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Name of School: Delmar Middle School & Delmar High School - SAMPLE

Achieve Assessment 5th Grade


Group Completing Form: Delmar Middle School Team Five

Optional Category: English Language Arts (e.g., grade level, subject)

ELA

Math

ELA Grade 5

Math Grade 5

ELA Grade 5

Name of assessment

(Example) PLACE ELA

NWEA MAP

NWEA MAP

SBAC

SBAC

Pre- Test
Performance Plus

Entity requiring assessment


state SEA or other agency; district; or school

District

District

District

State

State

State

Grade(s) tested

5-8

Course(s) or subjects tested

ELA

Which students are eligible or required to take All students in these grades who are also required to
assessment?
take regular state assessment

Grades 5 - 12

Grades 5 - 12

5-8, 11

5-8, 11

Math Grade 5

Math Grade 5

Social Studies Grade 5

Social Studies Grade 5

Science Grade Five

Science Grade Five

Science Grade Five

Science Grade Five

Post- Test
Performance Plus

Pre- Test
Performance Plus

Post-Test
Performance Plus

Pre-Test
Performance Plus

Post-Test
Performance Plus

Pre-test
Performance Plus

Post Test
Performance Plus

Measure C Goal

Measure C Goal

State

State

State

State

State

State

State

State

State

ELA & Math

ELA & Math

ELA 5

Math 5

ELA 5

ELA 5

Math 5

Math 5

Social Studies 5

Social Studies 5

Science Five

Science

Science

Science

All

All

all

all

all

all

all

all

all

all

all

all

all

all

Type of assessment summative;


interim/bench- mark; formative; diagnostic

Benchmark

Benchmark; Interim
Benchmark; Diagnostic

Benchmark; Interim
Benchmark; Diagnostic

Summative

Summative

Diagnostic

Diagnostic

Diagnostic

Diagnostic

Diagnostic

Diagnostic

Component Five
Diagnostic

Component Five
Diagnostic

Component Five
Diagnostic

Component Five
Diagnostic

Number of years assessment has been


administered in the district

5 years

Purchase Order: 2011

Purchase Order: 2011

Common Core

Common Core

Common Core

Common Core

Common Core

Common Core

Common Core

Common Core

Common Core

Common Core

Delaware State Content

DE State Content

Common Core and DE state Common Core


content standards

Measure student knowl- edge of ELA standards RTI Screener; ACAP Course
in reading comprehension
Placement, Presidential
Honors,
Predict ELA performance on state assessment RTI Services; Course
and inform instructional practice
Placement

RTI Screener; ACAP


Course Placement,
Presidential Honors,
RTI Services; Course
Placement

Data for school


evaluation

Data for school


Evaluation

DPAS II
Evaluation

DPAS II Evaluation DPAS II Evaluation DPAS II Evaluation DPAS II Evaluation

DPAS II Evaluation

DPAS II Evaluation

DPAS II Evaluation

DPAS II Evaluation

DPAS II Evaluation

School Rating

School Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Teacher Rating

Users of the assessment

District assessment staff and teachers

Administrators & Teachers

Administrators & Teachers

Teachers

Teachers

Teachers

Teachers

Teachers

Teachers

Teachers/Administrators

Teachers/Administrators

Teachers/Administrators

Do users of the assessment use it for its


intended use(s)?

Yes (district)
No (educators)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

yes

yes

yes

Teachers/
Administrators
yes

Teachers/
Administrators
yes

Teachers/
Administrators
yes

2 district staff find it accurately predicts


performance on state assessment, but that the
results are not useful
for educators to inform instruction

Educators report MAP as


useful for instructional
placement decisions

Educators report MAP as


useful for instructional
placement decisions

Paper booklet/scantron

Computer-based

Computer-based

Computer-Based

Computer Based

Paper/Pencil

Paper/Pencil

Paper/Pencil

Paper/Pencil

Paper/ Pencil

Paper/ Pencil

Paper/ Pencil

Paper/ Pencil

Paper/ Pencil

Paper/ Pencil

Hot Spot; Drag/Drop; Click


and Pop; Graphing
Calculator TI-84; Common
Stimulus; Keyboard Entry;
Drop Down; Turn & Slide;
Multiple

Hot Spot; Drag/Drop; Click Keyboard Entry;


and Pop; Graphing
Drop Down; Turn &
Calculator TI-84; Common Slide; Multiple
Stimulus; Keyboard Entry;
Drop Down; Turn & Slide;
Multiple

Keyboard Entry

Essay

Essay

Written
Responses

Written
Responses

Multiple choice and


short answer

Multiple choice and


short answer

multiple choice and


Multiple choice and
short written responses short written
responses

Writing

Writing

Available; not used to obtain


raw student performance data

Available; not used to obtain


Available
raw student performance data

Available

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

No

No

To which content standards is the assessment Common Core State Standards (Independent review
aligned? (source of alignment verification)
by Dr. Anne Jones using Student Achievement
Partners Assessment Eval. Tool)

Intended purpose(s) of the assessment

Intended use(s)1 of the assessment

To what degree do users of the


assessment find it useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

Type of administration

Item type(s)

Accommodations

Selected response

Braille edition of assessment

Test Preparation Time (for teacher


proctors) beyond student test
administration time (including security
training, tech set-up, printing, scanning
bubble sheets, etc.)

one hour a day for six days (3 one hour a day for six days
adminstrations) 18 hours
(3 adminstrations) 18 hours

2.5 hours tech set up 2.5 hours 6 hours


6 hours training
training

80 hours

80 hours

12 hours

12 hours

18 hours

18 hours

10.5 hours

3 -4 hours

3-4 hours

3-4 hours

3-4 hours

3-4 hours

3-4 hours

60 mins

60 mins

30 mins two times a year

30 mins six times a year

Fall

Spring

Fall

Spring

Fall

Spring

Fall

Spring

Fall/Spring

Throughout year

once per year

once per year

once per year

once per year

once per year

once per year

once per year

Once per year

once per year

twice a year

six times a year

24 hours for raw data to


4 months
district; 24 hours for
summary data via DSS in ITracker at end of testing
window
NWEA (North West
SBAC
Evaluation Association)

4 months

2 weeks

2 weeks

2 weeks

2 weeks

2 weeks

2 weeks

2 weeks

2 weeks

2 weeks

2 weeks

SBAC

SunGuard

SunGuard

SunGuard

SunGuard

SunGuard

SunGuard

SunGuard

SunGuard

Teacher created

Teacher created

42643
District

DOE - contract
DOE

DOE - contract
DOE

DOE - contract
DOE

DOE - contract
DOE

DOE-determined
DOE

DOE-determined
DOE

DOE-determined
DOE

DOE-determined
DOE

DOE-determined
DOE

DOE-determined
n/a

DOE-determined
n/a

Substitutes
Paper/Pencil
Copies
Classroom
Activity

Paper for copies Paper for copies

Paper for copies

Paper for copies

Paper for copies

Paper for copies

Paper for copies

Paper for copies

Paper for copies

Paper for copies

State

State

State

State

State

State

State

n/a

n/a

Test administration time (for students)

150 minutes (includes 15 minutes of instructions read


aloud by teacher)

180 minutes each time (three


times a year)

180 minutes each time (three


times a year)

Testing window

10/110/15 and 3/13/15

Test frequency

Given twice a year, in October and March

9/1 - 10/31; 12/1 - 1/31;


4/1 - 5/31

9/1 - 10/31; 12/1 - 1/31;


4/1 - 5/31

Time between test administration and


results to users

24 hours for raw data to district; 3 weeks for


analysis

Vendor

Tests4Schools

Contract expiration date


Entity that holds contract

4/1/2015
District

Annual cost
(total and per student)

Funding source(s)
Other Comments:

$38,000 total, $19.00 per student (grades 5-8)

Local funds

Three times per year:


fall/winter/spring

24 hours for raw data to


district; 24 hours for
summary data via DSS in ITracker at end of testing
window
NWEA (North West
Evaluation Association)

9/30/2016
District

Three times per year:


fall/winter/spring

Once per year

DOE - contract
DOE

$13.50 per student for full $13.50 per student for full Substitutes
Math & ELA access (grades Math & ELA access (grades Paper/Pencil
5 - 12) at 1200 students
Copies
5 - 12) at 1200 students
Classroom Activity
Grant Funds

Grant Funds

State
loss of valuable
instruction time

9 hours

State

State

Achieve Assessment 6th Grade

Name of School: Delmar Middle School & Delmar High School - SAMPLE

Group Completing Form: Delmar Middle School Team Six

Optional Category: English Language Arts (e.g., grade level, subject)

ELA

Math

Math

Math

Name of assessment

(Example) PLACE ELA

NWEA MAP

NWEA MAP

Performance Plus Pre-Test

Perfromance Plus Post-Test Performance Plus PreTest

Entity requiring assessment


state SEA or other agency; district; or school

District

District

District

State

State

Grade(s) tested

5-8

Grades 5 - 12

Grades 5 - 12

Grade 6

Grade 6

Grade Test 6

Course(s) or subjects tested

ELA

ELA & Math

ELA & Math

Math

Math

ELA

ELA

Science

Science

Science

SOCIAL STUDIES

SOCIAL STUDIES

SOCIAL STUDIES

Which students are eligible or required to take assessment? All students in these grades who are also required to
take regular state assessment

All

All

all

all

all

all or Chosen Cohort

All

All

All

all eligible but only cohort all eligible but only cohort all eligible but only cohort
counts
counts
counts

Type of assessment summative; interim/bench- mark; Benchmark


formative; diagnostic

Benchmark; Interim
Benchmark; Diagnostic

Benchmark; Interim
Benchmark; Diagnostic

teacher benchmark

teacher benchmark

teacher benchmark

teacher benchmark Teacher Benchmark;


Diagnostic

Teacher Benchmark;
Diagnostic

Benchmark

teacher benchmark

teacher benchmark

teacher benchmark

Number of years assessment has been administered in the


district

5 years

Purchase Order: 2011

Purchase Order: 2011

1 year

1 year

1 year

1 year

3 years

3 years

1 year

To which content standards is the assessment aligned?


(source of alignment verification)

Common Core State Standards (Independent review by Common Core


Dr. Anne Jones using Student Achievement Partners
Assessment Eval. Tool)

Common Core

Common Core

Common Core

Common Core and State


Standards

Common Core and


State Standards

Common Core; NGSS

Common Core; NGSS

Common Core; NGSS

Delaware State Standard Delaware State Standard Common Core

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA standards


in reading comprehension

RTI Screener; ACAP


Course Placement,
Presidential Honors,

RTI Screener; ACAP Course


Placement, Presidential
Honors,

DPAS II

DPAS II

DPAS II

DPAS II

Measure student
knowledge of 6th
grade Science
Standards for Common
Core and NGSS/DPAS II

Intended use(s)1 of the assessment

Predict ELA performance on state assessment


and inform instructional practice

RTI Services; Course


Placement

RTI Services; Course Placement DPAS II

DPAS II

DPAS II

DPAS II

Measure student
knowledge of 6th
grade Science
Standards for
Common Core and
NGSS/DPAS II
Predict Science
performance on state
assessment and
inform instructional
practice/DPAS II

Users of the assessment

District assessment staff and teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators &
Teachers

Administrators &
Teachers

District, Administration, & District, Administration, & Admnistration, Teachers


Teachers
Teachers

Do users of the assessment use it for its intended use(s)?

Yes (district)
No (educators)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

To what degree do users of the assessment find it


useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

2 district staff find it accurately predicts


performance on state assessment, but that the
results are not useful
for educators to inform instruction

Educators report MAP as


useful for instructional
placement decisions

Educators report MAP as useful 1-not useful


for instructional placement
decisions

1-not useful

1 not useful

1- not useful

Type of administration

Paper booklet/scantron

Computer-based

Computer-based

paper-pencil-bubble sheets Paper and Pencil

Paper and Pencil

Item type(s)

Selected response

Hot Spot; Drag/Drop; Click


and Pop; Graphing
Calculator TI-84; Common
Stimulus; Keyboard Entry;
Drop Down; Turn & Slide;
Multiple

Hot Spot; Drag/Drop; Click and Short answer and multiple


Pop; Graphing Calculator TI-84; choice
Common Stimulus; Keyboard
Entry; Drop Down; Turn &
Slide; Multiple

Short answer and


multiple choice

Writing Prompt

Accommodations

Braille edition of assessment

Available; not used to obtain


Available; not used to obtain raw
raw student performance data student performance data

no

no

No

90 minute

90 minute

Print and staple packets-90 min,


print bubble sheets-30 min,
teacher guideline prep-30 min,
hand scoring-4.5 hours, scan
bubble sheets-60 min, create
spreadsheet of data-30 min,
analyze the data and select
cohort group-2 hours TOTAL-10.5 hours

Test Preparation Time (for teacher proctors) beyond


student test administration time (including security
training, tech set-up, printing, scanning bubble sheets,
etc.)

paper-pencil-bubble sheets

ELA

State

ELA

Science 6th

Science 6th

Science 6th

SOCIAL STUDIES

SOCIAL STUDIES

SOCIAL STUDIES

Perfromance Plus Post- Perfromance Plus PostTest


Test

Perfromance Plus PostTest

Technical Writing

Performance Plus PreTest

Perfromance Plus PostTest

Common Core Measure C


Assessment

State

State

State

State

State

State

State

Measure student
DPAS II
knowledge of technical
writing specifically
experimental
designs/STEM
DPAS II
Predict Science
Predict Science
DPAS II
performance on state performance for technical
assessment and inform writing and inform
instruction
instructional
DPAS II
practice/DPAS II

DPAS II

DPAS II

DPAS II

DPAS II

Administrators &
Teachers

Administrators &
Teachers

Administrators & Teachers

Yes

Yes

Yes

Yes

3 - Useful

1 not useful

1/2-some test
questions are
ambiguous

2-somewhat useful

Bubble sheets & teacher


graded essays

Bubble sheets & teacher


graded essays

Paper/Teacher Graded

paper-pencil-bubble
sheets

paper-pencil-bubble
sheets

paper-pencil-bubble sheets

Writing Prompt

Selected response &


essay

Selected response &


essay

essay

Bubble sheet
Bubble sheet
Multiple choice
teacher graded short teacher graded short Possible teacher graded
answer responses
answer responses
short answer response

