West Goshen Elementary School

Assessment Policy 

Created April 2017

 

Purpose: The purpose of this document is to clarify understanding for all school staff the assessment processes at West Goshen Elementary. It will continue to evolve in order to meet the assessment needs of our school. This policy will be communicated to our stakeholders.  Our policy links to our school vision, which is: 

At West Goshen Elementary School, we will develop students who have the thinking skills, character traits, and global awareness necessary to work together in a diverse world. 

PHILOSOPHY (WHY)

Why do we assess the way we do at West Goshen Elementary School

ACTIONS (WHAT) & EXAMPLES (HOW)

What assessment actions do we take and how?

We believe that the purpose of the assessment is to guide instruction and that it should be ongoing as part of the instructional cycle. Teachers frequently assess at the beginning and end of lessons and units and may begin a day’s lesson or a new line of inquiry with a review of previous results or pretest data. 

Teachers use interim assessments to check progress toward state/local standards mastery periodically, ensuring that standards with high student need are revisited. 

Observations, student questions, and periodic reflections are used to help monitor student progress as part of the unit of inquiry learning.

Teachers differentiate exit tickets in order to provide support or challenge based on student strengths and needs. 

All staff engages in using multiple forms of assessment to plan instruction. This takes place during grade level planning, data meetings, cluster class, etc.

Teachers plan for Success time to directly meet the needs of students at varying levels.

The leadership team uses assessment data to plan long-term focus for staff to improve instructional moves related to student needs. 

We believe that students should be active partners in assessing their growth/progress. Students are engaged in using lesson criteria to self-assess and determine their own strengths and needs. 

Students learn to provide feedback to each other. 

Students are guided by teachers to get goals and track their own progress based on assessment results. 

Teachers are beginning to include students in planning for or conducting parent conferences.  This is a practice we are just starting to explore.

Teachers are beginning to have students use electronic platforms (SeeSaw) to demonstrate their progress toward goals.

Principal meets individually with students in state-assessed grades (ISTEP, Grades 4 and 5) to share proficiency and growth results and set goals for the coming year. 

We believe that assessment results are important for all stakeholders. We share assessment results with students and help them create and track goals.

Data is shared with all staff who work with a student or groups of students (EL, Special Ed, intervention, etc).

Parents receive assessment results through report cards, at parent conferences, and reports sent after ISTEP.

We use Monday morning data meetings to review, analyze, and communicate assessment results among staff who work with students. 

We believe that assessment should track both growth and proficiency. We monitor student learning using growth measures such as day to day lesson data and NWEA, as well as measures of proficiency such as the end of unit assessments and GCS interim assessments. On ISTEP, teachers, and students review both proficiency and growth as reflected by their results. 

Staff analyzes student work/assessments to check for growth toward goals/required standards as well as whether or not students reach mastery.

Teachers determine which assessments to use based on whether they are checking for growth or proficiency.

Leadership team members provide support for staff to ensure that the purpose and results of different types of assessment are understood and can be used purposefully.

Data for individuals and for groups of students is organized to help all stakeholders (students, parents, teachers) understand the evidence of learning in both growth and proficiency.

We believe that there are many ways to assess students and that it is important to use a variety of assessments in order to know the strengths, needs, and progress of all children. We balance formal assessments such as ISTEP, NWEA, and interim assessments with informal assessments such as lesson exit tickets, classroom work, etc.

Teachers assess student progress when students are working individually as well as when they work with partners or in groups.

Assessment is done in a variety of modes, including hands-on/performance, written, computer, verbal, project, etc. Question types are also varied deliberately (open-ended, multiple-choice, multiple select, project, presentation, etc).

Assessments may occur at many points in a lesson or unit–at the beginning, along the way, and at the end.

We believe that effective assessments show what students understand/can do, what they need to understand/do, and can be used to plan instructional moves to meet students’ needs. Staff uses assessment results to guide instructional planning (pre-tests, exit tickets, interim assessments, NWEA results, observation notes/checklists, etc).

We use a variety of assessment data to monitor students’ progress and plan for instruction based on strengths and needs. 

We analyze student work to determine what instructional moves are effective and what moves we might need to make to meet student needs. 

When creating assessments, we include variety in DOK level, question types, and ways in which students may respond. This helps give a better picture of student progress and needs and also allows us to differentiate assessment practices based on individuals or groups of students. 

When creating and using assessments, we consider a child’s current levels and needs as well as the rigor reflected in state and local standards for student learning. 

We use student assessment results to help inform us of our needs in continuing to develop effective instructional moves.