Star CBM English Assessments (Star Record Book)
On the CBM English Assessments tab of the Star Record Book, you can start Star CBM English assessments, enter scores for Mixed or Print assessments, see your students' scores for measures, and set goals. For more information, click one of these links or read the information below:
How to Get to This Page
On the Home page under "Assess Students," select Star CBM Reading or Star CBM Math; then, select Record Book & Assessments. (If you have both products, the one that you select will determine which subject is selected by default, but you can switch subjects.)
If you are already in the Star Record Book, select CBM English Assessments.
Selecting the School, Class, and Subject
At the top of the page, you can use the drop-down lists to choose the subject (Reading or Math), school, and class or group. The School drop-down list is only available if you have access to more than one school. If you only have access to one subject or class/group, you will see the selected item, and there will be no drop-down list.
Star CBM provides reading and math Curriculum-Based Measurement (CBM) assessments that can be administered either on paper or on a computer or tablet. Teachers record results and their notes. Teachers can see students' performance as compared to user norms, view student growth over time, set goals, and monitor progress based on goals and interventions as needed.
To get started, look for in each student's row to see which assessment is recommended for the student's grade. Then, select the three dots above the word and select Start or Print Assessment to begin administering the assessment. You can also start assessments for other measures by selecting the three dots for the measure and student. For more information about using this page, the types of assessments, and starting assessments, see the following sections.
Types of Star CBM Assessments
Star CBM Reading includes the following measures (recommended grades are in parentheses):
For Letter Naming assessments, students tell the teacher the name of each letter on the form. Letters are presented in random order and in uppercase and lowercase. Letter naming is a very early predictor of later reading achievement; it can be used to identify candidates for early intervention.
For Letter Sounds assessments, students tell the teacher the phonetic sound for each letter on the form. Letters are presented in uppercase and lowercase. Only consonants are used, and either sound is accepted for C and G. Letter sounds are a very early skill related to later reading achievement; they can be used to identify candidates for early intervention.
For Phoneme Segmentation assessments, the teacher says common words that contain three phonemes, or sounds. The student then tells the teacher each of the three sounds in that word. This demonstrates the student's developing ability to segment words. Phoneme Segmentation does not have a student form since the student listens to the words and then answers verbally with the three sounds.
For Receptive Nonsense Words assessments, the teacher says a three-letter consonant-vowel-consonant (CVC) nonsense word, and the student must choose the correct matching word from three possible choices, based on the sounds in the word the teacher said. This assessment includes a practice first in which pictures are used instead of words; this helps to ensure that the student understands how to select their answer to the questions using a touchscreen or mouse. This is a very early measure of the student’s decoding skill.
In Expressive Nonsense Words assessments, students pronounce three-letter consonant-vowel-consonant (CVC) nonsense words based on the sounds the letters make. (Short vowel sounds are expected.) This is an early measure of the student’s decoding skill.
In Passage Oral Reading assessments, students read a grade-appropriate passage aloud to the teacher for one minute. This measure assesses both decoding and comprehension, and is seen as a critical measure of reading fluency. The results of this measure are sensitive to short-term student gains in reading skills and predictive of long-term reading success.
Rapid Color Naming assessments are available when you select Rapid Naming, Sight Words, Encoding above the table on the CBM Assessments tab. In Rapid Color Naming assessments, students name a series of colors. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems. You will need a color printer if you administer this assessment in Mixed or Print mode.
Rapid Picture Naming assessments are available when you select Rapid Naming, Sight Words, Encoding above the table on the CBM Assessments tab. In Rapid Picture Naming assessments, students name a series of pictures; this checks the student's speed naming known items. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems. You will need a color printer if you administer this assessment in Mixed or Print mode.
Rapid Letter Naming assessments are available when you select Rapid Naming, Sight Words, Encoding above the table on the CBM Assessments tab. In Rapid Letter Naming assessments, students name uppercase letters; five known letters are used on the form. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems.
Rapid Number Naming assessments are available when you select Rapid Naming, Sight Words, Encoding above the table on the CBM Assessments tab. In Rapid Number Naming assessments, students name numbers; five known single-digit numbers are used on the form. By assessing "speed of recall" for known information, this measure, as part of a multi-element screening for characteristics associated with risk for dyslexia, can be used for the early identification of students who are at risk for reading problems.