No

According to IEP's and


504's

According to IEP's and


504's

According to IEP's and 504's

Not stated-Follow DCAS


accomodations

Not stated-Follow DCAS


accomodations

Not stated-Follow DCAS


accomodations

Print and staple packets- Printing - 45 min


90 min, print bubble
Scoring - 15 hours
sheets-30 min, teacher
Analysis - 2 hours
guideline prep-30 min,
hand scoring-2 hours,
scan bubble sheets-30
min, trouble shoot online
key discrepencies-3
hours, endter data into
spreadsheet-45 min,
analyze growth-75 min
TOTAL--10 hours

Printing - 45 min
Scoring - 15 hours
Analysis - 2 hours

1 hour15 min. to print


booklet; 30 min. to print
scantron sheets
provided machine is
working; 15 min. to scan
once takien provided the
machine is working; 3
hours per class of 30 for
grading essays and
calculating final grade
(20 hours for all of my 6
classes)

1 hour15 min. to print


3 hours/6 classes of 30 = 18
booklet; 30 min. to print hours
scantron sheets
provided machine is
working; 15 min. to scan
once taking provided the
machine is working; 3
hours per class of 30 for
grading essays and
calculating final grade
(20 hours for all of my 6
classes)

Printing Packets - 30
min Grading- 4
hours
Scanning/Bubble Sheets
- 60 min Excel Spread
Sheet/ Data Correlation
- 90 min
TOTAL
TIME 7 hours

Printing Packets - 30
min Grading- 4
hours
Scanning/Bubble
Sheets - 60 min Excel
Spread Sheet/ Data
Correlation - 90 min
TOTAL TIME 7 hours

2 hours

Test administration time (for students)

150 minutes (includes 15 minutes of instructions read


aloud by teacher)

90 - 120 min

90 - 120 min

45 min

45 min

180 minutes

180 minutes

90 minutes/class (I teach 6 90 minutes/class (I teach 6 90 minutes


classes)
classes)

45 min

60 min

30-45 min

Testing window

10/110/15 and 3/13/15

May

September

May

4/1-4/25

4/1-4/25

9/1-9/5; 3/15-3/20

September

May

Each Quarter

Given twice a year, in October and March

9/1 - 10/31; 12/1 - 1/31; 4/1 5/31

September

Test frequency

9/1 - 10/31; 12/1 - 1/31;


4/1 - 5/31

once in the fall

once in the spring

Once in the fall

Once in the spring

2x/yr

2x/yr

2x/yr

once in the fall

once in the spring

4+ times

Three times per year:


fall/winter/spring

Three times per year:


fall/winter/spring

Achieve Assessment 6th Grade

Optional Category: English Language Arts (e.g., grade level, subject)

ELA

Math

Time between test administration and results to


users

24 hours for raw data to district; 3 weeks for


analysis

Vendor

Tests4Schools

24 hours for raw data to


district; 24 hours for
summary data via DSS in ITracker at end of testing
window
NWEA (North West
Evaluation Association)

Contract expiration date

4/1/2015

Entity that holds contract

Annual cost
(total and per student)

Funding source(s)

Other Comments:

Math

ELA

ELA

Science 6th

Science 6th

Science 6th

SOCIAL STUDIES

SOCIAL STUDIES

SOCIAL STUDIES

24 hours for raw data to


1-2 weeks
district; 24 hours for summary
data via DSS in I-Tracker at end
of testing window

1-2 weeks

2-3 weeks

2-3 weeks

2 weeks

2 weeks

2 weeks

not available

1-2 weeks

1 week

NWEA (North West Evaluation SunGuard


Association)

SunGuard

SunGuard

SunGuard

DE Science
Coalition/State

9/30/2016

State determined

State determined

State determined

State determined

State determined

State determined

State determined

State of DE Teacher
Created
SunGuard

N/A

State of DE Teacher
Created
SunGuard

SunGuard

9/30/2016

DE Science
Instructor/SunGuard
Coalition/State/SunGu
ard

N/A

N/A

District

District

District

State DOE

State DOE

State DOE

State DOE

State DOE

State

State

N/A

N/A

N/A

$38,000 total, $19.00 per student (grades 5-8)

$13.50 per student for full $13.50 per student for full
Math & ELA access (grades Math & ELA access (grades 5 12) at 1200 students
5 - 12) at 1200 students

Copier and paper costs and


bubble sheet scanner

Copier and paper costs Copier and Paper


and bubble sheet
costs to district
scanner

Copier and Paper


costs to district

Copies and paper costs Copies and paper costs Copies and paper costs

Copier and paper


costs and bubble
sheet scanner

Copier and paper


costs and bubble
sheet scanner

Copier and paper costs

Local funds

Grant Funds

State

State

State

State

State

State

State

State

All questions from CCSS were


from number sense and
ratios and proportions only
(only 2 out of 5 domains
were represented), Pre-tests
formats were not consistent
among grades in item types
(MC,SCR, ECR) and values,
question validity of
test;(*Although sixth grade
has five Common core
domains, the test only covers
standards in two of them)

*Although sixth grade


has five Common core
domains, the test only
covers standards in two
of them * Scoring on
some of the test items
was excessive for the
quality of the question
while other more
complex questions had
a 1 point value.
* Verticial Alignment of
the Pre-Post test among
the middle school did
not have consistency as
to the make up of the
test items.
*
Although we would
consider the test invalid
for many reasons, it did
have comparible
questions for both the
pre and post test.

* Focus was only on


the writing standards
* Older rubric was
used as opposed to
SBAC

* Focus was only


on the writing
standards
* Older rubric was
used as opposed to
SBAC

* Graphics did not


reproduce well on
student tests
* Several Questions
were hard to
understand
* Several questions
seemed vague

* Graphics did not


reproduce well on
student tests
* Several Questions
were hard to
understand
* Several questions
seemed vague

* Scoring on some of the test


items was excessive for the
quality of the question while
other more complex
questions had a 1 point
value.
* Verticial
Alignment of the Pre-Post
test among the middle school
did not have consistency as
to the make up of the test
items.

* 6.NS.5 and 6.NS.6


allotted for 4 out of the
14 questions yet in the
content for the year,
the percentge was
minimal for instruction
of these concepts when
compared to many
other standards.

Grant Funds

Math

State

State

Achieve Assessment 7th Grade

Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA

Group Completing Form: Delmar Middle School Team Seven


ELA
Math
NWEA MAP
NWEA MAP

Entity requiring assessment


state SEA or other agency; district; or school

District

District

Grade(s) tested
Course(s) or subjects tested
Which students are eligible or required to take
assessment?
Type of assessment summative; interim/bench- mark;
formative; diagnostic

5-8
ELA
All students in these grades who are also
required to take regular state assessment
Benchmark

Science 7
Technical Writing

Science 7
Experimental Design

Science 7
Inquiry (graphing)

Social Studies 7
Social Studies 7
ELA 7
Performance Plus Pre-test Performance Plus Post-test Performance Plus Pre-test

ELA 7
Performance Plus Post-test

Math 7
Performance Plus Pre-test

Math 7
Performance Plus Post-test

District

Science 7
DE State Pre/Post Test
Performance Plus
State

School

School

School

State

State

State

State

State

State

Grades 5 - 12
ELA & Math
All

Grades 5 - 12
ELA & Math
All

Grade 7
Science
All

Grade 7
Science
All

Grade 7
Science
All

Grade 7
Science
All

Grade 7
Social Studies
All

Grade 7
Social Studies
All

Grade 7
ELA
All except Life Skills

Grade 7
ELA
All except life skills

Grade 7
Math
All except Life Skills

Grade 7
Math
All except Life Skills

Benchmark; Interim Benchmark;


Diagnostic

Benchmark; Interim Benchmark;


Diagnostic

Formative (pre), Summative


(post)

Formative (pre),
Summative (post)

Formative (pre), Summative Formative (pre),


(post)
Summative (post)

Formative

Summative

Formative writing pretest

Summative writing post-test

Formative

Summative

Number of years assessment has been administered 5 years


Purchase Order: 2011
in the district
To which content standards is the assessment
Common Core State Standards (Independent Common Core
aligned? (source of alignment verification)
review by Dr. Anne Jones using Student
Achievement Partners Assessment Eval. Tool)

Purchase Order: 2011

Common Core

DE state science standards

DE state science standards DE state science standards

DE state science standards DE state social studies


standards

DE state social studies


standards

Writing standards depending


on the prompt and task

Writing standards depending Common Core


on the prompt and task

Common Core

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA standards RTI Screener; ACAP Course
in reading comprehension
Placement, Presidential Honors,

RTI Screener; ACAP Course


Placement, Presidential Honors,

Measure grade 7 student


understanding of grade-level
expectations for specfic
standards
DPAS II

Measure student knowledge


of experimental
design/STEM
DPAS II

Measure student ability to


create and interpret
graphs of science data
DPAS II

Teacher Evaluation
(Component 5)
DPAS II

Teacher evaluation
(Component 5)
DPAS II

Teacher evaluation
(Component 5)
DPAS II

Teacher evaluation
(Component 5)
DPAS II

Teacher evaluation (Component 5)


DPAS II

Intended use(s)1 of the assessment

Predict ELA performance on state assessment RTI Services; Course Placement


and inform instructional practice

RTI Services; Course Placement

Monitor student mastery of


grade-level content; teacher
accountability

Measure student
knowledge of technical
writing specifically
experimental
designs/STEM
DPAS II
Monitor student mastery
of grade-level content;
teacher accountability

Monitor student mastery of Monitor student mastery


grade-level content; teacher of grade-level content;
teacher accountability
accountability

Monitor student's mastery Monitor student's mastery Teacher evaluation


of grade-level content;
of grade-level content;
(Component 5)
teacher accountability
teacher accountability

Teacher evaluation
(Component 5)

Teacher evaluation
(Component 5)

Teacher evaluation (Component 5)

Users of the assessment

District assessment staff and teachers

Administrators & Teachers

District, Administration, &


Teachers

Admnistration, Teachers

Admnistration, Teachers

Admnistration, Teachers

Administration, Teachers

Administration, Teachers

District assessment staff and


ELA teachers to measure
student progress

District assessment staff and District assessment staff and District assessment staff and math
ELA teachers to measure
math teachers to measure
teachers to measure student
student progress
student progress
progress

Do users of the assessment use it for its intended


use(s)?
To what degree do users of the assessment find it
useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

Yes (district)
Yes
No (educators)
2 district staff find it accurately predicts
Educators report MAP as useful for
performance on state assessment, but that the instructional placement decisions
results are not useful
for educators to inform instruction

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Educators report MAP as useful for


instructional placement decisions

Item analysis of some


2
questions can inform teaching
for next year; some items are
not useful

1- time demands with prep,


administration, and scoring;
does not meet 2 source
criteria required by SBAC;
does not support SBAC format

1- time demands with prep,


administration, and scoring;
does not meet 2 source
criteria required by SBAC;
does not support SBAC format

1- time demands with prep,


administration, and scoring;
does not meet 2 source
criteria required by SBAC;
does not support SBAC
format

1- time demands with prep,


administration, and scoring; does
not meet 2 source criteria
required by SBAC; does not
support SBAC format

Type of administration

Paper booklet/scantron

Computer-based

Item type(s)

Selected response

Accommodations

Braille edition of assessment

Test Preparation Time (for teacher proctors) beyond


student test administration time (including security
training, tech set-up, printing, scanning bubble
sheets, etc.)

Administrators & Teachers

Computer-based

Measure student's prior


social studies knowledge
prior to instruction
DPAS II

Bubble sheets & teacher


graded essays
Hot Spot; Drag/Drop; Click and Pop; Hot Spot; Drag/Drop; Click and Pop; Selected response & essay
Graphing Calculator TI-84; Common Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop
Stimulus; Keyboard Entry; Drop
Down; Turn & Slide; Multiple
Down; Turn & Slide; Multiple

Paper

Paper

Paper

Paper

Paper

Handwritten/Handscored

Handwritten/Handscored

Paper

Paper

essay

essay

graph

Selected response

Selected response

Full write (narrative,


informative, or argument)

Full write (narrative,


informative, or argument)

Selected Response and


Constructed Response

Selected Response and


Constructed Response

Available; not used to obtain raw


student performance data

Available; not used to obtain raw


student performance data

Re-read and/or explain


instructions; extended time

Re-read and/or explain


Re-read and/or explain
Re-read and/or explain
instructions; extended time instructions; extended time instructions; extended

Re-read and/or explain


instructions

Re-read and/or explain


instructions

IEP/504

IEP/504

IEP/504

IEP/504

90 min

90 min

3 hours (print pre and post


3 hours/6 classes of 30 = 18 3 hours/6 classes of 30 = 18 3 hours/6 classes of 30 =
booklet for all students); 30
hours
hours
18 hours
min. to print scantron sheets
provided machine is working;
30 min. to scan once taking
provided the machine is
working; 3 hours per class of
30 for grading essays and
calculating final grade (20
hours for all of my 6 classes)

3 hours

3 hours

6 hours

6 hours

6 hours

6 hours

4-5 hours

4-5 hours

4-5 hours

Test administration time (for students)

150 minutes (includes 15 minutes of


instructions read aloud by teacher)

90 - 120 min

90 - 120 min

90 minutes/class (I teach 6
classes)

Testing window

10/110/15 and 3/13/15

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31

Test frequency

Given twice a year, in October and March

Three times per year:


fall/winter/spring

Three times per year:


fall/winter/spring

Time between test administration and results to


users

24 hours for raw data to district; 3 weeks for


analysis

Vendor

90 minutes

90 minutes

90 minutes

90 minutes/2 classes= 180 90 minutes/2 classes= 180 4-5 hours


per class * 6 classes=
per class * 6 classes= 1,080
1,080 minutes
minutes

Pre: week one of school; Post: Pre: week one of school;


third week in May
Post: third week in May

Pre: week one of school;


Post: third week in May

Pre: week one of school;


Post: third week in May

2nd week of school

2nd week of school

first two weeks of September May 1-22

first two weeks of September May 14-22

2x/yr

2x/yr

2x/yr

2x/yr

1x per year

1x per year

1x per year

1x per year

1x per year

1x per year

24 hours for raw data to district; 24 24 hours for raw data to district; 24 2 weeks
hours for summary data via DSS in I- hours for summary data via DSS in ITracker at end of testing window
Tracker at end of testing window

2 weeks

2 weeks

2 weeks

1 week

1 week

2-3 weeks for handscoring

2-3 weeks for handscoring

1-2 weeks

1-2 weeks

Tests4Schools

NWEA (North West Evaluation


Association)

NWEA (North West Evaluation


Association)

DE Science Coalition/State
SunGuard

Instructor

Instructor

Instructor

SunGuard

SunGuard

SunGuard

SunGuard

SunGuard

SunGuard

Contract expiration date


Entity that holds contract
Annual cost
(total and per student)

4/1/2015
District
$38,000 total, $19.00 per student (grades 5-8)

9/30/2016
District
$13.50 per student for full Math &
ELA access (grades 5 - 12) at 1200
students

9/30/2016
District
$13.50 per student for full Math &
ELA access (grades 5 - 12) at 1200
students

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

State determined
State
Copier/Paper costs

Funding source(s)

Local funds

Grant Funds

Grant Funds

State

State

State

State

State

State

State

State

State

Achieve Assessment 7th Grade


Other Comments:

Need more computers to improve


schedule

Need more computers to improve


schedule

Achieve Assessment 8th Grade

Name of School: Delmar Middle School & Delmar High School - SAMPLE

Group Completing Form: Delmar Middle School Team Eight

Optional Category: English Language Arts (e.g., grade level, subject)

ELA

Math

Performance Plus ELA

Performance Plus Math

Name of assessment

(Example) PLACE ELA

NWEA MAP

NWEA MAP

Performance Plus Tests ELA (Pre & Post)

Entity requiring assessment


state SEA or other agency; district; or school

District

District

District

Grade(s) tested

5-8

Grades 5 - 12

Grades 5 - 12

ELA

ELA & Math

Course(s) or subjects tested

Which students are eligible or required to take


assessment?

