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CMAS - Mathematics, English Language Arts, Science, and Social Studies Assessments
2019 CMAS Data and Results
- Spring 2019 CMAS and CoAlt Procedures Manual
- Colorado Avocet
- Educator Pool for Assessment Development Committee Participation
Educator input is critical to Colorado's state assessment development and validation process. Educators may participate in committees related to the following state assessments:
- Colorado Measures of Academic Success (CMAS): Science, Social Studies, Mathematics and English Language Arts/Literacy (ELA)
- Colorado Spanish Language Arts (CSLA)
- Colorado Alternate Assessment (CoAlt): Science and Social Studies
Spring 2019 CMAS Results - All Content Areas
Spring 2019 CMAS Administration Information
- Spring 2019 CMAS and CoAlt Procedures Manual - PDF
- Test Administrator Manuals
- Guidance on Eligibility for Assessments in Spanish - PDF
- Parent Excusal Coding Fact Sheet - PDF
- Spring 2019 CMAS and CoAlt Student Registration/Personal Needs Profile (SR/PNP) Field Definitions and File Layout - PDF
- Students in grades 3-8 take the grade level assessment for their enrolled grade.
- Calculator Policy - PDF
High School Assessments
- Students in grade 11 take the high school science assessment.
CMAS Performance Levels, Cut Scores, and Test Design
Performance Level Descriptors (PLDs)
PLDs provide details about the specific grade-level content area concepts and skills typically demonstrated by students within a CMAS performance level. The met and exceeded expectations levels are considered on track to being college and career ready.
Performance Level Cut Scores
Students taking CMAS assessments receive an overall scale score. During the standard setting process, educators used scale scores to set cuts for each performance level based on the specific content that students should be able to engage with at each performance level.
Information such as frameworks, high level blueprints, scoring rubrics, and evidence statements and standards that appear on the CMAS assessments.
Accommodations are practices and procedures that provide equitable access during instruction and assessment for students who have a documented need, including students with a disability and English learners. In order to use accommodations on state testing, accommodations must be documented in the student’s IEP, 504, or EL plan.
Only a very limited number of students who meet specific criteria may use certain accommodations on the CMAS math and ELA assessments and receive a valid score. These accommodations include reading of the ELA (reading) test, scribing the constructed response portion of the ELA (writing) test, and using a calculator on non-calculator sections of the math assessment. The DAC must securely submit Unique Accommodation Requests (UARs) to CDE through Syncplicity by December 15 for approval. Supporting data from the current school year must accompany the UAR.
Information relating to the use of accommodations during instruction is found on the CDE Office of Special Education webpage.
Additional CMAS Resources
Any materials archived from previous administrations are not to be used during testing or training.