriate levels of fitness

through purposeful physical

activity

Enhance fundamental

manipulative abilities

Promote positive interaction

with others

Develop patterns and

combinations of movement into

repeatable sequences

Roll smoothly in a forward

direction

Throw and catch using mature

motor patterns

Appreciate the benefits of

cooperation and sharing

Throw a ball using a one-

hand underhand throwing

pattern

Demonstrate a one –hand

underhand throw with

proper form and accuracy

MUSIC Explore music through singing,

playing instruments, listening

and responding and creating

Sing simple songs in small and

large groups, with or without

accompaniment.

Sing simple songs using good

diction (pronunciation and

enunciation).

Sing simple songs with regard to

the appropriate use of dynamics

(loud/soft).

Use body percussion* or

instruments to keep the steady

beat while music is being played

or a poem is being recited.

Identify strong and weak beats

Create and play rhythms on

melodic or non-melodic

percussion instruments

Make journal entries

Identify the Steady Beat in

Duple, Triple and

Quadruple Time over an 8-

bar piece

Singing (solfa, vocables,

words from poems and

lyrics from simple songs)

Playing Instruments

(melodic and non-melodic)

Journal Entries

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SCIENCE To classify materials according

to their properties (Strand-

Matter and Materials).

To investigate the variation of

growth among individuals.

(Strand- Living Things)

Compare the ability of substances

to conduct heat

Compare the strengths of various

samples of paper.

Compare the ability of different

types of paper to absorb water.

Demonstrate that individuals of

the same age vary widely in

height,

1:

Investigate the ability of

different materials to

conduct heat.

Compare the ability of

different materials to

conduct heat.

Classify materials as poor

and good conductors of

heat.

2:

Measure the height of each

student in the group.

Determine an appropriate

clothing size for each

student by referring to the

clothing size chart.

Compare the clothing size

needed by students of

varying age.

Determine group mode and

overall mode.

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CHARACTER

EDUCATION AND

ETIQUETTE

Demonstrate social and moral

responsibility.

Demonstrate personal attributes

and behaviors acceptable to civil

society.

Demonstrate ability to apply

accepted social and cultural

practices in diverse situations.

Apply problem solving and

decision making skills in various

social scenarios.

Display self-discipline, self-

management and self-

monitoring skills.

1. Character Building

Respect:

Use appropriate language and

behaviors when interacting with

others

Respect the property of others

and the school

Exhibit appropriate behavior with

respect to physical contact with

others

Responsibility:

Complete homework assignments

and other assigned tasks

Submit assignments (homework,

etc.) on time

Keep personal property and space

clean and tidy

Cooperation:

Contribute to completion of group

tasks

Listen to viewpoints of others

Shares information and resources

2. Etiquette

Deportment:

Maintain a neat and tidy personal

appearance

Polite Behaviour- Use appropriate

greetings towards others

Students are expected to

produce an assessment

product (either a poem, a

poster, a collage, or a story)

displaying their

understanding of any one of

the values: Respect,

Responsibility, cooperation.

Teacher Observation

Checklist (respect,

responsibility, cooperation,

etiquette)

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AGRICULTURAL

SCIENCE Exposes students to basic

concepts in Agricultural Science

using a self-watering growbox.

Analyze the growth, development

and yield in a crop

Understand the conditions

necessary for the proper

placement of a Self-Watering

Grow Box

Demonstrate an understanding of

the steps necessary for

preparation of a Self-Watering

Grow Box for sowing seeds.


the requirements for taking care

of plants from planting to

harvesting


the requirements for harvesting a

crop at the correct stage of

maturity

Students are required to

investigate the growth,

development and yield of

ochro using Self-Watering

Grow Boxes

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CITIZENSHIP

EDUCATION To equip students with

knowledge and understanding,

skills, values and attitudes to

enable them to make informed

decisions and take

responsibilities for their own

lives, their communities and the

nation

Provide students with the

knowledge, skills and

understanding to become

informed citizens, aware of their

rights, duties and responsibilities,

gaining the skills to help create

stronger communities and a better

nation

Enable students to gain an

understanding and acceptance of

self, national identity and

diversity within their community,

the region and the wider world

Use the community as a living

laboratory for learning, to collect

data on relevant social issues, and

apply the concepts learned in

class to real life situations

Allow students to demonstrate an

understanding of and appreciation

for environmental issues facing

society

Enable students to play an active

role in their own learning, making

informed decisions using the

problem solving approach

Encourage students to develop

their ideas and attitudes and speak

out about issues.

