Measuring Student Achievement
When it comes to measuring student progress, our focus in on creating and using a balanced assessment system in our schools and classrooms. A balanced system includes using a variety of tools that support the teaching/learning process. One assessment will not do everything. Our assessment system includes the following components:
Accountability Assessments/State Assessments
The purpose of a state assessment is to provide an independent insight into each child's progress, as well as each school's performance. This information is essential for parents, schools, districts and states in their efforts to ensure that every child has the opportunity to succeed, regardless of race, ethnic group, gender or family income.
Summative assessments are measures of student achievement, that are administered after learning has occurred. Summative assessments are found at the classroom, district and state level and results can be and used in grading, instructional decision making, and program evaluation.
A process used by teachers and students during instruction that provides feedback to students about their learning. It is ongoing and teachers use formative assessment to adjust their instruction to ensure student learning. Formative assessment is found at the classroom level and happens minute-to-minute or in short cycles. Formative assessment is not graded or used in accountability systems. The feedback involved in formative assessment is descriptive in nature so that students know what they need to do next to improve learning
See the full of Harlem assessments here.
ISBE Assessment Inventory