District Level Assessments
Diagnostic Assessments
Diagnostic assessment is administered at the start of the school year and as needed thereafter. Such tests are used to identify a specific learning need, or to determine intervention techniques or strategies for targeted instruction. The information is commonly used during Multi-tiered System of Support (MTSS) meetings to direct specific interventions.
Benchmark Assessments
Benchmark assessment occurs two to three times annually. Information is used to identify strengths and gaps in curriculum and instruction and to determine how student groups are progressing. Grade-level curriculum may be refined, and teachers may adjust instruction for student groups based on their progress.
End of Module Assessments
End of Module assessment occurs after student learning has taken place and is considered assessment OF learning. The purpose of summative assessment is to document
achievement or mastery of standards at a point in time. It is used to inform others about students and used to certify competence or to sort students.
State Assessments
Typically occur annually but may be as frequent as twice annually for certain student populations or may occur only once. Information is used to show how students are performing against state standards or national norms, and to hold school districts accountable for student performance. Assessment instruments and procedures are standardized so that comparisons can be made across student groups.
Classroom Level Assessments
Unit Assessments
Unit assessment can occur throughout a unit and at the end of a unit. It is considered an assessment OF learning. The purpose of the assessment is to document achievement or mastery of standards at a point in time. It is used to inform others about students and used to certify competence or to sort students.
Information is used to adjust unit instructional strategies or assessment tools that will be implemented in the future. Examples of assessment strategies include graded student work or essays, tests and quizzes, and final projects or performance assessments.
Classroom Formative Assessments
Classroom formative assessment (ungraded or low stakes) occurs continuously as students are learning and is considered assessment for learning. The purposes of formative assessment are to provide students with insight about their current level of achievement, to inform students about how they can improve their learning, and to help teachers identify and respond to student learning needs. Information is used to adjust teaching strategies. Students receive frequent and meaningful feedback (including self-assessment and peer assessment) on their performances. Formative assessments allow teachers to monitor student progress and informs instruction.
Standards-Based Report Card
A standards-based report card for Northbridge Elementary School have been revised to align grading practices for students in grades K-5. Standards based grading is an intentional way for teachers to track their students’ progress and achievements while focusing on helping students learn and reach their highest potential. It is based on students showing signs of mastery or understanding various lessons and skills. Instead of the all-or-nothing, percentages-and-letter-grades system, standards-based approaches consider evidence of learning and the data it produces in different ways.
The Purpose of the report card is to clearly, fairly and objectively communicate how a child is doing in school. Standards-Based Report Cards help students better understand what is expected of them in each subject area, provide teachers with a more specific tool to report what each child should know and be able to do and give parents a more detailed understanding of the academic expectations in each content area. Students are not expected to be proficient or exemplary before the end of the school year as many of the standards reflect end of year expectations.
Standards-Based Report Cards places more emphasis on learning and less comparisons among students because students are evaluated against the standards rather than each other. Across the district, we have worked diligently to align our curriculum and instruction to state and federal standards for what children should know and be able to do. Standards-Based Report Cards will help all of us work more effectively toward sustained academic improvement.