Five tasks based on:

Promoting Trinidad and

Tobago

Improving the Environment

Understanding our Rights

and Responsibilities

Exploring Social Issues

Task 1: Why the issue/ challenge is

important

Task 2: Collection of information

Task 3: Presentation of information

Task 4: Provide possible solutions

Task 5: Personal Action Plan

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MATHEMATICS To provide opportunities

for students to demonstrate

their knowledge, skills and

understanding of

Mathematics in a variety of

contexts.

To introduce a variety of instructional

strategies to cater to the range of

learning styles of pupils.

To engage students in authentic

assessment strategies such as

Performance Tasks.

To use a variety of manipulative

materials to enhance the

understanding of mathematical

concepts and principles and to enjoy

Mathematics through fun filled

activities involving team work,

investigations and outdoor activities.

To provide opportunities for students

to connect Mathematics with other

subject areas and to everyday life.

To promote creative and critical

thinking; spatial, logical and algebraic

reasoning in problem solving in real

world situations.

To provide opportunities for students

to communicate their Mathematical

thinking in writing and with diagrams.

To develop qualities of persistence,

flexibility, collaboration and

cooperation through problem solving.

The following skills and mathematical

processes will be assessed in each

performance task

Use of Manipulative

Select and use appropriate

manipulative to solve a problem

Problem Solving

Make a plan based on the

information supplied

Select a strategy ( steps to solve

the problem)

Apply the strategy (multiple

solutions may exist)

Verify that solutions satisfy

criteria

Representation

Transfer abstract thinking to

concrete representations to

table/visual or symbolic

representations

Communication

Use multiple representations to

express mathematical concepts

and solutions (e.g. pictorial,

tabular, graphical)

Use mathematical language and

symbolism appropriately

Present results in written form

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SUBJECT GENERAL OBJECTIVES SPECIFIC OBJECTIVES ASSESSMENT/S

ENGLISH LANGUAGE

ARTS

Write informative,

imaginative and

reflective texts

Engage in writing

across the curriculum

Engage in a process

approach to writing

Use language

effectively

Demonstrate

understanding of

language conventions

Organize written text

Expository Writing: Report Writing:

Write a logical, informative report

using specific relevant details.

Use formal tone.

Use clear, factual and suitable

language.

Narrative/Descriptive Writing:

Write a piece using narrative

elements (i.e. plot, conflict,

character, setting, atmosphere,

dialogue).

Use descriptive language and

sensory details.

Expository Writing

1. Report Writing

Students will write an

informative report.

2. Narrative/Descriptive Writing:

Students write a

narrative/descriptive piece

(story).

DRAMA Explore dramatic

play

Engage in

creative thinking,

self-expression

and dramatization

Use voice, body,

mind and space to

create scenarios

Provide

opportunities for

pupils’ creative

and aesthetic

development

Speak with confidence

Develop an awareness and

recognition of sounds.

Develop social skills and the

ability to work cooperatively

Develop poise and confidence

through challenging and fun-

filled activities

Foster leadership skills through

decision-making and problem-

solving games.

Explore the world of literature

through poetry and drama.

Use creative movement to

interpret and communicate

meaning

Respond with sensitivity and

respect for the ideas of others

Demonstrate appropriate

gestures.

Communicate non-verbally.

Depict freezes or tableaus.

Create appropriate Facial

expressions.

Demonstrate the manipulation

of imaginary objects.

Show movement and express

tension.

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VISUAL ARTS Expose students

to four different

Visual Arts

activities:

-Drawing

- Painting

-Collage

-Pattern Making

Share materials.

Respect each

other’s opinion

and art work, by

listening and

being tolerant.

Clean and store

materials.