All students in these grades who are also required All


to take regular state assessment

Performance Plus Science (Goal B)

Performance Plus Tests Math (Pre &


Post)

Performance Plus Social Studies


Goal B
Performance Plus Tests Science (Pre & Performance Plus Tests Social
Post)
Studies (Pre & Post)

Science- Mathematical Models Goal


C
Mathematical Models Pre & Post
Test- Science

Performance Plus Social Studies


Algebra 1 Mid-term & Final Exam
(Writing Goal C)
Performance Plus Tests Social Studies Algebra 1 Mid-term & Final Exam
(Pre & Post)

State

State

State

State

State

State

District

Grades 5-8

Grades 5-8

Grades 5-8

Grades 5-8

Grades 5-8

Grades 5-8

Grades 8-12

Social Studies

ELA & Math

ELA

Math

Science

Social Studies

Science

All

All

All

All are eligible; 2 of 6 classes (approx


65 students) assessed

All are eligible; 1 of 6 classes


(approx 23 students) assessed

All are eligible; 2 of 6 classes (approx All are eligible; 3 of 6 classes (approx
65 students) assessed
100 students) assessed

All are eligible; 3 of 6 classes (approx 100


students) assessed

Algebra 1

Benchmark

Type of assessment summative; interim/bench- Benchmark


mark; formative; diagnostic

Benchmark; Interim Benchmark;


Diagnostic

Benchmark; Interim
Benchmark; Diagnostic

Benchmark

Benchmark

Benchmark

Benchmark

Benchmark

Benchmark

Number of years assessment has been administered 5 years


in the district
To which content standards is the assessment
Common Core State Standards (Independent
aligned? (source of alignment verification)
review by Dr. Anne Jones using Student
Achievement Partners Assessment Eval. Tool)

Purchase Order: 2011

Purchase Order: 2011

2014-2015

2014-2015

2013-2015 (2 years)

2013-2015 (2 years)

2013-2015 (2 years)

2013-2015 (2 years)

Common Core

Common Core

Common Core (writing & language


standards)

Common Core

DE State Standards, NGSS (Common


Core)

DE State Standards, Common Core DE State Standards, Common Core

DE State Standards, Common Core

Common Core

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA


standards in reading comprehension

RTI Screener; ACAP Course


Placement, Presidential Honors,

RTI Screener; ACAP Course


Placement, Presidential
Honors,

Measure B in lieu of DCAS for DPAS Measure B in lieu of DCAS for


II
DPAS II

Measure B Component V
DPAS II

Measure B Component V
DPAS II

Measure C Component V
DPAS II

Measure student acheivement midyear and end of year cumaulatively in


the course

Intended use(s)1 of the assessment

RTI Services; Course Placement


Predict ELA performance on state
assessment and inform instructional practice

RTI Services; Course


Placement

Teacher Evaluation for DPAS II


Component V

Teacher Evaluation for DPAS II


Component V

Teacher Evaluation for DPAS II


Component V

Teacher Evaluation for DPAS Teacher Evaluation for DPAS II


II Component V
Component V

Teacher Evaluation for DPAS II


Component V

Student placement

Users of the assessment

District assessment staff and teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Teachers

Do users of the assessment use it for its intended


use(s)?

Yes (district)
No (educators)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

2 district staff find it accurately predicts


performance on state assessment, but that
the results are not useful
for educators to inform instruction

Educators report MAP as useful for Educators report MAP as


instructional placement decisions useful for instructional
placement decisions

1- covers very few Common Core


standards for the grade level;
subjectively graded by the teacher
being evaluated

1- covers very few Common Core


standards for the grade level;
subjectively graded by the
teacher being evaluated

2- accurately predicts
performance on the state
assessment, but results are not
useful to drive instruction

2- accurately predicts
3- helps show growth in areas
performance on the state
where models are used
assessment, but results are throughout the year
not useful to drive instruction

4--results are more realistic and 4--results are very useful in


useful in driving instruction with identifying students' needs and the
the writing component
accuracy of their placement in the
mathematics courses

Type of administration

Paper booklet/scantron

Computer-based

Computer-based

Paper booklet

Paper booklet, scantron

Paper booklet, scantron

Paper booklet, scantron

Paper booklet

Paper booklet

Paper booklet

Item type(s)

Selected response

Hot Spot; Drag/Drop; Click and


Pop; Graphing Calculator TI-84;
Common Stimulus; Keyboard Entry;
Drop Down; Turn & Slide; Multiple

Hot Spot; Drag/Drop; Click and Full-write essay


Pop; Graphing Calculator TI84; Common Stimulus;
Keyboard Entry; Drop Down;
Turn & Slide; Multiple

selected response & short


response

selected response & short


response

selected response & short


response

graphing, analyzing &


summarizing

full-write essay

selected response & short answer

Accommodations

Braille edition of assessment

Available; not used to obtain raw student Available; not used to obtain raw
performance data
student performance data

IEP/504

IEP/504

IEP/504

IEP/504

IEP/504

IEP/504

IEP/504

3 hours

3 hours

10 hours each = 20 hours total for both 8 hours each= 16 hours total for
tests
both tests

10 hours each= 20 hours total for


both tests

5 hours each= 10 hours total for 6 hours each= 12 hours total for
both tests
both tests

4 hours each= 12 hours total for


both tests

3 hours each= 9 hours total

27 hours (3 hrs/administration)

3 hours for each test= 6 hours per class=


18 hours total

1.5 hours each= 3 hours per class= 9


hours total

1.5 hours each= 3 hours per class= 6


hours total

1.5 hours each= 3 hours per class= 30 minutes each= 1 hours each class= 1.5 hours each= 3 hours per class= 9
3 hours total
2 hours total
hours total

To what degree do users of the assessment


find it useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

Test Preparation Time (for teacher proctors)


beyond student test administration time
(including security training, tech set-up, printing,
scanning bubble sheets, etc.)

Measure C Component V
DPAS II

Test administration time (for students)

150 minutes (includes 15 minutes of instructions


read aloud by teacher)

27 hours (3 hrs/administration)

Testing window

10/110/15 and 3/13/15

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31 9/1 - 10/31; 12/1 - 1/31; 4/1 5/31

September 2014 (Pre-Test) May


2015 (Post-test)

September 2014 (Pre-Test) May


2015 (Post-test)

September 2014 (Pre-Test) May September 2014 (Pre-Test)


2015 (Post-test)
May 2015 (Post-test)

September 2014 (Pre-Test)


November 2014 (Post-test)

September 2014 (Pre-Test) May January 2015 (Mid-term) May 2015


2015 (Post-test)
(Final exam)

Test frequency

Given twice a year, in October and March

Three times per year: fall/winter/spring

2 times per year fall/spring

2 times per year fall/spring

2 times per year fall/spring

2 times per year

2 times per year fall/spring

2 times per year winter/spring

Three times per year:


fall/winter/spring

2 times per year fall/spring

2 hours each= 4 hours per class= 12 hours


total

Time between test administration and results 24 hours for raw data to district; 3 weeks for
analysis
to users

24 hours for raw data to district; 24 hours 24 hours for raw data to district; 24 3 days after grading is completed; then
for summary data via DSS in I-Tracker at hours for summary data via DSS in I- immediate after results are entered into
end of testing window
Tracker at end of testing window
Performance Plus

1 day after grading is completed; then


immediate after results are entered
into Performance Plus

1 day after grading is completed; then 1 day after grading is completed;


immediate after results are entered
then immediate after results are
into Performance Plus
entered into Performance Plus

1 day after grading is completed

1 day after grading is completed

1 day after grading is completed

Vendor

Tests4Schools

NWEA (North West Evaluation


Association)

NWEA (North West Evaluation


Association)

Performance Plus
SunGuard

Performance Plus
SunGuard

Performance Plus
SunGuard

Performance Plus
SunGuard

Peformance Plus generated goals/


teacher created
assessment/SunGuard

Performance Plus generated


goals/teacher created/SunGuard

teacher generated

Contract expiration date

4/1/2015

9/30/2016

9/30/2016

State determined

State determined

State determined

State determined

State determined

State determined

n/a

Entity that holds contract

District

District

District

State

State

State

State

State

State

District

Annual cost
(total and per student)

Copier and paper expenses


$38,000 total, $19.00 per student (grades 5- $13.50 per student for full Math & $13.50 per student for full
8)
ELA access (grades 5 - 12) at 1200 Math & ELA access (grades 5 students
12) at 1200 students

Copier and paper expenses

Copier and paper expenses

Copier and paper expenses

Copier and paper expenses

Copier and paper expenses

Copier and paper expenses

Funding source(s)

Local funds

State

State

State

State

State

n/a

Other Comments:

Grant Funds

Grant Funds

Need more computers to improve


schedule

Need more computers to improve


schedule

State

Achieve Assessment HS Math


Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA

Group Completing Form: HS Math


ELA
NWEA MAP

Math
NWEA MAP

Pre-test
Performance Plus subject Pre-test

Post-test
Performance Plus subject Post-test

Midterm Exams
District created exams

Final Exams
District created exams

Entity requiring assessment


state SEA or other agency; district; or school
Grade(s) tested
Course(s) or subjects tested

District

District

District

State, District

State, District

District

District

5-8
ELA

Grades 5 - 12
ELA & Math

Grades 5 - 12
ELA & Math

Grades 9-12
Math

Grades 9-12
Math

Grades 9-12
Math

Grades 9-12
Math

Which students are eligible or required to take assessment?

All students in these grades who are also required All


to take regular state assessment

All

all

all

all

Students who do not meeet the


exemption policy

Type of assessment summative; interim/bench- mark; formative;


diagnostic
Number of years assessment has been administered in the
district
To which content standards is the assessment aligned?
(source of alignment verification)

Benchmark

Benchmark; Interim Benchmark;


Diagnostic
Purchase Order: 2011

Benchmark; Interim Benchmark;


Diagnostic
Purchase Order: 2011

Pre-test

Post-test

diagnostic

Diagnostic

3 years

3 years

20 years

20 years

Common Core

Common Core

Algebra, Geometry, Functions,


statististics, number concepts

Algebra, Geometry, Functions,


statististics, number concepts

Algebra, Geometry, Functions,


statististics, number concepts

Algebra, Geometry, Functions,


statististics, number concepts

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA standards in RTI Screener; ACAP Course
reading comprehension
Placement, Presidential Honors,

RTI Screener; ACAP Course


Placement, Presidential Honors,

create baseline data to see growth


DPAS II

see growth/DPAS II

Assess student learning

assess student learning

Intended use(s)1 of the assessment

Predict ELA performance on state assessment and RTI Services; Course Placement
inform instructional practice

RTI Services; Course Placement

create baseline data to see growth

see growth

See student learning

See student learning

Users of the assessment


Do users of the assessment use it for its intended use(s)?

District assessment staff and teachers


Yes (district)
No (educators)
2 district staff find it accurately predicts
performance on state assessment, but that the
results are not useful
for educators to inform instruction

Administrators & Teachers


Yes

Administrators & Teachers


Yes

Teachers
no

Teachers
yes

Teachers
yes

Teachers
yes

Educators report MAP as useful for


instructional placement decisions

Educators report MAP as useful for


instructional placement decisions

1-takes a lot of time, but does not show 2- somewhat useful. It does show
levels of achievement to see how
growth for the few standards we are
standards are being assessement. It is assessing.
only being done for component 5

4- Allows students to learn to prepare


3- The students who are required to take
for a large cumulative test in preparation the test continue to learn to prepare for
for college. Gives teacher information large cumulative test.
as to what standards were learned well,
and which standards still need to be
addressed.

