Download An Explanation of the Terms Such As and

An Explanation of the Terms Such As and Including on STAAR
Since the beginning of TAKS development, Student Assessment content teams have worked
with a consistent interpretation of the terms such as and including, which are used in some
TEKS student expectations for mathematics, science, and social studies. This interpretation,
which is detailed below, is being carried forward in the development of STAAR.
For every grade level and course assessed on STAAR, two terms—such as and including—are
used to help make the TEKS student expectations more concrete for teachers. However, these
terms function in different ways.
The term such as is used when the specific examples that follow it function only as
representative illustrations that help define the expectation for teachers. These examples are
just that—examples. Teachers may choose to use them when teaching the student expectation,
but there is no requirement to use them. Other examples can be used in addition to those listed
or as replacements for those listed.
The term including is used when the specific examples that follow it must be taught. However,
other examples may also be used in conjunction with those listed.
For the STAAR assessment, teachers should remember two things with regard to these terms.
Such As

Any example preceded by the term such as in a particular student expectation may or
may not provide the basis for an item assessing that expectation. Because these
examples do not necessarily have to be used to teach the student expectation, it is
equally likely that other examples may be used in assessment items. The rule here is
that an example will not be used as the basis for a STAAR question unless the following
conditions are met.
1. It is central to the knowledge or concept the item assesses.
2. It is addressed sufficiently in all state-adopted textbooks.
3. Committees of educators who review the STAAR social studies items confirm
that each example used as the basis for a test question is appropriate to assess.
4. Student-performance data are examined to confirm that each item that is based
on an example is an appropriate measure of the social studies curriculum.
For example, for the world history end-of-course assessment, Reporting Category 2 is
titled History 1750 to the Present. Under this reporting category, we are assessing
TEKS knowledge and skills statement (9): The student understands the causes and
effects of major political revolutions between 1750 and 1914. Student expectation
(D) is a Supporting standard:
identify the influence of ideas such as separation of powers, checks and balances,
liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and
nationalism on political revolutions
This student expectation includes a list to clarify the types of ideas that were influential
on political revolutions. Although both instruction and assessment will likely include
many of these ideas, other equally significant ideas will also be included.
An example of an item assessing TEKS student expectation (9)(D) is included below.
This item addresses the effect of the Declaration of Independence on the French
Revolution. The correct answer is D.
Which quotation from the Declaration of Independence helped inspire the
political events in France in 1789?
A. “For transporting us beyond Seas to be tried for pretended offenses…”
B. “Obstructing the Laws for Naturalization of Foreigners…”
C. “For Quartering large bodies of armed troops among us…”
D. “All men are created equal…”
Including
It is more likely that the examples preceded by the term including in a particular student
expectation will provide the basis for items assessing that expectation, since these
examples must be taught. However, it is important to remember that the examples that
follow the term including do not represent all of the examples teachers use to teach the
student expectation, so other examples may also provide the basis for an assessment item.
As above, the rule here is that an example be used only if it is central to the knowledge or
concept the item assesses.
For example, for the world history end-of-course assessment, Reporting Category 2 is
titled History 1750 to the Present. Under this reporting category, we are assessing
TEKS knowledge and skills statement (13): The student understands the impact of
major events associated with the Cold War and independence movements. Student
expectation (D) is a Supporting standard:
explain the roles of modern world leaders, including Ronald Reagan, Mikhail Gorbachev,
Lech Walesa, and Pope John Paul II, in the collapse of communism in Eastern Europe
and the Soviet Union
Although this student expectation requires educators to teach the roles that certain
modern world leaders played on the collapse of communism, it does not imply that these
four people should be the sole focus of instruction and assessment.
An example of an item assessing TEKS student expectation (13)(D) is included below.
This item addresses the role Mikhail Gorbachev played in crafting a Soviet policy that
was radically different from those of the past. The correct answer is B.
Which of the following best defines the policy of glasnost promoted by the Soviet
leader Mikhail Gorbachev in the 1980s?
A. An escalation of the nuclear arms race with the United States
B. Openness regarding political discussion and the flow of information
C. Intervention in Eastern European countries that reject communism
D. A restructuring of the economy to allow for private business ownership