OTEC Home Page

Annotated Reference List

CIM, CAM, PASS, Assessment & Standards in Oregon

Oregon's Certificate of Initial Mastery (CIM), Certificate of Advanced Mastery (CAM) and Proficience-based Admissions Standards System (PASS). Technology Standards.

Aligning the CIM, CAM, and PASS [Online]. Accessed 6/8/01: http://vocserve.berkeley.edu/abstracts/
MDS-1203/MDS-1203-OREGON.html.

Provides a brief overview of CIM. CAM, PASS and the task of aligning them.

CIM, CAM, and PASS (from OPEN) [Online]. Accessed 6/8/01: http://www.open.k12.or.us/openc02.html. Quoting from the Website:

OPEN offers you a searchable database of Oregon's content standards that lets you retrieve just the subject areas and benchmarks you want. Plus you can link to CIM/CAM/PASS resources from ODE and OUS, scored student writing samples, forms for monitoring student progress toward the CIM, and support materials for state writing and math assessments.

Common Curriculum Goals in Oregon for Technology [Online]. Accessed 1/17/02: http://www.ode.state.or.us/cifs/technology/. Quoting from the Website:

Instructional Technology Standards [Click on bulleted items for details.]
  • Current Common Curriculum Goals [for technology]
  • Draft 3 Technology Common Curriculum Goals: Comment Form Review and comment on Draft 3 of the proposed revisions to the technology CCG's. [Seeking feedback until January 31, 2002.]
  • Performance Standards Districts may determine local performance standards, record keeping systems, assessment instruments and processes of student assessment. The Department will provide a framework for instruction in the future.

Content Standards, Oregon Department of Education [Online]. Accessed 6/8/01: http://www.ode.state.or.us/cifs/Standards/.

Proesents Oregon Department of Education standards information for tthe school year 2000-2001 in the areas Arts, English/Language Arts, Mathematics, Science, Second (World) Language, and Social Sciences.

Oregon Content Standards and Technology: [Online]. Accessed 11/6/01: http://otn.uoregon.edu/eisenhower/index.html. Quoting from the Website:

To help students meet the challenge of Oregon's new academic content standards, a consortium funded by the Eisenhower Professional Development Fund for Higher Education, the Oregon Education Association, and the Oregon US West/NEA Teacher Network has prepared four resource modules for use by in-service and pre-service teachers.

Proficience-based Admissions Standards System (PASS) [Online]. Accessed 6/8/01: http://www.ous.edu/pass/. Quoting from the Website:

The Oregon University System (OUS) has adopted new admission requirements for students to be admitted to Oregon's public universities. These new requirements will be phased in beginning with the fall term of 2001. To be admitted to an OUS university, students will need to demonstrate their knowledge and skill in six academic content areas: English, mathematics, science, second languages, visual and performing arts, and social science. The required knowledge and skills are defined in terms of proficiencies; the new system of admission is known as the Proficiency-based Admission Standards System (PASS).

Standards Based Resources: Lane ESD [Online]. Accessed 2/11/02: http://www.lane.k12.or.us/insttech/.

Web-based materials aligned to Oregon's standards.

Technology Enhanced Student Assessment (TESA) [Online]. Accessed 6/22/01: http://www.ode.state.or.us/asmt/tesa/. Quoting from the Website:

The Technology Enhanced Student Assessment (TESA) uses computer adaptive tests to assess the accomplishments of students related to the Certificate of Initial Mastery and other benchmarks. A computer adaptive test presents items of appropriate difficulty to each examinee. Questions that are too easy or too difficult are rarely asked; so fewer questions are administered to obtain an accurate score.

Computer adaptive tests offer schools many benefits over conventional paper-and-pencil tests. A computer adaptive system using Oregon's test items is designed to:

  • reduce the need for test booklets, answer sheets, and other conventional materials;
  • organize student data on tests administered on multiple occasions over many years;
  • provide a database structure to better manage work sample records and reports, and,
  • enhance test security by presenting each student with a unique set of items.

 

Top of Page