Type of administration

Paper booklet/scantron

Computer-based

Computer-based

paper

paper

paper

paper

Item type(s)

Selected response

Hot Spot; Drag/Drop; Click and Pop;


Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop
Down; Turn & Slide; Multiple

Hot Spot; Drag/Drop; Click and Pop; short answer


Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop
Down; Turn & Slide; Multiple

short answer

Muliple choice and short answer

Muliple choice and short answer

Accommodations

Braille edition of assessment

Available; not used to obtain raw


student performance data
90 min

Available; not used to obtain raw


student performance data
90 min

any accommodations listed on IEP

any accommodations listed on IEP

any accommodations listed on IEP

any accommodations listed on IEP

approximately 2 hours per teacher (10


hours total)

approximately 3 hours per teacher (15 approximately 6 hours per teacher (30 approximately 4 hours per teacher (20
hours total)
hours total-1 hour per class per teacher) hours total)

To what degree do users of the assessment find it useful or


not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

5 years
Common Core State Standards (Independent
review by Dr. Anne Jones using Student
Achievement Partners Assessment Eval. Tool)

Test Preparation Time (for teacher proctors) beyond student


test administration time (including security training, tech setup, printing, scanning bubble sheets, etc.)
Test administration time (for students)

150 minutes (includes 15 minutes of instructions


read aloud by teacher)

90-120 minutes

three times a year (90 minutes per


child)

45 minutes on average for each class


(19 classes)

1350 minutes for all students in 19


classes to complete the test

115 minutes per students per class

115 minutes per students per class

Testing window

10/110/15 and 3/13/15

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31

Sep-14

May-15

Jan-15

Jun-15

Test frequency

Given twice a year, in October and March

one time per year

one time per year

24 hours for raw data to district; 3 weeks for


analysis

Three times per year:


one time per year
fall/winter/spring
24 hours for raw data to district; 24 48 hours
hours for summary data via DSS in ITracker at end of testing window

one time per year

Time between test administration and results to users

Three times per year:


fall/winter/spring
24 hours for raw data to district; 24
hours for summary data via DSS in ITracker at end of testing window

48 hours

48 hours

24 hours

Vendor

Tests4Schools

NWEA (North West Evaluation


Association)

NWEA (North West Evaluation


Association)

Performance Plus subject Pre-test

Performance Plus subject Post-test

none

none

Contract expiration date


Entity that holds contract
Annual cost
(total and per student)

4/1/2015
District
$38,000 total, $19.00 per student (grades 5-8)

9/30/2016
District
$13.50 per student for full Math &
ELA access (grades 5 - 12) at 1200
students

9/30/2016
District
$13.50 per student for full Math &
ELA access (grades 5 - 12) at 1200
students

State determined
State
paper and copier expenses

State determined
State
paper and copier expenses

none
none
paper

none
none
paper

Funding source(s)

Local funds

Grant Funds

Grant Funds

State funds

State funds

district funds

district funds

Other Comments:

Achieve Assessment HS ELA


Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA
Entity requiring assessment
District
state SEA or other agency; district; or school
Grade(s) tested
5-8
Course(s) or subjects tested
ELA
Which students are eligible or required to take
All students in these grades who are also required
assessment?
to take regular state assessment
Benchmark
Type of assessment summative; interim/bench- mark;
formative; diagnostic
Number of years assessment has been administered in 5 years
the district
To which content standards is the assessment aligned? Common Core State Standards (Independent
(source of alignment verification)
review by Dr. Anne Jones using Student
Achievement Partners Assessment Eval. Tool)
Intended purpose(s) of the assessment
Measure student knowl- edge of ELA standards in
reading comprehension
Intended use(s)1 of the assessment
Predict ELA performance on state assessment
and inform instructional practice
Users of the assessment
District assessment staff and teachers
Do users of the assessment use it for its intended
Yes (district)
use(s)?
No (educators)
To what degree do users of the assessment find it useful 2 district staff find it accurately predicts
or not useful?
performance on state assessment, but that the
1 not useful
results are not useful
2 somewhat useful
3 useful
for educators to inform instruction
4 very useful
Explain why.
Type of administration
Paper booklet/scantron
Item type(s)
Selected response

Accommodations
Test Preparation Time (for teacher proctors) beyond
student test administration time (including security
training, tech set-up, printing, scanning bubble sheets,
etc.)
Test administration time (for students)

Braille edition of assessment

Group Completing Form: HS ELA


ELA
NWEA MAP
District

Math
NWEA MAP
District

ELA Pre-test
DPAS

ELA Post-test
DPAS

Midterm/Final Exam
District

Grades 5 - 12
ELA & Math
All

Grades 5 - 12
ELA & Math
All

Grades 9-12
ELA
All

Grades 9-12
ELA
All

Benchmark; Interim Benchmark;


Diagnostic
Purchase Order: 2011

Benchmark; Interim Benchmark;


Diagnostic
Purchase Order: 2011

Benchmark, component V

Benchmark, Component V

Grades 9-12
ELA
Students who do not meet
the exemption policy
Diagnostic

Common Core

Common Core

RTI Screener; ACAP Course Placement,


Presidential Honors,
RTI Services; Course Placement

RTI Screener; ACAP Course Placement, Teacher evaluation


Presidential Honors,
DPAS II
RTI Services; Course Placement
DPAS II Component V

Teacher evaluation
DPAS II
DPAS II Component V

Assess Student Learning

Administrators & Teachers


Yes

Administrators & Teachers


Yes

Administrators
Yes

Administrators
Yes

Teachers
yes

Educators report MAP as useful for


instructional placement decisions

Educators report MAP as useful for


instructional placement decisions

Teachers-2

Teachers -2

Computer-based
Hot Spot; Drag/Drop; Click and Pop;
Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop Down;
Turn & Slide; Multiple
Available; not used to obtain raw student
performance data
90 minutes

Computer-based
Hot Spot; Drag/Drop; Click and Pop;
Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop Down;
Turn & Slide; Multiple
Available; not used to obtain raw
student performance data
90 minutes

Paper/pencil
Text-based writing prompt

Paper/pencil
Text-based writing prompt

Paper/pencil
Multiple Choice/Short
Answer/Essay

None

None

504/IEP

10 minutes per student (multiply this by


number in cohort 25-100+)

10 minutes per student (multiply


this by number in cohort 25-100+)

2 hours

ELA

See Student Learning

150 minutes (includes 15 minutes of instructions


read aloud by teacher)

Three times per year: fall/winter/spring- Three times per year:


two 90-minute testing period EACH
fall/winter/spring- two 90-minute
session
testing period EACH session

One 90-minute class period

One 90-minute class period

90 to 120 minutes

Testing window
Test frequency

10/110/15 and 3/13/15


Given twice a year, in October and March

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31


Three times per year: fall/winter/spring

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31


Three times per year:
fall/winter/spring

Fall
One time per year

Spring
One time per year

winter/spring
2 time per year

Time between test administration and results to users

24 hours for raw data to district; 3 weeks for


analysis

The time that it takes to hand-score 24 to 48 hours

Tests4Schools

SunGuard

SunGuard

n/a

Contract expiration date

4/1/2015

24 hours for raw data to district; 24


hours for summary data via DSS in ITracker at end of testing window
NWEA (North West Evaluation
Association)
9/30/2016

The time that it takes to hand-score

Vendor

24 hours for raw data to district; 24 hours


for summary data via DSS in I-Tracker at
end of testing window
NWEA (North West Evaluation
Association)
9/30/2016

State determined

State determined

n/a

Entity that holds contract

District

District

District

State

State

n/a

Annual cost
(total and per student)

$38,000 total, $19.00 per student (grades 5-8)

$13.50 per student for full Math & ELA


access (grades 5 - 12) at 1200 students

$13.50 per student for full Math & ELA Copier and Paper
access (grades 5 - 12) at 1200 students

Copier and Paper

Copier and Paper

Funding source(s)

Local funds

Grant Funds

Grant Funds

State

District

Other Comments:

State

Achieve Assessment HS Science


Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA
Entity requiring assessment
District
state SEA or other agency; district; or school

Delmar HS Science Achieve Assessment Review 61515


ELA
Math
NWEA MAP
NWEA MAP
District
District

Science
PreTest/ Perfomance Plus
State

Science
Posttest/Performance Plus
State

Science
Mid-Term
District

Science
Final/summative
District

Grade(s) tested
Course(s) or subjects tested

5-8
ELA

Grades 5 - 12
ELA & Math

Grades 5 - 12
ELA & Math

Grades 9-11
Physical Science, Biology, Chemistry

Grades 9-11
Physical Science,Biology,Chemistry

Grades 9-12
All Science

Grades 9-12
All Science

Which students are eligible or required to take


assessment?

All students in these grades who are also required to All


take regular state assessment

All

All

All

All

All

Type of assessment summative; interim/bench- mark; Benchmark


formative; diagnostic

Benchmark; Interim Benchmark; Diagnostic Benchmark; Interim Benchmark;


Diagnostic

Pretest

Posttest

Mid-term/summative

Final/summative

Number of years assessment has been


administered in the district
To which content standards is the assessment
aligned? (source of alignment verification)

5 years

Purchase Order: 2011

Purchase Order: 2011

30 plus years

30 plus years

Common Core State Standards (Independent review Common Core


by Dr. Anne Jones using Student Achievement
Partners Assessment Eval. Tool)

Common Core

Delaware State Science Standards

Delaware State Science Standards

Delaware State Science Standards

Delaware State Science Standards

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA standards in


reading comprehension

RTI Screener; ACAP Course Placement,


Presidential Honors,

RTI Screener; ACAP Course Placement,


Presidential Honors,

Teacher Accountability/Student Growth


DPAS II

Teacher Accountability/Student Growth


DPAS II

Measure student content mastery/college


ready

Measure student content


mastery/college ready

Intended use(s)1 of the assessment

Predict ELA performance on state assessment and


inform instructional practice

RTI Services; Course Placement

RTI Services; Course Placement

DPAS II Comp. 5

DPAS II Comp. 5

Semester grade calculation/college ready

Semester grade calculation/college


ready

Users of the assessment

District assessment staff and teachers

Administrators & Teachers

Administrators & Teachers

Science Teachers/Administrators

Science Teachers/Admin

All teachers

All teachers

Do users of the assessment use it for its intended


use(s)?
To what degree do users of the assessment find it
useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

Yes (district)
No (educators)
2 district staff find it accurately predicts
performance on state assessment, but that the
results are not useful
for educators to inform instruction

Yes

Yes

Yes

Yes

Yes

Yes

Educators report MAP as useful for


instructional placement decisions

Educators report MAP as useful for


instructional placement decisions

1 - this test serves no purpose except to determine a 1 - this test serves no purpose except to determine a 3-this test is a good indication of concept
teachers component 5 rating and unfortunately these teachers component 5 rating and unfortunately these mastery and is based on material actually
tests are very poorly designed.
tests are very poorly designed.
taught in the class. Students also have
practice taking lengthy exams that they may
see in college.

Type of administration

Paper booklet/scantron

Computer-based

Computer-based

Paper Booklet/scantron

Paper Booklet/scantron

Paper Booklet

Paper Booklet

Item type(s)

Selected response

Multiple Choice/Free Response

Multiple Choice/Free Response

Multiple Choice/Free Response

Braille edition of assessment

Hot Spot; Drag/Drop; Click and Pop;


Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop Down;
Turn & Slide; Multiple
Available; not used to obtain raw student
performance data

Multiple Choice/Free response

Accommodations

Hot Spot; Drag/Drop; Click and Pop;


Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop Down; Turn
& Slide; Multiple
Available; not used to obtain raw student
performance data

Reading of test/IEP accomodations

Reading of Test/IEP accomodations

IEP Accomodations/504

IEP Accomodations/504

90 minutes

90 minutes

Test Prep: 2hours, Grading: 7 hours, Scanning and


data analysis: 2 hours
per teacher

Test Prep: 2hours, Grading: 7 hours, Scanning and


data analysis: 2 hours
per teacher

Test Prep: 2 hours, Grading: 10 hours,


per teacher

Test Prep: 2 hours, Grading: 10 hours,


per teacher

90-120 minutes

90-120 minutes

60-90 min.

60-90 min.

60-90 mins.

60-90 mins.

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31


Three times per year: fall/winter/spring

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31


Three times per year: fall/winter/spring

Aug-Sept
1 time per year

May
1 time per year

January
1 time per year

June
1 time per year

1 week depending on grading

1 week depending on grading

n/a

Test Preparation Time (for teacher proctors)


beyond student test administration time (including
security training, tech set-up, printing, scanning
bubble sheets, etc.)

Test administration time (for students)


Testing window
Test frequency

150 minutes (includes 15 minutes of instructions


read aloud by teacher)
10/110/15 and 3/13/15
Given twice a year, in October and March

3-this test is a good indication of


concept mastery and is based on
material actually taught in the class.
Students also have practice taking
lengthy exams that they may see in
college.

Time between test administration and results to


users

24 hours for raw data to district; 24 hours 1 to 2 weeks depending on grading.


24 hours for raw data to district; 3 weeks for analysis 24 hours for raw data to district; 24 hours
for summary data via DSS in I-Tracker at end for summary data via DSS in I-Tracker at
end of testing window
of testing window

1 to 2 weeks depending on grading.