Assessments for Sight and High-Frequency Words Field Test are available when you select Rapid Naming, Sight Words, Encoding above the table on the CBM Assessments tab. In this assessment, students read sight and high-frequency words aloud; you select the word/grade level for the words on the assessment. This measure is being field-tested, so correct-per-minute scores do not have benchmarks. You will see the scores in the class table, but not on other pages, and the scores will not be included when you download data.
Encoding assessments are available when you select Rapid Naming, Sight Words, Encoding above the table on the CBM Assessments tab. In this assessment, teachers read each word aloud to students, read an example sentence, and then say the word again; students write the word down. For the assessment steps, see Encoding Field Test Assessments. This measure is being field-tested, so scores do not have benchmarks. You will see the scores in the class table, but not on other pages, and the scores will not be included when you download data.
Star CBM Math includes the following measures (recommended grades are in parentheses):
In Numeral Recognition assessments, students identify one-digit and two-digit numbers from 0 to 99. Numeral recognition is a necessary skill for the subsequent development of mathematics.
In Quantity Comparison assessments, students compare pairs of numbers and identify the larger number in each pair. Numbers range from 0 to 30. Recognizing differences in quantity is an early requirement for later mastery of mathematical operations.
In Addition to 10 assessments, students answer addition problems that include two numbers whose sums are no more than 10. Computational fluency measures a student's accuracy and speed in completing math facts using basic number operations. It is a strong predictor of later success in higher-level math coursework.
In Addition to 20 assessments, students answer addition problems that include two numbers whose sums are no more than 20. More difficult than Addition to 10, this measure describes a student’s growing speed and accuracy in completing basic math facts.
In Subtraction from 10 assessments, students answer subtraction problems that include two numbers whose minuend is no larger than 10 and whose answer is no less than 0. Computational fluency measures a student's accuracy and speed in completing math facts using basic number operations. It is a strong predictor of later success in higher-level math coursework.
In Mixed Addition and Subtraction assessments, students answer addition and subtraction problems that include two numbers whose sums or differences are no greater than 20 and no less than 0. This combination of addition and subtraction problems continues assessment of the student’s growth in speed and accuracy for basic math operations.
In Multiplication to 100 assessments, students answer multiplication problems that include two numbers whose product is no greater than 100. More difficult than addition and/or subtraction, this measures a student’s continued development of speed and accuracy in basic math facts, which are the essential building blocks for later mathematical competence.
To start an assessment, select the cell in the table for the student and the assessment type (measure) that you want to assess.
For each student, you'll see the indicator for the assessment that is suggested for the student's grade if the student has not already taken that assessment during the current season. (If the student has taken the assessment in a previous season, you will see the indicator below the previous score.) You can start with this assessment or an assessment for any available measure.
For Passage Oral Reading, if you see the "Screen" message for a student who already has a score in the current screening window, the student has been assessed on a passage for a lower or higher grade level, but not the student's current grade level.
If the cell for a student and measure has three dots and no score, the student has not yet taken an assessment on the measure during this school year. To start one for any measure (regardless of whether it is labeled "Screen"), select the cell; then, select Start or Print Assessment. You will then be asked to choose how you want to administer the assessment.
If the cell already shows a score, you will see the student's past scores as described below. Select Start or Print Assessment in the popup window.
For Encoding assessments, you can also select Assign Encoding to Multiple Students to set up an assessment for the entire class.
Most assessments can be administered online, using a mixed format (with the teacher at a computer and the student using a printed form), or using print forms for both the teacher and student. (Encoding assessments are administered differently.) For more information, see How to Administer CBM Assessments. For mixed format and print assessments, braille forms are also available for most measures for students who have Braille selected in the Accommodations preference.
Viewing the Scores
How the Table Shows CBM Assessment Scores
For each student, you will see the student's grade and the student's latest Correct Per Minute (CPM) score (if any) for each type of assessment. When benchmarks are available for a student's grade and the current season (Fall, Winter, or Spring), the background color shows which benchmark category the score falls into. Note: For Rapid Automatic Naming assessments, there are just two benchmark categories: At/Above Benchmark (green) and At Risk (red).
