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Example: AimsWeb

An assessment students can use to determine their areas of strength and weakness in math and/or reading. I have students use this information to set goals for improvement on future assessments.

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Example: AimsWeb

An assessment used by teachers to determine students' areas of strength and weakness in math and/or reading to direct on-going instruction, scaffolding, and re-teaching.

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Example: AimsWeb

An assessment used by administrators to measure students' potential performance in reading and/or math in future SBAC assessments.

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Example: Think-Pair-Share

Students can use think-pair-share to assess what what they already know and understand and what they need to know by talking with other students.

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Example: Think-Pair-Share

Teachers use think-pair-share to assess what students know and can share with other students.

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Example: Semester Finals

Even though they are not considered "high-stakes testing," administrators can and do use common assessments across classrooms to determine how students are performing on standards prior to high-stakes testing.

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Example: Semester Finals

Teachers use common assessments across classrooms to determine how their students are performing in comparison to other classrooms.

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Example: AP Assessments

AP tests are designed to measure the students' summative ability at the end of the course based on a set of criteria. They inform students of their qualifications to move forward in their learning and placement.

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Example: AP Assessments

AP tests are designed to measure the students' summative ability at the end of the course based on a set of criteria. They inform teachers of the students' qualifications to move forward in their learning and placement.

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Example: MAPS

This assessment is used to measure students' current abilities as they perform on that day. MAPS measures math and ELA as an indicator of potential SBAC performance.

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Example: WIDA Placement Assessment

Diagnostic assessments provide information for teachers in students' current learning levels and skills in particular areas, so the teacher can plan lessons that align with those abilities and skills. WIDA diagnostics provide teachers with language levels that support learning.

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Example: MAPS

This assessment is used to measure students' current abilities as they perform on that day. MAPS measures math and ELA as an indicator of potential SBAC performance. Students use the data to set learning goals.

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Example: MAPS

This assessment is used to measure students' current abilities as they perform on that day. MAPS measures math and ELA as an indicator of potential SBAC performance. Teachers use the data to direct whole group and small-group instruction and reteaching.

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Example: Proofreading and Editing for Revising

Students use this process to identify what they already know and what they still need to learn as they proofread, edit, and revise.

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Example: SBAC

The Smarter Balanced Assessments are used each year by the state, district, and administrators to identify schools, teachers, and students performance against established standards.

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Example: Proofreading and Editing for Revising

Teachers use this process to identify students' writing strengths and areas for reteaching.

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Example: SBAC

At the beginning of the school year, teachers use data from the Smarter Balanced Assessments to learn how students performed the previous year against established standards as they plan instruction.

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Example: Exit Slips

Students can use informal assessments to determine if they understand the lesson and to ask questions if they don't.

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Example: Exit Slips

Teachers use informal assessments constantly to measure how and if students are learning what is being taught. Exit slips are a quick and efficient way for students to demonstrate if they have learned the material.

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Example: SLG 5-paragraph Expository Essay

Administrators use these interim assessments in CCSD to measure teachers' performance for annual evaluations per the students' growth, or lack thereof.

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Example: Thumbs Up

As a quick measure during instruction, students can demonstrate if they agree/disagree, understand/do not understand, etc. It also provides the students the opportunity to think about their learning and to interact safely with the teacher.

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Example: Thumbs Up

As a quick measure during instruction, teachers use thumbs-up, thumbs-down so students can demonstrate if they agree/disagree, understand/do not understand, etc.

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Example: SLG 5-paragraph Expository Essay

Teachers use these interim assessments in CCSD to demonstrate their teaching abilities to administrators for annual evaluations per the students' growth, or lack thereof.

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Example: SLG 5-paragraph Expository Essay

As regular assessments that build upon each other, the students receive regular feedback on their performance so they can improve. This allows the students to identify their strengths and areas for growth, so they continue to improve as the year progresses.

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Example: PISA

The PISA assessment is an international assessment that is administered to 15-year-old students across the world to measure their reading, math, and science skills to determine each country's educational levels. The data is used primarily at the administrative level because not all students take the test or have access to the data.

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Example: K-Bit 2

The K-Bit 2 is an Intelligence Test used by schools/districts to identify students who may qualify for Gifted and Talented services. Although the actual data results are confidential, the qualification identification results are used by teachers for planning instruction/extension activities.

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Example: K-Bit 2

The K-Bit 2 is an Intelligence Test used by schools/districts to identify students who may qualify for Gifted and Talented services. Although the actual data results are confidential, the qualification identification results are used by administrators for demographic information.

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Example: K-Bit 2

Although the students may not specifically know their IQ test score, they will know if they qualified for Gifted and Talented services. This feedback can be beneficial to students as they progress in their learning.

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Example: Debate

Teachers can observe and measure students' actual knowledge and understanding of topics through their real-life performance using an established rubric.

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Example: Debate

Students can assess their actual knowledge and understanding of topics through their real-life performance using an established rubric.

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Example: MAPS

All students take the same computer-adapted tests based on their grade levels and standards to determine if they are performing according to established expectations.

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Example: MAPS

Teachers use the data for identification of potential learning disabilities, instruction, and/or next steps.

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Example: MAPS

Students use the data and teacher feedback to set goals for future growth and learning.

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Example: SBAC

Used by administrators, districts, and state agencies to determine student learning performance for a point in time according to established standards.

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Example: Semester Final/SBAC

Used by teachers to determine if the students learned the material taught during the semester/year according to the standards.

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Example: Semester Final

Used by students to determine if they learned the material taught during the semester according to the standards. Did they pass and receive credit for the class?