Vendor

Tests4Schools

NWEA (North West Evaluation Association)

NWEA (North West Evaluation


Association)

State

State

Contract expiration date

4/1/2015

9/30/2016

9/30/2016

State determined

State Determined

n/a

Entity that holds contract

District

District

District

State

State

n/a

n/a

Annual cost
(total and per student)

$38,000 total, $19.00 per student (grades 5-8)

$13.50 per student for full Math & ELA


access (grades 5 - 12) at 1200 students

$13.50 per student for full Math & ELA


access (grades 5 - 12) at 1200 students

Copier and Paper costs

Copier and Paper costs

Copier and Paper costs

Copier and Paper costs

Funding source(s)

Local funds

Grant Funds

Grant Funds

State

State

District

District

Other Comments:

Achieve Assessment HS School Social Studies

Name of School: Delmar Middle School & Delmar High School -

Group Completing Form: High School Social Studies

Optional Category: English Language Arts (e.g., grade level, subject)

ELA

Math

Civics

Geography

Economics

Personal Finance

Name of assessment

(Example) PLACE ELA

NWEA MAP

NWEA MAP

Pre/Post Test
Performance Plus

Pre/post test
Performance Plus

Pre/post test
Performance Plus

Pre/post test
Performance Plus

Entity requiring assessment


state SEA or other agency; district; or
school

District

District

District

State

State

State

State

Grade(s) tested
Course(s) or subjects tested

5-8
ELA

Grades 5 - 12
ELA & Math

Grades 5 - 12
ELA & Math

9
Civics

9
Geography

All students
Economics

All students
Personal Finance

Which students are eligible or required to All students in these grades who are also
take assessment?
required to take regular state assessment

All

All

All

All

Type of assessment summative;


interim/bench- mark; formative; diagnostic

Benchmark

Benchmark; Interim
Benchmark; Diagnostic

Benchmark; Interim
Benchmark; Diagnostic

Diagnostic/summative
DPAS II

Diagnostic/summative
DPAS II

We are required to
name a cohort, but I
require all students to
take the test
Benchmark
DPAS II

Number of years assessment has been


administered in the district

5 years

Purchase Order: 2011

Purchase Order: 2011

5 years

5 years

5 years

To which content standards is the


Common Core State Standards (Independent Common Core
assessment aligned? (source of alignment review by Dr. Anne Jones using Student
verification)
Achievement Partners Assessment Eval.
Tool)

Common Core

Social Studies GLES

Social Studies GLES

DOE Economics Content DOE Personal Finance


Standards 1-4
Content Standards 1-4

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA


standards in reading comprehension

RTI Screener; ACAP Course Component 5


Placement, Presidential
Honors,

Component 5

Intended use(s)1 of the assessment

Predict ELA performance on state assessment RTI Services; Course


and inform instructional practice
Placement

RTI Services; Course


Placement

Teacher Evaluation

Users of the assessment

District assessment staff and teachers

Administrators & Teachers

Administrators & Teachers

Do users of the assessment use it for its Yes (district)


intended use(s)?
No (educators)

Yes

To what degree do users of the


assessment find it useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

2 district staff find it accurately predicts


performance on state assessment, but that
the results are not useful
for educators to inform instruction

Type of administration

Economics and Personal


Finance
Midterm

Economics and Personal


Finance
Final Exam

American History

American History

American History

AP US History

World History

Psychology

Pre/post
Performance Plus

Midterm Exam

Final Exam

Final Exam

Pre / Post Test World


History
Performance Plus

Psychology Midterm &


Final Exams

District

District

State

District

District

College Board

District / teacher

District / Teacher

all students
Economics and Personal
Finance
We are required to name all students
a cohort, but I require all
students to take the test

all students
Economics and Personal
Finance
all students

All students
American History

All students
American History

All students
American History

all students
American History

grade 12
Psychology

All students

Students enrolled in
AP US History

Benchmark
DPAS II

Summative

Summative

We are required to name All students


a cohort, but I give the
assessment to all
students
Benchmark
Summative
DPAS II

grade 12
World History (grade
12)
All

Summative

Summative

Benchmark
DPAS II

midterm & final exam

5 years

10+ years

10+ years

5 years

10+ years

10+ years

DOE economic content


DOE economic content
DOE History content
standards 1-4;DOE personal standards 1-4;DOE personal standards 1-4
finance content standards 1- finance content standards 1-4
4

DOE history content


standards 1-4

DOE history content


standards 1-4

College Board
Framework

content standards

content standards

Benchmark growth of
Benchmark growth of
individual students over individual students over
course of year
the course of the year

Evaluate the students


understanding of the content
standards and additional
classroom activities as they
relate to the DOE content
standards

Evaluate the students


Benchmark growth of
understanding of the content students over course of
standards and additional
year
classroom activities as they
relate to the DOE content
standards

Evaluate the students


Evaluate the students
understanding of concepts understanding of concepts
taught in my curriculum
taught in my curriculum

Evaluate students
understanding of US
history at a college
level

growth goal(s)

summative assessment

Teacher Evaluation

Formative assessment
and evaluation

Formative assessment
and evaluation

Summative, student scores


are 10% of total grade

Summative, student scores


are 10% of total grade

Formative assessment
and evaluation

Summative

Summative

growth goals

summative assessment

Adminsitrators and
Teachers

Adminstration and
Teachers

Adminstration, teacher

Administration, teacher

Admistration and Teacher

Admistration and Teacher

Administration and
teacher

Administration and teacher Administration and teacher

Student, Admin,
Teacher

Administrators &
Teachers

teacher

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

yes

yes

Educators report MAP as


useful for instructional
placement decisions

Educators report MAP as


useful for instructional
placement decisions

1: In general the
assessment is not useful
as a formative
assessment and is a
poor assessment of
growth and knowledge

2: In general the
assessment is not useful
as a formative assessment
but is somewhat useful as
an assessment of growth
and knowledge

4: In general the students


are held accountable to the
content standards through
specific assessment methods
used in the class and relevant
to required understandings
of instruction.

4: In general the students are


held accountable to the
content standards through
specific assessment methods
used in the class and relevant
to required understandings of
instruction.

1: the assessment is not


useful as a formative
assessment and does not
reflect how I assess in
my class

4: Students are invested in


this assessment and it
accurately reflects content
taught in my class

4: Students are invested in


this assessment and it
accurately reflects content
taught in my class

n/a

Paper booklet/scantron

Computer-based

Computer-based

Bubble Sheets

Bubble Sheets

paper/scantron

Paper/scantron

Paper/computer based

Paper/computer based

Paper/scantron

paper

paper

paper

Item type(s)

Selected response

Hot Spot; Drag/Drop; Click


and Pop; Graphing Calculator
TI-84; Common Stimulus;
Keyboard Entry; Drop Down;
Turn & Slide; Multiple

Hot Spot; Drag/Drop; Click


and Pop; Graphing
Calculator TI-84; Common
Stimulus; Keyboard Entry;
Drop Down; Turn & Slide;
Multiple

Selected Response, short


answer

Selected Response, short


answer

multiple choice, short


answer

multiple choice

Multiple choice, short


answer, matching, data
based questions, multiple
answer

Multiple choice, short answer, Multiple choice, short


matching, data based
answer
questions, multiple answer

Multiple choice, short


answer, matching, open
ended response

Multiple choice, short


answer, matching, open
ended response

paper
paper test
booklet/scantron
Multiple choice, short multiple choice & short multiple choice, modified
answer, free response, answer
true/false, completion
DBQ

Accommodations

Braille edition of assessment

Available; not used to obtain


raw student performance
data
90 minutes

Available; not used to


obtain raw student
performance data
90 minutes

IEP/504

IEP/504

IEP/504

IEP/504

IEP/504

Available

none

available

available

none

16 hours

16 hours

8 hours

8 hours

2 hours

2 hours

8 hours

2 hours

2 hours

90-120 mn

90 minutes

90 minutes

90 minutes

90 minutes

90

90

90 minutes

90 minutes

90 minutes

end of 1st semester

end of 2nd semester

Beginning and end of


course

end of 1st semester

twice a year

Once

Test Preparation Time (for teacher


proctors) beyond student test
administration time (including security
training, tech set-up, printing, scanning
bubble sheets, etc.)

RTI Screener; ACAP Course


Placement, Presidential
Honors,

Summative

All

available

available per student


accomodations

8 hours

3 hours

90 minutes

90 minutes

end of 2nd semester

April or May

9/1 - 10 ; 5/5 - 10

midterm: 1/5 - 1/9


final: 5/5 - 10

Once

Once

twice a year

twice a year

Test administration time (for students)

150 minutes (includes 15 minutes of


instructions read aloud by teacher)

90-120 min

Testing window

10/110/15 and 3/13/15

9/1 - 10/31; 12/1 - 1/31; 4/1 - 9/1 - 10/31; 12/1 - 1/31; 4/1 Beginning and end of
5/31
- 5/31
course

Beginning and end of


course

beginning and end of


course

beginning and end of


course

Test frequency

Given twice a year, in October and March

Three times per year:


fall/winter/spring

Three times per year:


fall/winter/spring

twice a year

twice a year

once for pre once for


post

once for pre and once for once


post

once

Time between test administration and


results to users

24 hours for raw data to district; 3 weeks for


analysis

24 hours for raw data to


district; 24 hours for summary
data via DSS in I-Tracker at
end of testing window

24 hours for raw data to


district; 24 hours for
summary data via DSS in ITracker at end of testing
window

3-7 day

3-7 day

pre test data turnover


for students takes
approximately 3-7 days

pre test data turnover for the larger portion of test


students takes
results are immediate with a
approximately 3-7 days
1 day lag for short answer
portions

the larger portion of test


3-7 days
results are immediate with a 1
day lag for short answer
portions

results are immediate with results are immediate with Scores are usually
exceptions for free
exceptions for free response reported by July
response

1 week

1-2 days

Vendor

Tests4Schools

SunGuard

SunGuard

SunGuard

Teacher

Teacher

Teacher

Teacher

College Board

State determined
State

n/a
State

n/a
State

n/a
State

n/a
n/a

n/a
n/a

n/a
n/a

n/a
n/a

n/a
n/a

DOE
SunGuard
State determined
State

teacher

4/1/2015
District

NWEA (North West


Evaluation Association)
9/30/2016
District

SunGuard

Contract expiration date


Entity that holds contract

NWEA (North West Evaluation


Association)
9/30/2016
District

DOE
SunGuard
State determined
State

n/a
n/a

Achieve Assessment HS School Social Studies

Annual cost
(total and per student)

$38,000 total, $19.00 per student (grades 5-8) $13.50 per student for full
$13.50 per student for full
Math & ELA access (grades 5 - Math & ELA access (grades
12) at 1200 students
5 - 12) at 1200 students

Copier and Paper costs

Copier and Paper costs

Funding source(s)

Local funds

NA

NA

time consuming and not


very useful

Time consuming and not


very usefull

Other Comments:

Grant Funds

Grant Funds

Copier and Paper costs

The test appears to be


flawed in many ways,
including a focus on
outdated standards that
revolve around
Economic Systems and
transistioning command
economies to market
economies despite the
lack of relavent content
in the modern day #12
HAS AN INCORRECT
ANSWER AND WAS
REPORTED TO THE
STATE BUT WAS NOT
CHANGED THE
FOLLOWING YEAR
DESPITE THE STATE
OFFICE BEING NOTIFIED
BY MY DISTRICT
CURRICULUM DIRECTOR

Copier and Paper costs

Copier and Paper costs

I prefer this method as it


resembles the assessments
we complete throughout the
year and assessment
methods we have practiced
students care much more
about an exam that affects
their grade; the turn around
time for grades is much
faster.

Copier and Paper costs

Copier and Paper costs

Copier and Paper costs

Copier and Paper costs

$91 per student (paid


by student)

Copier and Paper costs Copier and Paper costs

District

State

District

District

n/a

n/a

I prefer this method as it


resembles the assessments
we complete throughout the
year and assessment methods
we have practiced students
care much more about an
exam that affects their grade;
the turn around time for
grades is much faster.

The test is not an


accurate measure of
what my students learn.
They are not invested in
the assessment as it
does not affect them.

this assessment is a more


fair record of what my
students have learned
within the year. Results
are much quicker and more
understandable for
students.

this assessment is a more


fair record of what my
students have learned within
the year. Results are much
quicker and more
understandable for students.

Students who perform


well on this
assessment can earn
college credit at most
accredited colleges.

n/a

Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA
Entity requiring assessment
District
state SEA or other agency; district; or school
Grade(s) tested
5-8
Course(s) or subjects tested
ELA
Which students are eligible or required to take All students in these grades who are also
assessment?
required to take regular state assessment
Type of assessment summative; interim/bench- Benchmark
mark; formative; diagnostic
Number of years assessment has been
5 years
administered in the district
To which content standards is the assessment Common Core State Standards
aligned? (source of alignment verification)
(Independent review by Dr. Anne Jones
using Student Achievement Partners
Assessment Eval. Tool)
Intended purpose(s) of the assessment
Measure student knowl- edge of ELA
standards in reading comprehension

Achieve Assessment World Language Dept.

Group Completing Form: World Language Dept.


ELA
NWEA MAP
District

Math
NWEA MAP
District

World Languages Spanish


Span II LEVEL -Pre Test
State

World Languages Spanish


Span II LEVEL -Post Test
State

District

Grades 5 - 12
ELA & Math
All

Grades 5 - 12
ELA & Math
All

Grades 10-12
World Languages Spanish
All

Grades 10-12
World Languages Spanish
All

Grades 9-12
World Language/Spanish
All

Benchmark; Interim Benchmark; Diagnostic

Benchmark; Interim Benchmark; Diagnostic

Benchmark/summative/Formative

Benchmark/summative/Formative

Diagnostic

Purchase Order: 2011

Purchase Order: 2011

3 years

3 years

n/a

Common Core

Common Core

World Languages GLE/Common Core

World Languages GLE/Common Core

World Language

RTI Screener; ACAP Course Placement,


Presidential Honors,

RTI Screener; ACAP Course Placement,


Presidential Honors,

Measure Student Knowledge of Spanish Standards.