Green: At/Above Benchmark
Blue: On Watch
For measures that don't have norms and benchmarks for the student's grade and season, scores are shown on a gray background. If you see a green check mark next to the score, that score would fall within the At/Above Benchmark category in the nearest grade and season where benchmarks exist for the measure. (For Passage Oral Reading, when the student is assessed at another grade level, the benchmarks for the passage's grade level and the nearest season to the student's grade are used for the check mark.)
You can sort the scores for a measure in ascending or descending order by clicking the column heading for the measure.
After you finish or score an assessment, you will see the Score Pending message for a short time as the software calculates the score. You can click the refresh icon on the cell to refresh the page and to see if the score is ready yet.
Some Correct Per Minute (CPM) scores are adjusted (equated) based on form difficulty or because forms were completed before time ran out. In both of these instances, the score will be higher than the observed score. For more information, see Correct Per Minute Scores and How They Are Adjusted (Equated).
Scores across measures aren't comparable. For example, a number that may be At/Above Benchmark for Phoneme Segmentation may indicate a need for Intervention in Passage Oral Reading.
For Passage Oral Reading, benchmarks are only available for passages at the student's current grade level, not passages at other grade levels.
For Sight and High-Frequency Words Field Test assessments and Encoding Field Test assessments, you will see the words "Field Test" under scores to indicate that benchmarks are not yet available. Note that Encoding Field Test assessment scores are shown as percent correct rather than Correct Per Minute scores since they are not timed assessments.
Seasons and Benchmarks
In Star CBM, benchmarks show whether students are performing as expected on the measure for the grade level and season. Seasons include Fall, Winter, and Spring:
||Either the school year start date or August 1 (whichever is earlier) through November 30
||December 1 through March 31
||April 1 through the end of the school year (or July 31)
Benchmarks are available for the measures that are recommended for each grade and season. Scores with benchmarks are shown on a background color that reflects the benchmark category; scores that don't have benchmarks are shown on a gray background. Note: Star CBM benchmarks cannot be changed. For detailed information about the benchmark categories and the related scores, see Star CBM Score and Benchmark Tables.
||Reading Measures That Have Benchmarks
||Math Measures That Have Benchmarks|
- Letter Sounds*
- Phoneme Segmentation
- Letter Naming
- Receptive Nonsense Words
- Numeral Recognition*
- Quantity Comparison
- Letter Sounds (Fall only)
- Expressive Nonsense Words
- Phoneme Segmentation
- Passage Oral Reading (Grade 1)*
- Numeral Recognition (Fall only)
- Quantity Comparison*
- Addition to 10
- Expressive Nonsense Words
- Passage Oral Reading (Grade 2)*
- Addition to 10
- Addition to 20*
- Subtraction from 10
- Passage Oral Reading (Grade 3)*
- Subtraction from 10
- Mixed Addition and Subtraction*
- Multiplication to 100
- Passage Oral Reading (Grade 4)*
- Passage Oral Reading (Grade 5)*
- Passage Oral Reading (Grade 6)*
* Recommended screening measure for the grade and subject. For Passage Oral Reading, only passages at the student's grade have benchmarks.
Once the first assessment has been scored, at the top of the page you will also see the Star CBM Reading or Star CBM Math status bar. This bar shows you the latest assessment results for the selected subject based on each student's last assessment (even if the students weren't assessed on the same measure). The bars indicate how many students tested in the At/Above Benchmark, On Watch, or Intervention categories in their last assessment. The gray portion of the bar shows you how many students took assessments that don't have a benchmark for their grade level. The white portion with the dashed line shows how many students haven't taken any assessments. If you move the cursor over the bar, you will see how many students are in each category.
Rapid Automatic Naming assessments are not included in the status bar.
You will also see the latest assessment results for other Star assessments that your students took for the selected subject (reading or math). Each bar includes only students' most recent reading or math Star assessments for English and for Spanish, so if a student has taken both Star Reading and Star Early Literacy assessments in one language, only the most recent test will be included in the status bars.
Each status bar will show you the proportion of students who have scored in each benchmark category for that assessment, and if you move the mouse over the bar, you will see how many students are in each category. Students whose tests have no benchmarks (Star Math Algebra and Geometry tests) will be shown in gray. The white area surrounded by the dashed bar shows how many students either haven't taken the assessment or have a different, more recent Star assessment for the same subject and language.
Viewing Past Scores
When you select a score, you can see the student's last four scores in this school year. For Passage Oral Reading, the grade level of the passage is shown next to each score. If you see after a score, it means audio was recorded for the assessment. means the teacher entered notes for the assessment.
