Red Clay Assessment Inventory With Appendices

TeachMore,TestLessAssessmentInventoryJointProject
DelawareDepartmentofEducationandRedClayOfficesof
CurriculumandInstructionandResearch,EvaluationandProfessionalLearning
Summary of Work
CommunicationThedistrictincreasedcommunicationwithparentsregardingassessments
bycreatinganddistributingflyersspecifictoeachgradelevelonmajorstateanddistrict
assessmentsadministeredduringtheyear(includingtimespentandpurposes,aswellas
informationonvarioustypesofassessments)
o Flyershttp://www.redclayschools.com/pages/RedClay/Parents_and_Students/Assessment
Input 605staffmembers,850parents,and1826studentsprovidedinputonusefulnessof
assessmentsviaasurvey
o Resultshttp://www.redclayschools.com/pages/RedClay/Parents_and_Students/Assessment/Assessment_Survey_Results
Recommendations and Action Planningadistrictcommitteereviewedinputfrom

stakeholderstocompiledistrictrecommendationswithactionsteps
o Noteaboutdistrictassessmentsassessmentsgivenmeetafederalrequirementsuch
asResponsetoIntervention(SRI,SMI,DIBELS),astatemandatesuchasComponentV
forteacherandadministratorevaluation(PerformancePlus,SRI,SMI,DIBELS),orstate
requirementfromdistrictperformanceroutinestoimproveourschools(benchmarks)
o Theincreaseintestingtimefrom201415to201516isduetoimplementingRtIatthe
secondarylevelandaddingcommonbenchmarkassessmentsatthestatesdirection
Weeliminatedcommonfinalsatthehighschoollevel,replacingELAatteachers
request
Wereplacedotherassessmentswiththebenchmarktestingwherepossible
Evidence of Work
District recommendation table Pages416
Assessment Inventory Impact Summary Form Pages1718
NotesinSummaryofWork above
District Assessments and School Assessment Tables
AppendixA Schooltablesbyelementaryandsecondary Pages2032
School engagement in various phases
DirectionsandinformationAppendixBPages3352
DirectionsforoptionalparentminifocusgroupAppendixCPages5356
District staff, parent, and student surveys

LinkaboveandAppendixDpages57530
District assessment parent flyers by grade (and various languages)

LinkaboveandAppendixEpage531588
Scope of Work
Project
Phase One A:
District and
School Assessment
Inventory
Information
Description
District Assessment Inventory Table
School Assessment Inventory

Survey
Compile School Assessments into
one Inventory Table
Parent Assessment Create template for flyers
Flyers by Grade
(state and district
Revise template and develop grade
assessments and
specific content
purposes)
Get translations and compile, format
in various languages (English,
Spanish, Korean, Arabic)
Coordinate copying and delivery to
schools
Distribute to parents at Open House
Publish online and distribute at
Family Resource Fair
Phase One B:
Provide input on
usefulness of
assessment data
Draft parent, student, and staff

surveys using Achieves surveys and
marketing material
Create surveys on survey monkey,
proof surveys
Survey component
Extract state, district, and school key
info and purposes/uses to
accompany staff survey, have
Assessment Uses tables printed
Promote survey to maximize
responses
Who
Curriculum and Instruction
Supervisors & Director
Timeline
May 2015
School Teachers and

Building Leadership Teams
Project Lead and Summer
Co-Lead
Project Lead, Manager
Research and Evaluation
Curriculum and Instruction
Supervisors & Director,
Manager of Research and
Evaluation
Evaluation
May 20015

Evaluation
Teachers
Evaluation
Project Lead and Manager

of Research and Evaluation
August 2015
September 2015
September 2015
September
(online) &
November (fair)
2015
August &
September 2015
Red Clay Technology

Coordinator, Project Lead,
and Manager of Research
and Evaluation
Evaluation
September 2015
Coordination of multiple
departments
October 16 November 8
2015
School administrators, School Lead

Teachers, various District Office
departments
Review and compile results, publish

on district website and share with
DOE for public comment on fiveyear assessment plan
July & August

2015
July & August
2015
August 2015

Evaluation
September 2015
November 2015
Project
Phase One B:
Provide input on
usefulness of
assessment data
Description
Create parent focus group protocol,
optional for schools
Conduct mini-focus group with
Superintendents Parent Council
Parent focus group

component
Review results to inform school
Phase Two: A
recommendations
Make
Recommendations
Compile school recommendations
for committee review
Phase Two: Make Review school recommendations
and survey data to make district
District
Recommendations recommendations
and Develop
Action Plan
Compile district recommendations
Compile district testing time in state
required document
Who
Project Lead
Timeline
September 2015
Director of Curriculum and

Instruction
October 2015
School Lead Teachers with December 2015

Building Leadership Team
input
December 2015
Evaluation
District Assessment
December 2015
Inventory Committee: Manger
of Research and Evaluation, Director
of Curriculum and Instruction,
Content Supervisors and Specialists,
ELL Supervisor, DPAS II
administrator

Evaluation
Director of Curriculum and
Instruction, with content
supervisors input
December 2015
December 2015

District Recommendations
State Assessments
District Assessments
School Assessments

RCCSD Assessment Inventory
Recommendations
District
Recommendation
Rationale
Authority
Modification
(Grades 3-8)
Grades 3-8: Current

State
recommendation is to
modify for timeliness
of results; need more
time to see if test
provides meaningful,
actionable feedback;
Grade 11: Replace
with SAT since
students have both
test in spring;
students and parents
express SAT results
are more useful for
college entrance
Timing of
Recommendation
Action Steps
Spring 2016
Communicate quicker
turn around for
scores (as recently
communicated by
Office of
Assessment),
continue to
emphasize the need
for high school
students to
demonstrate
achievement with
integrating skills such
as research and
writing; and math
practices (through
district assessments)
Currently and
continue
Support schools that

choose to administer
Currently and
continue
none needed
State Assessments
Name of assessment
Smarter Summative
(ELA, Mathematics)
Replacement
(Grade 11)
No change in
Smarter Interim Assessment
Blocks (performance task portion given in assessment
Red Clay Spring 2015, optional school use
in 2016)
Keep as optional,
State
encourage schools to
District requirement use blocks to inform
modified in 2015-16 instruction,
recommend that
scores be shared with
students (meaningful
feedback) .
Smarter Interim Comprehensive No Change

Assessment (not given in Red Clay in
2014-15)
Keep as not
State
recommended, Takes
a long time to
administer

District
Recommendation
Rationale
DCAS Social Studies/ EOC U.S.

History
Modify
The state move to

State
grades 5 and 8 make
sense since they are
the end of cluster (see
Action Steps). Mixed
feedback from
schools across
recommendations;
many wanted to
eliminate, several
wanted content to
only cover tested
grade
2016-17 field test, live Revise results to

2017-18
report on mastery of
grade level standards
DCAS Science Summative
Replacement
Replace with more

State
NGSS-aligned items;
Although it would be
preferrable to test
every year, we
understand our
stakeholders believe
there is too much
testing. Continue with
grades 5, 8, and 10
only.
ASAP
As soon as new
curriculum is
available, support
teachers with
implementation of
NGSS.
DCAS EOC Algebra II/ Integrated

Math III (optional; given in Red Clay in
No change, optional Optional allows

schools to use it if
they wish while it is
still available
Current and
continuing
none needed
Recommendations
Authority
Timing of
Recommendation
Action Steps
State Assessments
2014-15)
State

District
Recommendation
Rationale
SAT School Day
No change
PSAT School Day
No change
Recommendations
Authority
Timing of
Recommendation
Action Steps
State covering cost

State
allows more students
to take the test than
may otherwise
Current and
continuing
Continue to support
schools with
administration
Testing in grades
9,10,11, allows
students additional
opportunities to be
prepared for the SAT
Current and
continuing
Continue to
emphasize the need
for high school
students to
demonstrate
achievement with
integrating skills such
as research and
writing; and math
practices (through
district assessments),
district covering cost
for grades state
doesn't cover
State Assessments
PSSS (optional- taken in Red Clay Spring Replacement

2015 grade 9 only)
National Assessment of
Educational Progress (NAEP)
Replacement
State
Already replaced with

PSAT
See if SMARTER can USED
replace since many
states give it, use
common cut scores
because we need to
identify tests that can
be eliminated, since
students do not get
scores it is not
meaningful to a
majority of our
stakeholders
ASAP
Recommendations
District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Continue to modify
State
Perfromance Plus
tests with teacher
and leader input,
continue to allow
schools to select
Comp V measure B;
Feedback from
schools is that many
appreciate a growth
measure, several feel
Performance Plus
tests are not of high
quality
Periodically for each

subject
State needs to post

tests earlier for earlier
administration in the
school year (allowing
time for ordering,
printing, distributing).
Also, it is important
for the state to
engage teachers and
leaders in revision
process for
Performance Plus,
continue to allow
schools to select
other measure Bs
State Assessments
Modification
Component V Pre Tests & Post
Tests, includes Performance Plus
Tests
ACCESS (ELL)/ ACCESS ALT

(select ELL students)
No change (see
action steps)
Provides a language
proficiency level and
growth over time,
guides instruction
State
Currently and
continuing
State should allocate

funds to districts now
that the schools need
technology and
technical support to
administer the test
W-APT (ELL) / MODEL
No change
Provides placement
information
State
Curently and
continuing
State provide
alternate for lowfunctioning students
with disabilities.

District
Recommendation
Rationale
DCAS-Alt1 (Reading,
Mathematics, Science, Social
Studies for select students)
Modify or Replace
Kingergarten Early Learner

Survey Readiness
Eliminate
Test is timeState
consuming and
disruptive.
Recommend shorter,
computer-based
assessment with
touch screen
capabilities.
Time is needed to do State
RtI screening and
other
readiness/baseline
assessments
Recommendations
Authority
Timing of
Recommendation
Action Steps
State Assessments
Shorter this year,
Action Steps: State
modify/replace future should shorten test
years
this year and in future
years replace with a
test that meets
recommendations.
2016-17
State determine
another way to
determine how early
learning centers are
preparing students
for kindergarten, such
as testing teams at
preschools and
daycares

District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Name of assessment
District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Scholastic Reading Inventory

(SRI)
No change
District (for Federal

mandated RtI
screener)
Current and
continuing
Roll out to additional

grades over time,
continue to support
teachers with use of
data
Scholastic Math Inventory (SMI)
No change

mandated RtI
screener)
Current and
continuing
Continue to support
data
DIBELS
No change

mandated RtI
screener)
Current and
continuing
Continue to support
data
Advanced Placement (AP) or

International Baccalaureate (IB)
exams (for students enrolled in an AP
No change
Needed for RtI

screener and to
determine growth.
Most schools report
finding the data
useful.
Needed for RtI
screener and to
determine growth.
Most schools report
finding the data
useful.
Needed for RtI
screener and to
determine growth.
Most schools report
finding the data
useful.
Provides valuable
measure of college
readiness in course
with high rigor
District
Current and
continuing
Continue to provde
PD for teachers of
these courses
National test; gives

District
students high school
credit based on
proficiency
Current and
continuing
Continue to pay for

assessment and
support schools with
test administration
Recommendations
or IB course)
No change
AAPPL- Assessment of
Performance towards Proficiency
in Languages
(for native speakers and students
taking world language)
Recommendations
District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Starting in 2015-16
eliminated for high
school, kept only
middle school
Algebra 1 for high
school credit
District
Current and
continuing
Continue to provide
high school credit for
middle school
students scoring 70%
or higher with an A or
B final course grade
Common Exam Initiative/ District Modification
Finals (see courses listed for 2014-15, in 2015-16
only middle school Algebra 1 for 201516)
Reading Series Benchmarks
Modification
in 2015-16
Reading series unit

assessments used as
benchmarks have
been aligned to
CCSS; this year High
school benchmarks
(Collections) will be
given during
midterms and finals at
teachers' request
District (in response

to state direction in
implementation
planning)
Current and
continuing
Continue to support
data. In summer 2015,
secondary
(Collections)
assessments were
revised. In summer
2016, item analysis
will occur to make
any needed additional
revisions.
Formative Assessment Probes
Replacement
Replaced in 2015-16
with Mathematics
Benchmark Tests
aligned to curriculm
District (in response

to state direction in
implementation
planning)
Current and
continuing
Continue to support
data
(2014-15)
Recommendations
District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Rationale
Authority
Timing of
Recommendation
Within next few
weeks
Action Steps
School level Assessments

Name of assessment
STAR Reading Assessment
Elimination
District recommends School

that schools eliminate
and use data from
Scholastic Inventories
STAR Early Literacy
Elimination

and use data from
Within next few

weeks
Share
recommendations
with schools and
encourage them to
discuss with district
Curriculum and
Instruction
STAR Math Assessment
Elimination

and use data from
Within next few

weeks
Share
recommendations
with schools and
encourage them to
Curriculum and
Instruction
Accelerated Reader Book tests
Elimination

and use data from
Within next few

weeks
Share
recommendations
with schools and
encourage thenmto
Curriculum and
Instruction
Share
recommendations
with schools and
encourage them to
Curriculum and
Instruction

District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Achieve 3000 level set tests
No change
District recommends
no change, keeping
use optional for
schools. It is
connected to
intervention used for
RtI.
School
Annually
Continue to have
schools share costs
with district. Support
in house coaching by
vendor.
Common mid-term and final

exams
No change
Continue to allow
schools to use their
own, with the
exception of high
school ELA using
district benchmarks
at teachers' request
School
Current and
continuing
Emphasize school
created assessments
be aligned to the rigor
of the standards
being asssessed
Common Grade Level

Assessment (ELA: Vocabulary,
Reading Comprehension)
No change
Combination of
School
district-provided
required (in above
section) and optional,
as well as schoolcreated
Current and
continuing
No change
Combination of
School
district-provided
required (in above
Current and
continuing
Continue to create
and require common
benchmark
assessments 2-4 per
year, yet encourage
schools to use and
refine curriculum unit
tests ensuring
common core
alignment
Continue to revise
and include optional
prompts in grade
level writing modules
Recommendations
Examples: teacher-made tests, curriculumbased tests
Common Grade Level

Assessment (ELA: Writing)
Examples: prompts, PEG Writing
Recommendations
District
Recommendation
Rationale
No change
Authority
Timing of
Recommendation
Action Steps
Combination of
School
district-provided
required (in above
Current and
continuing
Continue to provide
these and other
additional resources
that support CCSSaligned instruction
and provide more
diagnostic
information
No change
Combination of
School
district-provided
required (in above
Current and
continuing
Continue to provide
these and other
additional resources
that support CCSSaligned instruction
and provide more
diagnostic
information
No change
Assessment aligned School

to instruction (CCSS)
Current and
continuing
Look for material

aligned to CCSS for
high school, continue
to create and require
common benchmark
assessments 2-4 per
year, yet encourage
schools to use and
refine curriculum unit
tests ensuring
common core
alignment

Common Grade Level
Assessment (ELA: Phonics)
Examples: Phonics/Spelling Inventories,
Rhyming, Walpole assessments
Common Grade Level

Assessment (ELA: Fluency)
Examples: Sight Word Lists, Running
Records, High Frequency Selection Tests
Common Curriculum-Based
Assessments (Mathematics)
Examples: Trailblazers, Math Expressions,
Do the Math (Engage NY), CMP, IMP, Holt

District
Recommendation
Rationale
Authority
Timing of
Recommendation
Action Steps
Elimination
Schools should use

curricular
assessments, or
refined assessments
aligned to CCSS
School
Within next few

weeks
Share
recommendations
with schools and
encourage them to
Curriculum and
Instruction
Universal Screening Tool
No change
Optional school use
School
Current and
continuing
Emphasize school
created assessments
of the standards
being asssessed
Common Teacher Made

Assessments
No change
Optional school use
School
Current and
continuing
Emphasize school
created assessments
of the standards
being asssesed.
Encourage leadership
to monitor teachercreated assessments
Schools should use

fluency checks
(elementary Math
Expressions)
School
Current and
continuing
Professional
development in Math
Expressions ongoing
Recommendations
Common Vendor-Created
Assessments (Mathematics)
Examples: Mastery Connect
Common Math Fact Assessments Replacement

Timing of
Recommendation
Action Steps
In 2015-16, the district School & District

added a performance
task requirement for
grades 6-11 one time
per year. Also see
action steps.
Current and
continuing
Provide support on
use of data, continue
to emphasize school
use of performance
tasks from DRC
unitsto guide future
unit adaptation and
reteaching
Continue to make the School

decision about using
these up to the school
Current and
continuing
Encourage schools to
modify with questions
aligned to science
and engineering
practices
Part of the PLC

process
School
Current and
continuing
Continue to
emphasize the use of
data in a cycle of
inquiry and ensuring
school-created
assessments align to
the rigor of the
standards being
asssessed
No change
Unique need for dual

language school
School
Current and
continuing
Lewis Only: Calle de Lectura Unit No change

Benchmarks
Unique need for dual

language school
School
Current and
continuing
Recommendations
District
Recommendation
Rationale
Modification in
2015-16
No change
Authority

Assessments (Social Studies)
Examples: DRC, TCI
Summative Assessments
Coalition Units (Science)
Common Formative Assessments No change

Example: PLC created
Lewis Only: IDEL

Assessment Inventory Impact
Summary Form
District Level
Assessment Inventory Impact Summary Form

District/School Testing Time (Hours)
Grade
Level
K
1
2
3
4
5
6
7
8
9
10
11
12
TOTAL
AVERAGE
BEFORE INVENTORY
District/Charter
TOTAL BEFORE
RTI
Content
Other
Recommendations
Summative
2
4
2
8
2
4
2
8
12
4
2
18
12
4
2
18
12
4
2
18
12
4
2
18
6
3
10
19
6
5.5
10
21.5
6
5.5
10
21.5
6
5.5
15
26.5
6
15
21
6
15
21
6
15
21
76.0
61.5
102.0
239.5
5.8
4.7
7.8
18.4
AFTER INVENTORY
District/Charter
TOTAL AFTER
RTI
Content
Other
Recommendations
Summative
3
8
11
3
6
9
12
7
19
19
8
27
19
7
26
19
6
25
7
6
8
21
7
7.5
8
22.5
7
7.5
8
22.5
7
7.5
13
27.5
1.5
9
15
25.5
1.5
9
15
25.5
6
15
21
106.0
94.5
82.0
282.5
8.2
7.3
6.3
21.7
Red Clay must note that increased testing times are a directly result of RTI
Implementation and the Delaware Department of Educations directives through
ESEA Routines Performance Evaluation that have increase the need to assess.
These are directly related to increased use of ESEA directed Common Assessments
and RTI compliance with Universal Screeners and Progress Monitoring. Where
ever possible Red Clay is using assessment with dual purpose, like SMI being used
as a universal screener and a component V growth measures. Please also note that
the chart cannot account for Final Exams or content specific assessments given to
high school students based on course. Red Clay also notes that we have optional
assessments like the AAPPL. The other" assessments include rough estimates for
Component V assessments. These are state mandated, but district determined. The
scope of work in the attached chart cannot account for the wide variety of course or
paths students embark on in Middle and High Schools.
TIME
changes
3
1
1
9
8
7
2
1
1
1
4.5
4.5
0
43.0
3.3
Appendices
Appendix A: District and School Assessment Tables.pages 2032

Appendix B: School engagement in various phasespages 3352
Appendix C:Mini Focus Parent Group Directionspages 5356
Appendix D: Survey Results..........................................pages 57530
Parent..pages 58220
Student....pages 221382
Staff....pages 383530
Appendix E:Assessment in Red Clay Parent Flyers (front/back)....pages 531588
Template.pages 532533
English (frontpages 534546
Spanish(frontpages 547560
Korean(front.pages 561574
Arabic(front...pages 574588

Appendix A:
District and School Assessment Tables
School Assessments
o Elementary
o Secondary


Inventory of District Level
Assessments Given K-5
Name of assessment
DIBELS
Entity requiring assessment state District

SEA or other agency; district; or
school
K-1*some 2-5 (RTI)
Grade(s) tested
Scott-Foresman (CCSS
aligned) Unit Test
Scholastic Reading
Inventory (SRI)
Scholastic Math
Inventory (SMI)
Math Expressions
Formative Assessment
Plan
District
District
District
District
K-5
2-9
3-Algebra I/Integrated I K - 5
Mathematics
Common Exam Initiative/

District Finals (see
courses listed for 201415, only middle school
Algebra 1 for 2015-16)
AP Exams
Performance towards
Proficiency in
Languages
(for native speakers and
students taking world
language)
Component V Pre Tests

& Post Tests
District
District
District (optional)
State
9-12 (if in course), 7-8 (if in

math course)
HS course
8 (district wide), 9-12 (optional

for native speakers), 3 (Lewis)
K-12
Algebra 1/ Integrated Math 1, Varied

Geometry/ Integrated Math 2,
Algebra 2/ Integrated Math 3,
Civics, Economics, World
History, Physical Science
Spanish Language
Multiple subjects
All students enrolled in the

listed courses
Students enrolled in AP
courses are expected to
participate in the AP finals
* 8th grade students in a

World Language (WL) course
who have an A/B average by
the end of the course
* 8-12th grade native
speakers
Selected students in cohort
Course(s) or subjects tested
ELA
ELA
ELA
Math
Which students are eligible or

required to take assessment?
All students K-1
All students K-5
All students 2-9
* Students in grades All students K - 5.

6 - 8 with a possible
expansion to 2 - 5
Type of assessment summative; Screener

interim/benchmark; formative;
diagnostic
Number of years assessment has 8 years
been administered in the district
Summative
Screener
Screener
Formative and Benchmark
Summative
Summative
Summative
Diagnostic and Summative
6 years-recently revised 2
years ago
1 year
1 year
0 years
Many
Many
3 years
4 years
To which content standards is

Early Literacy
the assessment aligned? (source Standards-norm
of alignment verification)
referenced
CCSS-Partnership w/UD
Standardized Measure
CCSSM
CCSSM
Math: CCSSM; Social

College Board
Studies: State Social Studies
Standards and DRC
ACTFL World Language

standards (test developed by
ACTFL)
CCSS, State Standards
1.Fulfill federal
requirement for Response
to Intervention (RTI),
identify students at-risk
2.Determine progress
toward meeting standards
1. Fulfill federal
requirement for Response
to Intervention (RTI),
identify students at-risk
2. Measure growth
1. Fulfill federal
requirement for
Response to
Intervention (RTI),
identify students atrisk
2. Measure growth
Measure mastery of
content standards
Measure mastery of
content standards
Measuring language
proficiency
Teacher and Admin

accountability
Intended purpose(s) of the

assessment
Intended use(s) of the

assessment
assessment
1. Measure literacy
skills 2. Fulfill
federal requirement
for Response to
Intervention (RTI)
3. Identify and
monitor students
who may be at risk
for reading
difficulties
Inform instructional Inform instructional

Inform instructional
practice May also be used practice May also be practice
for DPAS II Component V used for DPAS II
Component V
Provide indicator for

Ensure alignment of
potential college credit
instruction to standards;
Middle school: also
determines if student
receives high school credit
Determines if student
receives high school credit
in world language; for
grade 3 Lewis- Informs
instruction
Accountability
Grade level teachers and

administrators

administrators
Grade level teachers Grade level teachers and

and administrators administrators

administrators, students

State, district, and school

level staff; students
District, staff, DOE
See survey
See survey
See survey
See survey
See survey
See survey
Yes (District)
Yes (School Counselors)
See survey
See survey
See survey
See survey
See survey
See survey
one-to-one
whole class or small group web-based
web-based
Paper
Paper booklet/scantron
Paper
oral assessment
selected response, open

response
Selected response
open response
Selected responses and open Selected response,

ended
constructed response, essay
Inform instructional Inform instructional

practice May also practice
be used for DPAS
II Component V
Grade level
teachers and
administrators
Do users of the assessment use it See survey
Users of the assessment
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
Item type(s)
Measure mastery of
course content
See survey
selected response
See survey
See survey
Online
Paper, scantron
Selected responses and open

ended
Selected Response,
constructive response,
action (phy ed)

Inventory of District Level
Assessments Given K-5
Name of assessment
DIBELS
Scott-Foresman (CCSS
aligned) Unit Test
Scholastic Math
Inventory (SMI)
Performance towards
Proficiency in
Languages
(for native speakers and
students taking world
language)
none
1 class block
Varies
* 8th grade WL students 90

minutes
* 8-12th native speakers 120
minutes
Throughout the school year
end of year
Early May
Three times per

year: Fall, Winter,
and Spring
6 - 7 times per year
immediate
Immediate
Approximately monthly
One time per year in May;

Once
Social Studies: at the end of
the course either semester or
marking period
Approximately 24 - 48 hours Approximately 2 months
* 8th grade WL students --end

of course
* 8th grade Native speakers January
* 9-12th Native speakers -varies by school
* 8th grade WL students -once
* 8-12th Native speakers -once
3 weeks
HMH Developed
N/A
College Board
N/A
N/A
0
No Contract
No Contract
Distric Set aside for
students with needs
$15000
N/A
Curriculum and Instruction - Curriculum and Instruction Local Budget

Local Budget
1 class period
1 min subtests
(approx. 3 subtests
per testing period)
20-30 minutes
Testing window
Fall, Winter, Spring Quarterly
Fall, Winter, Spring
Fall, Winter, Spring
Test frequency
3 times a year
4 times a year
3 times a year
1 week
Funding source(s)
AP Exams
Based on Student IEP
Test administration time
Contract expiration date

Entity that holds contract
Annual cost (total and per
student)
Common Exam Initiative/

District Finals (see
courses listed for 201415, only middle school
Algebra 1 for 2015-16)
Based on Student IEP
none
Vendor
Math Expressions
Formative Assessment
Plan
none
Read aloud option in Based on student IEP

both English and
Spanish
Computer Adaptive
10 - 15 minutes - formative
approximately 30
60 minutes - benchmark
minutes
Accommodations
Time between test administration same day

and results to users
what is allowed on IEP
Scholastic Reading
Inventory (SRI)
Univeristy of
Oregon
No Contract
N/A
0
N/A
Scholastic
Scholastic
No Contract
N/A
0
No Contract
No Contract
Assessment is free annual subscription for
tech support needed
(district wide $16,000)
No Contract
No Contract
No Contract
No Contract
Assessment is free - 0
annual subscription
for tech support
needed (district wide
$4000)
N/A
N/A
Curriculum and Instruction - Curriculum and

Local Budget
Instruction - Local
Budget
N/A
ACTFL and Language

Testing International
none
District
* $15 per 8th grade WL
student
* $20 per Native speaker
Total - $9,500.
Component V Pre Tests

& Post Tests
1 class block
At least twice per year

(pre/post)
24 to 48 hours
State of Delaware - AIR?
State

Inventory of Elementary School
Assessments (Grades K-5)
Name of assessment
Accelerated Reader DOLCH Sight Words

Book tests
Multiple- Baltz, FO,
Herit, Rich, RPLC,
Linden Hill, BSS
School
Multiple- Mote,
Richey, Linden Hill
Grade(s) tested
Words Their Way
Running Record
STAR Math
Assessment
STAR Reading
Assessment
Multiple- FO, Heritage Multiple- Baltz, FO,