DPAS II

Midterm/Final

Intended use(s)1 of the assessment

Predict ELA performance on state


RTI Services; Course Placement
assessment and inform instructional practice

RTI Services; Course Placement

Users of the assessment


Do users of the assessment use it for its
intended use(s)?
To what degree do users of the assessment
find it useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.
Type of administration

District assessment staff and teachers


Yes (district)
No (educators)
2 district staff find it accurately predicts
performance on state assessment, but that
the results are not useful
for educators to inform instruction

Administrators & Teachers


Yes

Administrators & Teachers


Yes

Measure Student Knowledge of Spanish


Standards.
DPAS II
Determine student knowledge at the beginning and the Determine student knowledge at the
end.
beginning and the end.
DPAS II
DPAS II
Administrators and Teachers
Administrators and Teachers
Yes
Yes

Educators report MAP as useful for instructional


placement decisions

Educators report MAP as useful for


instructional placement decisions

Measure B Useful
Measure C Very Useful

Measure B Useful
Measure C Very Useful

Paper booklet/scantron

Computer-based

Computer-based

Paper booklet/Scantron

Paper booklet/Scantron

Paper/Pencil/Computer

Item type(s)

Selected response

Hot Spot; Drag/Drop; Click and Pop; Graphing


Calculator TI-84; Common Stimulus; Keyboard
Entry; Drop Down; Turn & Slide; Multiple

Reading: Multiple choice


Presentational Wrtiting: Essay

Wrtiting Task for conversation


Presentational Speaking

Multiple Choice/Short Answer

Accommodations

Braille edition of assessment

Available; not used to obtain raw student


performance data
90 min

Hot Spot; Drag/Drop; Click and Pop;


Graphing Calculator TI-84; Common
Stimulus; Keyboard Entry; Drop Down; Turn
& Slide; Multiple
Available; not used to obtain raw student
performance data
90 min

Test Preparation Time (for teacher proctors)


beyond student test administration time
(including security training, tech set-up,
printing, scanning bubble sheets, etc.)
Test administration time (for students)

Available as stayed on individual students IEP


Pre test: 4 hrs
4 hrs

Available as stayed on individual students


IEP
Post test: Pre test: 2 hrs
Post test: 2 hrs

Assess Student Learning

See Student Learning

Teacher
Yes

504/IEP
2 hours

60-90 min

60-90 min

Measure B Pre/Post test: 1 hour 30 minutes minutes

Measure C Pre/Post: 2 hour

Testing window

150 minutes (includes 15 minutes of


instructions read aloud by teacher)
10/110/15 and 3/13/15

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31

9/1 - 10/31; 12/1 - 1/31; 4/1 - 5/31

Test frequency

Given twice a year, in October and March

Three times per year: fall/winter/spring

Three times per year: fall/winter/spring

Pre Test: September 1st to October 1st Post Test: April


15 to May 15
Given twice a school year, at the beginning of the school
year and at the end

Pre Test: September 1st to October 1st Post winter/spring


Test: April 15 to May 15
Given twice a school year, at the beginning 2 times per year
of the school year and at the end

Time between test administration and results


to users
Vendor

24 hours for raw data to district; 3 weeks for 24 hours for raw data to district; 24 hours for
analysis
summary data via DSS in I-Tracker at end of testing
window
Tests4Schools
NWEA (North West Evaluation Association)

Contract expiration date


Entity that holds contract

4/1/2015
District

Annual cost
(total and per student)

$38,000 total, $19.00 per student (grades 5- $13.50 per student for full Math & ELA access
8)
(grades 5 - 12) at 1200 students

$13.50 per student for full Math & ELA


access (grades 5 - 12) at 1200 students

Funding source(s)
Other Comments:

Local funds

Grant Funds

9/30/2016
District

Grant Funds

24 hours for raw data to district; 24 hours for 24 hours for raw data
summary data via DSS in I-Tracker at end of
testing window
NWEA (North West Evaluation Association) Delaware Department of education World Languages:
State
9/30/2016
State determined
District
State

90 - 120 minutes

24 hours for raw data

24-48 hours

Delaware Department of education World


Languages; State
State determined
State

n/a
n/a
n/a

Copier and Paper costs

Copier and Paper costs

Copier and Paper costs

State

State

District

Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA
Entity requiring assessment
District
state SEA or other agency; district; or school
Grade(s) tested
Course(s) or subjects tested

HS Fine Arts
Final Exams

State (Component V)

State (Component V)

State (Component V)

District

District

Grade 9-12 (all concert band


students)
Music

Grade 9-12

Grades 9-12

All Arts Classes


All

All students who do not have a


cumulative 90% average for the year

Grade 7 Chorus (2 classes)

ELA

Visual Arts

Visual Arts

Visual Arts

Music

Grade 9-12 (all concert choir


students)
Music

Pre & Post Test

Pre & Post Test

Pre & Post Test

Pre & Post Test

Pre & Post Test

Pre & Post Test

Midterm Exams

Final Exams

Delaware Performing Arts


Standards

Delaware Performing Arts


Standards

Delaware Performing Arts


Standards

Delaware Visual and Performing


Arts Standards

Delaware Visual and Performing


Arts Standards

Measure growth from


beginning to end of the school
year
DPAS II
Component V Rating for
Teacher

Measure growth from


beginning to end of the school
year
DPAS II
Component V Rating for
Teacher

Measure growth from


beginning to end of the school
year
DPAS II
Component V Rating for
Teacher

Guage knowledge obtained by


students at midpoint of the
school year

Guage knowledge obtained by


students at end of the school year

Assess knowledge at midpoint

Assess knowledge at end of year

DOE, Administrators &


Teachers
Yes (district)
No (educators)
2 - the test is almost all
rhythm & dictation based.
While there is a place for that,
it should not make up the
whole test

DOE, Administrators &


Teachers
Yes (district)
No
(educators)
2 - the questions are okay but
there should be more than 3
questions and should cover
more than just rhythm &
dictation

DOE, Administrators &


Teachers
Yes (district)
No
(educators)
2 - the questions are okay but
there should be more than 3
questions and should cover
more than just rhythm &
dictation

Teachers & Administrators

Teachers & Administrators

Yes

Yes

4 - the exams are teacher


created and alligned to the
curriculum delivered on a daily
basis in each class

4 - the exams are teacher created


and allign to the curriculum
deliveted on a daily basis in each
class

Paper booklet
3 questions: 1 rhythmic
dictation, 1 rhythm error
analysis with short written
response, 1 rhythm
performance
IEP/504

Paper booklet
3 questions: 1 rhythmic
dictation, 1 rhythm error
analysis with short written
response, 1 rhythm
performance
IEP/504

Paper booklet
3 questions: 1 rhythmic
dictation, 1 rhythm error
analysis with short written
response, 1 rhythm
performance
IEP/504

90 minutes

2 hours

3 hours

5 years

All

Common Core State Standards


Delaware Visual Arts Standards
(Independent review by Dr. Anne
Jones using Student Achievement
Partners Assessment Eval. Tool)
Measure student knowl- edge of ELA Measure growth from beginning
standards in reading comprehension to end of the school year
DPAS II

All

All

Delaware Visual Arts Standards Delaware Visual Arts Standards

Measure growth from beginning Measure growth from


to end of the school year
beginning to end of the school
DPAS II
year
DPAS II
Component V Rating for Teacher Component V Rating for Teacher Component V Rating for
Teacher

Intended use(s)1 of the assessment

Predict ELA performance on state


assessment and inform instructional
practice
Users of the assessment
District assessment staff and teachers DOE, Administrators & Teachers DOE, Administrators & Teachers DOE, Administrators &
Teachers
Do users of the assessment use it for its
Yes (district)
No Yes (district)
No Yes (district)
No
Yes (district)
intended use(s)?
No (educators)
(educators)
(educators)
(educators)
To what degree do users of the assessment 2 district staff find it accurately
2 - the test is only one 2
2 - the test is only one 2
2 - the test is only one 2
find it useful or not useful?
predicts performance on state
questions (1 drawing and 1
questions (1 drawing and 1
questions (1 drawing and 1
1 not useful
assessment, but that the results are paragraph response) Teacher
paragraph response) Teacher
paragraph response) Teacher
2 somewhat useful
3 useful
not useful
doesn't feel it's an accurate
doesn't feel it's an accurate
doesn't feel it's an accurate
4 very useful
for educators to inform instruction
measure
measure
measure
Explain why.
Type of administration
Paper booklet/scantron
Paper booklet
Paper booklet
Paper booklet
Item type(s)
Selected response
1 drawing & 1 extended
1 drawing & 1 extended
1 drawing & 1 extended
response question
response question
response question

Braille edition of assessment

Test Preparation Time (for teacher proctors)


beyond student test administration time
(including security training, tech set-up,
printing, scanning bubble sheets, etc.)
Test administration time (for students)

150 minutes (includes 15 minutes of


instructions read aloud by teacher)

Testing window

10/110/15 and 3/13/15

Test frequency

Given twice a year, in October and March

Time between test administration and


results to users

24 hours for raw data to district; 3


weeks for analysis

Vendor
Contract expiration date
Entity that holds contract

Tests4Schools
4/1/2015
District

Annual cost
(total and per student)

$38,000 total, $19.00 per student (grades 58)

Funding source(s)

Local funds

Other Comments:

HS Fine Arts
Midterm Exams

Grade 9-12 (All studio classes)

Benchmark

Accommodations

HS Band
Music Intermediate 2 Pre &
Post Test

Grade 5 (3 classes)

Type of assessment summative;


interim/bench- mark; formative; diagnostic

Intended purpose(s) of the assessment

HS Chorus
Music Intermediate I Pre &
Post Test

Grade 5 (3 classes)

All students in these grades who are also


required to take regular state assessment

To which content standards is the


assessment aligned? (source of alignment
verification)

MS Music
Music Novice 1 Pre & Post
Test

5-8

Which students are eligible or required to take


assessment?

Number of years assessment has been


administered in the district

Achieve Assessment MS HS Fine Arts Department

Group Completing Form: MS & HS Fine Arts Department


MS Art
MS Art
HS Art
VPA Visual Arts Grade 5 Pre &
VPA Visual Arts Grade 5 Pre & VPA Visual Arts Grade Novice,
Intermediate & Advanced Pre &
Post Test
Post Test
Post Test
State (Component V)
State (Component V)
State (Component V)

IEP/504

IEP/504

IEP/504

4 hours

4 hours

8 hours (4 hours for pre-test, 4


hours for post test)

90 minutes per class (2, 45


minute class periods)

90 minutes per class (2, 45


minute class periods)

Pre test - first 6 weeks, Post


test - last 6 weeks

Pre test - first 6 weeks, Post


test - last 6 weeks

approximately 1 week for tests


to be graded and input

approximately 1 week for tests approximately 1 week for tests


to be graded and input
to be graded and input

Twice a year: Fall/spring

Twice a year: Fall/spring

All

All

All

6 hours (2, 90 minute class 4.5 hours per class minutes (3, 3 hours minutes (1, 90 minute 3 hours minutes (1, 90 minute
periods for pretest; 2, 90
45 minute classes for pretest; class period for pretest; 1, 90 class period for pretest; 1, 90
minute class periods for post 3, 45 minute classes for post
minute class for post test)
minute class for post test)
test)
test)
Pre test - first 6 weeks, Post Pre test - first 6 weeks, Post Pre test - first 6 weeks, Post Pre test - first 6 weeks, Post
test - last 6 weeks
test - last 6 weeks
test - last 6 weeks
test - last 6 weeks
Twice a year: Fall/spring

Twice a year: Fall/spring

Twice a year: Fall/spring

Twice a year: Fall/spring

All Arts Classes

Paper booklet
Paper booklet
Multiple choice, matching, short Multiple choice, matching, short
and extended response,
and extended response, drawings
drawings

Available for students with IEP or Available for students with IEP or
504 plan
504 plan
3 hours per teacher
3 hours per teacher

2 hours per teacher per class

2 hours per teacher per class

January

June

Once a year: end of first semester

Once a year: end of the year

approximately 2 weeks for approximately 1 week for tests approximately 1 week for tests approximately 1 week for tests
tests to be graded and input
to be graded and input
to be graded and input
to be graded and input

SunGuard
State determined
State

SunGuard
State determined
State

SunGuard
State determined
State

SunGuard
State determined
State

SunGuard
State determined
State

SunGuard
State determined
State
None

Copier and paper cost

Copier and paper cost

State

State

State

State

State

State

District

District

None

None

None

None

None

n/a
n/a
n/a

approximately 1 week for tests to


be graded and input
n/a
n/a
n/a

Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)

Group Completing Form: CTE Perkins


ELA
Math

Name of assessment
Entity requiring assessment
state SEA or other agency; district; or
school
Grade(s) tested
Course(s) or subjects tested

(Example) PLACE ELA


District

NWEA MAP
District

5-8
ELA

Grades 5 - 12
ELA & Math

Achieve Assessment CTE Perkins


Technology

Communication Tech

Process Design/Engineering

Plant and Horticulture

Animal Science

Each CTE Course

NWEA MAP
District

Performance Plus

Performance Plus

Performance Plus

Performance Plus

Performance Plus

Mid-Term & Final Exam

Grades 5 - 12
ELA & Math

Grade 8
CSA 8

Grades 9-12
Communication Tech 1-4

Grades 9-12
Plant and Horticulture 1-4

Grades 9-12
Animal Science 1-4

Grades 9-12
Each CTE Course

Which students are eligible or required to All students in these grades who are also All
take assessment?
required to take regular state assessment

All

All students in 8th grade who are


enrolled in CSA 8.

All students

Grades 9-12
Process of Design and
Engineering 1-4
All students

All students

All students

All Students

Type of assessment summative;


interim/bench- mark; formative; diagnostic

Benchmark

Benchmark; Interim Benchmark;


Diagnostic

Benchmark; Interim
Benchmark; Diagnostic

Pre-test and post-test

Pre/post test

Pre/post test

Pre/post test

Pre/post test

Summative

Number of years assessment has been


administered in the district

5 years

Purchase Order: 2011

Purchase Order: 2011

3 years

3 years; 10 plus years

3 years; 10 plus years

3 years; 10 plus years

3 years; 10 plus years

30 plus years

To which content standards is the


Common Core State Standards
assessment aligned? (source of alignment (Independent review by Dr. Anne Jones
verification)
using Student Achievement Partners
Assessment Eval. Tool)

Common Core

Common Core

DE State Standards for Exploring


Business II.

DE Technology Education
Standards for Communication
Technology

DE Technology Education
DE Agriscience Education Standards for
Standards forProcess of Design Plant and Horticulture
and Engineering

DE Agriscience Education Standards


for Animal Science

CTE Standards

Intended purpose(s) of the assessment

Measure student knowl- edge of ELA


standards in reading comprehension

RTI Screener; ACAP Course


Placement, Presidential Honors,

RTI Screener; ACAP Course


Placement, Presidential
Honors,

Component V, measure B
DPAS II

Component V, Measure B;
DPAS II

Component V, Measure B;
DPAS II

Component V, Measure B;
DPAS II

Component V, Measure B;
DPAS II

Course Content Mastery

Intended use(s)1 of the assessment

RTI Services; Course Placement

RTI Services; Course


Placement

Component V, measure B

Component V, Measure B;
DPAS II

Component V, Measure B;
DPAS II

Component V, Measure B;
DPAS II

Component V, Measure B;
DPAS II

Course Credit

Users of the assessment

Predict ELA performance on state


assessment and inform instructional
practice
District assessment staff and teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Administrators & Teachers

Do users of the assessment use it for its


intended use(s)?