From here, you can do the following:
- Select Details to the right of a score and assessment date to view detailed results for a specific assessment, including the score, any notes you entered, and the items that were marked wrong. You can also edit the score. If an audio recording is available, you can listen to that recording (and remove it if you'd like).
- Select Start or Print Assessment to start a new assessment of this type for the student.
- Select the measure name at the bottom of the popup window to see a chart of the student's assessments on this measure during this school year. (This link is not available for Field Test measures.)
Entering Scores, Reprinting, and Removing Mixed or Print Assessments
If you used the Print format for assessments, you need to enter the student's scores after the assessment. Select Enter Scores for the student and measure; then, select Enter Scores again in the popup window. (If you are using forms from preprinted booklets, you can also verify the form ID in this popup window - PS-F17 in the example below.) You can then enter the date administered, time taken, and any notes you may have, and you can select words, letters, or items that the student gave an incorrect answer for (or the student's answers for Receptive Nonsense Words). Note: Enter Scores is also the link name for Encoding Field Test assessments, which are scored differently.
To start Mixed assessments that you did not administer right away after printing, select In Progress; then, select Start to begin the assessment. (If you are using forms from preprinted booklets, you can also verify the form ID in this popup window - LS-F14 in the example below.)
To reprint student forms for Print or Mixed assessments, select Reprint in the popup window. You can also choose to remove (cancel) an assessment.
If you see an Incomplete Assessment message like the one below, an Online or Mixed assessment was interrupted - the teacher (and possibly the student) closed the browser window before the assessment was finished. Since Star CBM assessments are brief, an incomplete assessment cannot be completed if it is interrupted without compromising its validity. Select the message, then select Remove Incomplete Assessment to remove the incomplete message so that you can start a new assessment.
Viewing Rapid Automatic Naming Assessments, Sight and High-Frequency Words Field Test Assessments, and Encoding Field Test Assessments (Reading Only)
If you want to administer Rapid Color Naming assessments, Rapid Picture Naming assessments, Rapid Letter Naming assessments, Rapid Number Naming assessments, Sight and High-Frequency Words Field Test assessments, or Encoding Field Test assessments, select Rapid Naming, Sight Words, Encoding above the table. You will see your students' scores on those measures, and you can begin assessments as you would in the standard view (Foundations of Literacy).
Viewing a Student's Details
To see one student's history of scores, select the student's name. You will go to the Student Details page and the Star CBM English tab, where you will see a list of all the student's Star CBM English scores (Field Test assessment scores are not included). If you have set a goal for the student, you will also see a chart showing the student's progress toward the goal. In the table(s) of assessments, you can choose to view details for a student's assessment, deactivate it, or transfer the score to another student if the assessment was accidentally administered under the wrong student's name. For more information, see Student Details, Star CBM English Tab.
On the Student Details page, you can also select the Overall tab to see a list of all of the student's Star scores. For more information, see Student Details page.
In Star CBM, goals help you monitor a student's progress toward a desired outcome over time. You can set a student goal for any measure that you have administered to the student at least once. Students can have multiple goals, but they can only have one goal per measure at a time (except for Passage Oral Reading, where students can have one goal per grade level). You cannot set a goal for students who have not taken any Star CBM assessments. Goals are not available for Rapid Automatic Naming assessments or assessments being field tested.
|Goal Column Message
||What It Means
||The student has taken at least one assessment. You can set a goal by selecting …, but based on the measure assessed (or an At/Above Benchmark score on the screening measure), Star CBM isn't prompting you to set one at this time.
||Star CBM recommends that you set goal for the student based on the student's score on the screening measure. When you select Add Goal, the recommended measure will be selected. Note: Even if you don't see the "Add Goal" message, you can still set a goal for the student by selecting the student's latest score for a measure and selecting Add Goal.
||The student hasn't taken any Star CBM assessments. You can't set a goal until the student has taken at least one assessment.
||There is no recommended screening measure for the student's grade (may be seen for Pre-K or grades above the recommendations), and the student has not taken any assessments. You can't set a goal until the student has taken at least one assessment.
||You have set at least one goal for the student; the measures that you have set goals for are labeled "Monitor Progress." When you select Track Goal, you will go to the Student Details page with the Star CBM tab selected. On that page, you'll see a chart showing the student's progress toward each goal, and you can select Edit Goal if you need to change or end the goal.