Herit, Rich, Linden Hill
School
Multiple- Mote, Her,

Multiple- North Star,
Mar, Warn, NS, Mote, Richey, Linden Hill
Linden Hill
School
School
School
School
2, 3, 4, 5
K,1,4
1, 2, 3, 4, 5
2, 3, 4, 5
2, 3, 4, 5
Reading
Reading decoding
ELA
reading: decoding
Grades 2-5 Math
Reading
Which students are eligible or required to

take assessment?
All students grades 2- All to select

5
all students
all 1st grade
School
All students in grade
Type of assessment summative;

interim/benchmark; formative; diagnostic
summative for each

book read
formative/diagnostic
diagnostic
2, 3, 4, 5
benchmark; diagnostic
Number of years assessment has been

administered in the district
10+
10+
School
Entity requiring assessment state SEA or

other agency; district; or school
To which content standards is the

assessment aligned? (source of alignment
verification)
Intended purpose(s) of the assessment
interim/benchmark
Fluency and Decoding ELA Common Core

Standards
State Standards
Practice and extend
reading
comprehension
Measure student
knowledge of ELA
standard of decoding
sight words
10+
Grades 2-5 Math
assess decoding
Measure student
knowledge of ELA
standards in decoding
and phonics.
Measure students
knowledge and
growth.
Reading
comprehension
Identify individual
students' ZPD. This
allows students to
read books at their
reading level and
assess their
comprehension and
component 5 / inform Component V
Component
practice to form small instruction
V/Accelerated Reader
group focus lessons
and Lexile
Grade Level Teacher 1st grade teachers
Grade Level Teachers Grade level teacher,
& Building Leaders
Building leader
Intended use(s) of the assessment
Student progress
monitoring
grade level teacher
grade level teacher
Do users of the assessment use it for its

intended use(s)?
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
paper and pencil and

entered on computer
Paper and
Pencil/Dictation
one:on:one
verbal
Computer
On-line
multiple choice
oral response
Written
reading
Mulitple choice
multiple choice
10-30 minutes
variable, 5-20 minutes BOY, MOY, EOY
approximately 15
minutes per students
45 minutes
About 20 minutes
Testing window
As students complete
Accelerated reader
rated books during the
Multiple, depends on
the number of books
read.
immediate
September, January,
May
At the beginning of
every quarter students
take this test to track
4 times a yearBeginning of each
marking period
Immediate results
Renaissance
At the beginning of
every quarter students
take this test to track
Four times, at the
beginning of every
quarter.
Immediately after the
assessment has been
completed.
Renaissance Learning
7/1/15
7/1/2015
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.
on-line
Item type(s)
Accommodations
Test frequency
Time between test administration and

results to users
Vendor:
renaissance learning
Contract expiration date:
Fall/Winter/Spring
4 to 12 times per year, Minimum 3 times per

spread out through
year
the marking period
immediate results
immediate
Words Their Way
3x/year
September, January,
May
Is the contract with your school only?
Yes
Yes
Annual Cost?
Included in the Star

Reading contract
Funding source:
Building
varies per building

approx. $7.90 per
student
buiding

No longer administered

Name of assessment
SBAC practice tests
Fry Sight Word

Inventory
IPI: Informal Phonics

Inventory
Performance Plus
Trailblazers Unit
assessments
End of Year Trailblazers
School
Multiple- All elementary
Multiple- Mote,
Heritage
Multiple- BSS, Linden

Hill
Multiple- All
Elementary
North Star Elementary

School
North Star Elementary

School

school
School
School
School
School
School
Grade(s) tested
2,3,4,5
1, 2, 3, 4, 5
K, 1, 2,3, 4, 5
ELA, MATH
ELA
ELA-phonics
4th grade math
grade 2 math

take assessment?
ALL
RTI tiers 2 and 3
all
all 4th grade students

formative
Diagnostic
formative
Various subjectsMath and ELA

primiarily
level if teachers are
using it as a Comp 5
Summative
formative
all 2nd grade students

take the number sense
section of questions
summative

10 + years
Not sure
3+

verification)
CCSS ELA, MATH
ELA Common Core
Common Core
4.md.7 - measuring
angles
Exposure to SBAC-type
questions, unpacking of
constructed repsonse
questions
Word Reading fluency measure student growth measure student

from the beginning of the growth from the
year to the end
beginning of the year
to the end
check student learning

and understanding
form small groups as
needed
guide instruction
cc.nbt.5
cc.2.oa.1
cc.2oa.2
measure students
knowledge of number
sense and computation
Exposure to SBAC-type
questions, formative
assessment of student
teachers 2-5
practice
to assess what students -Comp 5

learned and to create
-Measure growth
RTI groups
teacher
Grade level teachers
check student learning

and understanding
form small groups as
grade level teachers
2nd grade teacher
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
One on one
paper
paper
paper and pencil
paper and pencil
MC, short answer, extended

response
Teacher checklist
reading
open ended
short and long answers
short answer response
varies, most over multiple

days
20 -30 minutes
15 mins
no time constraints
15-20 minutes
30 minutes
Testing window
multiple times throughout

year
BOY, MOY, EOY
5 times per year
pre-test: 1st 6 weeks 1 class period after

post-test: last 6 weeks unit(s)
Test frequency
multiple times throughout

year
3x
5 times per year
Twice
2-3 (after certain skills

2x (September and May)
are/should be mastered)

results to users
immediate, handed to teacher N/A

or submitted
immediate
1 week
1 day
Vendor:
AIR
FRY
district
unknown
n/a
No
No
No
Annual Cost?
??
n/a
Funding source:
??
n/a

intended use(s)?
Will be determined

Explain why.
On-line
Item type(s)
District assessment
staff and teachers
CCSS
component 5
Accommodations
give 1st week of school

and again in May
1 week

Name of assessment
Mastery Connect
Mastery Connect
SS Unit tests from

TCI
Math Portfolio
Figurative Language
Unit test
Beginning of Year
assessments
School
North Star Elementary North Star Elementary North Star Elementary North Star Elementary North Star Elementary North Star Elementary
School
School
School
School
School
School

School
School
School
School
School
School
Grade(s) tested
4th grade math
place value,
subtraction
social studies

take assessment?
all 4th grade students all 1st grade
writing numbers
through 30
patterns
all 4th grade students all kdg students

summative
summative
formative 3+
diagnostic, summative formative
diagnostic

3 (due to
requirements by
component 5)
4.nbt.5
4.oa.5
4.nf.2
measure student
learning in 4th grade
math
2 years
ss 4-5a&b history
10 years at North Star 4 years
10 years at North Star
measure student
learning and
understanding of
guide instruction
small group formation
determine a need for
reteaching or
challenge
K.CC.a.1
K.OA.a.1,2,3
K.nbt.a.1
measure student
knowledge
RF.K.1d
RF.K.2
RF.K.2a-e
measure knowledge
component 5
component 5, inform
instruction
inform instruction
grade level teacher
1st grade teachers
paper and pencil
teachers (whole
group)

intended use(s)?
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
paper/pencil
short and long

answers
pencil and paper
paper and pencil
short and long answer fill in the blank math

facts and word
problems
20-30 minutes
student records
answers
short and long

answers
90 minutes
15 minutes
1 class period after

chapters
beginning of year, with

marking period
updates and
Testing window
pretest (September)
posttest (May)
beginning of year and 2-3 as needed

end of year
each part is given

20 minutes
separately on different
days, about 20
beginning, middle, end end of December
of year
Test frequency
2 (beginning and end 2x/year

of year)
fall, winter, spring
10-30 minutes for

each assessment with
each student

results to users
1-2 weeks

verification)

Explain why.
paper and pencil
Item type(s)
measure student
learning of math
common core
writing, ELA
letter recognition,
sound recognition,
number recognition,
all 4th grade students all kdg students
l.4.5(a-c) - figurative
language
measure student
learning and
understanding of
figurative language
small group instruction

determine student
needs
letter and sound

recognition used for
component 5
teacher: each
component is
administered 1:1
Will be determined
teacher recording
students' verbal
responses
teacher records
student answers
Accommodations
Vendor:
Annual Cost?
Funding source:
beginning of year and

end of year
1-2 days
1x in December
1 day

Name of assessment
Math Probes - Trailblazers
Running Records
CVC Word List
End of Year Math

Assessment
STAR Early Literacy
Universal Math
Assessment
School
Richey Elementary School
Richey Elementary
School
Richey Elementary
School
Richey Elementary
School
Richey Elementary
School
Heritage Elementary
School

School
School
School
School
School
district
Grade(s) tested
2, 3, 5
Math grade 3
ELA Grade 1
ELA
Math Grade 1
Literacy Kindergarten
Math

take assessment?
all
All
All students
All students Grade 2-5

interim
benchmark
benchmark summative
summative
Diagnostic

5+
Kindergarten has
used this as a
benchmark
3 years
5+
ELA
ELA
CCSS Math
measure knowledge
of phonics skills
Literacy skills
Measure student
growth
Instructional practice
Growth

verification)
Measure knowledge
Cum Folder
Component V
Component V
Grade level
Kindergarten
Grade level
Kindergarten teachers Grade Level Teacher

& Building Leaders

intended use(s)?
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
word list
paper and pencil
online
Paper and Pencil
multiple choice; fill in

the blank; written
response
Multiple choice
Mulitplie choice/Short
answer

Explain why.
paper and pencil
Item type(s)
open ended math problems
Accommodations
5-10mins per problem
5 minutes
Testing window
Given dates by District office
open
Test frequency
@ 5x/year on the dates

decided on by district office
17 DPP's per year
2 months

results to users
Vendor:
Trailblazer
4 times - marking
period
3
Beginning, Middle,
and End
3 times a year- Fall,

Winter, Spring
Teacher GradedImmediate results
?
3-4 times a year; at

least once each
quarter
Varies from student to 45 minutes

student - the test
should take no more
Open
N/A
No
No
Annual Cost?
Funding source:

Name of assessment
PEG Writing Pre &

Post Assessment
School
Heritage Elementary
School
TIER 2
TIER 2
2-Digit Addition and
High Frequency
comprenhension
comprenhension
Subtraction
Selection Test
progress monitoring progress monitoring
Forest Oak
Forest Oak
Mote Elementary
Mote Elementary
Elementary School
Elementary School
School
School
Place Value

District
District
district
School
School
School
Grade(s) tested
3, 4, 5
K, 1, 2, 3, 4, 5
K, 1, 2, 3, 4, 5
Writing
Reading Grades K-5
Reading Fluency
Operations, Grade 2
Math
ELA Grade 2

take assessment?
All students in grades Identified Tier 2 RTI

3-5
students
Identified Tier 2 RTI

students
All 2nd Grade

students
All Students
Number and
Operations in Base
Ten
All students in 2nd
grade

formative
diagnostic
diagnostic
Pre and Post

assessment
Pre and Post

Assesment
Pre and Post

assessment

first year
10+
3 yrs
3 years
3 yrs

verification)
Writing Standards that

address narrative and
persuasive writing
Measure student
Measure student
performance in
knowledge for
comprehension
narrative and
persuasive writing
CC.20A.01
CC2RF3
CC.2.NBT.7
practice
UDEL
Grade level teacher
BLT
Will be determined
Mote Elementary
School
Measure student
performance in
reading fluency
Measure student
Measure students
knowledge of addition knowledge of ELA
standard in phonics
and subtraction
without regrouping.
Student progress
monitoring
Student progress
monitoring with RTI
Component V
Component V
Measure students
understanding of
solving addition within
1000, using concrete
models or drawings
and strategies based
on place value.
Component V
Grade level teacher,

Building leader
Grade level teacher,

Building leader
Grade level teacher
Grade level teacher
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
paper and pencil
paper and pencil
paper and pencil
oral
Paper and Pencil
writing prompt
multiple choice
reading passage
written response
Oral/ reading
Multistep answers
30 minutes
10-15 min. 3x per

marking period.
10-15 min. 3x per

marking period.
untimed
untimed
untimed
Testing window
November (pre-test)
May (post-test)
3x per marking period 3x per marking period. Fall and Spring
Fall and Spring
Fall-Spring
Test frequency
twice a year
November (pre-test)
May (post-test)
6 months
12x- 3x per marking

period
12x- 3x per marking

period.
2 times
2 times
2. twice a year.
Immediate after
scoring
Immediate after
scoring.
24 hours for data
24 hours
48 hours
Vendor:
teacher created
Teacher created
teacher created
none
N/A
N/A
No
Yes
Yes
N/A
N/A
N/A
N/A
N/A
N/A

intended use(s)?

Explain why.
paper and pencil &
online
Item type(s)
Accommodations

results to users
No
Annual Cost?
Funding source:
UDEL
No
No

Name of assessment
End of Module
Assessment Do the
math B
Mote Elementary
School
Beginning of Module
Assessment B Do the
math Fractions
Mote Elementary School

School
Grade(s) tested
Math facts
assessment
Informal Phonics
Inventory
Teacher made Math

assessments
Sharon Walpole
assessments
Marbrook Elementary Heritage Elementary

School
School
Heritage Elementary
School
Heritage Elementary
School
School
School
School
School
School
K, 1
1, 2
1, 2, 3, 4, 5
math
math
Math
ELA
Math
phonics skills

take assessment?
all grade 3
all third grade
All students in grades All first and second

K-1
grade students
All
Tier 2 and 3 students

summative
diagnostic
formative/diagnostic
diagnostic
formative
diagnostic

by unit
3 years

verification)
3.NF.A1,2,3, Develop
understanding of
fractions as numbers
measure student
knowledge of fractions
3.NFa.1,2,3 Develop
understanding of fractions
as numbers
measure student
knowledge of fractions
Common CoreCCSS
KOA.A5 and 1.OA.C6
CCSS
Reading Foundational
Skills
Measure student
Measue student
knowledge of ELA
knowledge of basic
math facts and ability phonics skills
to add and subtract
fluently
knowlege
Measure knowledge
of phonics skills
course grade & inform

instructional practice
inform instructional
practice
grade level teacher
Component V and
PLC essential
outcome
create skills focused inform instructional

groups for small group
reading
grade level teachers Grade level teacher
RtI teacher

intended use(s)?
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
Will be determined
paper and pencil
Paper pencil
teacher directed
Paper Pencil
Oral and/or written
fill in blank and short

answers
fill in blank short answer
varied math problems student oral response Short Answer
Reading or writing
45 min
45 minutes
BOY EOY and

throughout
3-5 minutes
untimed
5 minutes for each

student
Testing window
march/beginning of
April
beginning of unit
(February)
same as above
august-May
Test frequency
same as above
minimum of 3 times
After each unit
Before and after

teaching the particular
skill
When teaching the
skill

results to users
24 hours teacher
graded
teacher graded 24 hours
instantaneous
24 hours
Immediate
Vendor:
none
None
Sharon Walpole
none
None
No
No
Annual Cost?
none
none
Funding source:
none
none
School

Explain why.
paper and pencil
Item type(s)
practice
Accommodations

Name of assessment

School
AAPPL ACTFUL
Do the Math
Math Expressions:
Scott Foresman
Assesment of
Fractions
Smarter Balance Test (Teacher created)
Performance
Prep
William C. Lewis Dual William C. Lewis Dual William C. Lewis Dual Linden Hill
Linden Hill
Linden Hill
Language Elementary Language Elementary Language Elementary
School
School
School
School
School
School
School
School
School
Grade(s) tested
K, 1, 2, 3, 4, 5
ELA
Spansh reading
Spanish Language
Arts-Reading
Spanish Language
Math
Math
Reading/ELA

take assessment?
All
all in grade 2
All Grades
All 3rd graders
All students
All
all

Formative
diagnostic, benchmark Benchmark
Benchmark

2+
10+
first time in 14-15
formative and
pre-test
(formative) and summative
post-test
Not known
1

verification)
CCSS
CCSS
CCSS
School
Teacher made
comprehension
assessments
Heritage Elementary
School
IDEL
Calle de Lectura Unit

Benchmarks
Measure student
knowledge of ELA
standards in reading
comprehension.
Reteaching
tool
practice
practice
Teachers
teachers
teachers
Will be determined

(especially Spanish)
and admin.
Will be determined
to find student's
language proficiency
levels
DOE nad teachers of
Spanish
Will be determined
Will be
determined
Will be determined
Will be determined
individual
paper and pencil
Computerized.
Paper
paper
paper
multiple choice, and

open ended, short
answers, essays
Open Ended
short answer
selected response
constructed response
selected response
constructed
response
30 minutes
60 mins
40-60 mins
40 mins
to infom instruction.
Help with grouping
Measure student
knowledg of Spanish
Language Arts
Standard s in reading
comprehension.
practice
Placement
progress monitoring,
inform instruction.
grade level teacher
2nd grade teaches

intended use(s)?
Will be determined
Item type(s)
CCSS
Measure some measures student

of the fraction knowledge of math
standards
standards
Student knowledge

Explain why.
paper pencil
World Rediness
Standards for
Learning Languages
measuring language
proficiency
formative
Short answer
Accommodations
untimed
6 minutes/student
45-75 minuyrd
Testing window
Throughout the year
After concluding units May

1, 3, and 5.
End of
fractions unit
1st six weeks

last six weeks
all year
Test frequency
weekly
3 times per year.
Twice
Twice a year
weekly

results to users
24 hrs
Beginning of Year,
Middle of Year, End of
Year
Beginning of Year,
Middle of Year, End of
Year
After administration,
data is entered in
itracker where it can
immediate
1 week
1-2 days
Vendor:
none
district
Math Expressions
Scott
Foresman/Teachers
none
n/a
No
No
No
Annual Cost?
none
n/a
Funding source:
none
DOE
n/a
District?
1 X per year
corrected by teachers.
No
District

Name of assessment
Nonsense Word
List
School
Linden Hill
Brandywine Springs
Elementary
Brandywine Springs
Elementary
Teacher made
comprehension
assessments
Brandywine Springs
Elementary

School
School
School
School
Grade(s) tested
1, 2
ELA
ELA
Math
ELA

take assessment?
all
All first and second

grade students
All
All

formative and
summative
diagnostic
formative
Formative
by unit
2+
CCSS
CCSS
CCSS
knowlege
Student knowledge

Informal Phonics
Inventory

verification)
CCSS
Comp 5 rating
teacher

intended use(s)?
Will be determined Will be determined
measure decoding Measure student

knowledge of ELA
phonics skills

Explain why.
paper
Teacher made Math

assessments
create skills focused inform instructional

groups for small group
reading
grade level teachers Grade level teacher
teacher directed
practice
grade level teacher
Will be determined
Will be determined
Paper Pencil
paper pencil
student response
student oral response Short Answer
Short answer
2 mins
3-5 minutes
untimed
untimed
Testing window
August and May
august-May
Throughout the year
Test frequency
Twice per year
minimum of 3 times
After each unit
weekly

results to users
immediate
instantaneous
24 hours
24 hrs
Vendor:
none
None
none
none
None
none
No
No
No
Annual Cost?
none
none
none
Funding source:
none
none
none
Item type(s)
Accommodations

Inventory of Secondary School
Assessments (Grades 6-12)
Name of assessment
School
Grade(s) tested
Achieve 3000
STAR Reading
STAR Math
Conrad, JDHS, Skyline, The

C t lS h l
Skyline, AIMS,
AIMS
School
6th-8th
School
6th-8th
School
6th-8th
Reading
All students grades 6-8
Math
All students grades 6-8
Diagnostic
three+ years
Diagnostic
three+ years
ELA
Which students are eligible or required to take Students in grades 6-8
assessment?
Type of assessment summative; interim/benchDiagnostic
mark; formative; diagnostic
three times per year
To which content standards is the assessment
aligned? (source of alignment verification)
Common Core State

Standards
Diagnostic
Common Core State

Common Core State
Standards
Standards
Identify students' present Identify students' present
levels of
level of performance in
performance/lexile
mathematics

intended use(s)?
Explain why.
Monitor student reading

level proficiency
Teachers, District
Officials, School
Assigning reading texts

Teachers, School
Administration, District
N/A
Teachers, School
Administration, District
Yes
N/A
N/A
N/A
N/A
N/A
Item type(s)
Computer Based
Selected Response
Computer Based
Selected Response
Computer Based
Selected Response
Audio
Three times per year
fall-winter-spring
Three times per year
N/A
20-30 minutes
fall-winter-spring
N/A
20-30 minutes
fall-winter-spring
immediate
immediate
Accommodations

Testing window
Test frequency
Time between test administration and results

to users
Vendor:
Annual Cost?
Funding source:
immediate
Achieve 3000
N/A
No
N/A
N/A
N/A
N/A
approx. $5,000.00
Building
N/A
N/A
N/A
Building

Inventory of Secondary School
Assessments (Grades 6-12)
Name of assessment
Final Exams
School
Grade(s) tested
School
9th-12th
Social Studies,
Science, Mathematics
Which students are eligible or required to take All students enrolled in

the listed courses
assessment?
Type of assessment summative; interim/benchSummative
mark; formative; diagnostic
3+ years
To which content standards is the assessment Math: CCSSM; Social
aligned? (source of alignment verification)
Studies: State Social
Studies Standards and

DRC

intended use(s)?
Explain why.
Item type(s)
Accommodations

Testing window
Test frequency
Time between test administration and results

to users
Vendor:
Annual Cost?
Funding source:
Science Coalition Units
AIHS, JDHS, Conrad, Cab,

M K
District (common)
and
Measure student
learning, skill acquisition,
and academic
achievement at the
*Measure student
learning, skill acquisition,
and academic
achievement at the
conclusion of the defined
District staff and students
School
6th-9th
Science
All students in grades 6th9th
Formative or summative
(teacher's choice)
8 years
Delaware Prioritized
Science Stnadards
To inform later
instruction, to assess
student understanding
following instruction.
level teachers of level of
student understanding is
affected by science
instruciton, to reveal
student misconceptions
science teachers,
students
Yes - award credit and

determine final grade
N/A
Social Studies 2 Teachers are not privy to
other schools data,
only their own school's
and district average. On
annual Social Studies
Council survey 90%+ of
paper booklet, laboratory
Paper and Pencil
based performance
Selected
Constructed Response
Response/ConstructedBased on Student IEP plan. Accommodations
may be based on
students' ability to
manipulate laboratory
approximately 80 minutes
it varies
May 26 - June 5
year
3 times per year
One time per year in May;
Social Studies: at the end
of the course either
semester or marking
Approximately 24 - 48
immediate
hours
N/A
N/A
N/A
N/A
Coalition. This
N/A
assessment is written in
to the districts' Regulation
N/A
N/A
fee in Delaware Science
Curriculum-02
Coalition
Appendix B:
School engagement in various phases
Phase One A: School Assessment Inventory Information

Phase One B: Provide Input on Usefulness of Assessment Data
Phase Two: Make Recommendations

Teach More, Test Less Assessment Inventory Joint Project

Delaware Department of Education and Red Clay
Offices of Curriculum and Instruction
and Research, Evaluation and Professional Learning
DDOE Teach More, Test Less Inventory Project

Red Clays Assessment Inventory grant, awarded by the DDOE, will include gathering information on the purpose of all
district assessments, their cost, audience, reason for administration, when it is administered, and whether or not the data
is used and/or useful. After the inventory is reviewed, the district will solicit direct feedback from teachers, students,
families, and the community about potential changes to our comprehensive district assessment plan. The district is
adapting the protocol outline by Achieve
http://www.achieve.org/assessmentinventory . There will
be three phases to the project. Red Clay hopes to
complete phase one by June 10th. In this phase schools
conduct a comprehensive review of all current state,
district and school assessments for intended use and
purpose. The next phase will be completed in early fall
where recommendations will be gathered through
feedback with educators and other stakeholders. A
district team will compile the feedback and develop an
action plan for making changes to our current practices
and submit that plan to the Department of Education no
later than December 31.
Phase One
1.
2.
By May 30th, the BLT should identify school wide

assessments and record essential information in the inventory table. (This inventory does not cover classroomspecific assessments created by teachers for formative purposes.)To complete the table use this Google form
link for every assessment: https://goo.gl/GjWxqb
State and district assessment information will be provided later for step 2. See the Achieve inventory table for
more information. Also reference the Achieve FAQ document.
During one of the in-service days the Lead Teacher, administrators, and members of the BLT should lead the
teachers through review of EACH assessment in the inventory table (state, district, school) and gather feedback
on the two questions:
Do users of the assessment use it for its intended use(s)? Yes or No
To what degree do users of the assessment find it useful or not useful?
(1-not useful, -somewhat useful, 3-useful, 4-very useful) EXPLAIN WHY.
We will send out more information on how to collect and report this information after we process the school
inventory information.
Resources:
DDOE Assessment Inventory Project Grants http://www.doe.k12.de.us/domain/111
includes links to Achieve information and defining components of a balanced assessment system (formative, interim, summative)
Deeper Analyses/ Evaluating Assessments:
Criteria for Procuring and Evaluating High-Quality Assessments:
http://www.ccsso.org/Documents/2014/CCSSO%20Criteria%20for%20High%20Quality%20Assessments%2003242014.pdf
Assessment Evaluation Tool (Math): http://achievethecore.org/content/upload/AET_Version2_Math_K-12.pdf
Assessment Evaluation Tool (ELA): http://achievethecore.org/content/upload/AET_Version2_ELA_3-12.pdf
STUDENT ASSESSMENT INVENTORY FOR SCHOOL DISTRICTS
Inventory Table
Name of Individual(s) completing the table

Date
Optional Category: English Language Arts
(e.g., grade level, subject)
Name of assessment
(Example)
PLACE ELA
Entity requiring
assessment
state SEA or other
agency; district; or school
District
Grade(s) tested
5-8
Course(s) or subjects
tested
ELA
Which students are

eligible or required to
take assessment?
All students in these

grades who are also
required to take regular
state assessment
Type of assessment
Benchmark
summative; interim/benchmark; formative; diagnostic
To which content
standards is the
assessment aligned?
(source of alignment
verification)
Common Core State

Standards (Independent
review by Dr. Anne Jones
using Student Achievement
Partners Assessment Eval.
Tool)
Intended purpose(s) of
the assessment
Measure student knowledge of ELA standards in

reading comprehension
Intended use(s)1 of the

assessment
Predict ELA performance

on state assessment and
inform instructional practice
District assessment staff

and teachers
Do users of the
assessment use it for its
intended use(s)?
Yes (district)
No (educators)
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
Federal and/or state accountability, district accountability, predictive, diagnostic, instructional uses (e.g., grouping), high school graduation, student promotion/retention, factor into course grades, college admissions, teacher evaluation, Advanced Placement credit,
International Baccalaureate, English language proficiency, international comparisons, other uses.
1
Inventory Table
Paper booklet/scantron
Item type(s)
Selected response
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
Tests4Schools
Contract expiration date
4/1/2015
Entity that holds contract District

Annual cost
(total and per student)
$38,000 total, $19.00 per

student (grades 5-8)
Funding source(s)
Local funds
FREQUENTLY ASKED QUESTIONS

1. Can my district modify the inventory table? YES.
The inventory table, as well as the entire student
assessment inventory tool, is openly licensed, allowing for
modifications to be made as needed to suit the districts
goals and context. Districts are free to modify the tool to
better meet their needs. Districts can translate the table
into different electronic formats, including into online
survey tools. They can transpose columns and rows, or
create additional snapshots of the information such as
a calendar view.
2. My team does not agree on the type of assessment
formative, interim, etc. We all seem to have different
ideas about what these terms mean. What do we
do? There are various resources that have developed
definitions of different assessment types. For instance, you
can review pages 12 of the publication The Role of Interim
Assessments in a Comprehensive Assessment System
developed by Achieve, the Aspen Institute and the Center
for Assessment. For more discussion on the research
base on such assessments, please see this framework by
the National Center for the Improvement of Educational
Assessment. We would not encourage you to spend much
time, however, sorting this out. If you do not agree, we
would suggest that you document the various perspectives
and move on.
3. What is the difference between the assessments intended
purposes and uses? The purpose of the assessment is
what it was designed to measure, while the intended
use of the assessment reflects the kinds of decisions that
the assessment is designed to inform. For example, the
purpose of an assessment may be to measure students
reading comprehension while the intended use is to
identify students in need of extra support/intervention.
4. How do we know if users are using the assessment for its

intended uses? After identifying the users of the assessment,
you will need to ask them about what decisions they are
making based on the information. If their responses align
with the intended use, the answer is yes. If not, the answer is
no. You can do this through a survey or through interviews/
focus groups. If the answer is no, it will also be helpful to find
out why.
5. How do we know to what degree users find the
assessment useful and why? After identifying the users
of the assessment, you will need to ask them about the
degree to which they find the assessment useful. You
can do this through a survey, asking them to rate the
degree of usefulness as the table describes. You can also
do this through interviews or focus groups. It will be very
important to find out what attributes of the assessment, or
context in which the assessment is being given, contribute
to its usefulness or lack of usefulness.
6. What are some ways to tell if an assessment is aligned to
the content standards? Many assessments, and other
instructional resources, make claims about alignment
to standards, but it is critical for your district to have
confidence in these claims. Your district, individually or in
partnership with others, may commission an independent
analysis from an external expert or ask a team of master
teachers to conduct an analysis. For assessments intended
to align with the Common Core State Standards, there are
tools such as Student Achievement Partners Assessment
Evaluation Tool that may be helpful for these analyses. The
Council of Chief State School Officers (CCSSO) Criteria for
High-Quality Assessments Aligned to College and Career
Readiness is also a helpful set of guidance in evaluating
quality and alignment.
10