Yes (district)
No (educators)

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

To what degree do users of the


assessment find it useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

2 district staff find it accurately predicts Educators report MAP as useful


performance on state assessment, but
for instructional placement
that the results are not useful
decisions
for educators to inform instruction

Educators report MAP as


useful for instructional
placement decisions

3- useful; relevant to content and


reflects content taught in class.

3- useful; relevant to content


and reflects content taught in
class.

3- useful; relevant to content


and reflects content taught in
class.

3- useful; relevant to content and reflects 3- useful; relevant to content and


content taught in class.
reflects content taught in class.

Very useful

Type of administration
Item type(s)

Paper booklet/scantron
Selected response

Computer-based
Hot Spot; Drag/Drop; Click and
Pop; Graphing Calculator TI-84;
Common Stimulus; Keyboard
Entry; Drop Down; Turn & Slide;
Multiple

Computer-based
paper
Hot Spot; Drag/Drop; Click
multiple choice and open ended
and Pop; Graphing Calculator
TI-84; Common Stimulus;
Keyboard Entry; Drop Down;
Turn & Slide; Multiple

paper
multiple choice and open ended

paper
multiple choice and open ended

Accommodations

Braille edition of assessment

Available; not used to obtain raw Available; not used to obtain Available; not used to obtain raw
student performance data
raw student performance
student performance data
data

Test Preparation Time (for teacher


proctors) beyond student test
administration time (including security
training, tech set-up, printing, scanning
bubble sheets, etc.)
Test administration time (for students)

150 minutes (includes 15 minutes of


instructions read aloud by teacher)

Testing window

10/110/15 and 3/13/15

Test frequency
Time between test administration and
results to users

Vendor
Contract expiration date
Entity that holds contract
Annual cost
(total and per student)
Funding source(s)
Other Comments:

paper
paper
multiple choice and open ended multiple choice and open
ended

paper
multiple choice and open ended

Available; not used to obtain


Available; not used to obtain
Available; not used to obtain raw student Available; not used to obtain raw
raw student performance data; raw student performance data; performance data; mid/final per student's student performance data; mid/final
mid/final per student's IEP
mid/final per student's IEP
IEP
per student's IEP

Available, based on IEP/504/ELL


accommodations

90 min

90 min

6 hours per teacher (3 hours pre and Pre/post test- 6 hours (3 hrs
post)
each) midterm/final exam- 16
hours ( 8 hrs ea)

Pre/post test- 6 hours (3 hrs


each) midterm/final exam- 16
hours ( 8 hrs ea)

Pre/post test- 6 hours (3 hrs each)


midterm/final exam- 16 hours ( 8 hrs ea)

90-120 min

90-120 min

80 minutes (40 each pre and post)

pre/post- 90 minutes (45 each);


mid/final 24 hours (12 mid/final
ea)
pre/post: 9/1-10/31 & 5/15/31; mid/final: Jan/June
2 times per year: fall and spring

pre/post- 90 minutes (45 each);


mid/final 24 hours (12 mid/final
ea)
pre/post: 9/1-10/31 & 5/15/31; mid/final: Jan/June
2 times per year: fall and spring

pre/post- 90 minutes (45 each); mid/final pre/post- 90 minutes (45 each);


24 hours (12 mid/final ea)
mid/final 24 hours (12 mid/final ea)

110 minutes

pre/post: 9/1-10/31 & 5/1-5/31;


mid/final: Jan/June
2 times per year: fall and spring

pre/post: 9/1-10/31 & 5/1-5/31;


mid/final: Jan/June
2 times per year: fall and spring

January/June annually

3-5 days (allowing for make


ups)

3-5 days (allowing for make


ups)

3-5 days (allowing for make ups)

3-5 days (allowing for make ups)

1-3 days

Performance Plus

Pre/Post-Performance Plus

Pre/Post-Performance Plus

Pre/Post-Performance Plus

Pre/Post-Performance Plus

Teacher created

State determined
State
Copier and paper costs

State determined
State
Copier and paper costs

State determined
State
Copier and paper costs

State determined
State
Copier and paper costs

State determined
State
Copier and paper costs

n/a
n/a
Copier and paper costs

State

State

State

State

State

District

9/1 - 10/31; 12/1 - 1/31; 4/1 5/31


Given twice a year, in October and March Three times per year:
fall/winter/spring
24 hours for raw data to district; 3 weeks 24 hours for raw data to district;
for analysis
24 hours for summary data via
DSS in I-Tracker at end of testing
window

9/1 - 10/31; 12/1 - 1/31; 4/1 - 9/1-10/31; 5/1-5/31


5/31
Three times per year:
2 times per year: fall and spring
fall/winter/spring
24 hours for raw data to
3-5 days (allowing for make ups)
district; 24 hours for summary
data via DSS in I-Tracker at
end of testing window

Tests4Schools

NWEA (North West


Evaluation Association)
9/30/2016
District
$13.50 per student for full
Math & ELA access (grades 5 12) at 1200 students
Grant Funds

NWEA (North West Evaluation


Association)
9/30/2016
4/1/2015
District
District
$38,000 total, $19.00 per student (grades $13.50 per student for full Math
5-8)
& ELA access (grades 5 - 12) at
1200 students
Grant Funds
Local funds

Pre/post test- 6 hours (3 hrs each)


90 minutes variable
midterm/final exam- 16 hours ( 8 hrs
ea)

2 times per year

Achieve Assessment P.E. Department


Name of School: Delmar Middle School & Delmar High School - SAMPLE
Optional Category: English Language Arts (e.g., grade level, subject)
Name of assessment
(Example) PLACE ELA
Entity requiring assessment
District
state SEA or other agency; district; or
school
Grade(s) tested
5-8
Course(s) or subjects tested
ELA
Which students are eligible or required All students in these grades who are
to take assessment?
also required to take regular state
assessment
Benchmark
Type of assessment summative;
interim/bench- mark; formative; diagnostic

Group Completeing Form: P.E. Dpartment


High School P.E.
High School P.E.
Performance Plus Pre Test
Peformance Plus Post Test
State
State

9th-10th
P.E.
All students in these grades who are
pre-determined to be part of the
cohort.
Benchmark

Number of years assessment has been


administered in the district
To which content standards is the
assessment aligned? (source of
alignment verification)

3 years

High School P.E.


Fitness Gram Pre and Post Test
State

Middle School P.E.


Perfomance Plus Pre Test
State

Middle School P.E.


Performance Plus Post Test
State

Middle School P.E.


Fitness Gram Pre and Post Test
State

High School Health and P.E.


Mid Term and Final Exam
District

9th-10th
P.E.
All students in these grades who
are pre-determined to be part of
the cohort.
Benchmark

9th-10th
P.E.
All students in these grades

5th-8th
P.E.
All students in the cohort

5th-8th
P.E.
All students in the cohort

7th-8th
P.E.
All students

9th-12th
P.E. / Health
All Students

Fitness Gram

Benchmark

Benchmark

Fitness Gram

Mid Term and Final Exam

3 years

10+ years

3 years

3 years

10+ years

6 years

Common Core State Standards


P.E. state standards
(Independent review by Dr. Anne
Jones using Student Achievement
Partners Assessment Eval. Tool)
Intended purpose(s) of the assessment Measure student knowl- edge of ELA Measure student knowledge in
standards in reading comprehension Physcial Education
DPAS II

P.E. state standards

P.E. state standards

P.E. state standards

P.E. state standards

P.E. state standards

P.E. / Health Standards

Measure student knowledge in


Physcial Education
DPAS II

Measure Fitness level of students


DPAS II

Measure student knowledge in Physcial Measure student knowledge in


Education
Physcial Education
DPAS II
DPAS II

Measure Fitness level of students


DPAS II

Measure student knowledge in


P.E. and health from the mid term
to the final of the year

Intended use(s)1 of the assessment

Predict ELA performance on state


assessment and inform instructional
practice

Determine P.E. performace and


infrom instructioanl practice.

Predict and determine fitness


Predict P.E. performance on state
levels for students from one test to assessment and inform instructional
practice
the next.

Determine P.E. performace and


infrom instructioanl practice.

Predict and determine fitness levels


for students from one test to the
next.

Determine P.E. and health


performace and infrom
instructioanl practice.

Users of the assessment


Do users of the assessment use it for
its intended use(s)?
To what degree do users of the
assessment find it useful or not useful?
1 not useful
2 somewhat useful
3 useful
4 very useful
Explain why.

District assessment staff and teachers Teachers and staff


Yes (district)
Yes
No (educators)
3
2 district staff find it accurately
predicts performance on state
assessment, but that the results are
not useful
for educators to inform instruction

Teachers and staff


Yes

Teachers and staff


Yes

Teachers and staff


Yes

Teachers and staff


Yes

Teachers and staff


Yes

Teachers and Staff


Yes

Type of administration
Item type(s)
Accommodations

Paper booklet/scantron
Selected response
Braille edition of assessment

Paper
Response
More allotted time

Paper
Response
More allotted time

Performance (Physcial)
Paper
Fitness components
Response
Different form for each fitness test More allotted time

Paper
Response
More allotted time

Performance (Physcial)
Fitness Components
Different form for each fitness test

Test Preparation Time (for teacher


proctors) beyond student test
administration time (including security
training, tech set-up, printing, scanning
bubble sheets, etc.)

60 min

60 min

60 min

60 min

60 min

60 min

Paper
Response
More time allotment, multiple
choice, breif response
1.5 hours

Test administration time (for students) 150 minutes (includes 15 minutes of


instructions read aloud by teacher)
Testing window
10/110/15 and 3/13/15

45 min

45 min

180 min

45 min

45 min

180 min

8-Sep

3-Jan

9/8/2014-9/12/2014 and
5/26/2015-5/29/2015

8-Sep

5/26/2015

Test frequency

Given twice a year, in October and


March
24 hours for raw data to district; 3
weeks for analysis
Tests4Schools
4/1/2015
District

Once in September

Once in January

Twice a year September and May

Once in September

Once in May

Twice a year September and May

Once for mid term once for final

3 weeks

3 weeks

2 weeks

3 weeks

3 weeks

2 weeks

1 week

SunGuard
State determined
State

SunGuard
State determined
State

Fitness Gram
State determined
State

SunGuard
State determined
State

SunGuard
State determined
State

Fitness Gram
State determined
State

Delmar
n/a
n/a

$38,000 total, $19.00 per student


(grades 5-8)
Local funds

Copier and paper cost

Copier and paper cost

Copier and paper cost

Copier and paper cost

Copier and paper cost

Copier and paper cost

Copier and paper cost

State

State

State

State

State

State

District

Time between test administration and


results to users
Vendor
Contract expiration date
Entity that holds contract
Annual cost
(total and per student)
Funding source(s)
Other Comments:

5 years

Predict P.E. performance on state


assessment and inform instructional
practice

45 min for mid term, 2 hours for


final
9/8/2014-9/12/2014 and 5/26/2015- January for Mid term June for final
5/29/2015

Achieve Assessment Parent Responses


Timestamp

What
grade(s)
are your
child(ren)
in?

Do you think
students in this
district are given
too many tests, not
enough tests or
about the right
number of tests
throughout the
school year?

Do you think
the time spent
on testing in
this district is
too much, too
little or about
right?

What level of
What concerns about testing in the
concern have
district, if any, do you have?
you heard about
the time spent
on testing from
other parents?

From whom do you


receive information
about testing?

7/9/2015 14:59:45

10

Too many tests

Too much

Some concern

The more time they spend testing the


less time they spend learning.

7/9/2015 15:53:10

Too many tests

Too much

A lot of concern

It seems like there are a lot of days


wasted that students could be learning
and instead are being tested. State
assessments took several weeks to
complete and were in March. This
doesn't seem at the appropriate time of
year to show what a child has learned
from th WHOLE year.

7/9/2015 18:48:58

12

Too many tests

Too much

A lot of concern

7/9/2015 20:07:37

Too many tests

Too much

A lot of concern

7/9/2015 20:55:57

Too many tests

Too much

A lot of concern

7/9/2015 21:24:27

11

Too many tests

Too much

A lot of concern

7/9/2015 22:51:38

7, 12

Too many tests

Too much

A lot of concern

What are some


examples of tests
that you have found
helpful in
understanding your
child's progress?

In general, what aspects of What are some examples In general, what aspects
these tests make them
of tests that you have not of these tests make
helpful?
found helpful for
them not helpful?
understanding your child's
progress?

What tests, if any, would


you suggest the district
continue to use as it does
today?

What tests, if any,


would you suggest the
district think about
eliminating?

Are there subjects or


areas you think the
district should be
testing where it is
currently not doing
so?

Students

Results show me how my


child's scores compare to the
scores of other students in
his or her school, district
and/or state

Do not understand
connection to what my
child is learning in class

Delaware Comprehensive
Assessment System (DCAS),
Scholastic Aptitude Test
(SAT), Preliminary Scholastic
Aptitude Test (PSAT),
Advanced Placement Test
(AP)

Smarter Balanced
(SBAC), Measures of
Academic Progress
(MAP), National
Assessment of
Educational Progress
(NAEP)

no

School principal,
Measures of Academic
Teachers, Students,
Progress (MAP)
Media (television, radio,
internet)

Results are available soon


Smarter Balanced (SBAC)
after taking the test, Scores
and information provided to
me are easy to understand,
Provides ideas on how to
help my child, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state

I do not receive results


quickly

Measures of Academic
Progress (MAP)

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS), National
Assessment of
Educational Progress
(NAEP)

Social studies and


science would be nice
but not good to add
more testing than what
is done already

School principal,
Teachers, District staff,
Students

Way too much time is spent preparing


Teachers, District staff, Smarter Balanced
for tests and reviewing material instead Students
(SBAC)
of learning new material! I understand
and support the necessity of
performance testing but 3 to 4 times a
year is ridiculous! The common core
testing is more acceptable to me
because you can actually help your child
become familiar and prepare by doing
the sample modules instead of spending
weeks preparing for a test that the child
has no idea of the format.