To explore and use drawing

implements

To build confidence in the

making of the art product.

To draw with different shapes

To paint using the primary

colors

To produce patterns using two

primary colors

To produce a collage using one

primary colour

Students will produce:

a drawing

a painting using the primary

colours

a collage by manipulating two

dimensional materials through

cutting, tearing, gluing,

sticking

a pattern by repeating and

varying lines, shapes and

colours based upon a theme

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MANAGEMENT SYSTEM FOR ASSESSMENT

The integrity of the CAC depends on the judgments that are made from the marks that are

submitted. A Management System for assessment is therefore important to ensure that the

outcomes of assessment in the CAC are consistent across schools and will be used as a risk

mitigating strategy. This system ensures that assessments have been conducted in line with

agreed practices and are fair, reliable and valid. The system also provides the opportunity for

professional development of assessors and the improvement of assessment processes and

products.

The Management System consists of two components namely monitoring which serves as a

quality control function and moderation which is the quality assurance component. Internal to

the school, monitoring is the responsibility of the principal while moderation, is the

responsibility of the middle managers and teachers involved in the assessment. Externally,

monitoring is the responsibility of the MoE and moderation will be the responsibility of District

Teams managed by the MoE.

Role of the Principal in Internal Monitoring

The role of the Principal within the Quality control framework is mainly a supervisory one with

the core function of monitoring in a systematic manner at the school level. The following

procedures comprise the role of the principal.

Activity Responsibilities

Monitoring 1. Verify that assessments schedules are planned.

2. Verify that assessments are implemented.

3. Ensure that all resources needed for assessments are provided and utilized.

4. Verify that feedback was provided to students for improvement.

5. Obtain evidence that an appeals procedure is available and will be

utilized.

6. Ensure that records are prepared and maintained.

7. Ensure that that the student knows when assessment is happening, what

will be tested and how.

8. Organize make-up assessment for students that are indisposed during

assessment.

9. Report to the appropriate authorities for disciplinary measures/action any

action by class teacher that is not in keeping with fair assessment

practices.

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Role of the Principal in Internal Moderation

Internal moderation is important to ensure that the outcomes of CAC are consistent across all

classes and that marks awarded are appropriate and in alignment with the standardized mark

scheme. The principal may choose to develop an internal team of teacher-assessors or may

partner with a neighbouring institution to ensure the value of this method of quality assurance.

The discussion below will prove helpful in setting up your school’s moderation system. Any

adjustments to student marks must occur before the script or the marks have been communicated

to the student.

How does moderation work?

Moderation is a Quality Assurance mechanism to ensure and improve fairness in the application

of assessment standards for groups or individuals. There are two forms of moderation in use:

Physical moderation and Statistical moderation. Physical moderation is a process which

involves assessors discussing and reaching agreement about assessment processes and

assessment outcomes. Their deliberations should result in standardized and sometimes highly

analytical mark schemes to be used by the teacher-assessor. These are to be applied to

standardized assessment exercises. This is followed by the remarking of a sample or population

of student work using the same scoring instruments. To ensure fairness by assessors, student

marks are adjusted upwards or downwards where there seems to be inconsistency or systematic

differences in the way procedures have been followed.

For the purpose of the CAC, a selected group of teachers and subject specialists involved in the

assessment at their respective schools will comprise the Quality Assurance team for each

Educational District. Representative teachers from among Fraternities will be cross referenced

across Educational Districts. Schools will be asked to provide selected portfolios with a

minimum of ten percent across a range of marks for review. The moderation team will use

specially designed forms to forward information on their findings to the respective schools and

classes.

The following procedures comprise the role of the moderation team:

Activity Procedure

Moderation 1. Check students’ evidence

2. Re-mark (Check the results and decisions of teachers )for

consistency across schools

3. Attend panel meetings

4. Ensure the impartiality of teachers as much as possible

5. Must abide by the rules of confidentiality

Statistical moderation is an option involving ensuring a match between CAC scores and scores

from the summary examinations in English Language and Mathematics. This methodology will

be the responsibility of the Division of Educational Research and Evaluation.

Documents

Administrator's Manual Jan 2013 (1)