RedClaysAssessmentInventorygrant,awardedbytheDDOE,willsupportthedistrictsworkgatheringinformationon
thepurposeofalldistrictassessments,theircost,audience,reasonforadministration,whenitisadministered,and
whetherornotthedataisusedand/oruseful.Aftertheinventoryisreviewed,thedistrictwillsolicitdirectfeedback
fromteachers,students,families,andthecommunityaboutpotentialchangestoourcomprehensivedistrictassessment
plan.ThedistrictisadaptingtheprotocoloutlinebyAchieve
http://www.achieve.org/assessmentinventory.Therewillbe
threephasestotheproject.Inthisphaseone,schools
conductacomprehensivereviewofallcurrentstate,district
andschoolassessmentsforintendeduseandpurpose.The
firstpartofphaseone,completingtheinventory,wasdone
attheendofthe201415schoolyear.Nowwearemoving
ontothesecondpart,surveyingparentsandstaffonusesof
theassessmentdata.Ourtimelinewasadjustedto
accommodatereceiptofSMARTERdata.Wehopeto
completethesecondphaseinlatefallwhere
recommendationswillbegatheredthroughfeedbackwith
educatorsandotherstakeholders.Adistrictteamplansto
compilethefeedbackanddevelopanactionplanformaking
changestoourcurrentpracticesandsubmitthatplantothe
DepartmentofEducationthiswinter.
Phase One: A Completing the Inventory

ThankyouforcompletingtheinventorytableforschoolassessmentsinMayandJuneof2015.
Phase One: B Provide input on uses of assessment data

BythemiddleofOctober,afterbecomingfamiliarwithSMARTERdata,teachersandadministratorsshould
respondtotheeducatorsurveyfoundathttps://www.surveymonkey.com/r/assess_inventory.Teachers
shoulddirectanyquestionstotheschoolsLeadTeacheroradministrator.
Teacherswillneedtheinventorytablesforstate,district,andschoolassessmentstoreferencetheintended
uses.Thesurveywilladdressthefollowingquestions:
Dousersoftheassessmentuseitforitsintendeduse(s)?YesorNo
Towhatdegreedousersoftheassessmentfinditusefulornotuseful?
(1notuseful,somewhatuseful,3useful,4veryuseful)EXPLAINWHY.
Thesurveywindowis:October16November3
Resources:
includes state inventories and links to Achieve information and defining components of a balanced
assessment system (formative, interim, summative)
State Assessments
Name of assessment
Smarter Summative
(ELA, Mathematics)
Grade(s) tested
3-8, and 11
Smarter Interim Assessment Blocks
3-8, and 11
(performance task portion given in Red Clay

Spring 2015, optional school use in 2016)
Smarter Interim Comprehensive

Assessment (not given in Red Clay)
3-8, and 11

History
4, 7, and end of US
History course
5, 8, and 10

English language arts/Literacy
(ELA/LIT), including reading,
writing, listening, and research;
Mathematics
English language arts/literacy
(reading, writing, listening,
research); Mathematics

1. Meet federal requirements for school accountability.
2. Measure student achievement towards the CCSS.
3. Serve as the primary indicator for high-stakes purpose.

School Accountability, student achievement, other
high stakes purposes, and to measure College and
Career Readiness (CCR)
Improve classroom instruction

Social Studies/ U. S. History
Improve classroom instruction and determine student

achievement toward CCSS
Assess CCSS, provide evidence to support Smarter District, school, teacher, and parents
Balanced claims in English language arts/literacy and
Mathematics, provide information to make
instructional decisions and address immediate student
needs
Balanced claims
Science
Algebra II or Integrated
DCAS EOC Algebra II/ Integrated Math High school students
Mathematics III
who just finished the
III (optional; given in Red Clay in 2014-15)
corresponding courses
Reading, Mathematics, Writing
Measure student readiness for college
Determine student readiness for college
10 (and other grades in Reading, Mathematics, Writing

Red Clay)
PSSS (optional- taken in Red Clay Spring 2015 9, 10

Predict the performance on national assessment
SAT School Day
11
Measure student achievement toward the content standards 1. Determine student achievement toward the content
standards.
2. Help teachers improve classroom instruction.
1. Determine student achievement toward the content
1. Measure student achievement toward the content
standards.
standards.
2. Used for accountability.
2. Participation Accountability.
Measuring student growth in the specific content area
Determine student growth in the specified content
area
PSAT School Day
grade 9 only)
National Assessment of Educational 4, 8, and 12

Progress (NAEP)
Component V Pre Tests & Post Tests, K - 12
includes Performance Plus Tests
Reading, Mathematics, Science,

Writing
Multiple subjects
Measures student knowledge of reading, mathematics, and

science
Fulfill state requirement for teacher evaluation (Component
V)
ACCESS (ELL)/ ACCESS ALT (select K - 12 ELL / ALT for

specific ELL students
ELL students)
with disabilities in lieu
of ACCESS
K - 12 (ELL)/ K-1 ELL
W-APT (ELL) / MODEL
Reading, Writing, Listening,

Speaking
To measure and ELA student's level of English language

proficiency at year-end.
DCAS-Alt1 (Reading, Mathematics,

Science, Social Studies for select
students)
Reading and
Mathematics: 3-11
(specific students with
disabilities in lieu of
Smarter Summative);
Science- 5, 8, 10;
Social Studies- 4, 7, 9
Kingergarten Early Learner Survey

Readiness
Measure student growth

State, district, school teachers,
parents, and various stakeholder
groups
State, district, school, teachers, and

parents
parents
District school, teachers, and

parents

parents
State, district, school teachers, and
parents
District, school, teachers, and
parents
Nation, State, and large school
district-levels
To place students in the appropriate educational

setting. To monitor state and local progress toward
Title III goals.

parents
To screen students for placement

Speaking/ MODEL-New students
take listening and speaking, they
take reading and writing at the end
of the semister
Reading, Mathematics
1. Meet the federal requirements for school accountability.
2. Measure student achievement toward the Delaware
content standards grade-band extension.
3. Serve as the primary indicator for state high-stakes
purposes.
To place ELL students in the appropriate educational

setting in order to provide required services
Districe, school, teachers, and

parents
Multiple subjects
1. Improve alignment across the early childhood and State, district, early childhood and
kindergarten teachers, parents, and
K-12 systems.
various stakeholder groups
2. Inform classroom instruction for both early
childhood and kindergarten educators.
3. Increase understanding of childrens developmental
readiness for school along multiple dimensions
4. Strengthen partnerships with families
Measure Kindergarten Readiness
1. Determine student achievement toward the content State, district, school, teachers, and
parents
standards.
2. Ensure all students with disabilities are included in
Delaware's statewide assessment and accountability
system
Name of assessment
Grade(s) tested
Scholastic Reading Inventory (SRI)
2-9
Course(s) or
subjects tested
ELA
3 - Alg 1/ IM 1
Mathematics
DIBELS
K-1*some 2-5
(RTI)
ELA
9-12 (if in course)

exams (for students enrolled in an AP or IB
AP or IB courses

1. Fulfill federal requirement for Response to
Intervention (RTI), identify students at-risk
2. Measure growth
2. Measure growth
1. Measure literacy skills
Intervention (RTI)
3. Identify and monitor students who may be at risk
for reading difficulties
Measure mastery of course content

assessment
Inform instructional practice
May also be used for DPAS II
Component V
Component V
Component V

administrators
administrators
administrators
Provide indicator for potential Grade level teachers and

college credit
course)
Spanish Language Measuring language proficiency

AAPPL- Assessment of Performance 8 (districtwide),
912 (optional for
towards Proficiency in Languages
(for native speakers and students taking native speakers), 3
(Lewis)
world language)
Determines if student receives State, district, and school level

high school credit in world
staff; students
language; for grade 3 LewisInforms instruction
Measure mastery of content standards

9-12 (if in course), Algebra 1/
Common Exam Initiative/ District
Integrated Math 1,
Finals (see courses listed for 2014-15, only 7-8 (if in math
middle school Algebra 1 for 2015-16)
course)
Geometry/
Integrated Math 2,
Algebra 2/
Integrated Math 3,
Civics, Economics,
World History,
Physical Science
Ensure alignment of
Middle school: also
determines if student receives
high school credit
K-5
ELA
1.Fulfill federal requirement for Response to

2.Determine progress toward meeting standards

administrators
1-5
Mathematics

administrators
(Scott-Foresman in 2014-15)

(2014-15)

Name of assessment
Grade(s)
tested
Course(s) or
subjects tested
2-8
STAR Early Literacy
Reading/ELA

Measure student performance in reading
comprehension and identify individual students'
ZPD and Lexile level

Some schools report using for DPAS II
Component V
Literacy
Measure student literacy skills
2-8
Math
2-5
Reading/ELA

Component V
Inform instructional practice and progress
monitoring
6-12
Reading/ELA
Common mid-term and final exams
9-12
Various Subjects
Examples: teacher-made tests, curriculum-based tests
K-12
Reading/ELA
Common Grade Level Assessment (ELA:

Writing) Examples: prompts, PEG Writing
K-12
Writing/ELA
K-5
Reading/ELA
K-5
Reading/ELA
Expressions, Do the Math (Engage NY), CMP, IMP, Holt
K-12
Mathematics
Common Vendor-Created Assessments

(Mathematics) Examples: Mastery Connect
K-12
Measure student content knowledge

comprehension
comprehension
Measure mastery of standards in a given course
of study
Grading and course credit
monitoring
Measure student performance in comprehension Component V
Measure student performance towards writing
standards
Inform instructional practice, including forming
small group focus lessons
Measure student phonics skills
Component V
Measure student reading fluency
Component V
Measure student mastery of content standards Component V
K-5
Mathematics
Measure student mastery of content standards
Common Teacher Made Assessments
K-12
Mathematics
Common Math Fact Assessments
K-12
Mathematics
K-12

Vocabulary, Reading Comprehension)

Phonics) Examples: Phonics/Spelling Inventories,

Fluency) Examples: Sight Word Lists, Running Records,
High Frequency Selection Tests
Common Curriculum-Based Assessments

(Mathematics) Examples: Trailblazers, Math

Component V
Component V
Users of the
assessment
Grade level teacher and
administrators
administrators
administrators
Grade level teacher
administrators
Grade level teacher

administrators
administrators
Grade level teacher
Grade level teacher
Grade level teacher
Grade level teacher

administrators
Grade level teacher
Social studies
Measure student performance in math fact

fluency
guide instruction
determine a need for reteaching or challenge
Grade level teacher
K-9
Science
Grade level teacher
created
K-12
Multiple subjects
Grade level teacher
Lewis Only: IDEL
K-5
Spansh reading

2. Identify and monitor students who may be at
risk for reading difficulties
1. Determine progress toward meeting
standards
2. Identify students at risk

(Social Studies) Examples: DRC, TCI
Summative Assessments Coalition Units
(Science)
Common Formative Assessments Example: PLC
Lewis Only: Calle de Lectura Unit Benchmarks K-5
Spanish
Reading/ELA

monitoring
Grade level teacher

administrators
(especially Spanish) and
administrators
State Assessments
Name of assessment
Smarter Summative
(ELA, Mathematics)
Grade(s) tested
3-8, and 11
3-8, and 11


3-8, and 11

History
4, 7, and end of US
History course
5, 8, and 10

English language arts/Literacy
(ELA/LIT), including reading,
writing, listening, and research;
Mathematics

1. Meet federal requirements for school accountability.
2. Measure student achievement towards the CCSS.
3. Serve as the primary indicator for high-stakes purpose.

School Accountability, student achievement, other
high stakes purposes, and to measure College and
Career Readiness (CCR)
Improve classroom instruction

Social Studies/ U. S. History
Improve classroom instruction and determine student

achievement toward CCSS
Balanced claims in English language arts/literacy and
Mathematics, provide information to make
instructional decisions and address immediate student
needs
Balanced claims
Science
Algebra II or Integrated
DCAS EOC Algebra II/ Integrated Math High school students
Mathematics III
who just finished the
corresponding courses
10 (and other grades in Reading, Mathematics, Writing

Red Clay)
PSSS (optional- taken in Red Clay Spring 2015 9, 10

Predict the performance on national assessment
SAT School Day
11
Measure student achievement toward the content standards 1. Determine student achievement toward the content
standards.
1. Determine student achievement toward the content
1. Measure student achievement toward the content
standards.
standards.
2. Used for accountability.
2. Participation Accountability.
Measuring student growth in the specific content area
Determine student growth in the specified content
area
PSAT School Day
grade 9 only)
National Assessment of Educational 4, 8, and 12

Progress (NAEP)
Component V Pre Tests & Post Tests, K - 12
Reading, Mathematics, Science,

Writing
Multiple subjects
Measures student knowledge of reading, mathematics, and

science
Fulfill state requirement for teacher evaluation (Component
V)
ACCESS (ELL)/ ACCESS ALT (select K - 12 ELL / ALT for

specific ELL students
ELL students)
with disabilities in lieu
of ACCESS
K - 12 (ELL)/ K-1 ELL
W-APT (ELL) / MODEL

Speaking
To measure and ELA student's level of English language

proficiency at year-end.

students)
Reading and
Mathematics: 3-11
(specific students with
disabilities in lieu of
Smarter Summative);
Science- 5, 8, 10;
Social Studies- 4, 7, 9

Readiness
Measure student growth

State, district, school teachers,
parents, and various stakeholder
groups

parents
parents
District school, teachers, and

parents

parents
State, district, school teachers, and
parents
District, school, teachers, and
parents
Nation, State, and large school
district-levels
To place students in the appropriate educational

setting. To monitor state and local progress toward
Title III goals.

parents
To screen students for placement

Speaking/ MODEL-New students
take listening and speaking, they
take reading and writing at the end
of the semister
Reading, Mathematics
1. Meet the federal requirements for school accountability.
2. Measure student achievement toward the Delaware
content standards grade-band extension.
3. Serve as the primary indicator for state high-stakes
purposes.
To place ELL students in the appropriate educational

setting in order to provide required services
Districe, school, teachers, and

parents
Multiple subjects
1. Improve alignment across the early childhood and State, district, early childhood and
kindergarten teachers, parents, and
K-12 systems.
various stakeholder groups
2. Inform classroom instruction for both early
childhood and kindergarten educators.
3. Increase understanding of childrens developmental
readiness for school along multiple dimensions
4. Strengthen partnerships with families
Measure Kindergarten Readiness
1. Determine student achievement toward the content State, district, school, teachers, and
parents
standards.
2. Ensure all students with disabilities are included in
Delaware's statewide assessment and accountability
system
Name of assessment
Grade(s) tested
2-9
Course(s) or
subjects tested
ELA
3 - Alg 1/ IM 1
Mathematics
DIBELS
K-1*some 2-5
(RTI)
ELA
9-12 (if in course)

AP or IB courses

2. Measure growth
2. Measure growth
Intervention (RTI)

assessment
Component V
Component V
Component V

administrators
administrators
administrators

college credit
course)

912 (optional for
(Lewis)
world language)

staff; students

Integrated Math 1,
course)
Geometry/
Integrated Math 2,
Algebra 2/
Integrated Math 3,
Civics, Economics,
World History,
Physical Science
Ensure alignment of
Middle school: also
high school credit
K-5
ELA


administrators
1-5
Mathematics

administrators

(2014-15)

Name of assessment
Grade(s)
tested
Course(s) or
subjects tested
2-8
STAR Early Literacy
Reading/ELA


Component V
Literacy
2-8
Math
2-5
Reading/ELA

Component V
monitoring
6-12
Reading/ELA
9-12
Various Subjects
K-12
Reading/ELA

K-12
Writing/ELA
K-5
Reading/ELA
K-5
Reading/ELA
K-12
Mathematics

K-12

comprehension
comprehension
of study
monitoring
standards
Component V
Component V
K-5
Mathematics
K-12
Mathematics
K-12
Mathematics
K-12





Component V
Component V
Users of the
assessment
administrators
administrators
administrators
Grade level teacher
administrators
Grade level teacher

administrators
administrators
Grade level teacher
Grade level teacher
Grade level teacher
Grade level teacher

administrators
Grade level teacher
Social studies

fluency
guide instruction
Grade level teacher
K-9
Science
Grade level teacher
created
K-12
Multiple subjects
Grade level teacher
Lewis Only: IDEL
K-5
Spansh reading

standards

(Science)
Spanish
Reading/ELA

monitoring
Grade level teacher

administrators
administrators
Name of assessment
Grade(s) tested
2-9
Course(s) or
subjects tested
ELA
3 - Alg 1/ IM 1
Mathematics
DIBELS
K-1*some 2-5
(RTI)
ELA
9-12 (if in course)

AP or IB courses

2. Measure growth
2. Measure growth
Intervention (RTI)

assessment
Component V
Component V
Component V

administrators
administrators
administrators

college credit
course)

912 (optional for
(Lewis)
world language)

staff; students

Integrated Math 1,
course)
Geometry/
Integrated Math 2,
Algebra 2/
Integrated Math 3,
Civics, Economics,
World History,
Physical Science
Ensure alignment of
Middle school: also
high school credit
K-5
ELA


administrators
1-5
Mathematics

administrators

(2014-15)

Name of assessment
Grade(s)
tested
Course(s) or
subjects tested
2-8
STAR Early Literacy
Reading/ELA


Component V
Literacy
2-8
Math
2-5
Reading/ELA

Component V
monitoring
6-12
Reading/ELA
9-12
Various Subjects
K-12
Reading/ELA

K-12
Writing/ELA
K-5
Reading/ELA
K-5
Reading/ELA
K-12
Mathematics

K-12

comprehension
comprehension
of study
monitoring
standards
Component V
Component V
K-5
Mathematics
K-12
Mathematics
K-12
Mathematics
K-12





Component V
Component V
Users of the
assessment
administrators
administrators
administrators
Grade level teacher
administrators
Grade level teacher

administrators
administrators
Grade level teacher
Grade level teacher
Grade level teacher
Grade level teacher

administrators
Grade level teacher
Social studies

fluency
guide instruction
Grade level teacher
K-9
Science
Grade level teacher
created
K-12
Multiple subjects
Grade level teacher
Lewis Only: IDEL
K-5
Spansh reading

standards

(Science)
Spanish
Reading/ELA

monitoring
Grade level teacher

administrators
administrators

RedClaysAssessmentInventorygrant,awardedbytheDDOE,willsupportthedistrictsworkgatheringinformationonthepurposeofalldistrictassessments,
theircost,audience,reasonforadministration,whenitisadministered,andwhetherornotthedataisusedand/oruseful.Aftertheinventoryisreviewed,the
districtwillsolicitdirectfeedbackfromteachers,students,families,andthecommunityaboutpotentialchangestoourcomprehensivedistrictassessment
plan.ThedistrictisadaptingtheprotocoloutlinebyAchievehttp://www.achieve.org/assessmentinventory.Therewillbethreephasestotheproject.Inthis
phaseone,schoolsconductacomprehensivereviewofallcurrentstate,districtandschoolassessmentsforintendeduseandpurpose.Thefirstpartofphaseone,
completingtheinventory,wasdoneattheendofthe201415schoolyear.Nowwe
aremovingontothesecondpart,surveyingparentsandstaffonusesofthe
assessmentdata.OurtimelinewasadjustedtoaccommodatereceiptofSMARTER
data.Wehopetocompletethesecondphaseinlatefallwhererecommendations
willbegatheredthroughfeedbackwitheducatorsandotherstakeholders.A
districtteamplanstocompilethefeedbackanddevelopanactionplanformaking
changestoourcurrentpracticesandsubmitthatplantotheDepartmentof
Educationthiswinter.
Phase One: A Completing the Inventory

Thankyouforcompletingtheinventorytableforschool
assessmentsinMayandJuneof2015.
Phase One: B Provide input on uses of

assessment data
Thankyouforcompletingthefallstaffsurvey,encouragingparents
tocompletethesurvey,andforarrangingforyourstudentstotakethesurvey(requiredingrades6,9,12).605staffmembers,
950parentsand1,826studentssubmittedsurveys.Noncommentresultsarebeingsentandpostedatourinternetsite,RedClay
Schools.Wewillbecategorizingandsummarizingcommentsandpublishingassoonaspossible.Weareprovidingeachschool
withtheirstaffresultsandcomments.
Phase Two: A Make recommendations

Weareaskingeachschool,eachcurriculumcouncil,anddistrictofficetomakerecommendationsforeachassessment.The
recommendationsshouldbeinformedbyresultsofthesurveys.
Please:
1. Reviewsurveyresultsfromyourstaff,districtparents,andfromstudentsinapplicablegradelevels:
elementaryreferencegrades36(6thgraderslikelyreflectingontheirelementaryexperiences),middleschoolsreference
grades69(9thgraderslikelyreferencingmiddleschoolexperiences),andhighschoolsreferencegrades912.
2. Completetheexcelformforcollectingrecommendations.
3. SubmittheexcelformtoyourLeadTeacher,whowillinturnsubmittodistrictofficebyDecember7th.

Resources:
includes state inventories and links to Achieve information and defining components of a balanced assessment system (formative, interim,
summative)
Group Name (School, Curriculum Council):
Recommendations
Name of assessment
Click in the cell and select

a recommendation from
the drop down menu:
No change,
Modification,
Replacement,
Elimination
OPTIONAL for
comments if
recommending
No change
OPTIONAL for
comments if
recommending
Modification
State Assessments
Smarter Summative
(ELA, Mathematics)

History
DCAS EOC Algebra II/ Integrated Math
SAT School Day
PSAT School Day
PSSS (optional- taken in Red Clay Spring 2015
grade 9 only)
National Assessment of Educational

Progress (NAEP)
Component V Pre Tests & Post Tests,
ACCESS (ELL)/ ACCESS ALT (select
ELL students)
W-APT (ELL) / MODEL
students)
Readiness
OPTIONAL for
comments if
recommending
Replacement
OPTIONAL for
comments if
recommending
Elimination
Recommendations
Name of assessment

the drop down menu:
No change,
Modification,
Replacement,
Elimination
OPTIONAL for
comments if
recommending
No change
OPTIONAL for
comments if
recommending
Modification
DIBELS
course)
AAPPL- Assessment of Performance

(for native speakers and students taking
world language)

Finals (see courses listed for 2014-15, only


(2014-15)
OPTIONAL for
comments if
recommending
Replacement
OPTIONAL for
comments if
recommending
Elimination
Recommendations
Name of assessment

the drop down menu:
No change,
Modification,
Replacement,
Elimination
OPTIONAL for
comments if
recommending
No change
OPTIONAL for
comments if
recommending
Modification

STAR Early Literacy
Common Grade Level Assessment
(ELA: Vocabulary, Reading
Comprehension) Examples: teacher-made
tests, curriculum-based tests
If you give more than one of these tests,
please list each in the comment area for the
recommendation your team is making for that
assessment

(ELA: Writing) Examples: prompts, PEG
Writing
assessment

(ELA: Phonics) Examples: Phonics/Spelling
Inventories, Rhyming, Walpole assessments
assessment

(ELA: Fluency) Examples: Sight Word Lists,
Running Records, High Frequency Selection
Tests
assessment
OPTIONAL for
comments if
recommending
Replacement
OPTIONAL for
comments if
recommending
Elimination
Recommendations
Name of assessment
Assessments (Mathematics) Examples:
Trailblazers, Math Expressions, Do the Math
(Engage NY), CMP, IMP, Holt
assessment
Common Vendor-Created
Assessments (Mathematics) Examples:
Mastery Connect
assessment

assessment

assessment

Assessments (Social Studies)
Examples: DRC, TCI
assessment
Summative Assessments Coalition

Units (Science)
assessment

the drop down menu:
No change,
Modification,
Replacement,
Elimination
OPTIONAL for
comments if
recommending
No change
OPTIONAL for
comments if
recommending
Modification
OPTIONAL for
comments if
recommending
Replacement
OPTIONAL for
comments if
recommending
Elimination
Recommendations
Name of assessment
Common Formative Assessments

Example: PLC created
assessment
Lewis Only: IDEL

Lewis Only: Calle de Lectura Unit
Benchmarks

the drop down menu:
No change,
Modification,
Replacement,
Elimination
OPTIONAL for
comments if
recommending
No change
OPTIONAL for
comments if
recommending
Modification
OPTIONAL for
comments if
recommending
Replacement
OPTIONAL for
comments if
recommending
Elimination
Appendix C:
Directions for optional parent mini focus group

Optional Mini Focus Parent Group:
SuggestedOpportunities:
PTAorPTOmeetings
CurriculumorParentNights
MaterialsNeeded:
Moderator
Notetaker/Scribe
DistrictAssessmentSheetsfortheappropriategrades
ParkingLotAreaChartPaper,whiteboardspace
PURPOSE
Thepurposeofthisdiscussionistoengageandeducateparentsonassessmentsgivenintostudentsinourschool
andhowdatafromtheassessmentsareused.Parentscansharetheirviewsoftheusefulnessofassessments
giveninRedClayschools.Furtherinformationwillbeobtainedthroughthedistrictassessmentsurveygivento
everyparentinthedistrict.
INTRODUCTIONANDWARMUP
Awarmupperiodforfocusgroupsisimportanttohelpparticipantsunderstandthegoalsforthesession,createa
commonunderstandingaroundhowparticipantsandthemoderatorwillinteract,andbuildcomfortamong
participantsandwiththemoderator.Belowareasuggestedsetofgroundrulesandanintroductoryexercise,
followedbysamplefocusgroupquestions.
Note to moderator: Prior to conducting this focus group, it is important to be clear with participants about
the types of assessments for which the district would like feedback. There be discussion of assessments
that are given across multiple classrooms or schools as part of a district/school assessment program.
This should be discussed as part of the introduction and warm-up.
Introduction of moderator and focus group guidelines:
>WeregoingtobetalkingabouttestinginRedClayschools.Thiswillhelpthedistrictbetterunderstandthe
volume,qualityanduseoftestsgiveninthedistrict.
>Thedistrictwilllookatallofitstestingthroughtheperspectiveofstudents.Itisimportanttounderstandhow
ourstudentsexperiencetesting.Thatiswhywehaveinvitedparentsofstudentsfromdifferentgrades,schools
andbackgroundstoparticipateinthesefocusgroups.
>Thisfocusgroupispartofalargerprocesstoexaminemanykindsoftestsgiventostudents.Throughthis
process,thedistrictwillmakedecisionsaboutwhichtestsarehighqualityandnecessaryforstudentstotakeand
whichtestscanbemodifiedoreliminated.
>Onepersonshouldspeakatatime.
>Therearenowronganswerstoanyofthesequestions.Weareinterestedinhearingyourperspectivesas
parents.
>Wevalueconfidentiality.Wewillnotassociateanyfeedbackthatcomesoutofthisfocusgroupwithaparticular
individual.
>Everyonewillhaveachancetospeak.Ifyouhavenothadanopportunitytoprovideyourperspective,Imaycall
onyou.
>Pleaseturnofforsilenceyourcellphones.
>Arethereadditionalguidelinesthegroupwouldliketoadd?
Disclosure of note-taking:
>Anotetakerispresenttomakesurethatwegetallofyourfeedback.Thenotetakerwillnotassociate
commentswithnames.
Parking lot:
>Thereisaparkinglotchart/board/areawherewecanputideasorthoughtsthatcomeupinourdiscussionthat
areimportantbutmaynotberelatedtothepurposeofthisgroup.Wewanttocapturethoseimportantthoughts,
butwealsowanttokeepfocusedonthepurposeofourmeeting.Theseideasorthoughtswillbesharedwith
appropriateindividualsfollowingthemeeting.
Communicating results of focus groups:

>Theresultsofthefocusgroupswillbesummarized,andyouwillreceiveasummaryby{date}.Ifwemissedany
keypointsyouraisedduringthisconversation,pleaseletusknow.
Introduction to testing (see Red Clay Grade Level Testing Flyers):

Flyers can be found and printed from the district intranet Assessment site.
http://www.redclayschools.com/pages/RedClay/Parents_and_Students/Assessment
>Typesoftestsgiventostudents
>Examplesoftestsgiveninthedistrict
>Whatquestionsdoyouhaveabouttestingbeforewebegin?
Introductory exercise (possible options):

>Howlonghaveyoulivedinthiscommunity?
>Whatkindsofactivitiesareyourkidsinvolvedin?
>Whatdoyouliketodoforfun?
FOCUSGROUPQUESTIONS
1.Whataresomeexamplesofteststhatyouhavefoundusefulinmonitoringyourchildsprogressinschool?Why
havetheybeenuseful?(Moderatorprompt:resultsaretimelyandclear;testmeasuresimportantconcepts,
predictslaterperformanceorreadinessforcollegeandcareers)
2.Whataresomeexamplesofteststhatyouhavenotfoundusefulinmonitoringyourchildsprogressinschool?
Whyhavetheynotbeenuseful?(Moderatorprompt:resultsarenottimelyorclear;testdoesntmeasure
importantconcepts,isnothelpfulinpredictinglaterperformanceorreadinessforcollegeandcareers)
3.Arethereanyothersuggestionsyouwanttomaketothedistrictasitreviewsitstestingprogram?
AFTERWARD
Thankparentsforsharingtheirviewswiththedistrict.Parentswillhaveanadditionalopportunitytosharetheir
viewsthroughthedistrictparentassessmentsurveythatwillbegivenelectronically.Again,theinformationthat
theydiscussedwillbesharedandcollatedwithotherparentresponsestoshapethedistrictsassessmentprogram.
TranscriptsofparentanswerscanbescannedandemailedtoDr.GerriMarshall
(gerri.marshall@redclay.k12.de.us)andShaneRifenburg(shane.rifenburg@redclay.k12.de.us)
FOCUSGROUPNotetakingSheet
Whataresomeexamplesofteststhatyouhavefoundusefulinmonitoringyourchildsprogressinschool?Why
havetheybeenuseful?
2.Whataresomeexamplesofteststhatyouhavenotfoundusefulinmonitoringyourchildsprogressinschool?
Whyhavetheynotbeenuseful?
3.Arethereanyothersuggestionsyouwanttomaketothedistrictasitreviewsitstestingprogram?
Appendix D:
Survey Results
Parentpages 58220
Student pages 221382
Staff pages 383530

Parent Assessment
Survey
Thursday, November 19, 2015
3RZ HUHGE\
850
Total Responses
Date Created: Thursday, November 19, 2015
Complete Responses: 840 (English) + 10 (Spanish)
Spanish and English data combined, Gerri Marshall, Ed. D.
3RZ HUHGE\
Q1: What grade(s) are your child(ren) in?

Answered: 846
Skipped: 4
What grade(s) are your child(ren) in?
Response
Count
Kindergarten 2ndGrade
261
3rdGrade 5thGrade
378
6thGrade 8thGrade
324
9thGrade10thGrade
146
11thGrade 12thGrade
112
400
350
300
250
200
150
100
50
0
Kindergarten- 2nd
Grade
3RZ HUHGE\
3rd Grade- 5th

Grade
6th Grade- 8th

Grade
9th Grade-10th
Grade
11th Grade- 12th

Grade
Q2: 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?
Answered: 841
Skipped: 9
Response Response
Percent
Count
Toomanytests
Notenoughtests
Abouttheright
numberoftests
52.6%
442
5.0%
42
42.4%
357
Too many tests
Not enough tests

42.4%
52.6%
5.0%
3RZ HUHGE\
About the right number

of tests
Q3: What level of concern has your child expressed to you about the time spent on testing?
Answered: 845
Skipped: 5
Response Response
Percent
Count
Noconcern
40.6%
343
Someconcern
38.8%
328
Alotofconcern
20.6%
174
No concern
20.6%
Some concern
40.6%
A lot of concern
38.8%
3RZ HUHGE\
Q4: What concerns do you have about testing, if any?

Open Ended (English and Spanish)
Answered: 554
161
Skipped: 296
Answered but commentedI dont know, no, nonsense: 44 (4 in support of testing)
67
65
63
54
50
48
48
15
14
13
Applicable comments: 510

Comments were categorized based on themes
3RZ HUHGE\
Assessmentstaketimeawayfromlearning
Testsincreasestudentanxietyorputexcesspressureonstudents
miscellaneouscomments
Noconcernsaboutassessments
Educatorsteachtothetest
Assessmentresultsarenotatruereflectionofstudentability
Takesfocusawayfromteachingothersubjects/skills
Therearetoomanyassessments
Informationfromtestsnotuseful
Standardizedtestsarenotgoodtoolsforassessingstudents
Communicationofassessmentresultspoor
Assessmentsareweightedtoomuchinstudentgrades
Toomanyresources/moneydevotedtoassessments
Studentsareunpreparedforstandardizedassessments
Q5: How useful to you, as a parent, are each of the following types of assessments?
Answered: 843
Skipped: 7
SmarterBalancedstatetests
(ELAandMathematics)
DCASstatetests
(Science,SocialStudies,U.S.History)
Districttests(DIBELS,ScholasticReading
Inventory,ScholasticMathInventory)
UnitTests
Midtermsand/orfinalexams
Teachercreatedquizzes
Statepreandposttests
SAT/PSAT
APorIBexams
3RZ HUHGE\
Idonotknow
Response
ornot
Count
applicable
NotatAll
Useful
NotveryUseful
Somewhat
Useful
VeryUseful
Extremely
Useful
24.7%
18.4%
26.2%
13.5%
6.7%
10.6%
207
154
220
113
56
89
18.6%
18.5%
31.1%
14.9%
6.2%
10.6%
156
155
260
125
52
89
13.3%
12.5%
31.7%
19.6%
10.9%
12.1%
24
19
152
335
251
50
2.9%
2.3%
18.3%
40.3%
30.2%
6.0%
111
105
265
164
91
101
3.5%
4.3%
18.3%
34.6%
25.2%
14.1%
29
36
153
289
211
118
1.9%
2.4%
13.2%
40.1%
38.1%
4.3%
16
20
110
335
318
36
18.9%
15.7%
25.1%
15.5%
8.4%
16.4%
157
130
208
129
70
136
6.0%
4.0%
16.7%
24.9%
24.5%
23.9%
50
33
138
206
203
198
5.1%
3.3%
14.5%
21.7%
20.4%
35.0%
42
27
120
180
169
290
839
837
837
831
836
835
830
828
828
Q5: How useful to you, as a parent, are each of the following types of assessments?
Answered: 843
Skipped: 7
orderedbycombinedpercentofVeryUseful"and"ExtremelyUseful"(adjustedfor"I
dontknowornotapplicable)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
Teacher created quizzes
81.7%
Unit Tests
UnitTests
SAT/PSAT
APorIBexams
75.0%
Mid terms and/or final exams
69.6%
SAT/PSAT
64.9%
AP or IB exams
64.9%
District tests (DIBELS, Scholastic

Reading Inventory, Scholastic
Math
Districttests(DIBELS,ScholasticReadingInventory,ScholasticMathInventory)
34.6%
DCASstatetests(Science,SocialStudies,U.S.History)
SmarterBalancedstatetests(ELAandMathematics)
3RZ HUHGE\
State pre and post tests
28.7%
DCAS state tests (Science, Social

Studies, U.S. History)
23.7%
Smarter Balanced state tests (ELA and
22.5%
Mathematics)
Q6: In general, what aspects do you feel make a test more helpful ? (Please check all that apply.)
Answered: 831
Skipped: 19
Response Response
Percent Count 0%
Orderedby%
Connected to what my child is learning in the

classroom
86.2%
716
Connectedtowhatmychildislearninginthe
classroom
Providesideasonhowtohelpmychild
Provides ideas on how to help my child
68.4%
568
59.4%
494
Results are available soon after taking the test
Resultsareavailablesoonaftertakingthetest
Scoresandinformationprovidedtomeareeasyto
55.4%
460
Scores and information provided to me are easy to
understand
understand
Resultsshowmehowmychildsscorescompareto
Results show me how my childs scores compare to
the scores of other students
in his or her428
school,
51.5%
thescoresofotherstudentsinhisorherschool,
district and/or state
districtand/orstate
Other(pleasespecify)
3RZ HUHGE\
Other (please specify)

10.2%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Q7: In general, what aspects do you feel make a test least helpful? (Please check all that apply.)
Answered: 788
Skipped: 62
Orderedby%
Response Response
Percent
Count
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
Not understanding the connection to what my

Notunderstandingtheconnectiontowhatmychildis
child75.9%
is learning in class598
learninginclass
Not receiving results
50.9%
401quickly
Notreceivingresultsquickly
provided to me are
Scoresandinformationprovidedtomearedifficultto Scores and information
48.0%
difficult
to understand378
understand
Does not give me ideas on how to help my
57.0%child
449
Doesnotgivemeideasonhowtohelpmychild
12.9%
3RZ HUHGE\
102
Q8: Are there subjects or areas you think the district should be testing where it is currently not
doing so?
Open Ended
Answered: 305
Skipped: 545
Answered but commented I dont know, no, nonsense, or did not name a subject or an area : 225
3RZ HUHGE\
Q9: How useful are classroom and interim assessments for each of the following purposes listed below?
(Some examples of classroom assessments are teacher observations, homework, quizzes, and tests. Interim assessments are given periodically
during the year.)
Answered: 834 Skipped: 16
Understandingchildsacademicgrowthover
time
Determiningpreparednessfornextstageof
learning
Monitoringchildsachievementofeducation
standards
Knowingwhentobeconcernedaboutchilds
progress
Adjustingwhatistaughttoaddressspecific
levelandneeds
Communicatingwithyourchilds
teacher/schooladministrator
Helpingchildwithhomework
Providingspecificactivitiesathometo
supportclassroomlearning
Measuringhighqualityteaching
3RZ HUHGE\
NotUseful
SomewhatUseful
VeryUseful
ExtremelyUseful
3.2%
15.3%
49.4%
32.1%
27
127
410
267
4.6%
15.5%
48.7%
31.3%
38
129
403
260
5.7%
23.7%
45.5%
24.8%
47
196
379
205
3.2%
13.7%
45.3%
38.1%
27
114
375
317
5.9%
16.1%
45.8%
32.3%
49
133
378
267
7.5%
19.9%
40.1%
32.5%
62
164
331
268
14.1%
23.0%
35.8%
27.0%
116
190
296
223
12.3%
23.7%
38.6%
25.4%
102
196
319
210
18.2%
28.6%
32.0%
20.9%
150
236
267
173
Response
Count
831
830
827
833
827
825
825
827
826
during the year.)
orderedbycombinedpercentof"VeryUseful"and"ExtremelyUseful"
0% 10%20%30%40%50%60%70%80%90%100%
Knowing when to be concerned about childs

Knowingwhentobeconcernedaboutchildsprogress
83.4%
progress
Understandingchildsacademicgrowthovertime
Understanding childs academic growth over

81.5%
time
for next stage of

DeterminingpreparednessfornextstageoflearningDetermining preparedness
80.1%
learning
Adjusting what is taught to address specific
Adjustingwhatistaughttoaddressspecificlevelandneeds
78.1%
level and needs
Communicating with your childs
Communicatingwithyourchildsteacher/schooladministrator
72.6%
teacher/school administrator
Monitoring childs achievement of education
Monitoringchildsachievementofeducationstandards
70.3%
standards
Providing specific activities at home to support
Providingspecificactivitiesathometosupportclassroomlearning
classroom learning
3RZ HUHGE\
64.0%
Helping child with homework

62.8%
Measuring high-quality 53.0%
teaching
Q10: How useful are end-of-year, or end-of-course, assessments for each of the following purposes
listed below? (Examples include state tests such as Smarter and DCAS, national tests such as SAT and AP/IB exams, and local tests such
as final exams.)
Answered: 818
Skipped: 32
Determiningpreparednessfornextstageof
learning
Monitoringchildsachievementofeducation
standards
Knowingwhentobeconcernedaboutchilds
progress
Adjustingwhatistaughttoaddressspecificlevel
andneeds
Communicatingwithyourchildsteacher/school
administrator
Providingspecificactivitiesathometosupport
classroomlearning
3RZ HUHGE\
NotUseful
SomewhatUseful
VeryUseful
ExtremelyUseful
15.8%
36.0%
32.4%
15.8%
129
294
264
129
19.1%
33.9%
30.5%
16.4%
156
277
249
134
16.4%
35.3%
31.7%
16.5%
134
288
259
135
23.3%
31.3%
28.0%
17.4%
190
256
229
142
29.0%
31.8%
24.8%
14.4%
236
259
202
117
33.4%
27.7%
22.1%
16.8%
271
225
179
136
42.6%
25.4%
18.0%
14.0%
347
207
147
114
40.7%
24.7%
21.4%
13.3%
331
201
174
108
35.7%
29.1%
21.9%
13.3%
290
236
178
108
Response
Count
816
816
816
817
814
811
815
814
812
Q10: How useful are end-of-year, or end-of-course, assessments for each of the following purposes
listed below? (Examples include state tests such as Smarter and DCAS, national tests such as SAT and AP/IB exams, and local tests such
as final exams.)
Answered: 818
Skipped: 32
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Monitoring childs achievement of education

48.3%
standards
Monitoringchildsachievementofeducationstandards
Understanding childs academic growth over

time
48.2%
Determining preparedness for next stage of
learning
46.9%
Determiningpreparednessfornextstageoflearning
Knowing when to be concerned about childs

progress
45.4%
Knowingwhentobeconcernedaboutchildsprogress
Adjusting what is taught to address specific level
Adjustingwhatistaughttoaddressspecificlevelandneedsand needs
39.2%
Communicating with your childs teacher/school

administrator
Communicatingwithyourchildsteacher/schooladministrator
38.8%
Measuring high-quality teaching
35.2%
Providing specific activities at home to support

classroom learning
Providingspecificactivitiesathometosupportclassroomlearning
3RZ HUHGE\
34.6%
32.0%
Q11: From whom do you receive information about testing?(Please check all that apply.)
Answered: 809
Skipped: 41
ResponsePercent
Response
Count
SchoolPrincipal
45.9%
371Principal
School
Teachers
85.9%
695Teachers
DistrictStaff
29.3%
237
Parents
20.1%
163
Students
8.2%
66
Media(television,radio,internet)
18.7%
District Staff
Parents
Other
151Students
Media (television, radio, internet)
11.5%
93
3RZ HUHGE\
0%
10%
20%
30%
40%
50%
60%
70%
80%
90% 100%
Q12: Are there any other suggestions you want to make to the district as it reviews its testing
program?
74
52
Open Ended
Answered: 352
49
35
32
22
Skipped: 498
Answered but commented

I dont know, no, nonsense: 36
22
9
Limitnumberofassessments
Getridoftesting/optout
Miscellaneouscomments
Balancetheneedforassessmentswithteachingotherskills

Comments were categorized based on themes
Focusawayfromstandardizedtestresults.Theyarenotatruemeasureofthewholechild,donotprovideanswersto
rootcauseofchildren'sissues,notindividualizedtostudentsneeds,etc.
Communicateassessmentdatasooner
Providebetterinformationonassessments(i.e.purpose,goals,whatdatameans,parentsupportfromresults)
Betterplanningofscheduleinordertominimizetimeawayfromlearning
Offeradditionalsupportforstudents
Teststoostressful
CommonCoreStandardsnotgoodmeasuresofstudents
Choosebetter/differentassessmentsthatmeasureandmonitorstudentachievement
Improveteacherskillssoteacherscanbetterassiststudents
Lesstimetesting
Nooptoutoptionsforparents
3RZ HUHGE\
Useassessmentdatatobettersupportstudents
Parent Assessment Survey
Q1 What grade(s) are your child(ren) in?

Answered: 836
Skipped: 4
Kindergarten2nd Grade
3rd Grade- 5th

Grade
6th Grade- 8th

Grade
9th Grade-10th
Grade
11th Grade12th Grade
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Kindergarten- 2nd Grade
30.74%
257
3rd Grade- 5th Grade
44.38%
371
6th Grade- 8th Grade
38.52%
322
9th Grade-10th Grade
17.46%
146
11th Grade- 12th Grade
13.28%
111
Total Respondents: 836
1 / 19
Q2 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?
Answered: 831
Skipped: 9
Too many tests
Not enough
tests
About the
right number...
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Too many tests
53.07%
Not enough tests
5.05%
About the right number of tests
41.88%
Total
441
42
348
831
2 / 19
Q3 What level of concern has your child

expressed to you about the time spent on
testing?
Answered: 835
Skipped: 5
No concern
Some concern
A lot of
concern
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
No concern
41.08%
343
Some concern
39.16%
327
A lot of concern
19.76%
165
Total
835
3 / 19
Q4 What concerns do you have about

testing, if any?
Answered: 551
Skipped: 289
4 / 19
Q5 How useful to you, as a parent, are each

of the following types of assessments?
Answered: 834
Skipped: 6
Smarter
Balanced sta...
DCAS state
tests (Scien...
District tests
(DIBELS,...
5 / 19
Unit Tests
Mid terms
and/or final...
Teacher
created quizzes
State pre and

post tests
6 / 19

post tests
SAT/PSAT
AP or IB exams
0%
10%
20%
Not at All Useful
30%
Not very Useful
Extremely Useful
DCAS state tests (Science, Social Studies, U.S.

History)
50%
60%
70%
Somewhat Useful
80%
90%
100%
Very Useful
I do not know or not applicable
Not at All
Useful
Smarter Balanced state tests (ELA and Mathematics)
40%
Not very
Useful
Somewhat
Useful
Very
Useful
Extremely
Useful
I do not know or not

applicable
24.94%
18.43%
26.51%
13.01%
6.51%
10.60%
207
153
220
108
54
88
18.84%
18.72%
31.28%
14.25%
6.16%
10.75%
156
155
259
118
51
89
7 / 19
Total
830
828

District tests (DIBELS, Scholastic Reading Inventory,
Scholastic Math Inventory)
Unit Tests
SAT/PSAT
AP or IB exams
13.39%
12.67%
31.60%
19.30%
10.86%
12.18%
111
105
262
160
90
101
2.92%
2.31%
18.37%
39.78%
30.54%
6.08%
24
19
151
327
251
50
3.51%
4.23%
18.50%
34.34%
25.15%
14.27%
29
35
153
284
208
118
1.94%
2.30%
13.20%
39.95%
38.26%
4.36%
16
19
109
330
316
36
19.00%
15.83%
25.09%
15.23%
8.40%
16.44%
156
130
206
125
69
135
6.08%
4.01%
16.67%
24.70%
24.57%
23.97%
50
33
137
203
202
197
5.13%
3.30%
14.41%
21.49%
20.39%
35.29%
42
27
118
176
167
289
8 / 19
829
822
827
826
821
822
819
Q6 In general, what aspects do you feel

make a test more helpful ?(Please check all
that apply.)
Answered: 821
Skipped: 19
Connected to
what my chil...
Results are
available so...
Scores and
information...
Provides ideas
on how to he...
Results show
me how my...
0%
10%
20%
30%
40%
50%
60%
70%
Answer Choices
80%
90%
100%
Responses
Connected to what my child is learning in the classroom
86.11%
707
59.93%
492
Scores and information provided to me are easy to understand
55.79%
458
Provides ideas on how to help my child
68.45%
562
Results show me how my childs scores compare to the scores of other students in his or her school, district and/or state
51.89%
426
9 / 19

make a test least helpful?(Please check all
that apply.)
Answered: 782
Skipped: 58
Not
understandin...
Not receiving
results quickly
Scores and
information...
Does not give

me ideas on ...
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Not understanding the connection to what my child is learning in class
75.83%
593
Not receiving results quickly
51.28%
401
Scores and information provided to me are difficult to understand
48.21%
377
Does not give me ideas on how to help my child
57.29%
448
10 / 19
Q8 Are there subjects or areas you think the

district should be testing where it is
currently not doing so?
Answered: 304
Skipped: 536
11 / 19
Q9 How useful are classroom and interim

assessments for each of the following
purposes listed below?(Some examples of
classroom assessments are teacher
observations, homework, quizzes, and
tests. Interim assessments are given
periodically during the year.)
Answered: 826
Skipped: 14
Understanding
childs...
Determining
preparedness...
Monitoring
childs...
Knowing when
to be concer...
12 / 19
Adjusting what
is taught to...
Communicating
with your...
Helping child
with homework
Providing
specific...
Measuring
high-quality...
0%
10%
20%
30%
40%
13 / 19
50%
60%
70%
80%
90%
100%

Not Useful
Somewhat Useful
Very Useful
Not Useful
Understanding childs academic growth over time
Determining preparedness for next stage of learning
Monitoring childs achievement of education standards
Knowing when to be concerned about childs progress
Adjusting what is taught to address specific level and needs
Communicating with your childs teacher/school administrator
Providing specific activities at home to support classroom learning
Extremely Useful
Somewhat Useful
Very Useful
Extremely Useful
Total
3.28%
27
15.31%
126
49.09%
404
32.32%
266
823
4.62%
38
15.69%
129
48.30%
397
31.39%
258
822
5.74%
47
23.81%
195
45.54%
373
24.91%
204
819
3.27%
13.70%
44.73%
38.30%
27
113
369
316
5.98%
16.12%
45.54%
32.36%
49
132
373
265
819
7.59%
62
20.07%
164
39.66%
324
32.68%
267
817
14.20%
116
23.13%
189
35.62%
291
27.05%
221
817
12.45%
23.81%
38.34%
25.40%
102
195
314
208
18.34%
28.85%
32.03%
20.78%
150
236
262
170
14 / 19
825
819
818
Q10 How useful are end-of-year, or end-ofcourse, assessments for each of the
following purposes listed below?
(Examples include state tests such as
Smarter and DCAS, national tests such as
SAT and AP/IB exams, and local tests such
as final exams.)
Answered: 810
Skipped: 30
Understanding
childs...
Determining
preparedness...
Monitoring
childs...
Knowing when
to be concer...
15 / 19
Adjusting what
is taught to...
Communicating
with your...
Helping child
with homework
Providing
specific...
Measuring
high-quality...
0%
10%
20%
30%
40%
16 / 19
50%
60%
70%
80%
90%
100%

