Shelton Public Schools

Table of Contents

Definition of District Standardized Assessments

Definition of District Common Assessments

• Reading:
  • DRA

 District Standardized Assessments 

Standardization establishes unif orm procedures for using assessments so that observation, administration, equipment, materials, and scoring rules will be the same for every student to whom it is administered (Millman and Greene, 1993). The goal of this uniformity is to make the assessment’s results as objective as possible so that they can be considered valid and meaningful when used to compare the assessed qualities of students.

AIMSweb (K-4)- contact your school for specific student data

AIMSweb Reading Targets (K-8)

AIMSweb Math Targets (K-8)

Scholastic Reading Inventory (SRI) - (K-12)  Contact your school for specific student data

The Lexile Framework

Lexile Proficiency Bands - This chart displays the end-of-year proficiency bands per grade level

District Common Assessments

Developing and analyzing common assessments in a Professional Learning Community is cited as the most effective way to monitor growth in student achievement

Definition: A Common Assessment is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.

Characteristics of Common Assessments:

*Measure essential student learning; includes both formative and summative uses;

*Generated/created by teachers;

      - Clearly defined essential understandings and student performance outcomes exist for every unit of instruction.

*Ideally do not exceed 25 questions;

*Include all students taking the same course or grade level assessment across classes/teachers;

*Administered in a systematic and timely manner;

*Allow for analysis of results within a Professional Learning Community (PLC);

      -Item analysis is planned and occurs immediately following each assessment

-Clearly defined assessment criteria exist

   Developmental Reading Assessment (DRA)