For more information about setting and monitoring goals, see Goals and Star CBM.
Printing or Saving Results
To open a file that includes all the student data shown on this page, or to print the page, select Print or Save under the table.
Then, using your browser's print options, choose whether to save to a file (PDF) or to select a printer and print a paper copy. In the file or printed copy, scores are printed in the benchmark colors (or gray) on a white background to reduce the use of printer ink, and some items are omitted that are part of the user interface and not the students' data.
If you want to print or save students' Rapid Automatic Naming assessments, be sure to select Rapid Naming, Sight Words, Encoding before you select Print or Save.
Exporting Scores to a .csv (Comma-Separated Value) File
To export all scores for the selected class or group and the selected subject for this school year, select Download Data under the table.
A .csv file named export-CBMAssessments.csv will be downloaded to your computer. This file can be opened with spreadsheet programs so that you can use the data in your own reporting. The file includes a row for each assessment with the following information; you'll also see rows for students who have not taken assessments (without test data). The file will include columns that apply to Star Reading, Star Math, and Star Early Literacy; those columns are empty when you export information for Star CBM.
- client ID (a short form of the name for your Renaissance site)
- school name
- class name
- teacher name (for the class)
- student ID
- student name
- student's grade at the time of the assessment
- activity name - Star Reading CBM Activity Type or Star Math CBM Activity Type
- measure name
- purpose - "Screening" for the recommended screening measure for the student's grade, "Progress Monitoring" if a goal is set for the measure, or "Other" for all other situations
- season - Fall Testing Window, Winter Testing Window, or Spring Testing Window
- CBM benchmark (if available for the measure and grade) - At/Above Benchmark, On Watch, or Intervention
- off-grade check mark - for scores that don't have benchmarks for the current grade and season, the column shows "Yes" for scores that would be At/Above Benchmark in the nearest grade and season (for Passage Oral Reading, the passage grade level and closest season are used instead); "No" means the score would not be At/Above benchmark; "N/A" means the score has benchmarks, so this field does not apply
- correct / minute - equated CPM (correct per minute) score
- percent correct
- Percentile Rank
- decile - for scores with benchmarks only (groups of Percentile Ranks;
PRs of 1-10 = 1,
11-20 = 2,
21-30 = 3,
31-40 = 4,
41-50 = 5,
51-60 = 6,
61-70 = 7,
71-80 = 8,
81-90 = 9,
and 91-100 = 10;
1 is the lowest group of scores, and 10 is highest)
- quartile - for scores with benchmarks only (groups of Percentile Ranks;
PRs of 1-25 = 1,
26-50 = 2,
51-75 = 3,
76-100 - 4;
1 is the lowest group of scores, and 4 is highest)
- time taken (in seconds)
- date and time completed based on UTC time, not local time zones - for example, 2020-12-04T17:57:33.686Z would indicate a test was administered on 12/4/2020 at 12:57 PM EST
- test mode - Online, Mixed Format, or Print
- teacher notes
- equated number correct
- equated number attempted
- attempted per minute
- form ID
- activity ID
- application name (Star CBM Reading or Star CBM Math)
- CBM benchmark type - norm-referenced
- tested at school? (yes or no, or "unknown" for older assessments that don't have the information)
- has audio (true or blank)
- braille format - for assessments taken using braille forms, this shows the form type used: contracted, uncontracted, Nemeth, or UEB
Viewing Students' Other Star Scores
To see your students' scores on other Star assessments (Star Reading, Star Early Literacy, or Star Math in both English and Spanish), select the Latest Assessments tab.
To compare scores on two different Star tests, select the Screening Comparison tab.
Reports, Groups, and Planning Instruction
At the top of the page, you'll see a series of links that take you to related areas in the Renaissance software:
- View Reports: Takes you to the Reports, which contain information about students' Star Early Literacy, Star Math, and Star Reading assessments (both English and Spanish).
- Manage Groups: Takes you to the Manage Groups page, where you can set up groups that you can select in Star CBM. (This is not available if you don't have permission to manage groups.)
- Plan Instruction: Takes you to Planner, where you can assign instructional resources, assignments, and assessments to help student growth on the skills you select.