Not Useful
Somewhat Useful
Very Useful
Not Useful
Understanding childs academic growth over time
Determining preparedness for next stage of learning
Monitoring childs achievement of education standards
Knowing when to be concerned about childs progress
Adjusting what is taught to address specific level and needs
Communicating with your childs teacher/school administrator
Providing specific activities at home to support classroom learning
Extremely Useful
Somewhat Useful
Very Useful
Extremely Useful
Total
15.97%
129
36.14%
292
32.05%
259
15.84%
128
19.31%
34.16%
30.20%
16.34%
156
276
244
132
16.58%
35.52%
31.44%
16.46%
134
287
254
133
808
23.49%
190
31.52%
255
27.69%
224
17.31%
140
809
29.28%
236
32.01%
258
24.57%
198
14.14%
114
806
33.75%
271
28.02%
225
21.67%
174
16.56%
133
803
43.00%
25.53%
17.84%
13.63%
347
206
144
110
807
41.07%
331
24.69%
199
21.22%
171
13.03%
105
806
36.07%
290
29.35%
236
21.64%
174
12.94%
104
804
17 / 19
808
808
Q11 From whom do you receive information

about testing?(Please check all that apply.)
Answered: 801
Skipped: 39
School
Principal
Teachers
District Staff
Parents
Other Students
Media
(television,...
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
School Principal
46.19%
370
Teachers
85.89%
688
District Staff
29.34%
235
Parents
20.35%
163
Other Students
8.24%
18.73%
18 / 19
66
150
Q12 Are there any other suggestions you