Connected to what my child


is learning in the classroom,
Scores and information
provided to me are easy to
understand, Provides ideas
on how to help my child

Measures of Academic Connected to what my child


Progress (MAP)
is learning in the classroom,
Provides ideas on how to
help my child
School principal, District Measures of Academic Results show me how my
child's scores compare to the
staff, Students
Progress (MAP),
Scholastic Aptitude
scores of other students in
Test (SAT)
his or her school, district
and/or state

Smarter Balanced (SBAC),


Measures of Academic
Progress (MAP), Delaware
Comprehensive
Assessment System
(DCAS), Scholastic Aptitude
Test (SAT), Preliminary
Scholastic Aptitude Test
(PSAT), Advanced
Placement Test (AP),
National Assessment of
Educational Progress
(NAEP)

Do not understand
connection to what my
child is learning in class, I
do not receive results
quickly, Scores and
information provided to
me are difficult to
understand, Does not
give me ideas on how to
help my child

Measures of Academic
Progress (MAP), Delaware
Comprehensive
Assessment System
(DCAS)

Does not give me ideas


on how to help my child

School principal,
Teachers

Teaching to the test. Too much testing School principal,


eliminates the creativity in teaching. Too Teachers, District staff,
much testing stresses the students out. Students
Pressure to "do well for the good of the
school" creates even more stress.

Delaware
Comprehensive
Assessment System
(DCAS)

Results show me how my


child's scores compare to the
scores of other students in
his or her school, district
and/or state

Smarter Balanced (SBAC)

Measures of Academic
Progress (MAP)

Smarter Balanced (SBAC),


Delaware Comprehensive
Assessment System
(DCAS)

Teachers spend too much Measures of Academic


instruction time on test
Progress (MAP), Scholastic
prep
Aptitude Test (SAT)

Smarter Balanced (SBAC),


Scholastic Aptitude Test
(SAT), Preliminary
Scholastic Aptitude Test
(PSAT)

Do not understand
connection to what my
child is learning in class,
Scores and information
provided to me are
difficult to understand,
Never received PSAT
results

Smarter Balanced
(SBAC), Measures of
Academic Progress
(MAP), Delaware
Comprehensive
Assessment System
(DCAS), Scholastic
Aptitude Test (SAT),
Preliminary Scholastic
Aptitude Test (PSAT),
Advanced Placement
Test (AP), National
Assessment of
Educational Progress
(NAEP)
Measures of Academic
Progress (MAP),
Delaware Comprehensive
Assessment System
(DCAS)

Delaware Comprehensive
Assessment System
(DCAS)

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS), National
Assessment of
Educational Progress
(NAEP)
Students should be given unit Smarter Balanced
tests after studying material (SBAC), Measures of
taught. DCAS should be
Academic Progress
given once a year and that's (MAP), Preliminary
it.
Scholastic Aptitude Test
(PSAT), Advanced
Placement Test (AP),
National Assessment of
Educational Progress
(NAEP)

Achieve Assessment Parent Responses


7/9/2015 23:39:09

10

Too many tests

About right

No concern

Teachers, Students

Measures of Academic Results are available soon


Smarter Balanced (SBAC)
Progress (MAP)
after taking the test, Scores
and information provided to
me are easy to understand,
Provides ideas on how to
help my child, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state

Does not give me ideas


on how to help my child

7/11/2015 15:02:27

9, 11

Too many tests

Too much

A lot of concern

School principal,
Teachers, District staff,
Other parents,
Students, Media
(television, radio,
internet)

Measures of Academic Results are available soon


Progress (MAP),
after taking the test
Scholastic Aptitude
Test (SAT)

Smarter Balanced (SBAC),


Delaware Comprehensive
Assessment System
(DCAS), Preliminary
Scholastic Aptitude Test
(PSAT), Advanced
Placement Test (AP)

Do not understand
Measures of Academic
connection to what my
Progress (MAP), Scholastic
child is learning in class, I Aptitude Test (SAT)
do not receive results
quickly

7/16/2015 14:39:42

Too many tests

Too much

A lot of concern

Teachers, Other
parents, Students

Measures of Academic
Progress (MAP),
Scholastic Aptitude
Test (SAT)

Smarter Balanced (SBAC),


Delaware Comprehensive
Assessment System
(DCAS), Advanced
Placement Test (AP)

Do not understand
connection to what my
child is learning in class

7/20/2015 20:28:04

7, 8, 9, 10

Too many tests

Too much

A lot of concern

Teachers, Other
parents, Students,
Media (television, radio,
internet)

Scholastic Aptitude
required by colleges
Test (SAT),
Preliminary Scholastic
Aptitude Test (PSAT),
Advanced Placement
Test (AP)

Smarter Balanced (SBAC),


Measures of Academic
Progress (MAP), Delaware
Comprehensive
Assessment System
(DCAS), National
Assessment of Educational
Progress (NAEP)

I have enough feedback Scholastic Aptitude Test


from classroom teachers (SAT), Preliminary Scholastic
Aptitude Test (PSAT),
Advanced Placement Test
(AP)

7/21/2015 9:22:59

10

Too many tests

Too much

A lot of concern

Delaware Comprehensive
Assessment System
(DCAS)

Do not understand
connection to what my
child is learning in class,
Does not give me ideas
on how to help my child

Measures of Academic
Progress (MAP)

7/21/2015 15:17:46

12

About the right


number of tests

Too little

No concern

Does not give me ideas


on how to help my child

Scholastic Aptitude Test


(SAT)

7/22/2015 15:37:23

11

About the right


number of tests

Too much

Some concern

its too stressful and takes time from


learning

Connected to what my child


is learning in the classroom,
Results are available soon
after taking the test, Scores
and information provided to
me are easy to understand,
Provides ideas on how to
help my child, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state

there is too much testing...go back to


School principal, District Measures of Academic
visiting classrooms and making sure
staff
Progress (MAP)
teachers are doing there jobs. we have
great teachers. if a student is doing well
in the classroom it is apparent that they
are learning. unfortunately, testing
sometimes does not show that. some
students do not do well testing and there
is so much pressure to "pass" or "meet
your goal" and then there are all the
consequences if you don't pass or meet
your goal. It doesn't make any sense.

I am concerned that it seems like things


are being taught to the test in regards to
state testing. I think state testing
changes have caused undue stress on
students.

School principal, Other


parents, Media
(television, radio,
internet)

Delaware
Comprehensive
Assessment System
(DCAS), Scholastic
Aptitude Test (SAT)

Connected to what my child Preliminary Scholastic


is learning in the classroom, Aptitude Test (PSAT)
Scores and information
provided to me are easy to
understand, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state

Other parents,
Students, Media
(television, radio,
internet)

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS), Preliminary
Scholastic Aptitude
Test (PSAT),
Advanced Placement
T t (AP)

Scores and information


provided to me are easy to
understand, Provides ideas
on how to help my child,
Results show me how my
child's scores compare to the
scores of other students in
his or her school, district
d/
t t

Measures of Academic
Progress (MAP), Advanced
Placement Test (AP)

Measures of Academic
Progress (MAP), Scholastic
Aptitude Test (SAT)

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS)

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS), Preliminary
Scholastic Aptitude Test
(PSAT), National
Assessment of
Educational Progress
(NAEP)
Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS)

Smarter Balanced
(SBAC), Measures of
Academic Progress
(MAP), Delaware
Comprehensive
Assessment System
(DCAS), National
Assessment of
Educational Progress
(NAEP)
Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS)

Smarter Balanced
(SBAC), National
Assessment of
Educational Progress
(NAEP)

no

Achieve Assessment Parent Responses


7/24/2015 14:03:42

10

Too many tests

Too much

A lot of concern

They take way too many tests that really Students


aren't necessary.

Measures of Academic Connected to what my child


Progress (MAP),
is learning in the classroom
Scholastic Aptitude
Test (SAT),
Preliminary Scholastic
Aptitude Test (PSAT)

Smarter Balanced (SBAC),


Delaware Comprehensive
Assessment System
(DCAS), Advanced
Placement Test (AP),
National Assessment of
Educational Progress
(NAEP)

Do not understand
connection to what my
child is learning in class,
Does not give me ideas
on how to help my child

7/24/2015 14:44:04

Too many tests

Too much

Some concern

It seems to me that all the different


Teachers, Students
layers of testing could be combined into
one or two tests. I am all for testing, as I
think teaching should be driven by data,
and teachers should be held
accountable for their students'
achievement, and have the information
they need to focus on each child's
shortfalls, but there are so many levels
of testing that I would guess most
parents don't even know what you, the
administrators, are talking about half the
time. Why can't Smarter Balance be
used for the internal MAP results?
Also, in terms of value to the parents,
there really isn't any. The educational
establishment has not been effective in
making the case that testing is important
because parents don't see any point.
Why are the tests given? How are the
results used? What TANGIBLE
outcome do the tests have for the
students? If these questions could be
answered simply and elegantly, I don't
think there would be as much resistance
to testing as there is.
Parents are so overloaded with data,
without context, that most of us don't
even pay attention to what the different
tests are supposed to be accomplishing.

Scholastic Aptitude
Results show me how my
Test (SAT), Advanced child's scores compare to the
Placement Test (AP) scores of other students in
his or her school, district
and/or state

Smarter Balanced (SBAC),


Measures of Academic
Progress (MAP), Delaware
Comprehensive
Assessment System
(DCAS)

Do not understand
connection to what my
child is learning in class, I
do not receive results
quickly

7/29/2015 13:58:03

8, 10

Too many tests

Too much

A lot of concern

Students are not being taught subject


Teachers, Students
matter but how to take tests and subject
matter on tests. The teachers are
evaluated by the student test scores
therefore teacher teach to the test. In
the end everyone looks good on paper
but in real life do the students have the
skills they need for the next life's
challenges - I do not believe so.

8/7/2015 7:13

6, 9

Too many tests

Too much

Some concern

I believe it takes away from valuable


teaching time and puts too much
pressure on our students and teachers

Teachers, District staff, Measures of Academic


Other parents, Students Progress (MAP),
Scholastic Aptitude
Test (SAT),
Preliminary Scholastic
Aptitude Test (PSAT)

Connected to what my child


is learning in the classroom,
Results are available soon
after taking the test, Scores
and information provided to
me are easy to understand,
Provides ideas on how to
help my child, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state

Smarter Balanced (SBAC),


Delaware Comprehensive
Assessment System
(DCAS)

Do not understand
connection to what my
child is learning in class, I
do not receive results
quickly

Measures of Academic
Progress (MAP), Scholastic
Aptitude Test (SAT),
Preliminary Scholastic
Aptitude Test (PSAT),
Advanced Placement Test
(AP)

Measures of Academic
Progress (MAP), Scholastic
Aptitude Test (SAT),
Preliminary Scholastic
Aptitude Test (PSAT),
Advanced Placement Test
(AP)

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS), National
Assessment of
Educational Progress
(NAEP)

No

Smarter Balanced
(SBAC), Measures of
Academic Progress
(MAP), Delaware
Comprehensive
Assessment System
(DCAS), Advanced
Placement Test (AP),
National Assessment of
Educational Progress
(NAEP)

Vocabulary on the SAT


which is most important
for college acceptance.

Smarter Balanced
(SBAC), Delaware
Comprehensive
Assessment System
(DCAS)

Achieve Assessment Parent Responses


8/28/2015 8:23

About the right


number of tests

About right

No concern

Teachers, Students

9/8/2015 13:33

Too many tests

Too much

Some concern

Teachers, Students

9/8/2015 13:34

Too many tests

About right

No concern

School principal

Smarter Balanced
(SBAC), Measures of
Academic Progress
(MAP)

9/8/2015 13:38

6, 8

Too many tests

Too much

Some concern

School principal,
Students, Media
(television, radio,
internet)

Measures of Academic
Progress (MAP),
Delaware
Comprehensive
Assessment System
(DCAS)

9/10/2015 8:04

About the right


number of tests

About right

Some concern

School principal,
Teachers, Students

10/1/2015 9:00

About the right


number of tests

About right

Some concern

School principal,
Teachers, Other
parents, Students

1. Some children don't test very well. 2.


As the number of tests & testing days
increase; the number of instruction days
decrease.

Measures of Academic Connected to what my child


Progress (MAP)
is learning in the classroom,
Scores and information
provided to me are easy to
understand, Provides ideas
on how to help my child,
Results show me how my
child's scores compare to the
scores of other students in
his or her school, district
and/or state
Scores and information
provided to me are easy to
understand, Results show
me how my child's scores
compare to the scores of
other students in his or her
school district and/or state
Connected to what my child Smarter Balanced (SBAC),
is learning in the classroom, Measures of Academic
Results are available soon
Progress (MAP)
after taking the test, Scores
and information provided to
me are easy to understand,
Provides ideas on how to
help my child, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state

Results are available soon


Smarter Balanced (SBAC)
after taking the test, Scores
and information provided to
me are easy to understand,
Results show me how my
child's scores compare to the
scores of other students in
his or her school, district
d/
t t to what my child
Measures of Academic Connected
Progress (MAP)
is learning in the classroom,
Scores and information
provided to me are easy to
understand, Results show
me how my child's scores
compare to the scores of
other students in his or her
school, district and/or state
Results show me how my
child's scores compare to the
scores of other students in
his or her school, district
and/or state

Does not give me ideas


on how to help my child

I do not receive results


quickly

no

Smarter Balanced (SBAC),


Measures of Academic
Progress (MAP)

I do not receive results


Measures of Academic
quickly, Does not give me Progress (MAP)
ideas on how to help my
child

Does not give me ideas


on how to help my child

Smarter Balanced
(SBAC), Measures of
Academic Progress
(MAP)

Smarter Balanced
(SBAC)

Achieve Assessment Parent Responses


Are there any other
suggestions you want
to make to the district
as it reviews its
testing program?

no

Less testing please or


allow parent opt-out for
younger students
especially who stress
levels seem higher
than others!

Stop stressing students


out with weeks over
testing.

Achieve Assessment Parent Responses

there is too much


classroom time taken
away for testing. You
hire teachers due to
their ability to teach so
please let them teach!

I do not have enough


information about
testing to answer these
questions.

Achieve Assessment Parent Responses


You test these kids way
too much and I know
other parents and
students feel the same.

See above.
Streamline.
Explain using concrete
examples of how the
testing benefits the
school district, the
teachers, and
ultimately, each
student.

Achieve Assessment Parent Responses

I would like available a


one page (hard copy)
off all the tests & dates
given to my child as
well as including the
purpose of the specific
tests.

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