Policy 6603

Assessment of Student Achievement

State Assessments

Reviewed and affirmed by the Board: 
Last Revision: 
Original publish date: 04/10/2012
Related policies & regulations:  4760, 4760-1, 4760-2
Legal references:  NDE Rule 10.05; NDE Rule 27.004.02H and 004.03D

 

The Lincoln Public School District 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 all District-wide assessments, including the assessment of state standards.

 

In working with students, 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 being assessed 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 an accurate assessment of 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 are to be used to gauge the extent to which students are meeting state standards, to provide students and parents with information about student progress, to enhance school improvement planning and to improve instruction. The assessment data are to be evaluated by teachers to monitor student learning and to improve instruction and to ensure students are being given the opportunity to meet standards.

Achieving Valid Assessments

Educators are responsible for maintaining the integrity of the assessments to ensure that assessments provide valid measures 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 large-scale standardized assessments and classroom assessments. Large-scale standardized assessments would include state accountability assessments, norm-referenced tests and evaluations conducted for special education eligibility. Classroom assessments are tools designed to gather information about what students know and/or are able to do as a result of classroom instruction. These tools can use a variety of assessment methods including selected response, constructed response and personal communication. The results of classroom assessments can be used formatively or summatively as deemed appropriate.

 

The following specific assessment expectations and rules apply:

  1. Integrity of the Assessment Instrument
    • The integrity of the assessment instrument is to be maintained.
    • Large-Scale 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.
    • Classroom Assessments. Classroom assessment instruments are to be periodically modified to ensure alignment with current curriculum and instruction.
  2. 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 that the assessment results accurately reflect the students’ knowledge and skill and are not simply an artifact of test preparation.
    • Teach the curriculum. Educators are to prepare students to do well on assessments by teaching the curriculum. Educators are not to “teach to the test” by teaching based solely on the content of the assessment. The curriculum is to be delivered to the students over an appropriate amount of time prior to the assessment. Review of the curriculum previously taught before assessment is to be taken is appropriate. Compacting delivery of curriculum just before the assessment is to be taken is not appropriate.
    • Practice Tests. Educators are to prepare students by teaching appropriate test-taking skills in a manner that is integrated with regular classroom instruction. Classroom assessments, particularly those whose primary purpose is formative, can be used as an opportunity to discuss and model test-taking strategies. Educators are not to conduct reviews (drills) using earlier versions of the same test, using parallel forms of the same test or using actual items from the current version of a test that will be administered to students. Reviews will be most effective when a variety of assessment methods are employed (for example – using both selected and constructed response).
  3. Conditions for Successful Assessments
    • 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.
    • Administration Conditions. Educators are to have sufficient assessment materials available on the day of administration. The classroom and surrounding environment is to be arranged to minimize distractions and decrease the likelihood of cheating.
    • 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.
  4. Full Participation
    • Educators are to make every effort to have all eligible students take the assessments including the provision of appropriate make-up opportunities.
  5. Assistance During Assessments
    • Large-Scale Standardized Assessments. Educators are only to provide assistance that is consistent with test administration guidelines for a particular test. Educators are not to provide hints or clues about correct/best responses including access to materials that are not allowed. Educators should implement the allowable accommodations that are outlined in a student’s IEP or 504 Plan. Educators should also implement appropriate accommodations for English Language Learners.
    • Classroom Assessments. Students should be allowed access to materials or resources that are deemed appropriate and consistent with the stated purpose of the assessment in question. Educators should implement the allowable accommodations that are outlined in a student’s IEP or 504 Plan. Educators should also implement appropriate accommodations for English Language Learners.

All employees are to adhere to Nebraska’s Security Procedures for Assessment and report breaches in security to the Superintendent, the Superintendent’s designee or the building principal for report to the Nebraska Department of Education. Professionalism, common sense and practical procedures provide the framework for testing ethics.

 

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 expectation.