want to make to the district as it reviews its
testing program?
Answered: 349
Skipped: 491
19 / 19
grade Whatconcernsdoyouhaveaboutthetestsyoutake,ifany?
5th
thatwewanteasertest
5th
AconcernwouldbeifIgotagoodnumberofthemright
5th
sometimestherehardandifwedontfinishweowerecess
5th
ittoheard
5th
thetestsitakearetwodifficultandkeepsmebusyfromlearningwithouttests.
5th
therearealotofquestionsandsometimestheydontexplainthequestionsclearly.
5th
thatthetestshouldn'thavesomayquestionsandIdon'tthinkweshouldhavealotoftest.
5th
theystressyououtandyoudon'tevenrememberanythingthat'sontest.
5th
weshouldnotgetallthistestweshouldgetatleast2weekswithoutatest.
5th
ijustdon'tlikethesmi
5th
it'stoomuchwork:(
5th
math
5th
ifIgetitworng
5th
whyarethesohard
5th
theregoodumIgetgoodgradesalsothereveryeasy
5th
thenarealittlehard
5th
Howharddotestsget?
5th
IhavesomefeelingsIalwaysgetthemwrong
5th
ithinktherehelpfulforthismarkingpieriodbecausetheygettingusbackinproccesfromlastyearandbringingusbackeasythen
gettingusintoharderstuff
5th
itwasfun
5th
whysomuchquestons
5th
weneedmorebreaks
5th
wedonotgetgnoghbraekes
5th
thatimightfailthetest
5th
whydoyougiveusemenytest.
5th
whydowehavetestsalmosteachmonth
5th
tomanyquetionsandtomanytestthatsometimesarenotverynecesary
5th
Ithinkthattherearetomanytestsincudingspellingtests.
5th
Ihaveaconcernthatwehavetomanyquestionsandtomanytests.
5th
thatweneedtohavemoretesttohelpuslearnaboutmorevocabulary.
5th
togethelp
5th
Ithinksometestorhard.
5th
5th
failing
5th
7tests
5th
Ithelpsmeunderstanhowmuchihavedadvanceandhelpfultolearntomeandotherstudens
5th
Ithelpsmeunderstandmoreofwhatidon'tget.
5th
itsnotthathardbutsometimeitis.
5th
myscores
5th
MyconcernsoftakingatestisnotgettingagoodgradeandhavemyfriendslaughatmewhenIgetabadgrade.
6th
I'mtalkingaboutthosestandardizedtestsliketheSmartertests.IfeelanxietybecauseIwanttodogoodonthetestbecausethe
teacherrewardsusifwedogoodonthetest.Butifwedon'tdogoodonit,likedon'tmakeacertainscore,thentheyare
disappointedinusandIfeelashamedofnotdoingasgoodastheywantusto.Anditfeelslikeapunishmentifwedon'tgeta
rewardliketheotherkidsbecausesometeacherspromisearewardonlyifthestudentgetsacertaingradeonthetest,butnot
everyonegetsthatgradeormakesthatprogress.Embarrassedtoobecauseeveryonetalksaboutwhatscorestheymakeonthe
tests.AndIhateallthetimethatisspentbyteachersteachingushowtotakethetests,andthatwehavetoknowthisandthat
forthetest,butnotforreallifeortheclassroom.ThewholeschoolmakesareallybigdealoutoftakingthoseSmartertests,like
thatisallthatschoolisabout.Everyonegetsnervousandworriedandnothingelseinschoolisasimportantasthosetests.
6th
ifeverystudenthavetomanytesteverydaythaywillbetired.
6th
whydowetakealotofteststhoughoutoftheschoolyearIknowteachersaretyingtoseewhatweknowbuttoomanytestsisa
lotofworktodostudentsgettiredofdoingalotoftests
6th
WellI'mhavingahardtimetodothetest.Sometimesit'seasyorhard.Thereasonwhyit'seasybecauseIstudyfortest.
6th
thatimproablynotreadyIneedmoretimetostudy
6th
MyconcernsarethatIwillfailatestifmyteachersgivemelike2teststhatdayandIwonthaveenoughtimetofitstudyingtime
inforbothofthosetestsontopofhomework.That'swhytheyshouldonlygivemeonetestattheendoftheweektogivemethe
oneweektostudyfortheonetestnotjusttheoneweektostudyfor2testsbecauseIwonthaveenoughtimetostudyforbothof
them.
6th
someconcernsIhaveabouttestsiswhatisitabout.
6th
itmakesusgetfrustrated
6th
Ithinkthatwearegiventmanytestssoweallstresstomuchandthatmakesusnotparticipateinclass
6th
thatwetakeatestandwedonotreallylearnanything.
6th
toomuchstuffonteststhatconfuseme
6th
Iamveryconcerenedaboutteachersaddingthingsintestwehavenotlearnedabout.
6th
Myconcernisthatthereisatesteveryweek,ThisreallyshouldbechangedtotwotestsPER
WEEK!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6th
theybetoolongandtakeuptoomuchofmytime.
6th
kindofhard
6th
tomanyproblembecausepeoplegetboredeasily
6th
IfIgetabadgradeononetestitmighttakemygradedownreallylowandthenIcouldfail6thgradeandhavetodoitagain
6th
Thattheyarelong.
6th
Sometimespeoplemightnothaveenoughtimetofinish.
6th
somehavestuffIamconfusedabout
6th
sometimesImightnotunderstandandlikesometimesIthinkwheredotheycomefromdomyteachermakethemuporredclay
schooldistrict.
6th
thatscienceisalotharderthananyothertest
6th
whydoweeventaketestsinthefirstplace
6th
Ithinktheyshouldbeallmorechoices.
6th
someofthemaretoadvanced
6th
Toomanyofthem!
6th
Wellwhenwehaveatestsitisabouthumanbodies,Science.
6th
sometests,inmyopinion,arefartolong.Somearetohardforsomestudents.
6th
wellsometimesIhaveproblemsonsometestbecausetheyhavequestionsthatIdon'tget
6th
Ithinkthatthereshouldbemorequestionsontestsbecauseifthereisonlyonequestionakidgetswrong,sometimesthekidwill
getan80%onthetest,andIdon'tthinkthatisfair.Idon'tthinkthatthisisfairbecausetheygotalltheotheronescorrectbut
onlythatonequestionwasincorrectandtherestwascorrect.Itseemslikethatonequestionissummativeandtherestis
formativeandthattotallyisn'tfair.
6th
thetestaretoclosetogetherandtheyallhavealotofquestions
6th
itnotthathard
6th
ifthereisareallyhardshortanswerandnobodycangetitandwedidn'tevenreallylearnitsowedon'tknowwhattoanswer
6th
AmIgoingtogetagoodgrade
6th
ThatifIdidn'tlearnthatbecauseIdon'tunderstandthequestion,Idon'twanttofail
6th
theyareeasybuttomanytestanigetmixedwhattolearnfortheclassimin
6th
Ithinktheyareveryhelpfulbecausewhenyoufindoutyougradeyouknowwhatyouhavetostudymoreonthatpartofthe
subject.
6th
IhaveaconcernthatthestudentstestsaretoclosetogetherandIthinktheyshouldbefartherapart
6th
Iwillgetabadgradeandmyparentswillgetupsetatme.
6th
FAILING
6th
Ifeelthatthequestionsonthetestsshouldbemorespecific
6th
sometesthavetoomanyquestionsaboutonelittlethingandthereshouldbemoreshortanswers
6th
theytakeforever
6th
Thestressoffailingtheclassandthetest.
6th
Thetestthatwehavetostudyforareverystressful.
6th
whywehavethemeverysingleweek
6th
itproducestomuchpresssore
6th
Isomeconcernswhenwegettestbutwedonotknowaboutthetopicwehave.
6th
itmakesmeverynervous
6th
sometimethetesttakealittletimetodobutithelptheteacherknowwerearethestudents.
6th
Thetestcanbealittleboringandmostofthetestdonottellyouhowmuchofthetestthatyouhavedoneandhowmuchyou
haveleft.
6th
howhardarethey
6th
LESSTIME
6th
whyaretheysohardandwhydoweneedtotakethetest
6th
howmuchtimedowehave.howmanyquistions.canwechewgumandeat.
6th
ithinkthattherearetomanyquestionsonthetests.
6th
thatwhenitaketestsometimesiwilllikeaextradaytostudyortouseournotes
6th
SometimesIthinktheteacherdoesn'texplainwhatthetestisonenoughsowhenwegetthetestifeellikeIdon'tknowallofthe
questionssoiendupgettingabadgrade.
6th
thearehard
6th
ihavestufftodoafterschoolandibarelyhavetimetostudyfortestplusialsohavetodohomework.
6th
MyconcernisthatbecausetherearetoomanytestsImightgetthemmixedupandmightforgetabouttheinformation.
6th
TOOMANY
6th
Ithinktestsshouldonlyhavechoicequestionsandnotwritingquestions.
6th
thestudyingpart
6th
whydosomeofthemhavetobesolong?Iftheyaregoingtogiveusalotoftestsatleastmakethemshorter!
6th
HowwillIdoonthetest,whatwillmygradebeforthefinalgradeonit.
6th
someareeasybutsomehavehardquetions
6th
Someconcernsabouttestissomestudentsmissschoolanddon'tgetthelearningaboutthetopicheorsheneeds.
6th
IsometimesfeellikeIamgoingtofailbutothersIfeelgood.
6th
Idon'thaveany.
6th
Aconcernihaveisthatalotofthemaresummative.
6th
sometimestherearequestionsonatestthatwehaven'tevenlearnedyet.
6th
theyareokaybutsomehavealotofquestions.
6th
Sometimestheretohardorconfusing.Thatswhyidontliketests
6th
MyconcerniswhatifImissuponatestsandIfail.
6th
Theyarechallenging
6th
Idon'thaveanyconcerns
6th
therearesomanyitsboring.
6th
toomanyquestions
6th
NervousImightfailthetestandhaveabadgrade
6th
Someconcernsarethatsometeachersdon'tteachsomeofthestufftheygiveinthetest.
6th
Aconcernisthattheteachersdontteachussomeofthequestions.
6th
ifIwillgetaforifIwillhavenoideawhatmyansweris
6th
alltheanswearswehavetoanswear_
6th
sometimestheyarehardandtheteachersshouldletushaveopennotes.
6th
ThetestsarehardtounderstandThetestshavesomestuffwehavenotlearnedyet
6th
ThatalltheschoolsthatIhavebeentohavegivenoutalotofschoolquizzes.Ithinkthatsomequizzesareokaybecausetheydo
testyourknowledge.
6th
Thattheyneedtomakethemsumitivebecausetheygiveustestthatarenotsumitive.
6th
Ifyoustudytheysometimesdon'thavethequestionsYOUstudied
6th
whydoweneedthistestsowecangotothenextgradeorseeifyouaregoodoryouneedwork
6th
onspellingtesttherearetomuchwords/mybiurtyudfss
6th
thayaregivingtestereysinglefrydayandereysingleweak
6th
iflikehackusersgetmyinformationfromthistestandsendsmespams.
6th
Therearetomanytests.Ifstudentshavetomanyteststheywillbecomestressedoutwithstudyinghomeworkandprojects.
6th
Ifwecanlikeusenoteswehavetohelpusanswerthequestions
6th
theygivemoreteststhentheyshould.
6th
I'veherdsmarterbalancestatesquestionshorriblytounderstand.I'mnotsureifI'llbeabletounderstandsomeoftheirquestions
becausetheydon'tsaythemkidfriendly.
6th
wedon'tlearnaboutmostofthestuff
6th
Theyshouldallbeopennotes.
6th
Thattheycanbeusetoseeifyoupastthegradeortheytellifyouinhonorsorloworregularclasses.
6th
Theonlythingthatconcernsmeishowmanytestaretakenaschoolyear.
6th
tomanywordswasteoftimeturtles
6th
Verylongandkindofpersonalsometimes
6th
Lesstesteachweek!
6th
somequestionswordthingsweirdandishardtounderstandwhattheymean.
6th
Theendoftheyeartest
6th
theyarerealyhard
6th
sometimesthetestsaretolongandtheymakekidsstressedoutandsotheygetalowergradthentheyshould.
6th
Thattheymeannothing.Theydonotaffectyourgradeoryoursuccessinyourclassesorwhetheryougraduatetothenextgrade.
Alltheydoisstressstudentsoutaboutahugetest.And,Iamawarethatthetestsgaugewhethertheteacherisagoodteacheror
abadonebasedontheirstudents'results.So,onmorethatoneoccasion,Ihaveseenteacherstranslatingtheirstresstothe
studentsinhopesofencouragingtheirstudentstodowellonthetestsotheteacherdoesnotgetfired.InthiswayIthinkthatthe
testiscompletelyuselessandonlyputsstressonteachersandthereforestudents.Ihopemypointofviewhelpsyouwith
whateveryouareusingthissurveyfor.Yourstudent,(StudentName)
6th
ithinktestsaregoodandbadbadbecausewedon'twhattodothemgoodbecauseitshshoesyouhowyouareattests.
6th
Tomanyatoncebecauseyoumayhavemorethan1testsadaysoitmaystressstudentsout.Somaybetheywilllosefocusin
otherclassesandwontbesuccessfulinlife.Itishardtomultitaskinschoolbecauseitishardtobeputoutlikewekidsareand
survive.Withtheteachersbreathingdownourbacksallday.Irestmycase.
6th
readingimnotthegoodatit
6th
Myconcernsarethatifidontdogoodinatestimnotsmartoricantstudyrightorimjusttheoddoneout.
6th
ifeelthattestaregoodforyoutoprovethatyouaredoinggood
6th
Theteachersmakethetestsharderthantheyneedtobe.Alsotheygiveussomethingthatwethingwillhelpusandafterwords
theysaythatitwasjustmakingitmorehardonus.
6th
thetestsarealittlebittoohard.IgetverynervouswhenItakethem.AndsometimesIendupwithabadgrade.Butifthereare
testcorrections,Ifeelalotbetter.Ilikeopennotestests.
6th
thatimightfailandnotgetanA+
6th
Ifeelthattheteachersshouldcollaboratemoreandnoteachofthemhaveatestonthesameday.Itpressuresstudentswhen
theyhavetostudyfor5testsonthesamenightandtheyoftenendupwithbadgrades.Thistendstomakestudentsupsetand
evenmorepressuredtohighertheirgrades.
6th
thatimightfailbadly
6th
`IwillgetreallystressedoutandthatresultsinmeforgettingsomeofthethingsthatIhavelearned.Also,sometimesonthetest,
thereisaquestionthatwehaven'tlearnedhowtodo(usuallymath).Ievenalsorushsometimesordon'tcheckmyworkbecauseI
justwanttogetthetestoverwith.
6th
IgetstressedbecauseIdontwanttodopoorlyonthetestsandattheendoftheyearweshouldonlyhavetotakeonebigteston
eachsubject(DCAS)
6th
Myconcernsontestsaretheamountoftestswearegiven,becauseit'sreallytimeconsumingandstressfultostudyfor34tests
inoneweekbecause..Mostkidslikemehaveafterschoolactivitiesandafterschoollearningplacesthatgivehomeworktosoit's
prettystressful.
6th
Therearenottomanyineachclassbutifyouputallofthetestthatwetakeandputthemtogetheritseemsthatitwouldtakefor
daystofinish.
6th
Wehaveatleast3testsaweekandoncewefinishstudyingforone,wegetanotherandIthinkit'stoomuchpressureonus.Ialso
thinkweshouldhavemoretimetostudy.
6th
IfIgetabadgrade
6th
Myconcernsaboutthetestaremygradecoulddropififail
6th
imightgetthequestionswrongoriwillrunoutoftime.
6th
myconcernsarethatiwillnotknowaquestionoriwillfail
6th
theyaretoclosetogether
6th
ThatIwillfail.
6th
Takingtestsmakeskidsworried[likeme].Wetaketoomuchtimeoutoftheperiodtakingtest,toomuchtimeoutoftheday.Ifthe
statewantstoknowhowwearedoingasfaraseducationtheyshouldcometotheschoolsandobserveus.Likeifthissurveywas
atestitwouldbetaking30minsoutofourclasstime.SadhowIcouldbelearningrightnow.Ifeellikethissurveywouldofnever
comeaboutifwedidn'thavetestslikesmarterbalance
6th
Howlongtheytake,andthewaythattheyareabigpartofyourgradeIthinkformativeassignmentsshouldbethebiggerpartof
ourgrades.
6th
Thetestsaretoseehowmuchyouhavelearnedinclassandsometimestheyletyouretakethetest.
6th
thereareusuallyverysmalltimelimitstostudyforthetestwearegiven,andallmyhomeroomsgivemehomeworksoioften
don'thavetimetostudyfortest,dohomework,andotherthingsbeforemysleepingtime,becauseofthingiamworriedimightfail
atest.
6th
Theconcernsihavearethatthetestaretolongandhard.alsotheteachersmakeusfinishinaamountoftimewhichifeelisnot
enough.
6th
Ithinkthatteacherscouldprovidemoreinformationaboutwhatisgoingtobeonthetest.
6th
inELAthequestionsarehardbutiamoneofmorefocusedstudentandstudyandidogoodontestbutatesteveryWEEK
6th
SometimesIthinkthattheteachersshouldexplainalittlemoreaboutthetests.
6th
Mostteachersdontgivetherightamountofstudytimeanddontprepareusformosttests.Ialsothinkthatteachersshouldgiveus
aprequizthathasthesameformatofwhatisgoingtobeonthequizandtheydontgradeitsoweknowinadvancewhatwere
gonnadoandwhatwecanfocusonandpracticemoreon.
6th
notgettingagoodgrade
6th
Iamconcernedthatwearen'tgivenpropertimetostudy.
6th
Whyaretests70percentofyourgrade?!Ithinktheyshouldonlybe50percentofyourgrade.
6th
Theytrytotrickus.Formaththeyputquestionsthattheyhavn'ttaughtusmuchabout.Alsoonvocabtestswehave3definitions
tostudyforeachwordandwehavetwentyofthem.Thatisalittlemuchinmyopinion.Alsowehaveusuallythreetestsaweekor
more,amath,avocab,andasocialstudies,andsometimesevenabandorhealthtest.
6th
thetestareoneverythingwelearnedintheclassandifwefailtheteachersgiveyouonemorechancetotryagain
6th
Iamconcernedaboutwhetherornotatestisasummativeoraformative.
6th
Idon'tthinkthatweshouldhaveasmuchtestsaswehavenowthatismyonlyconcern.
6th
Weshouldn'ttakethesetestslikeSmarterBalancedbecausewearegettingjudgedbyifweknowA.B.C.orD.Theyaren'tgood
measurementsofhowsmartweare.Whatifwejusthadabaddaywhenweweretakingthem?Thetestscoregetsintoour
personalfileandteachersjudgeyouonthatscorefortherestofourlives.Weweshoukldstopthesetests.Theyjustsimply
aren'tfair.
6th
IfIdon'tknowtherightanswerstothetestorifIgetabadgradeonthetest.
6th
IfIhappentogetabadgradeitwouldbeterrible(bybadgradeimeanaCorless).
6th
TestsareusuallyhandedbackreallylateandIwouldliketohavethemhandedinearlier.
6th
NormallyIamconcernedabouthowwellIwilldoonthetest
6th
peopleworrytomuchandthatdistractsthem
6th
wehaveaboutoneeveryweek,Ithinkthatistoomuch
6th
Sometimesthere'snotenoughtimetostudyfortestslikevocabularytests.OthertestsI'mfinewithfornow.
6th
ithinkittakesalotoftimeoutofclass.
6th
Idon'tthinkthereisalotoftimetostudyfortests.
6th
IforgetwantIlearnorsomestuffthatwedidn'thavetostudywillbeonthetest.
6th
Ithinkthattherearetoomanytestsbecauseinelementaryschoolwedidn'thavealotoftests.
6th
Statetesthavetomanyquestionsandtakeuptomuchtime.
6th
Iamconcernedbecausesometimesweareonthecomputertolonginmyhumbleopinion
6th
ThatsometimesIfeelthatwedidn'thaveenoughtimetostudyorthatIdon'treallyknowsomeoftheconceptsinthetest.
6th
theymakeuangryandyouforgeteverythingyoustudyfor.
6th
TheconcernsIhaveaboutthetestsItakearethattheyarestressfulandhard.
6th
ithinkittakesuptomuchlearntimeinclass
6th
theconcernsthatIhavearethatsometestsorquizzeshavealittlebittomuchquestions.
6th
Thatthetestarehardsometimesbutitdoesntmatterbecausetheyhavetogetharderandharder
6th
iftheywillhaveenoughinformationprovidedformetoanswerthequestion
6th
likeissmartforyouandsometimesiliketests
6th
Theyarejustfine,andtheydon'thavetomanyquestionsandnotverylittle.
6th
gettingabadgrade
6th
thattheyarenotworthalotofpointsonyourreportcard
6th
aconcernIhaveiswhenIdon'tknowaquestion.
6th
Ithinktherearetoomanyquestionsandareworthtoomanypoints.
6th
someofthetestsareabitlong.
6th
myconcernsarethattherenotfocusingonnormalwork,theteachersjustprepareforthenexttest
6th
TheconcernsthatIhaveisthatwhenIgivemyinformationinsurveysIdon'tliketogiveawaymypersonalinformationtopeople
Idon'tknow
6th
Thatitbetterbeaboutsomethingilearnedoralreadyknow.
6th
Someconcernsareallthetimewestareatthescreen
6th
takeslotsofclasstime
6th
Sometestsarekindofhardbutwhentheteachersexplainwhatthetestsareaboutistarttogetitbutthenitshardtofigureout.
6th
thatiwillfailonthetestandgetabadgrade
6th
Theyareagoodamountoftestsandquiz
6th
Howmanyquestionsareonthetest
6th
ITISALWAYSATTHEBEGINGOFTHESCHOOLITSHOULDBELATERINTHESCHOOLYEAR
6th
Thattheysometimeshavealotofquestions.
6th
ikindaofthinkitisalittleontheeasysideandialsofeellikeimlearning5thgradethingsagain
6th
ithinkweshouldhavetestattheendofeverymonthorinthebeginningofthemonth.
6th
notbeingperpared
6th
thattheysometimeshavetoomanyquestions
6th
igetscaredififail
6th
someofthetestwedo,wedidn'thaveenoughtimetolearnabout
6th
QuestionsIIdon'tQuestionsIdonotknow.
6th
Whatconcernsmemostaboutallofourtestincludingformative,wehavetoomanywhichgivesmealotofanxietyandstress.
EverytestItake,oreveryessayIwrite,andeveneveryprojectImakeIfeelI'mgoingtofail!
6th
myconcernsareiftheyputtomanydifficultquestionsonit.
6th
tooboring
6th
Atleastgiveusmoretime.Likeevery2weekswedoatest.
6th
thaeyaretoohardandtechersarestrickt
6th
imgoonafail
6th
theyaretohard
6th
IhopethatgetabetteronanyofmyteststhatIhavetaken
6th
IReallyDon'tHaveAnyConcernsBecauseAfterEveryUnitYouLearn/KnowYouTakeASummitaveis70%
6th
Ibelievethatthetestsareprettyusefulatthistimebeing.
6th
theymighthavequestionsthatdon'tmakesensetoMEBUTFOROTHER=SYES
6th
Willipass?WillIgetagoodgrade?WillIhavetotakeitagain?
6th
ifeelislikehardbecauseidoknowthatmuchingles
6th
ifeelthatisinthemiddlethatisnotthathardandnotthateasy.
6th
Thattheretolong
6th
Whatconcernsmeisformetogetagoodgradeonatest.
6th
MyConcernsAreThatIWillForgetTheAnswersAndIWouldNotDoGoodOnMyTestAndAlsoSometimesIFeelLikeIDidNotDo
TheStuffInSchoolOnTheTestButThatWasAtMyOldSchool
6th
Mathtestarehard.9
6th
iamconcernthaticantbringupmygradebacktogether
6th
ELAtestarelikesohard
6th
Myconcernisthattheyonlyshouldgiveus2daytostudyguide,whatwehavetostudyandthenwehaveliketwomoredaysto
finishtherealtest.
6th
somearehardandsomeareeasyanditakemytimesoidon'tgetalowgrade.
6th
whycan'twestopusingscantron
6th
Myconcernisthattheyonlygiveus23daystolearnthatunitandhalfthestufftheyteachusisnotonthetest.
6th
overwellmingtest.
6th
ififail
6th
ThatI'llgetabadgrade.
6th
thatifamgoingtohaveabadgrade
6th
aretherequestionswedon'tknowtheanswertothatwehavenotlearned
6th
igetscaredwhenitakethem
6th
Thatiwillfailthetestandgetabadgrade.
6th
Inthetestitstoomuch
6th
Idon'thaveanyconcernsabouttheteststhatwetake.
6th
idonotlikethecommoncoretestwhentheytellyoutogivelike5answersforeachquestionandyouhavetostudyalotforalot
ofthetest
6th
oneofmyconcernsisthatifwetaketomanytestsitcanmakeusverystressedandwhenmoreworkgetstossedatusthenext
daywefeelstressedandwedon'twanttodothework
6th
Myconcernisthatmostofthetestsforallofthesubjectsareonthesameday.
6th
Theteachersdonotgiveusenoughtimetotellusthatwehaveatest.
6th
thatifistuiedhardandlongenough
6th
Sometestsarenotmultiplechoicewhichihavemoretroubleon.
6th
Ithinkthattheyhavetherightamountofquestions.
6th
testcorrections
6th
ifistudyenoughifi'mgoingtopass
6th
Thereiswaytoomuchandtheyarealwaysonthesameexactdayeveryweek.Almosteveryweekihave23tests.
6th
Failingtomanyandthenscrewingupmygrade.
6th
theytaketoolongandtheyarehard
6th
ithingsometestswedon'tgetenoughtimetostudy
6th
ThatIwillgetafandfailandalsothatwedonthaveenoughtimetostudy
6th
igetconcernedwhentheyaremorethan20questions
6th
notenoughclasstimetogoovertheunit.
6th
Igetconcernedmycomputerwontworkwhichtheyneverdo.
6th
Thereistomuchandwedontgetanyhelpwithdirections.Sometimesittakesaboutaweektogetourtestscoresback.
6th
Thatwhenyoustudyithelpsyoubutwhenyoustudytheygiveyouatestbutitlooksnothinglikethestudyguideorthequestions
tohelpyouonthetest.
6th
notenoughtimetostudy
6th
theyaresometimeshardandigetnervous.Thetestsarealsoconfusingsometimes.
6th
Youneedtostudy,alot
6th
ithinkweshouldhavenotests!
6th
Idon'thaveanyconcerns.
6th
Gettingagoodgradeonthetest.
6th
Ipayattentioninclassbutsometimesmybestisnotgoodenoughandwhenmyparentsfindouttheywillgetmadsoireallytry
hardsoIcandogoodandmyparentscanbehappy.
6th
Imightfail.
6th
therearetomanyquestiononthetestanditisreallydifficult
6th
Doesthetesthurtyourgrade?Canyoufixyourtestbeforetheendofthemarkingperiodtochangeyourgrade?Canwegetsome
studyguidesforalltestsbecausesometimeswedon'thavestudyguides,andcantdogreatandsometimeswecantalwaysuseour
notes,andsometimestheteacherssurpriseuswithtestslikeapopquiz?
6th
isthisgoingonourgrade?
6th
Aconcernthereisthatwedon'thavehavealotatimesoitkindamakesmerush.
6th
Wearegivenalittlebitoftimetocompletetestanditskindofhardforsomestudentstositforalongperiodsoftimeweneedto
haveabrainbreakthatswhyalotofstudentsasktogotothebathroomsomanytimesduringthetest.
6th
wellateacherdoesn'tgiveustherighttimethatwearesupposedtolearnlikewelearnalessonfor3daysinsteadofawhole
week
6th
weshouldgetmoretimetodothetest.Weshouldalsogoovertheholetestaftertoseehowandwhywegotanswerswrong
6th
ifidogoodonthetestandthatifiamgoingmaketothenextgradeandthatsometimesigetfrustedandidontdosowellonthe
test
6th
thedifficultyofthetest
6th
sometimesiwonderifiamgoingtofailorifiamdoinggood
6th
Idon'tknowtheanswer.
6th
itisgoodcausewelearnedaboutitsoitnothardwhenyoustudyforthetest
6th
Theytakealittlemuchtimetodoandalittleconfusing.
6th
Ithinkthetestaresometimeshard,forkidswhostudybutcantrememberwhattheystudied.
6th
itstoomanytestsIcantconsitratestraight
6th
ThatI'mnotgoingtounderstandwhattheresayingthewaytheywriteit.
6th
someofthequestionsaretohard
6th
theretoolongandhardkindoflikemydick
6th
iftheywillbereallyhadandifIwillnotgetit
6th
myconcernisbecausewehavesomanytests,youforgetaboutonethenforgettostudyandyoudon'tdowellonthetestandit
effectsmyoverallaverage.
6th
whati'mmostlyconcernedaboutthetestsarethatsometimesthetestsgettoohardatattimes.
6th
Ifeellikesomeofthetestsareverylong,theyaremultiplepages.IguessI'mjustusedtoshortertestsbutsometimesnotallthe
timebutsometimestheyfeellong.
6th
ihavethecocernaboutwhenidontfinishatesttheteacherjusttakesitwenthetimeisoverandwhateveridontfinishismarked
wrong.
6th
ThatIhopeidon'tstudy.
6th
thetestsaresomewhateasyformeandIcanfinishthemveryeasilyandIamworriedthatIwillrushthroughandnotgetthe
questionsthatarerighttherecorrectandtheywillbringdownmygrade
6th
therearetoomanyquestions
6th
Ifeellikesomeofthetestaretohardbutthenitcouldbehardatthesametime.
6th
IamafraidthatIwon'tdowellandmyparentswon'tletmecomehomeforsomereason.
6th
ifIwillgetagoodgrade
6th
ConcernsIhavearethatIwilldobadnotgetagoodgrade.
6th
Toohardandtoolong.
6th
sometimesinthinktherearetoomanyquestionsandsometimesithinkthattherearetoolittlequestions
6th
Thereistoomanyquestionsonthetestssometimes.
6th
sinceiaminallhonorsclassesthetestscanbechallengingsometimes,butotherthanthatthetestsarefineitisjustsomeofthem
thatcanbechallenging
6th
ithinkitsfinethehaveteststoshowwhatyounoaboutthethinkyoulearningabout
6th
someanswersarehard.
6th
myconcernsaretharearetomanytestsstudentstaketheyneedresttoprepareforthetestandmostlyme,Ineedmoretimeto
studybecausewearegettingtheteststosoonortolateandifIhavemoreIwillinformyouaboutitbecauseimveryangry......
6th
I'mworriedthatthetestswillbetohardtodoandnotenoughtimetodoitortoprepareforit.
6th
MyconcernsarethatIdon'tknowwhatthetestwilllooklike.
6th
ihaveconcernsthatonetestwillbealotofmygradeandthatwillbringitdown.
6th
someconcernsIhavearethattomanytestsaregivienatonceandtheteachersneedtotalkmoreabouthowtodistributetheir
testsmorethroughouttheyear.Icanthaveamathtestandthensuddenlyhaveabigreadingtest
6th
ThatthetestmayhavethewronginformationandIwillgetitwrong.
6th
completesthetest
6th
thatIhaven'tstudiedenough,orthatI'llgetabadgrade,orthatmyparentswillgetupsetatmeandI'llgetintroubleforgetting
anokayorbadgrade
6th
translatorneededsometimes
6th
ThethingthatconcernsmethemostisthestudyingbecauseIhavealotofhomeworktodoandontopofthatIneedtostudyand
wedon'thaveenoughtimetostudy
6th
thepeoplewillthinkwearealiensfromouterspace.
6th
anxiety
6th
Whatconcernsmeishowmuchallthetestescountforandwhatthistestscountsfor.
6th
Someofthestuffidon'tknowaboutandithinktheyshouldgiveoutteststhathasstuffwealreadyknow.
6th
igetconcernwhenI'mdoingmytestbecauseI'mworriedthatI'mgoingtogetabadgrade.
6th
Ithinkthatweshouldcutdownonsometestandtheyshouldbeforallthemainthingswelearnintheschoolyear.Also,we
shouldhavemorestudyingtimeinclassbecausepeoplewithbusyschedulesdon'treallygetthetimetostudy.
6th
Aboutgettinganextremelybadgrade.
6th
whati'mconcernisthatkidalwayshavetotakealot
6th
Whatconcernsmewhenitaketestsiswheni'mlikeamidoingthisrightornot?
6th
thatIwillfailanditwillmesswithmygrade
6th
Isometimeshavetroubleansweringtest.
6th
thatwhenwefinishtestweshouldbealoudtouseourphoneswhenthereonsilence.
6th
someoftheteachersamean
6th
whenyoustudyonedayandyouforgettheanswerthenextday
6th
thatwhensomeonedonethetestthatweshouldusourphonebutwithnosound.
6th
thatwegettestseveryfriday
6th
itishard
6th
ithinkthatwearegiventherightamountoftests
6th
notgettingagoodgradecausemiddleschoolisharderthenelamentryschoolitsnoteasynomoreallIknowisIdon'twanttofailI
wanttopassandnotgetheldbacktestcompletetheunityourworkingonsoocrossingmyfingers.
6th
Sometimesyoudon'tknowwhattostudy,thenifyoudon'tstudytherightthing,yougetabadgrade
6th
Ithinkmosttestsareeasyinmathandsocialstudies
6th
itsometimesgetsmemad
6th
myconcernsaboutthetestsisifIdon'twhatthesubjectisitin.
6th
1.ifyallwastogivemea110rateforhoweasyandhowhardforeasyIwouldpick1forhardIwouldpick8or9
6th
Gettingtheanswerswrong.
6th
idontliketests
6th
SomeofthetestsareeitherWAYtoeasyortohard
6th
Wehavetoomanytest
6th
thattheytaketolongtodoandaregiventomuch
6th
TheonetestIdon'tlikeisthesmarterbalance.IlikeDCASbetterweshouldn'tdothesmarterbalanceweshouldjustdoDCAS
instead.
6th
wehavetestsineachclassatleastonceaweekandwestayupstudyinganddon'tgetenoughsleepandthendogoodonthe
tests.
6th
thatiwillgetlowgradesonthem
6th
thatteacherssometimesgivetoomuchtests.
6th
sometestsarehardandsometestsarenothard.
6th
ivebeenhereforalittlebitandimightnotknoweverything
6th
Alltestaregreatandveryhelpfull{awesome}.
6th
Whenshouldhavesometeatbecauseitistomanytest.
6th
Someconfuseme,butmostofthetimeI'mgood.
6th
therenotthatharditsjustthattheresometimesoutofnowhere
6th
idon'tneedtoltackthetest.
6th
testbecominguptosoon
6th
Someteachersgetmescaredbecausetheysaythistestisalmostyourwholegradethedaywehavetotakethetestinsteadof
tellingusbeforewedoitsowecanmakesurewestudyhardandifwedidntwemightfail.
6th
idon'twantnoreallyhardtestsandiwanttimetostudyforthetest.
6th
alltheenglishtestarereallylongandmathhaswaytomanytestwehavetherightamountoftestinscience
6th
Myconcernisifwetaketomanyteststhenwewillnothaveachancetolearnanythingelse.
6th
howmanydowetakeintheyear.
6th
myconcernsareiftheygiveusstudyguidebutsomeoftheanswerarenotonthetest.alsothattheygiveustesttoearlyandthen
whenwegodothetestsomeoftheanswerwedon'tknowbecausewedon'tknowit
6th
thetestisdifficultismathidon'tunderstandthequestion
6th
someofthequestionsarefrom15gradeandit'shardtoremember
6th
testaretolong
6th
someofthetestsitakeisreallyhard
6th
Ithinktheteachersshouldhelpualittlebit,andthequestionsshouldbemoreunderstanding.
6th
Whyisitsoimportanttotakesomanytests?
6th
alotofpeopletakemanytests
6th
thequestionssometimesidon'tget
6th
theydoittoseeifyouknoweverythingtheregoingtodoinyourgradetoseeifyouneedhelpornot.
6th
Thequestionsnotbeingabletobeunderstood.
6th
thereallboring
6th
mathtestishardtogeton
6th
sometimesyouhavetothinkreallyhardforaverygoodawnser
6th
kindofeasy
6th
IfiamgoingtofailthisTestorgetbadgrades
6th
good
6th
thatiwon'thaveanoughtimetostudyorgetthetestdone.
6th
therekindahard:)
6th
percents,decimals,andfractions,math
6th
Itstoomuchworkandalotofquestion
6th
thattheyshouldbethathardandthatthetestshebeeatlest40page'sandthatwhenyourdonetheyshouldseeyourscore
6th
thattheywillbemoretestandtheyarehard.
6th
theyarehard
6th
idon'treallyliketestwith100questionsoralotofquestionscauseithinkittakesupalotoftime
6th
sometimestheretolong.
6th
Igoingtotake20tests.
6th
TheconcernsthatihavefortestisthatteachershaveuslearnanewlessonandthenwehaveatestonthatFriday.
6th
someofourtestsarereallycomplicatedandhardtoounderstandeventhowehavethemrightmaterialsalrightso
6th
itisenough
6th
Ithinkthatweneedharderquestions.
6th
thatwetakethemtosoon
6th
ithinkthereistomanytestandithinktheysouldgiveusabrake
6th
