Assessment
Introduction
Philosophy of Assessment
Assessment is a critical component of Confluence’s philosophy of education and is essential to ensure quality classroom instruction and learning for all students. The ongoing use of assessments-formative, summative, interim-help educators monitor student growth, provide specific data, adjust instruction, provide necessary interventions, and improve curriculum and instruction.
Assessment may take many forms. Summative assessments: tests, quizzes, and standardized tests provide clear, actionable data. Formative or qualitative assessments may be in the form of exit slips, white-boarding, surveys, and more. The use of both formative and summative assessments help educators diagnose learning issues, modify their approach and provide a guide to changes in programming. In addition, the data gained through assessment may be used to help educators extend and challenge students who have already mastered the curriculum.
This assessment plan attempts to:
Summarize Confluence’s balanced assessment program
Outline what data is available and how data is used to drive decision-making with regards to curriculum, instruction, and programs
Outline the LEA’s approach to testing students with disabilities
Provide the Board and the public policies on state testing
Goal of Assessment
To provide data in order to monitor the effectiveness of instruction, the implementation of curriculum, and monitor student achievement.
Teachers and administrators are expected to use data to adapt teaching practices, re-teach for mastery and attainment of skills and concepts, and extend student learning.
Types of Assessments:
State Assessments
National Standardized Assessments
External Achievement Assessments
Local Common Assessments
Local formative and summative assessments
Dr. Louise Losos
Chief Academic Officer
314-588-8554, ext.7028