Instruction
Elementary and Secondary
Objectives of Instructional Program
Curriculum - Assessments
1. State
Assessments.
Ashland-Greenwood Public Schools has
adopted an assessment plan and has aligned the curriculum with the state
approved content standards. The
assessment plan includes a schedule and procedures for assessing success in
achieving state standards.
Teachers are to clearly articulate
the learning targets and align instruction to the learning targets within each
of the content standards. Teachers are
to give students instruction on the content prior to students being assessed on
each content standard in order to provide learning opportunities for all
students.
The assessments are to be conducted
in accordance with the assessment plan schedule. Teachers are to conduct the assessments in a
manner that assures it accurately assesses whether or not students are meeting
the targets outlined by the content standards.
Assessment results are to be
reported by the teachers in the manner and within the time directed by the
administration or designee. The
assessment data is to be used to meet state standards, to provide students and
parents with information about student progress, to enhance school improvement
planning, and to improve instruction. The assessment data is to be evaluated by
teachers to monitor student learning and to improve instruction or terminate
ineffective teaching practices to ensure students are being given the
opportunity to meet the standards.
2.
Achieving Valid Assessments.
Educators are responsible for
maintaining the integrity of the assessments to ensure that assessments provide
a valid measure of student progress and accomplishments. Educators are not to
engage in any practice that may result in assessment results that do not
reflect student learning, knowledge, skills or abilities in the area
assessed.
For purposes of this policy, student
assessments include both “standardized assessments” (including state
assessments, norm referenced tests, and evaluations conducted for special
education eligibility) and “coursework assessments” (e.g., classroom tests,
quizzes, and other evaluative tools used to assign grades).
The
following specific assessment expectations and rules apply:
a.
Integrity of the Assessment Instrument. The integrity of the assessment instrument is to be
maintained.
i.
Standardized Assessments. Standardized assessment instruments are not to be made available
to students at any time before the student takes the assessment. The assessment instrument is to be maintained
in a secure manner.
ii.
Coursework Assessments. Coursework assessment instruments are to be periodically
modified to keep the assessments current and prevent students from effectively
using “test banks.” For coursework
assessments that are given on a repeat basis to students at different times
(e.g., a test that is given to students throughout the school day), the
educator is to remind students to not share the content of the assessment with
students who will be taking the assessment later.
b.
Teaching for Success on Assessments.
It
is appropriate for educators to prepare students to do well on assessments.
This is to be accomplished in a manner that assures the assessment accurately
reflects the student’s knowledge, and not simply test preparation.
i.
Teach the Content. Educators are to prepare students
to do well on assessments by teaching the subject content. Educators are not to
“teach to the test” by teaching based solely on the content of the
assessment. The content is to be taught
to the students over an appropriate amount of time prior to the assessment.
“Cramming” assessment content just before the assessment is to be taken is not
appropriate. Review of content previously taught is appropriate.
ii.
Practice Tests.
Educators are to prepare students by teaching test taking skills independent of
the subject matter being assessed.
Educators are not to conduct reviews (drills) using earlier (no longer
published) versions of the same test, using alternate (parallel) forms of the
same published test, or using actual items from the current form of a
standardized test that will be administered to students. Educators are not to
conduct reviews (drills) using items of identical format (for example, multiple
choice) to the exclusion of
other formats.
c.
Conditions for Successful Assessments.
i.
Communications. Educators are to communicate to students and
parents when assessments will be administered, the purpose of the assessment
and how the assessment results will be used.
Educators are to motivate students to do their best on assessments. Educators are to
read and be familiar with assessment administration directions in advance and
communicate the rules to students accurately and clearly.
ii.
Climate.
Educators are to have sufficient assessment materials available (e.g., No. 2
pencils, if needed). The classroom is to
be arranged to allow comfortable seating.
Distractions are to be eliminated.
Educators in nearby classrooms are to be informed that the assessment is
to be administered so noises from neighboring classrooms are kept at a
minimum. Activities or arrangements are
to be made for students who finish early so such students do not cause a
distraction to other students still taking the assessment.
iii.
Security.
Educators are to monitor students while administering assessments to ensure
students are complying with standards of academic integrity. Students who violate standards of academic
integrity are to be reported to the administration.
d.
Full Participation. Educators are to make efforts to have all eligible students take the
assessments. The educator should develop a list of
students who will be exempted from assessment
and the reason for the exemption and submit the list for review and approval by
the Principal.
e.
Assistance During Assessments.
i.
Standardized Assessments. Educators are not to provide assistance to students while
a standardized assessment is being administered except as provided for in a
student’s 504 Plan or IEP. This includes
giving “hints,” giving extra time, reading the tests to students or defining or
pronouncing words for students, allowing students access to instructional
material related to the content of the assessment (e.g., displaying a map
during a social studies assessment) or allowing students access to mechanical
aids (e.g., calculators).
ii.
Coursework Assessments. For coursework assessments, students may be allowed access
to instructional materials or mechanical aids only when all students being
given the assessment are given the aids and use of the aids does not hinder the
students from learning the content of the lesson.
f.
Student Answers. Assessments are to reflect the
students’ work as submitted by the students. During the assessments, educators
are to monitor students to make sure
directions are being followed (e.g., students are using a No. 2 pencil on all
“bubble” sheet assessments and completely erase mistaken answers and extra
marks on “bubble” sheet assessments). Educators
are not to change answers on a student’s assessment sheet or otherwise
participate in the submission of false or misleading assessment results.
Violations of the rules and
expectations set forth in this policy will be considered to be a breach of the
District’s standard of ethics and may result in disciplinary consequences. Educators are to report suspected violations
of the expectation to the administration.
The administration is to investigate and appropriately respond to
violations of the expectations.
Legal Reference: NDE Rule 10.05; NDE Rule 27.004.02H
and 004.03D
Date of
Adoption: September 21, 2009