iftheyareonlineprivacy
6th
weneedtotakemoretest
6th
sometestaretoohardforthe6thgrade
6th
ithinkifteacherskeepgivingteststudentstomanytesttheywillforgetotherstufftheytheylearnedpreviously.
6th
Ithinkthesomeorthetestareharttotake.
6th
Whatever'sonthetestthequestionsmaybeveryhard,oreasy.
6th
Ifeellikesomeoftheteachersgivestudentsunfairtestssometimes.
6th
whenyoutakethetestyoutakeyourtimebylookingthroughformyourtest
6th
MyconcernisifIgetanFIcouldrepeatgradewhichcouldmakemyparentsnotbeproudofmewhichIwoulddisappointmentin
myself.
6th
well,sometestwillnotletyouseetheirtestscore.
6th
I'mworriedaboutmytestgrade.
6th
itiskindofeasy
6th
Myquestionorconcernisdowehavetotakemostofthetestagainthroughouttheyear.andwhydowehavetotakeDCASevery
yearwealreadyhavetotakesmarterbalance,classtests,quizzes,SAT,andDCASitself?.
6th
6th
WhenwetakethetestsIfeelliketheyputstuffthatwedidn'tlearn.
6th
itisstressfulandhardhehavetodotestlikeeveryThursdayorfriday
6th
theyaretoolong
6th
Ithinkthatweshouldbeabletozoomandalsohaveachoiceofhavingthepassageandanswersreadtous.
6th
Sometimestheygiveyouquestionsabouttopicsyouhaven'tlearninclass.
6th
howgoodamigoingtodo.alsowhatkindofquestionsareonit.
6th
IfeellikeI'mnotdoinggoodonthetests.
6th
thatImightgeteverythingwrong
6th
thattheywontexplaintheproblemasgoodastheyshould
6th
Maybeyoucannotknowwhat'sonthetestandgetabadgrade.
6th
thatIwillfailornotgetagoodgrade
6th
Studentsmightgettoconfusedwithallthtesting
6th
Someofthequestionswewillmostlikelynotuseinthefuture.
6th
Theteachersdontreallyletusstudybeforethetest.
6th
Sometimesthereisnotmanyquestionsthatdonotreallymatter.
6th
IthinkthetestsareimportantbutIdon'tthinkitsfairthatwhenwecometoschoolwealwayshavetotaketests.Againjust
becausewecometoschoolitdoesn'tmeanwearen'thuman.Iamsuremanyofmypeersdon'tenjoytakingtestseither,soallI
amconcernedaboutisweshouldalsobetreatedlikehumans.Notlikeexperiments,andtestsshowusthatweareexperiments.
6th
imworriedaboutgettingabelow80onatestevenifiknowtheansers
6th
IfIfailornotreadytotakethetestbecausewedidntgetenoughtimetolearnit
6th
imworriedthatifIdobadonthatonetestmygradewilldroptreminislybecausealltestare70%ofyouregrade
6th
theteachersshouldgooverwhat'sonthetestfirst
6th
it'sweirdkindabecauseit'sweirdformewhenpeopleaskmequiestion.
6th
6th
ifthetestwillbeeasyordifficult
6th
thattheworkbecomeslessweoklikenotthatmuchpapers
6th
therekindofhardandsomeareeasyinmaththetestarehard.
6th
sibahacerenespanol(inSpanish)
6th
Ifthetesthasdifficultquestions
6th
SomethingsarehardtodoandIgetworriedaboutit.
6th
whatconcernsmeisthatmostofourtestaretakenbeforewelearnwhatisonthetesttoseewhatwealreadyknow.butmostof
thestuffIneverlearnedinelementaryschool.
6th
thatwe'regonnahavealotmorethanelementry
6th
Someofthequestionsdontmakesence.
6th
Myconcernaboutthetestisthereadingbecausesometimeithardformetopronoucetheword.
6th
Theyaresometimestoolong.
6th
ifitsgoingtobehardornot
6th
Iftheyarereallynesasarytohavesomanytestsandifwedothemforagoodreason
6th
gettingagoodscore
6th
OneconcernIhaveisthatthetestmaygetalittleharder.
6th
ItconcernsmeifIdon'tknowhowtodothequestionsbecauseifIdon'tknowhowtodothemIhavetoguessandifIhaveto
guessitwouldbehardandImightnowgetitright.
6th
ithinkthattheamountoftestisfinebutjustatinybutoftomanytest
6th
TheSMItestwaseasyandsomeIdidn'treallyknow.
6th
Iamconcernedwithwhatthetestwilldotomygrades
6th
someclassesdon'tgiveyouenoughinformationtotakethetestwith
6th
MyconcernsarethatIdon'tknowwhatmanyofthewordsmeansoI'mworriedthatI'llgetabadgrade.
6th
6th
thatifIdopoorlyitwillbringmygradedown
6th
becuasethestateisgivingtomanytestandIthinkittomuchworkforkids
6th
Theyarewaytoolongandstupid!Youguysovertestallofusitsdumb!!!!
6th
Mabyeweshoulddomorepracticenomatterwhatsoitwillbeeasiertounderstand
6th
Ithinkschoollunchshouldhavemorechoicesduringlunch.Alsolunchshouldbelonger.AnotherconcernIhaveisclothingkids
wouldbewarmerwearingjackets,zipperedcoats,andfleece'sduringclass.kidsinmiddleschoolneedtogooutsideandexcise.
6th
SomeconcernsthatIhaveaboutteststhatItakeisthatsomeofthequestionsIdon'tunderstand.Theyaretoohardand
sometimestheteachersdon'texplainthetestcorrectlyandthatwhywegetalowscorebecausewetaketoomanytestsandwe
don'tunderstandthem.
6th
thatimightgetthemallwrongorthatimightnotpassthattest
6th
alot
6th
failingornotknowingwhattodo
6th
Formath,Iamafraidiwillfailbecausemathismyweakpoint.
6th
ialwaysworryaboutpassingatestsomeofthemaretohardandnotsoeasyliketheyneedtoteachusmore
6th
Wellsomeofthewordsorproblemsididnotunderstand.
6th
weshouldhaveatestineveryunitineveryclass
6th
itiseasy
6th
manythingsinthetestIdon'tevenknowyetandtheteacherdidn'ttellusyet
6th
theyarehard
6th
sometestsareveylong
6th
IthinkthetestItakehelpmeleornmoreandrememberwhatIstudy.
6th
sometimesigetalittlenervousaboutmygradesfrommytests
6th
thatthereissomanytestthatitssometimeshardtorememberallofthethingsallmyclassesteachme.
6th
concernesthatihavewithtestsarethaticancompletlyunderstandasubjectjustmakesomesimplemistakesandthateffectsmy
gradeifiunderstandasubjectidontseewhyineedtotakeatestandthatmakesmygradeandmakeasimplemistakeonthat
testandtheirgoesmygradeitsjustnotveryaccuratewegettomuchandtheyeffectmygradesomuch
6th
TestsaretrickyandyouhavetopapareforthemIunderstandthatbutSmarterBalancewhenyourteacherispreppingyouforitit
isConfusing,andwhenitakethetestI'munsureandnervous.Allofitjustdosen'tmakesensealsothetimeperiodiswaytolong
someetimesitmakesmyeyeshurtpluswhatifididdn'tgetagoodsleepthatcaneffectmywholegrade.Testaretolongand
therearetoomany.
6th
thequestionsareprettyeasy
6th
theareprettyeasyalittlebit
6th
Ithinksomequestionsontestsareunnesisary
6th
thatwewearegiventomuchworktheweekofatestandcan'thaveenoughtimetostudy.
6th
IgetnuveiswhenIfalid
6th
whatisaweneedtotakethequizitisso()
6th
ifIgetaf
6th
IcanaskforsomehelpsoIcanknowwhatthequestionmeans.
6th
Gettinglowerthanb'sbecauseIwanttogetgoodgradesandnotfailanysubjectsbecauseIdon'twanttofail6thgradewitchthat
meansIwouldgetheldback.
6th
myconcernisthatthetestaresometimesaboutthingswehaventreallylearnedabout.
6th
OneconcernthatIlikeabouttesttakinginmygradeisthattheextendedresponsequestionsareveryspecificandmakeyoudig
forthecorrectanswer
6th
IliketodoopenbooktestsIalsoliketodotestsonlinedpaperormywritinggoesupanddown
6th
ifeellikeiamgongtofailthetestwhenigetthetest.
6th
Iamjustconcernedaboutthetimethat'sall.
6th
IfIgetananswerPRETTYCLOSEtotheexactanswer,IATLEASTdeserve1/2apoint.:)
6th
ifimdoingitright
6th
theconcernsthatIhaveisthatImightnotstudyenoughsoillfailthethetest
6th
iimsomethimsconcernsabouthowtodothem.
6th
Itistolong
6th
whydowehavetotakethetestsfromlastyearandanswerthequestionswealreadyknow
6th
thereisalotoftest
6th
whydowehavetotaketests?Someofthetestsareconfusingandcomplicated.
6th
thetestisnotenoughisnoteasy
6th
ithastomanyquestions
6th
ifIMgettingthequestionsrightornotandwhat'smygradegoingtobe
6th
Itwouldbelike,"idon'tgetit"or"ineedhelp
6th
ithinkthetesthavealotofquestions.
6th
Thatthetestaresometimeshardandsometimesitsnot.
6th
theytakesomuchtimeandIcanneverfocusonit
6th
surveymonkey
6th
ithinkthatteachersgivetherightteststhatwearedoinginschool.
6th
theconcensihaveaboutthetestsisthattheyaretoolongandsomeofthemidontknowanyofthem
6th
wetakelike3evry1week
6th
ITHINKTHATSTATETESTSAREVERYHELPFULBECAUSETHEYHELPTEACHERSDETIRMINEWHATYOUKNOWANDWHATIDONT
KNOW.
6th
theconscernsarethetestsareasy
6th
thatIgettestsaboutmathEnglishEldandsocialstudiessometimestheirhard
6th
ihavenottokeany
6th
welliwasNEVERabigfanoftestsdisbitetakingmany.ijustthinkthatweretakingtoomanytests
6th
thetestsarehardidontgethalfofthequestions
6th
itstoohardandshouldbeprivate
6th
oncetheteacherscheckyourgradewhycantweseearegradesrightaway.
6th
somereadingtestiskindofhardandkindofrighton.
6th
tonotpassthetest
6th
iamscaredthatwemightnotpassedthetestorevenpassgrade
6th
theyaretohard
6th
togettheanswersright
6th
Igetnervous
6th
amigoingtopastthetest.
6th
whatkindofquistionsdotheyhave
6th
someofthetestsarehardformeandsomeofthemarenotsohardbutistillgetthemdone.
6th
Ithinkthetestareaalittlehardbutforthemostpartthereokthankyou
6th
thattryharderandtestswetookwasastatetest
6th
Whatconcernsmemoreisthefactthatwetakeonetodayandthenext23weekswehaveanothertest.thatswhatconcernsme
more.
6th
WhatconcrensmeisthatmanystudentshavetostudyfortestalmosteverynightjusttogetaAbutthatdoesn'tmatterto
teachersatall.
6th
Thattheydonottelluswhatisthetestaboutandwhattypeofquestionaretheregoingtobeonthetest.
6th
6th
Imconcernedififsailthetest.
6th
thereallclosertoeachotherandjusttomany
6th
idonthaveanyconcerns.
6th
somequestionsarereallyhardarewehaventstudiedtheminourpierod
6th
Ihaveconcernsabouttheexamplesiftheydontseemright.
7th
Thereadingandthecompression
7th
ifitisaimportantgradeornotandwhathappensifyoufailit
7th
therereallytakingtolong
7th
iftheyaretwohardortoeasy
7th
Willthetestberelatedtowhatwestudiedinclass?
7th
Theyaretoolongandtaketoomuchtime.Duringthistimestudentsarenotlearninganythinganduptoaweek,or35hours,is
beingspentonthesetests.
7th
I'mconcernedthegradeI'llgetandhowitwilleffectmeinthefuture.
7th
Idon'talwaysknowwhatkindofquestionsongoingtobeonsomeofthetests,soIamunpreparedforsometests.ButIguess
thatiskindofmyfaultfornotbeingprepared.
7th
Ithinkwedon`thavetotakeatesteachweekinELA,andatesteverytwoweeksinscience.
7th
Testthatdon'thavealotofquestionsarehardbecauseifyoumessuponafewquestions,youcangetalowgrade.
7th
IamconcernedaboutwhatsonthetestIthinkweshouldknowwhatthetestasksbeforewetakeit.
7th
FortheEnglishtests,peoplearealwaysgettingthemwrongbecausetheshortanswerteststheygiveuslookforspecificanswers.
Insteadofusjustansweringthequestionstherightway,theylookforyoutosayexactlywhattheysaid,andwedontknowwhat
theysaidsowealwaysgetthemwrong.iamgoodatenglish,butiamgettingbadscoresthatarethreataningmygradesbecause
ofitandiamveryangryaboutit.pleasechangethem.isoundangry
7th
Incorrectgradingandnotgivingachancetomakeanycorrections,thisonlyhappenssometimes.
7th
InenglishthereareonlyasmallamountofquestionssoifIgetasmallamountofquestionswrongIcanstillgetabadgrade.
7th
Ithinkthattheyarealittletoolongsomeofthem.
7th
Like2daystostudy.
7th
InEnglishweneedtoknowthestorymorebeforewetakethetest
7th
theyareopennotesowedon'tlearnmuch.
7th
theyarehard
7th
sometimesifitcountsasagrade
7th
tomanytests
7th
Myconcernisthatthereistomanypointsononequestionsoifwegetthatquestionwrongitcantakethatgradedownalot.
7th
ithinkthatonsometopicswehavenotevenlearnedthebasicstothemsowedontgetthequestionright.
7th
amismartenoughforthistestifeellikeimgoingtofailimnotconfidentinmyself.
7th
thefactthatifailedornot
7th
howhardtheyare
7th
IfyouaregoingtomakeusdoalotoftestatlestmakethemeasyforeverybodytogetanA.
7th
Myconcernsaretheenglishtests.Nomatterhowmuchistudymytestscoresarenotreallygettinghigher.
7th
7th
toohard
7th
theyarealittlehard
7th
theyarealittlehard
7th
Aretheythingswewentoverinclass
7th
theyarealittlehard
7th
inolikewords
7th
theyarealittlehard
7th
Idon'tlikethembecausetheyareherdandalsoboringthetestmighthavethingsonitthatwedon'tnowandwekidsmightgeta
fonit.theymakeotherkidsmadandwehavetowaitsotheycanstarttheretestandsomekidsdon'tstudy.sotheygetanfon
theretest.thekidstakealoftimedoingitandsomeareandsomearen
7th
Sometestsarebasicallythesameassometestswealreadyhad.
7th
IneedmoreclarificationonhowtodothestuffI'mtakingateston.
7th
IamconcernedabouttheSmarterBalancedtests.Lastyear,whenwritingtheessayportionofmytest,Iwasn'tabletofinissoI
pausedit.WhenItriedtomakeupmyessaylater,thetesthadsaidIalreadyfinishedit,althoughIhadn't.ThatmeantthatIsent
anunfinishedtesttobegraded,eventhoughIhadclickedpause.Pleasefixthisissue,Ireallydon'twanttogetabadscore
becauseofamalfunctionwiththetest.Thankyou!
7th
Theygiveyoulittletimetostudy.Andwhentheydogiveyouatestit'salotofwork.
7th
iamafraidthearetohardandaregoingtofaileverifistudy
7th
WheneverwelearnanythingitalwaysgoesbacktoSmarterBalance.Canwelearnanythingwithouthavingtomakesurewe
understanditjustbecauseitwillbeonSmarterBalance??
7th
Idon'tliketakingtestonSchoologyIthinkIwoulddobetterifIdiditonpaperbutIknowitsallinmyhead
7th
Somethingsarehardtoremember
7th
youdonotgettoldwhatyougetwrong
7th
Testsarehardbutitshouldbe.Thereshouldbelesstestsforthatreason
7th
Afterwetakethetests,ifpeopleareconfusedandorgetabadgrade,thenwedon'tspendmuchmoretimegoingoverit.
7th
IamconcernedthatIwillnotgetitback,asIwanttoseewhatIgotwrongsothatIcanlearnfromit.
7th
sometimesthequestionsarewordedweirdly
7th
Howmanyquestionisthere
7th
ifidonotstudiethedaybefore
7th
togetthequestionsrong
7th
Howlongtheyare
7th
abouttypos
7th
itconcernsmethattheyaregivingustherightnumberofteststhattheygive
7th
Weneverhaveenoughtimetostudybecauseofdifferenttestindifferentclasses.
7th
thetestweregivenhavetomanyquestionswhichstudentsstressaboutfinishingthemsotheyrushandgetnitagoodgrade.
7th
Theycanbepretylongiftheywereshortertheywouldbesomuchbetter
7th
Theteachersdon'tgivetestresultsfastenough
7th
myconcernsarethatiftheykeepgivingusthismanyteststhanmygradewillgodownalot
7th
Thatsomeofthemarehardandsomeofthemareeasybutyouhavetochallengeyourselfforanythinginyourlife.
7th
wedon'tstudyenough
7th
Myconcernsareifthetestsaretoohard,orifidon'tknowwhatsonthetest.
7th
toolong
7th
Theconcernsihavearethatsometimesidon'tgetteachedtheamountofthingsonthetestandthatsometimesi'mpressuredto
finishbecauseoftime
7th
good
7th
wellthestatetestmakepeopleverynervousbutotherthanthatit'snothingelse
7th
GettingabadgradeifIdon'tknowthematerial.
7th
Theytelluswhenitisthenextdayandnotaweekearly
7th
HowIdoonthetests.
7th
theirtohardsomtimes
7th
Someofthetestsinthisschoolarenouseful
7th
mostofthetestthatwetakeareprettylongandweonlygetacertainamountoftimeeachdaytoworkonit.
7th
theconcernsihaveisthatyourstudyingallnightandweekbutstilldon'tunderstandandyougotoyourteacherandtheyexplain
itthesamewayandthenyoufaiklthetest
7th
Whydoesitnotaffectyouraffectyourgradewhenyougetagoodgradeonyourtestbutwhenyougetabadgradeonatestyour
gradegoesdownalot.
7th
Eachmarkingperiodweshouldhavetodoeasiertest
7th
theycountfor70%ofourgradeandsomekidsaren'tgoodtesttakers
7th
ThatIdon'treallyknowhowtostudysoitshardogetcaughtuponitbutinmostclassesI'mfinewithoutstudying.
7th
Whydotheycostsomuchsummativepoints?
7th
Thattheydon'tgivetoomuchnow
7th
theyarereallyhardandwedon'tgetmuchhelpbeforethetestbutaftertheymakesureweknowhowtodoit
7th
Sometimestheyaretoolong.Theystressusoutbecausesometimeswedon'tknowthethings.
7th
Ifitiseasyorhardandifitislong.
7th
Imitefail.
7th
Someteachersdonotexplainthetestorquizenoughduringthelesson
7th
Myconcernistheyaretohardandtherearetoomany
7th
peopleshoulddeservethechanceforextracreditandretakes
7th
Ifeelthatitisabituncomfortabletoimmediatelystarttestsoncomputers.
7th
thatthetestsarealwaystolongandcanputtomuchstressonstudentssotheymighthavebreakdownsorgetnervouswhich
couldbotheffectourgradeswegetwithdcasandfinalsextendthetimeinbetweeneachtest,
7th
Sometimesitisverystressful.
7th
theteststressstudentsout,theydon'tteachusanything,andtheteachersareverystressedouttoo
7th
IfeellikesometimesIgettoonervous,andthatcaneffectmyscore.Also,whenItaketests,Idon'twantwantonetesttoeffect
mywholegradeaverage.
7th
ifimreadyifmyteachersprepedmeenoughifirememberedtostudy
7th
SometimesIfeelasthoughsomematerialonthetestisnotspecifiedduringlessontime.ThereforeImightnotknowwhattostudy
for.
7th
Theteachersmakethetesttoimportant.Youthengetstressfulandmessuponthetest.Thetestisworthtoomanypoints.
7th
Toolong
7th
thattherearegoingtobemuchquestionorreallyconfusingquestions.
7th
Ithinkitisgoodhavetestsbutnottoomanytests.
7th
Theyhaveontheteststuffwedidn'tlearn.
7th
I'mconcernedaboutsomethingbeingonthetestthatimighthaveforgottostudy.Alsotoomanypointsonatest.
7th
iftheteacherdoessomethingwrongonthetest,ortheydon'tteachwhatisonthetest.
7th
whyaretheresomanyquestioun
7th
theystressstudentsoutandarenormallyhard
7th
teachersdon'tteachwhatsonthetest
7th
somethingsontestsaren'tteachedenoughalsoitsworthtomanypoints
7th
Sometimethequestionsareconfusing
7th
peoplewillcheatoffofme.
7th
Testsreallyworksomestudentsupandthatcanbereallystressfulforeveryone
7th
Iamconcernedthatthetestsmaybeonmaterialthatmayhavebeenglossedover.
7th
ittohardsometimedontnow
7th
Ihavenoconcernswiththetestatthisschool.
7th
ThequestionsarechangedaroundtotryandconfuseyouandthetestsIhaveareconstantlyeveryweekormultipletimesaweek.
7th
Therearetomanyquestionsandtomuchrightingwitchmakesourhandshurt.
7th
Thatstudentswillnothaveenoughtimetostudyfortestbecauseofallthehomeworktheygetfromotherorthesameclass.
7th
theyaregivingtoquick
7th
Igetreallynervousbefore
7th
Thattheytaketomuchtimeanditshardtoconcentrate.
7th
igetreallynerves
7th
theretohard
7th
Whyaretheysolong
7th
soforthetestitakesoofthequestionsidonotget
7th
ThatImightgetabadscoreonit.
7th
Theyshouldgiveusmoreinformationaboutthetest,sowehaveanideatowhattostudy.
7th
theymakethemhard
7th
Theconcernsihaveabouttestsisgettingthequestionsright.
7th
ithinkwereadtoomanypassagesfortests
7th
thattheydon'tgiveusenoughtimetodotheessaysforeachclass
7th
Themoretestwetake,themoreIgetboredanddon'tpayattentionandIamnottheonlykidwhothinksthis.
7th
whatifourteacherdoesn'thaveenoughtimetoteachuswhatsonthetestandwegetabadgrade.
7th
tomuchandtohard.
7th
Sometimeswetaketestthathavetoomanyquestionsandsometimeswehavenoideawhatthetestistalkingabout
7th
giveusmoretimetostudyitmakesushavepressurewhentheirisatestcomingup.
7th
whatmygradewillbeafteritakethetest
7th
whydowetakemorethanwehavetoo,plusdecas
7th
PAPERANDPENCIL!NOTSCHOOLOGY!PAPERANDPENCIL!NOSCHOOLOGY!PAPERANDPENCIL!NOTSCHOOLOGY!PAPERAND
PENCIL!NOTSCHOOLOGY!PAPERANDPENCIL!NOTSCHOOLOGY!PAPERANDPENCIL!NOTSCHOOLOGY!
7th
Idon'treallyhaveanyconcerns.Ithinkthetestsarealright,overall.
7th
aretheregoingtobeharderandharderovertheyear
7th
Someofthetestitakeareeasyandsomearehard
7th
Thatimnotgoingtodowell.
7th
Thetestsaren'tusefulunlesstheyaremadetounderstandhowachildlearns.
8th
IfthetestsareonsomethingIhavelearnedforashortperiodoftimelike34days.
8th
theytaketolongandtheybegetonpeoplenervouscausethryforgettostudyordonthaveenoughsleep
8th
Theconcernsihaveareifthereisanythingontherethatwehaven'tgoneover.
8th
Alltestswetakeontopofthetest.
8th
notbeingpreparedenoughforthem
8th
somestuffwedontknow
9th
Thingsonthetestisnotcomparedtothethingswehavelearned,alsothetimewehaveontest.
9th
HowwellIwilldoonitandthegrade(ifone)Iwillrecieve.
9th
ThattheSAT'saretimed.
9th
Theyaresometimeshardtounderstandsomequestionsdon'tmakeanysenseatall.
9th
Wegettoostressedoutaboutthem.
9th
Dothetestsreallymattertogetincollege?
9th
SometimesIthinkwedidn'tgetenoughtimebutwegettestevery4month
9th
Testsgavemeinformation.
9th
Whenwegetatestitssomethingwelearnedbutawhileago,likeifwelearnedanewchapterthenweshouldtakethetestlike1
weekafternotawhole2months.
9th
Idon'tunderstandbecauseIdon'treallyunderstandtheclasswork.
9th
itlcybuticananderstand
9th
testsgaveusinformation.andtestsistohard.
9th
Soasithinkitsok.Sometimewehavehard,sometimeveryshorttest.Soasithinkitsgoodtohavebetertypeoftestsinschool.i
amgoodandIcandothattests.
9th
tenoymastiempoenlosexamenescomoparaentenderlaspreguntaarefleccionarenlaspreguntas.(havemoretimeonteststo
understandthequestionsandreflectonthequestions)
9th
thetestsaredifficult
9th
Itjusttoomuchtestingforschool.
9th
howaretheyreallybenefitingus?
9th
Itfeelslikethereisagianttestevery12weeks.
9th
Ithinksomeofthemarepointlessbecausetheyaren'thelpingmeinlife.
9th
IfIdobadonthemthenIwon'tbeabletopassbecauseitwouldbringdownmygrade.
9th
Thetestsaresometimestoomuchandreallystressful.
9th
Toomuch
9th
IfIknowthestuffwearetestingon.
9th
JustsomefromthebeginningbecauseIwasn'theretoknowthestuffbutIonlyhadtoworryaboutcivics.
9th
it'stolongplusitwrittenallthetime
9th
SometimesIdon'tunderstandsomethingatallonatestandamforcedtoguess
9th
someareallydifficult
9th
Toomanyquestionsoneachtestswetookthisyear
9th
Theretolongandtheywastetime
9th
Thatismaybehard
9th
Theyaretoolong
9th
HaveconcernthatIwon'tdowellonit
9th
Thetestscansometimesbetoolong
9th
Maybeifwehaveatestandtheteachersurprisesuswithitandwedidn'tknowwhattostudy.
9th
Onsometeststherearethingswehaven'tlearnedyetandthatbringsourtestscoredown.
9th
Theremaybecertainmaterialonthetestthatweneverclearlywentover.
9th
Itcankillourgrade.
9th
toohardman
9th
thaticantfindtherightanswerssometimes.
9th
wegetover5testaweekanditstoomuch.
9th
wehavehadtoomanytestswithinthefirstfewweeksofschool.
9th
Theconcernsihavefortheschooltestisthatmostofthemarethingswejustlearnedorwedon'tknowandsomeoftheteachers
expectsustoknowthemthefirstday.Sometimestheygiveustesteveryday.
9th
notbeingprepard
9th
theconcernsIhaveabouttestisthatwegettoomanythroughtheschoolyearanditgetsmestressedforhowmanytestyougive
us.
9th
somewhattheyhard
9th
Thetestswetakeareabittohard.
9th
Thattheycomesofastandweonlygooverhalfofthethingsthatareonthetestandwedon'tgetmakeworkwhenweask.
9th
itjustthattomanytesthurtyourheadbuthelpsyoulearn
9th
Itsastruggle.
9th
ifeelasiftheteacherdontteachusenoughaboutthetestsandmakesusfigureitoutownourown.ialsofeelasiftheydontgive
usenoughtime.
9th
theretohard
9th
They'resoboringandIlearnnothingfromanytestswhatsoeverbecauseanytestisreallyuseless
9th
toomanyquestions
9th
ThatImightfailthetest.
9th
ifIpassedmytestornot
9th
Theyaretoomindtricking,likewewouldlearnwhattodo,butthenwhenthetestscomeitsacompletelydifferentthingthan
whatwelearned.
9th
ifimgoingtofail
9th
Whatconcernsmeofthetestwouldbethelackknowledge,somethingsaren'twelltaught.
9th
Thefactthatihavetoprepareforsomanytestscausesmetobecomestressedwhichcouldhurtsomeofmyconcentrationin
otherclasses.
9th
Questionswithsubjectsnottaughtbyteachers.
9th
indontlikethem
9th
Therearetomuchandit'sreallyboring.
9th
Iamconcernedthatwithallthetestswetake,ifIdobadononemygradewillgodownalotandIwillfailfortheyear.
9th
Sometimesthetestwillcoverthingsthatmyclasshasn'ttalkedaboutformonths
9th
theydontshowhowmuchyouknow
9th
Thetestareusuallyareharderthantheworkwedointheclass.
9th
howbadwilltheyaffectmygrade
9th
thetestsareverystressful,Ialwaysfeelpressuredandstressed,pleasehelp.
9th
MyconcernsareifwetaketoomanytestImyfeelstressedout.
9th
whyaretheresomanytest
9th
themathtestisalwaysharderthangradelevel.Andforthepretestitsallstuffwedontknowthentheysendlettershomesaying
belowstandard.Alsoweshouldgetafterschooltutorsforpracticefordecastest.
9th
TheconcernsIhaveaboutthetest,arethattherearetomanytestthatwehavetotake.Mostofthemarenotevenwhatwere
learningorabouttolearn.
9th
Theyshouldexplainthequestionsbetterandtonotmakeitlong.
9th
testscausesomestudentsstressandputsstudentsonedge
9th
Yournotgivingusstudentsenoughtimetorememberandpracticewhatwerelearning.
9th
Theyarebeingtaughtto.
9th
thatifIdobadmygradewillturnintoaf
9th
imscaredthatimgoingtofailthetest
9th
ihaveadhdsotheselongtestihavetroubleconcentratingonthem
9th
theresnopointofthetestslikedcasandstuffitjustwastemylearningtimme
9th
theyaretolong
9th
theconcernsihaveaboutthetestisthattherestomuchtestandwecanonlystudyonetestinsteadtomuchtestandwecanget
confusedtheretolong
9th
ifwekeeptakingtestitwillbenothingelsetolearnabout.
9th
tomanypages
9th
TheonlyconcernsthatIhaveaboutthesetestsisthatifIfailone,ImightnotGraduate.
9th
ifIcanusenotes
9th
thatwehavenotlearnedenoughcauseofbadkids
9th
IfeellikeIhavetorushsometimes.
9th
Ithinkthatthereshouldbelesstestbecauseyougetatypeofstressyououtbutaslongastheyare30Qshorttheniagreewithit.
9th
IwonttoomanytestinthisschoolbecauseIwonttopastgradeandIwonttohavegoodgradesinthisschoolandIwonttomany
testbecauseIwonttograduatehighschool
9th
Thereshouldbenotests!
9th
Thereisalotoftestandthereshouldlowerthetestdownalittlebit.
9th
whyarethesetestsolongwhydowehavetotakethemeveryschoolyearwhydowehavetheminthewinterfallandspring
9th
thetestmitehavethingsivlearnedbutonly2or3questions.sowhydoweeventakeit?
9th
wheneveronetalkingandwhenIgettoIhavetostartreadingbigstorys
9th
becausetheywhattoknowaboutyou
9th
wedonotwantalotoftesteverymothoftheschoolyear
9th
idontliketakeingtestsitistomuch
9th
STOPDOINGTEST
9th
WedontneedtobeTakingsoomanytests!
9th
wehavetomanytestandthetestaretolong
9th
wehavetomanytests.Andsometimestheyaretofrustrated.Andifidon'tknowhowtodothemihavesomeheadache.
9th
sometimeswehave2testsinarowandbyjustnotdoing1yourgradegoesdownalotandgetsyouindangeroffailingthatclass.
9th
Ushavingtoomanytestsandtomakeitworseitcountsfor75%ofmygradeandimnotgoodattakingtestsatallwhenitake
themigetlikescaredorsomethingoffailingthetestandiendupfailingmostofthetime.
9th
itslikewetakeoneinallmyclasses
9th
ithinkitisagoodamount
9th
ifIfailorifitstohardIgetstressandnerves
9th
therearetoomanybacktoback.itsalottorememberbecausetheytrytorushwhenteachingyoutheinformationforthenext
test.
9th
theteststhatwetakearetoomany,andwedon'tgetanytimetostudydotoalltheteststhatwehavetodoforeachclass.
9th
Withmyconcernsontest,wellIgetstressedoutoversometestbecauseI'vebeenlikesinceIwaslittlegoingthroughschoolsand
Istillgetstressed.TomeitdependsifthetestissomethingIlearnthatdayofthetestiwillgetoverwhelmedandputmyhead.ifI
thinkI'mbouttogiveuponanytestIwilltakeabreathercauseIdon'twanttogiveuponatestthatwillcostmemygrade.And
withouttestitcouldbehardtopickupgradescausetestcansaveourgradesinthelongrun.
9th
Throughouttheyearwegetweget24+testeverymarkingperiod.
9th
theygettohardandtheydontgiveustherightresoures
9th
HavingsomanytestsmakesmestressfulandIbreakdown,andthenIstarttokindofshutdown
9th
myconcernsarethatigetstressoutwaytomuch
9th
itstohardtodoanditbringsmygradedowneverytimeitakeatestanditstostressful.
9th
wetake24testsamarkingperiodnotincluding,dcas,sat,andexc.
9th
ifeelasthoughthatwecantconcentrateoneverythingatthesametimeitmakesourheadspinifwedon'tstayfocusonour
thingsweworryaboutourgradewegoingtogetandeverythingelse
9th
Myconcernsabouttakingtoomanytestsarethatyoumightfailthetestandyourgradewillgodownlowandthenyouaregoing
tohavetoworkhardtoboostthegradeup.
9th
whydon'twelikelearnitbeforewetakeit.
9th
Wehavetohave3sumitivetesteachmarkinginall8classes
9th
istresswhenevertherestomanytestitdoesntgivemeenoughtimetodothethingiwanttodooutsideofschoolandinside.by
doingtomuchtestingihavebeengrowgreyhairsandwithallthistestigetnosleepwhatsoever.
9th
ithinkthatwearetakingtomanytests,kidsarestressingoutaboutgettinganswersright,,ontopofnormalteenagestresseslike,
relationships,grades,andsports.peopledontrealizehowmanytestswetakeasstudents,ithinkweshouldgetlesstests
9th
someajustveryhard.itisstressfulbecausesometimestheygiveutestforliketojustgetasumativeortoseehowuaredoing
orwhatuknowandsometimestheyjustpopupandthenucantstudy.
9th
whatconcernsmeaboutthesetestistheytakeupalotoftimethaticouldbegettingmyschoolworkdoneandtryingtoget
bettergradesbyhavingtimetodoworkandgetmygradesuptheyalsohurtmygradessometimes.thesedaysthetreisatestfor
everythingweatherwelearneditornot.
10th
ifIhaveanAPtestandanotherclasstestonthesamedayitstressesmebecauseIwanttopassbothtest.
10th
What'sthewholepointofrememberingstuffwhenwewon'tuseitagain.Weknowwhatwetalkedaboutsowhyeventakeone.
10th
Whycantweuseanynotes?Ibelieveeverytestshouldbeopennoted.
10th
ThatIamgoingtofailandit'sgoingtodropmygradeandthenintheend,endupfailingforthemarkingperiod.
10th
Theconcernihaveisthatwhydowehavetoexplainlikewriteoutouranswersontestwhycan'twejustgetmultiplechoice
questions.
10th
Ithinkweshouldbegivenmoretests.Peoplealwaystalkabouthowtobecomethisorthatwhentheygrowup,butwithouta
goodeducationpeoplewon'tdomuchinlife.ThisismyfirstyearhereandcomparedtomyotherschoolinPAtheworkistoo
easy,notenoughhomework,andnotenoughtests.
10th
TheonlyconcernIhaveaboutanytestItake,iswhetherIknowitorifthereisanyproblemswedidn'tgothrough.
10th
Toomanytestwillstressastudentout
10th
thatI'mgonnadobadlyandruinmygradeforthemarkingperiod.
10th
Thatthematerialneededtopassthetestwontalwaysbethethingtheyalwaysrevieworgoover.Mosttestwouldscoreaperson
(whenitcomestoatestgrade).Sometimestheyforgettheanswersbuttheyknowallthecriteria.
10th
Thetestthatwetakedoesn'tcovertheobjectiveofwhatwewastaught.
10th
TheconcernsIhaveisfailingIthinkisbad.
10th
thatifIfailatestitwillruinmygrade
10th
TheEnglishtestit'sdifficultsomeofthetestwetakewehavenoideawhat'sinit.
10th
Thelimitedamountoftimegivenforatest.
10th
Ithinkweshoulduseournoteswhentakingatestortakethetestandgivearightamountofminutestolookbackintoournotes.
10th
MyonlyconcernthatIhaveifwhatifIdon'tpassthetest.
10th
Mygradswaytomuchonmytestscores
10th
Theygavetomanytestouttheyaretohard
10th
Ifailingreally
10th
Thestressaboutpassingthetests.
10th
ParamiesmuydificilporquealunosexamenesestanenEnglish.(ItisverydifficultformebecausesometestsareinEnglish)
10th
Siparamysonunpocodificilesporquecasinoentientoelidioma.(FormetheyarealittledifficultbecauseIhardlyknowthe
language.)
10th
Forthelanguageofingles
10th
istoomuchquestionweneedmoretimebecaussometeachersgiveuslik20minutesforatets.isdependwhattypeofquizwe
take.
10th
Weshouldhavemoretimetodotestandthereshouldbethreebreaks.
10th
toohard,toolong,2testsforonedaynotnormal
10th
Thetestsaretoolong.Therearetoomanytests.
10th
Itwillbebetterifitismultiplechoice.
10th
sometimeitwillbe
10th
TheenvironmentofwhichItakethetest.Toomanybadrowdykids.
10th
Thatitseemlikeeveryclassorsowe'retakinganewtestanditisworth70%ofpeoplesgrade.
10th
LikeIbedoinggoodbutwhenmidtermscomeIjustfailit.
10th
Someofthemdonotmakesense,evenifyouareatschooleveryday.
10th
ThatIwillfailthemandthatleadingtomygradegoingdown.
10th
ThatIwon'thavetimetoprepareandflunkthetestgettingabadgradethatIcan'tmakeup.
10th
TheconcernsIhaveaboutthetestwearegivenisthattheybewaytomanyquestionsononetestinacertainamountoftimewe
aregiven.
10th
doingitwhereverotherweek
10th
Thatwehavetowriteineverytest.
10th
Ithinkifyoutryonthetestyoushouldgetsomecreditfortrying.
10th
whyistheresomanyanswer
10th
TheconcernsthatIhaveaboutthetestisthatwhydotheteachermakethemdifferentlythanwhatwetalkabout.
10th
Theyareunnecessary.
10th
Itmakesmetired!
11th
Sometestsdon'thelpbecausewedon'tgettellorteachwhatwegotwrongforexampletheDCAStest.
11th
TheconcernsIhaveaboutthetestsaretheiroblivioustothefactthatwedon'tcovereverythingtheywantinclasstobeonthe
test.
11th
Thetestsaren'tentirelyhelpfultome,ortheotherstudentsinparticular.TheydenotefrommyclasstimewhereIcouldbe
learningaboutcoursedriveninformation.
11th
Wetakealotoftestsandmostofthembarelymakeanysenseandwewillneverneedthatinformationineverydaylife.
11th
Ifeelthatsomanystudentsgetoverwhelmedandquitontest.
11th
Thetestsareuselessincomparisontotheworkandthingsstudiedinclasses.
11th
Wehavetoworryaboutthosetestwhenwehavetestinourclassesandotherwork.Italsoaddtothestufftoworryaboutand
sometestareuselessunlesstheyhelpmegettocollege.
11th
Ineedtobenotifiedabouttestsoneweekbeforetakingtheminordertobeabletostudyforthetest.
11th
Theydonotrepresentyourknowledgeonthesubjectaccurately.
11th
Sometestreallydon'thelpme
11th
Idontthinktouseful
11th
Weasstudentsstresstomuchabouttakingtestsbecausewealreadyhaveschooltestandworktodoandaddingmoretestdon't
makeitanybetter
11th
Theytaketimefromclassforlittletonoactualbenefit.
11th
Thefactthatmostofmyclasseshavetestseveryotherday.andsomeofthetestshaveabsolutelynothingwe'vegoneoverin
class.NothingIlearninclasspreparesmeforthetestsorlife.
11th
Idon'tmindtakingthetestsbuttheinformationdoesn'talwayshelpwithwhatI'malreadylearninginschool.
11th
sometimeIdon'tunderstandthatquestionsandit'sdifficulttomeansword.
11th
thatsomeofthemarehardandthatcoulddropmygrade
11th
Becauseteachersgowaytooquicklyonasubjectandthenaresoquicktogiveatestcausingustofailbecausewehaven'tfully
obtainedalltheinformation.
11th
Theteststaketolongtogetbacktous.Theyaresometimestohardtodoortheyjustdon'tmakesense.
11th
Ifeelasthoughallthemajortestaretooclosetoeachotherwhichcausestudentstostressandnotdowell.
11th
Justmakingsureit'sabouttheunitinsteadofthenewunit
11th
Howsignificantlywillitaffectmygrade?WillitraisemyGPA?
11th
Takingthetestisnottheproblem,it'showmanyofthesametest.
11th
Ifeelthattherearetoomanytestgiveninthesametimeperiod.Forexample,ImighthaveaMath,English,Spanish,anda
ChemistryTestallwithin2days.Thatistoomuch.
11th
SomeofthequestionsonthemathsectionIneverlearninclass.
11th
Sometimewearenotwellprepareforthetest
11th
Whydowehavetotakemanytests?Whydoesitreflectoncollegeapplication?Whensomepeople/studentsarebadattest
taking.
11th
Theyarehard
11th
Whytherereallygonnatryandteachusshitthatwerenevergonnauseintherealworld
11th
howitsusefultome?dotheyjustgiveustesttohelptheteacher?dotheytrytotrickus?
11th
IItakeanyteststheonlyconcernsIhaveisifIhavethecorrectnotesandenoughtoaceatest.
11th
Inmyopinionwehavetomanytestandwedon'thaveenoughtimestoreviewmaterial.
11th
Ihavetobegoodaboutthistext
11th
Theyaretoolong,tohard,&theyarewaytodifficult
11th
Idon'tbeknowingsomeofthestuffthatbeontheteststhatI'vebetaking.
11th
theyarestressful
11th
ItbetomanytestsandalotofpeoplegradesgodownbecausetheybefailingIbestressedbecausetestesbetomuchandbrings
mygradesallthewaydown.
11th
theyaresohard
11th
Askingsomequestionsthatarenotinthebookweread.
11th
Theygiveusatestthattheteachernevertaughtusaboutandthey'renotPreTests.
11th
Idislikethem
11th
Therearenoconcernstheyacculaymakeyoufeelbetter
11th
Theproblemisthelanguageingles
11th
Ithinkthattestsistohard.Sometimeeasy.Idon'tknow.
11th
Weneedmoretimeinthetests.Weneedlesstests.
11th
sometimeitwillbe
11th
Notgivenenoughinfoforthetest,andtherightkeysforthetest.
11th
Teachersputtoomuchstressonstudentsaboutteststhatwillandwillnotaffecttheirgrades.
11th
theyarehard.
11th
Ireallydon'tlikethetestIthinkitstressmyselfandother.
11th
theretoolong
11th
reallylong
12th
Itistoomuchtohandlebetweentestsinclasses,SATsandACTs,collegeapplicationsandotherthingsstudentsexperience.
12th
Sometestarecompletelypointlesssometimes.Testthatquestions,weneverlearnedthelessonssowhatsthepoint.
12th
Theygiveustestthatdoesn'tmeananyuse,likethesmarterbalancetestandDCAS.Itdoesn'tgotoourgradesoIdon't
understandwhywehavetodoit.
12th
Shortanswersareatabbitharderandconfusing.
12th
Whatconcernsmeaboutthetestsarehowmuchtheyareworth.Thetestsbasicallydecideifyoupasstheclassornot.Other
workdoneinclassdoesnothelpyoualotinyourwork.
12th
allmytestsisusefulltome.becauseithelp'smerememberthings.
12th
Thetestshelpthestudentskeeptheinformationthattheylearnintact.
12th
Topass
12th
Sometimestestsaregivenoutatatimethestudentswon'trememberallofthematerial.
12th
Yes,Ihaveaconcernabouttheteststhatnoonetakeexamsaftermarkingperiodends.Teachersshouldtakeexamsaftereach
markingperiodends.
12th
Whyarethequestionswordedthewaytheyare?
12th
Why?
12th
theytestmyabilityofmyintelligence,whatifyournotatesttakercauseI'mnot.
12th
Theyweighourgradetoomuch
12th
someteachersareextremelyhardtolearnfromandgivehardteststhatarehard
12th
idon'tagreewithstandardizedtest
12th
Theyaremanaging.
12th
Therenotaboutthethingsthatwelearnintheyearduringourclassestherejustirrelevanttestthatwehardlyknowanythingon.
12th
there'sjusttoomanyofthemformetodo
12th
Thescore
12th
Theyaretoolong
12th
myconcernsaretodogood.
12th
Ifachilddoesbadonatesttheirshouldbeawaytoearnmorepoints.
12th
Whydowetakethistestthatdoesn'tgotoourgradeormeananything
12th
Toomany
12th
Thetestsarerandom,andweareunprepared.
12th
thattheywillmakemygradesbad
12th
ThemainconcernIhaveaboutthetestthatItakenowisthatI'musuallynotprepared.
12th
Theyaretoolong.
12th
TestinginschooliseffectivelyusedtomeasureourcomprehensionhoweveronmanyaccountsI'vebeeninatestingscenario
whereIhavenoincentiveorunderstandingofWHYIamtakingthetest.Subconsciously,notevenIanswerthequestionswitha
genuineconsideration.ThatleavesmewiththeimpressionthatIhavewastedmytime,thedataisillegitimate,nogrowthwill
comefromsuchtests.
12th
comefromsuchtests.
12th
Myconcernsarethatitwouldeffectmeincollegeandmostofthetimesionlyknowhowtodoacoupletopicsinthetest
12th
12th
Theyhavenothingtodowithwhatwelearn
12th
Ibelievethattheygiveustoomuchtestandtheteachersdonotunderstandthatwealsohaveresponsibilities.
12th
theyareirrelevantanddonotverymuchcorrelatetowhatweareactuallylearning.likelastyearihadtotakesmarterbalence
mathwhileincalculussoiwaslearninghowtodomuchmorecomplicatedworkbutwasnteventestedonwhatiwasbeing
taught.
12th
Whocreatesthetest?,Howdotheyscorethetest?
12th
Aconcernthatihaveabouttestsaretheyaresometimestoocomplicatedorthatstudentshaven'tseentheinformationbefore
takingthetest.
12th
whatareallthestatisticsbeingusedfor
12th
Thetestareonwhatthestatethinksweshouldknow.Thetestdeterminesbasicallyhowstupidwearetotheirstandards,rather
thantheactualintelligencelevelsweareat.
12th
Thefactthatmostpeoplecouldcarelessaboutstatetests
12th
Ifireceivedenoughinformationforthecurrenttest
12th
Standardizedtestsaredoneoutofselfishreasonstomaketheschoollookbetter
12th
Theyputexcessivestressonstudents
12th
Thattheyarealljustusedtoshowimprovement.
12th
Wedontlearnallthematerialthroughly
12th
Studentsarepushedtodoexceedinglywellonstandardizedteststhatdon'treallymatter.Theyplaceanenormousamountof
pressureandstressonstudentswhoneedtofocusonotherthingslikecollegeapplicationsandgradesthatactuallycountfor
something.
12th
Myconcernisthatmostofthemmeannothingtomyfuture.Itryreallyhardonthesestandardizedtest,andIgetreallygreat
scores,butmanycollegesdonotacceptthescoresofthesetest.
12th
BecomingoverwhelmedbyhowmanytestIhavetotakeandnotdoingwellonthemasaresult.
12th
ThefactthatIdon'tgetanythingoutoftakingthesetests.Theyaren'tteachingmeanything.
12th
Thatweareoverwhelmedwhensomanytestsarethrownatusandthatthesetestswetakedonotcountforanythingtowardsus
andwedonotlearnanythingfromit.(DCAST)
12th
MybiggestconcernaboutthetestsItakeisthatalthoughIspendmytimecompletingtestsanddomybesttheydon'texactlyhelp
megetbetterfurtheronintheyear.
12th
Thestatetestswearegivendonoteffectivelyshowhowwelltheteachersareteachingus.Mostofthepeopledonottryonthe
statetestsunlessgivenandincentiveandforthepreandposttestIknowpersonallyIdon'ttryatallonthepretestandkilliton
theposttestbecauseIknowotherstudentswon'tdoaswellandIwantourteacherstolookgood.
12th
ThefactthattheyareweightedsoheavilythatifImessuponeithasaheavynegativeimpactonmygrade.
12th
Howhardtheyareandhowlongittakestocompleteatest.
12th
Theyaretoohardforus12thgraders.
12th
Thatstudentstaketoomanytestsaday.Itwilldonothingbutstressusoutandcouldhurtourgrade.
12th
thehighamountofstress
12th
abouttestnumberormathorscience
12th
Wedontgoovermostofthethingsthatsonthetest.Unnecessarystress
12th
Itaketoomanytesttowhereihaveanxiety.
12th
Mostofthetimewedon'thavetimetolearneverythingonthetest.
12th
Thereareextremelytoomanytest.
12th
Whatwestudyinclasswouldn'tbeinthetests.
12th
howTheyaffectme
12th
Wedonotlearnmuchofthematerialontestandthereismoreconcernaboutpassingthanlearning.
12th
Thattheyareredundantinwhattheyaretestingyouinandhowmanytimesyouhavetobetested.
12th
wearegiventoomany,andneedtofocusonactuallylearningratherthentakingallthesetests
12th
Thetestsdonotaccrutlyreflectwhatwe'vebeenabletoactuallycoverandcompleteintheclassroom.
12th
notknowingalltheinformationthatthetestsaskus.
12th
Toomuchtestingmeanswedon'tgettolearnalotbecauseweretobusytakingtests.
12th
therearetomanyofthem
12th
NotenoughReviewandifwedoReviewit'shardtofocus,becauseKidsconstantlytalk.
12th
Everyweekthereisanewtest.
12th
EveryweektheirsatestdefinitelyinhonorsandAPcourses
12th
whendidwelearnthis?didweactuallylearnthis?
12th
Idon'tknowwhytheygivesomuchlikepeoplehavetime.
12th
thatimgoingtofail.
12th
Thatwearebeinggradedonatest
12th
teachersareharshforamakeup,redoorextracreditifidobadonatest
12th
shortanswers
12th
Ihavemoreofaconcernforthekidswhotaketheteststhantheteststhemselves
12th
Sometestaskquestionsaboutthingsthatwehaveneverseenorstudiedintheclassthatconcernsmewithmygrade.
12th
Idon'tagreewithanySATorDCAStesting.
12th
howaretheyhelpfultooureducation
12th
Ifiamconstantlytestedforwhatiknowiwillbegintoforgetthematerial.
12th
Thatteacherdontpreparestudentsenoughandthecollegeboardgiveustoomanytestthatdontmeananything.
12th
sometimeswearen'tgivenenoughtimeorthetestsarebasedonpreviousyearsofmathandEnglishthatwemaynotremember
12th
They'rebasedonthingsthatwehaven'tlearnedyet.
12th
SometimesIdon'tunderstandtheworkcompletelybecausetheteachersgiveittousthenextclass.Forexample,theyteacherus
somethingoneclassthentheytestusthenext.
12th
itdoesn'taccuratelyfindoutwhatyoureallyknow
12th
Itwouldbebestiftherewasjustonebigtestandallofourscoresandassessmentswerebasedoffsolelythattest.
12th
somedon'tmakeanysensesometimesit'sreallynotaboutwhatweactuallylearn.
12th
wehavealotofclassesalreadyandaddingonabunchofuselessteststhatjusttestIQoraptitudeisn'thelpingusfocusonour
GPAoutcome.
12th
thatitsstuffihaven'tlearnedorbarelyknowthematerialthatimworkingon<soitsmoreofachanceoffailingandtheyarent
useful.
12th
they'retoolongandbasedonthingswehavenotlearnedyet.
12th
theybringmygradedown,igetstressed
12th
Theamountoftestwetakeisridiculous.Theytakeawayfromclasstimeanddon'tassessmaterialactuallylearnedinclass.
12th
Somestudentshavetroublememorizingthecontentsfortests.
12th
Studentslosefocusontheirschoolworkstudyingforallthechallengingtestwehadtotake
12th
standardizedtestsareoverlygivencausingstudentstonotwanttoactuallytaketimetoanswerthequestions.Givinginaccurate
answers.
12th
EithernotestsorDCAS
12th
Withtestes,somepeoplemightfreezeupbeforehandandforgeteverything,likeme.Sowithhavingsomanytests,mygrades
lookbadandshowsthatIdonotknowanything.ButwhenIreallydo.
12th
Itshardtojuggleyoustudytimeandthetestsmessupyourwholegrade.
12th
Standardizedtestdoesn'thavealotofquestionsthathavetodowithwhatwelearninschool.
12th
Ifateacheristogiveoutatest,pleasemakesurethetestisonthematerialtaught.
12th
thepretestsarenotfittoleveloflearningIamtakingbecauseitisallforCPclass.Thepretestaretooeasy
12th
smarterbalancetestsaretoeasyandquitehonestlyannoyiing,pleasebringbackthebeststanderdizedtestofdcas.
12th
Tooeasy
12th
Tooeasy
12th
thatwetaketoomanytestonsubjectsthattheydonotcoverduringtheperiodwearelearningnewmateriel.
12th
ithinktesthelpmetopreparefortheclasses
12th
Passing
12th
Notknowingallthematerialandnotbeingabletoreallygraspwhatwastaughtintheclassthattheexamwasgivenin.Alsonot
reallyabletounderstandwhattheteacherwasreallyteachingthatwasgoingtobeonthetest.
12th
theteststhatitakehelptometoknoweverythingandthenwhenigraduatethatteststhatididhelpmeforthecollege.
12th
Failing
12th
Whyaresomeofthequestionsconfusing,
12th
Willithelpmepass?
12th
willthisleveloutallofmymissedformativeassignments?
12th
Theyareeithertootight,timewisetostudyorreviewforit.Andareoftengiventoomanyforasingleunit.
12th
They'retoodifficult.Thethingstheteachersteacharetoofastpaced.Theyrushrightthroughthemandifyoudon'tknow,you're
screwed.
12th
Thestateteststakeoutcrucialtimeinclass(Iamenrolledin3APclasses,andImissvaluableclasstimebyhavingtotakethe
tests).
12th
Therestoomanyandifwedobadourgradegoesdownalot.
12th
Noteverychildlearnsthesameway,sothetestsshouldnotreallycount,.
12th
Notenoughpreperation,wrongpreparation
12th
IamconcernedthatIdon'thaveenoughtimetotakethetestandtheyaregradedpoorly.
12th
Theyareverydifficultandarebasedoffofmemoryandnotlearning.
12th
Thatwearesometimesgiventoomanyatonce.
12th
Thattheyonlyassesswhatweretainnotwhatweactuallyknow.
12th
Thestudentsarenotmotivatedtotakethembecausetherearejusttoomany,andtheychangeeverycoupleofyears.Theyoften
getinthewayoflearningintheclassroombytakingawayadayortwoandbyrequiringallthecomputersandlaptopsinthe
school.
12th
Thenumberoftestsandtheweightofthemconcernsme.InsomeclassesIhavehadonlyoneortwotests.Thisisalarmingfor
someonewhoisintelligent,likeI,butdoesn'talwayspreformconsistentlywellonassessments.IfIdopoorlyononetest,my
gradeiscompromisedfortheentiremarkingperiod.
12th
InAPclasses,I'mnervousthatIunderstandtheconcepts,butwillstruggleinterpretingthequestion.Forexample,Imay
understandhowtoansweraquestion,butifitisnotdirectlystated,Ihavetroublerecognizingwhattodo.Anotherconcernof
mineishowdrasticallyabadsummativegradecaneffectmygrade.Oftentimes,ateacherwillonlyofferonetotwosummative
gradespermarkingperiod,makingitdifficulttomaintainmygrades.
12th
IhaveconcernsthatIamtakingtestsonmaterialthatIonlyjustlearned,andIfeelunprepared.Also,IfeellikeIcouldbetaking
testsonmaterialthatIdonotfeelisusefultotheclassoverall.Teachersarenowlookingtojustgetsummativegradesintothe
system.
12th
mymainconcernsishowmuchistoomuch
12th
Thematerialsarenotcoveredinclass
12th
Theyareinappropriatelyimplementedwiththesubjectthat'snotinthecurriculum.
12th
They'retoofrequent,andtheyaccountforfartoomuchofthegracetobeanywhereclosetofair
12th
They'requitetediousandtakeuplotsofschooltime...
12th
Ihaveconcernswithwhattypeofquestionscame.
12th
Isthematerialthatwestudyactuallyonthetest.
12th
Theyaretoohard
12th
Icanfailbecausetestsaresuchahighportionofourgrades,theycanbringusdownifwedobadly.
12th
theyarereallylongandidontstudyenoughforit
12th
youcancompleteallclassworkbutfailonesummativeandfailfortheyear
12th
ms()shouldbefired.
12th
Tobehonesttakingtestsdon'tmakeuslearn.Wehavetohaveawholelessonwithonetestattheendofit,nothavetwoorthree
testsinoneday.Andthesetestsarekillingus,anstressingus()out.
12th
toohard
12th
mostofthestatetestsdontmatchwhatwehavelearned
12th
theretoomanytestandtoomanyquestions
12th
Becauseit'ssomethingthatwillbringmygradesdown
12th
honestlythissummitiveformativestuff()sooooomuchihateit.Lolwhyshouldonetestcountas75%ofmygrade?Idont
understandthisialwaysfaillastminute
12th
ifimgonnapassthem
12th
Failingthetests.
12th
Thetestsareworthmajorityofourgrade.Certainkidsarejustbadtesttakers.Personally,Ithinkit'smesseduphowasingletest
coulddetermineakidswholegrade.StraightAstudent'sgradescoulddropbecauseofonetest.
12th
therearewaytoomanyandnotenoughareusedtoourbenefitlikegivingusabenefitoutofsomanytestsotherthan
"improving".
12th
becausesometeachersbegivingtestoutwhensomeofthestudentsdon;tevennowhat'sgoingonthat'swhystudentsbegetting
badgrades.
12th
theretohard
12th
ithinkasseniorsweshouldonlyhavethemidtermsandfinalexams,becausetheyearisalreadystressfulenoughtryingtomake
sureyougraduate.
12th
IfsometestsarejusttoseehowsmartweareweshouldnttakeitIratherpracticeandbettermyself,butsometeacherstakeit
tooseriousandcountitagainstMPgrade.
12th
Tomeanytosoon,notenoughtimetostudyorbetoughtenoughaboutthesubject.
12th
therearetoomany!!
12th
sometestdon'tgiveenoughevidencetoproperlyunderstand
12th
ItconcernsmetheamountoftestthattheygiveusfortheholeyearandplustheextratestliketheSRI,Smart
Bal,Midterms,Finals,CFAS,SAT,PSATS.
12th
ImissedvitalclasstimelastyearbecauseIhadtofinishmySmarterBalancetestandIstruggledtokeepupwithwhatIwas
missing.
12th
ithinkitstoomanytestsbecausethereissomeofitlikePSATorDcasthosequizzesthatwedon'tevenknowalotoftheanswers
justguestingit.
12th
wetaketoomanytestandmostarenotevenexplainedgood.
12th
Thatmostwouldbeuncessary
12th
Imworriedimightgetalowscorejustbecausethetestsconnectstonothingilearnedinschool.
12th
itmakesmenervousandfeellikeI'mbouttofailed
12th
thatstudentshavetomanyandcantenjoyhighschool
12th
everytestitakeigetlowgrade,imalowtesttakerbutinclassworkigetgoodgrade.
12th
someofthemidon'tunderstandthem
12th
Ifeelthepaseistoofastinschool,itisdiffcultasitis.SoIfeelreallyoverwhelmedIhavebadanxietyandIcan'tfocushalfthe
time.
12th
IfIfail,willitaffectmygrade?
12th
Ifeelovertestedandthatthesetestsarejustthrownatallofustoquickly.
12th
ThatIt'sJustThrownOutThere.BarelyAnytimeToStudy.
12th
it'smakeyoufeellikescaredandparaniod
12th
itmakesmefeelnervous,frustratedandoverwhelmed
12th
whydowegettestedonthingswehaven'tlearnedyet?
12th
wetakelotsofthemduringtheyearfromeachclassdifferentsubjects.
12th
they'rehard,whenitaketestitendtonotgetagoodgrade.
12th
trynottomakethemhavefrontandback
12th
Myconcernsabouttakingtomanytestiswhydowehavetotakethistestanyway?Isitgoingtoimproveordisapproveorgrades
?DoithelpourGPA?Ifyouanswerednotoanyofthesesquestionsthentesttakingreallyisn'tuseful.Testingisn'talwaysgood
becauseonkidsthatarenotgoodontestusuallystressbecausetheyfeelliketheydon'thaveenoughknowledge,andthekids
thatusuallydon'tstudyaretheonesthatdon'tcare.TESTINGISSTRESSING
12th
ifidontpasshowitwilleffectmygrade
12th
Ifyoufailityourgradegetsdroppedalot.
12th
Sometimesbetheystressfulandtoomuchonthestudents.
12th
Theyaretooclosetogether,teachersseemtoscheduleallatthesametime
12th
Takeuptoomuchtime,takeawayfromrealtestslikeAPandSAT
thatImightgetitwrong
Someofmyclassesonlyhaveonetestpermarkingperiodandthisishighlyconcerningforastudentlikemyself.Iamaverypoor
testtakerandonsometestsIgetpoorgradesandthatisconcerningbecausemygradeintheclassdropssignificantly.
5th
nopromble
5th
Idon'tknow
5th
Idon'tknow
5th
no
5th
noconcerns
5th
Idonothaveeny
5th
none
5th
Idon'tknow
5th
none
5th
none
5th
Idonothaveanyconcernwithanytests.Maybealittlelessteststhough.
5th
ihavenoconcernsbecausetestmakeyoulearnmore
5th
none
5th
IdontknowifIknowtheanswers.
6th
idk
6th
Idon'thaveanyconcernsabouttests
6th
no
6th
Ihavenoproblemswiththetest.
6th
Ihavenoconcernsaboutthetests
6th
Nope
6th
None
6th
IdonothaveanyconcernsabouttestthatItakeallthequestionsareeasytoreadandtheteachersteacheverythingyouhaveto
knowaboutthesubject.AlsomostallofthestudentsgetanAoranAplus
6th
none
6th
Ihavenoconcernsofthetestwetake
6th
noconcerns
6th
6th
Ipersonallydon'thaveanyconcerns
6th
therefine
6th
Nothing.
6th
Idonothaveanyconcerns.
6th
none
6th
none
6th
noIhavenoconcerns
6th
none
6th
nothing
6th
noconcerns.
6th
Idon'thaveanyconcernsaboutthetests
6th
N/A
6th
ihavenoconcerns
6th
Ireallyhavenoconcerns
6th
None,excepttherearealot.
6th
No
6th
Idonotknowwhatthequestionmean.
6th
n/a
6th
Idon'thaveany
6th
None
6th
6th
Noconcernswithanytests.
6th
Ihavenoconcerns.
6th
Idon'thaveanyconcern
6th
Ihavenoconcerns.
6th
none
6th
none
6th
noconcerns
6th
noconcerns
6th
none
6th
noneoftheabove
6th
None.
6th
None
6th
Noconcerns
6th
none
6th
Idon'thaveany
6th
Idon'thaveany.
6th
None,wealwayshavetheresourcesandtheteachersalwaysgooverthematerial.SoIthinkthetestsaregood.
6th
Nonethey'erfine.
6th
Idonothaveany
6th
None.They'refine.
6th
Idon'thaveanyconcernsaboutthesetests.
6th
No
6th
Ihavenocomplaintsexceptforsometestscanhavetrickquestiond
6th
IhavenoconcernsabouttestedatHB.
6th
Noconcerns
6th
none
6th
none
6th
none
6th
Idon'treallyhaveanyconcerns.
6th
idonothaveanyconcerns.
6th
Idon'thavenoconcernsatthistimethankyouforasking:)
6th
Idon'thaveanyconcernsaboutthetestItake.
6th
ihavenoconcernsrightnow.
6th
Idonothaveanyconcernsaboutthetestsitake.
6th
idon'thaveanyconcernsatthistime
6th
none
6th
6th
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnoooooooooooooooo
ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooonnn
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
nnnnnnnnnnnneeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
6th
No
6th
ihavenone
6th
noconcerns
6th
noconcerns
6th
IDK
6th
IDK
6th
none
6th
6th
nothing
6th
none
6th
idk
6th
nope
6th
Idon'thavetoansweryourquestion
6th
Idon'thaveany.
6th
ihavenoconcerns
6th
(nonsense)
6th
None
6th
Ihavenone
6th
Idon'thaveanyconcernsaboutthetestItakeandIalwaysthinkthatIwillgetagoodgradeonthem.
6th
NothingconcernsreallyexceptsometimesIfeelthatpopquizzesgoinfortomuchofagradethantheyshouldbe.
6th
none,fornow.
6th
Thereright
6th
Donothaveany.
6th
noconcerns
6th
NothingreallyIthinkthereokay,Thereaboutthestuffwelearnedabout.
6th
none
6th
noconcerns
6th
Idon'thaveany
6th
none
6th
Idon'thaveany.
6th
TherearenoconcernsIhaveaboutthetestItake.
6th
none
6th
idonthaveany
6th
nothingreally,justthequestionsmaybewordedabitstrangesometimesandtheycouldbeeasiertoread
6th
nonotreally
6th
Idon'thaveconcernsaboutthetests.
6th
IdonothaveanyconcernsaboutthetestsItake.
6th
NONEwhatsoever.
6th
6th
6th
thetestsarejustright.
6th
Idon'tknow
6th
Idonotnot
6th
Idon'thaveany.
6th
Idon'tknow
6th
idontknow
6th
Noquestions
6th
ifeelgoodaboutit.
6th
nothing
6th
noconcerns
6th
ihaveknowidea!?
6th
idon'tknow
6th
no
6th
Ihavenoconcerns.
6th
iliketestitfun
6th
idontknow
6th
none
6th
none
6th
idontknow
6th
Idon'tknow.
6th
nothing
6th
idonotknow
6th
Ireallydon'tknowsorry
6th
Nothing.
6th
NOTHING
6th
Idon,thaveanythingtosay.
6th
Nothingconcernsmeallweneedtodoisstudyathomeforhomeworkthentakethetestthenextday.Ifyouforgettostudy,
studyonthebusinhomeroom.IfIgetascorethatI'mnotokaywithIaskforamakeuptest.
6th
ihavenoproblemswiththetestwegetthemwestudyforitandwedoitain`tnothingtoitbuttodoit
6th
nothing
6th
NoIdonotthinkanythingiswrongwiththetests
6th
none
6th
nothing
6th
none
6th
ihavenoconcernsaboutallthetestwetake.
6th
Ihavenoconcernsabouttakingtests
6th
noIdothaveanyconcernsaboutthetests
6th
none
6th
nothingit'sjustwegettomanyofthemandit'shardtodoonetestandyourthinkingaboutthegradeonyoue
6th
??????????????????????????????????????????????????????????????????????????????????????????????????????????????????
??????????????????????????????????????????????????????????????????????????????????????????????????????????
6th
None
6th
Noconcerns
6th
itokthetestfine
6th
Idonthaveanyconcernsabouttestsbecauseiknowwehavetotakethematsomepoint.
6th
none
6th
idon'thaveanyconcernsitsjustthatwhydowehavetotakethesamesurveyoverandoveragain
6th
none
6th
none
6th
6th
none
6th
NONE
6th
ithinkthatitsok
6th
na
6th
nothing\
6th
6th
none
6th
Ihavehadnoconcerns
6th
idon'tnow
6th
noconcerns
6th
It'sjustperfectly
6th
Noconcerns
6th
Idon'thaveanyconcernsaboutthetestsItake.
6th
6th
idontknow
6th
Ihavenoconcerns.
6th
Nococernsbecauseimokaywiththesetestsbecauseweneedthisknowledge.
6th
Idonothaveconcernaboutthetest.
6th
Ihavenoconcerns
6th
Nothing
6th
nothingconcernsme
6th
Idon'thaveaconcern.
6th
None
6th
noconcerns
6th
Ihavenoconcernsaboutthetests.Theyarefuntome.
6th
no
6th
Idonothaveanyconcernsaboutthetests.
6th
Idonthaveany
6th
noun
6th
idonthaveanyconcerns
6th
I'mnotcocernedaboutanythingwiththetests.
6th
nonejustteachalittlemoreaboutthesamewhatevertheirteaching
6th
none
6th
noconsern
6th
Ireallydon'thaveanyconcernsforthetestthatwetake.Theonlyproblemisthatalotofpeopledon'tstudyfortests.
6th
none
6th
Notaiotofparer
6th
idonthaveanyconserns
6th
Ireallydon'thaveconcernsbutthingsthat'sontherearesometimesdifficultbutwhenyouusecontextcluesillbejustfine
6th
none
6th
no
6th
NONE
6th
idonthveanyijusttrymybest
6th
nonotreally
6th
no
6th
ihavenoconserns
6th
Idon'tknow
6th
nothing
6th
nothing
6th
nothing
6th
IhavenoconcernsaboutallthetestsIhadtaken.TheteachersexplainwhywetakeitsoIhavenoproblem
6th
nothing:)
7th
none
7th
Noneijustdon'tlikethem.
7th
7th
nocencernsjustnnedtoteststudentstothereownability
7th
none.
7th
noneIhavehighpercentageinallmyclasses
7th
N/A
7th
none
7th
nothingthetestaregoodsothenwecanhavegoodgradesinclass
7th
None
7th
None
7th
none
7th
None
7th
none
7th
none
7th
none
7th
n/a
7th
None
7th
none
7th
NoIhavenoconcerns.
7th
Noconcerns
7th
Noconcerns.
7th
noconcerns
7th
no
7th
7th
7th
7th
noconcern
7th
(nonsensecharacters)
7th
7th
idon'thaveanyconcerns
7th
NA
7th
idon'tknow
7th
none
7th
thereokay
7th
noconcerns
7th
none
7th
Noissues
7th
None
7th
N/A
7th
None
8th
None
8th
N/A
8th
N/A
8th
nothing.
9th
Nonetestsareverygoodastheyarenothingtobeconcernedabout
9th
None
9th
None
9th
Nothingtosay
9th
Idon'thaveany
9th
Noconcern
9th
No
9th
No
9th
No
9th
no
9th
thetestistoohard.
9th
NO
9th
Noconcernsaboutthetest
9th
nothing
9th
none
9th
nothing
9th
none
9th
nothingitsjustwetaketomanytest
9th
Idon'thaveanyconcernsaboutthetest.
9th
none
9th
nothavingenoughtime
9th
non
9th
nothing
9th
notmuchconcern
9th
Noconcerns,wejusttaketomuchineveryclassitshardtoremembereverything.
9th
don'thaveany
9th
N/A
9th
Notheytestsonmanythingswesometimewedon'tlarean
9th
No.Idon'tknowbutitstomuchforme!
9th
9th
Idon'thaveanyconcernsabouttestinginschool
9th
itsgoinggoodsofar
9th
itisgoodtodotestingtoknowhowmuchyougrewabouthowsmartyouaresoifyougetabigscoreforyou
10th
Don'tcare.Goesoverworkwedon'tknow.
10th
Idon'thaveanyconcernsbecauseofthatIamalwaysreadyforapopquizortest
10th
Ihavenoconcerns.
10th
No
10th
No
10th
Don'thaveany
10th
noconcerns
11th
#NAME?
11th
N/A
11th
none
11th
Ithinkthetestarefine
11th
None
11th
None
11th
None
11th
None
11th
11th
idon'thaveany
12th
None
12th
n/a
12th
None
12th
12th
none
12th
none
12th
Nothing
12th
none
12th
Noconcerns.
12th
none
12th
No
12th
n/a
12th
none
12th
Idon'thaveany.
12th
none
12th
none
12th
12th
none,somearejustcomplicatedsuchasothers
12th
Noconcerns
12th
12th
None
12th
none
12th
Notany.
12th
None
12th
none
12th
nothing.
12th
None
12th
none
12th
IMFINEWITHIT.ITHINKTHETESTSAREPREPARINGUSFORTHEFUTURE.
12th
noconcerns
12th
n/a
12th
no
12th
IdonothaveantconcernsaboutthetestsItake.
12th
none
12th
none
12th
no
12th
none
nothing
Aretheresubjectsorareasyouthinkthedistrictshouldbetesting
Grade whereitiscurrentlynotdoingso?
5th
yesmoreinscience
5th
socialstudies
5th
Ithinkthatifstudentsaregoingtotesttheyshouldonlytestifthey'reseniorsandgoingtocollage.
5th
mathimnotthatgood
5th
theyshouldbetestingtime
5th
laberyi
5th
beonmath
5th
ithinktheyshouldshoulddomoresience
5th
science
5th
theplacesthataremorequiet(forexamplethelibary.yes
5th
Ithinkthattheyshoulddomoremaththanreadingbecauseyoudomorereadingthenmath.
5th
Seiftheteachershavebeendoinganythingbad.
5th
thayneedtoteastusonsocilestudsbecusmostofusdidnotknowabout9/11.
5th
imprpperandmixedfracions.
5th
Ithinkweneedtestsonhistoricalfigures,weneedtoknowmoreaboutpeoplelikeGeorgeWashingtonandetc.
5th
readingandsomemath
5th
Peopleshouldtestweretheycanthinkandgetagoodscore.
5th
yeslikeourspecial
5th
yessience
5th
yesinthelibrairy
5th
Phyiscaleducation
6th
YesmathandSpanish
6th
Spanishlittlebit
6th
ithinkthedistrictshoulddomorewithscience
6th
IthinkthedistrictshouldbetestingmoreinEnglishtheyshouldhavehigherclassesthanhonorsEnglishbecausehonors
Englishiseasyformetoeasy
6th
weshouldtakeatestingymcausewhatifsomethinggoeswrong.
6th
Theyshouldtestyouonmusic.
6th
math,sometimesscience,maybeela
6th
TheDistrictSeemsToBeDoingagreatjobonthetestsofar(inmyopinion)ButIfwetaketestattheendoftheyearthat
weweresupposedtotakemidyearIwouldnotagreewiththat
6th
Yesmathandmorereadingandplayinglikemoregymtime
6th
science
6th
yesIthinktheyshouldbetestingband
6th
Reading.
6th
commonsense
6th
thesubjectsthatschoolshaveshouldbeadjustedtofitwhatastudentwantstodoasanadult.Saysomeonewantstobean
architect.Theyshouldonlyhaveclassesthatwillhelpthembearchitects.
6th
spelling
6th
yourpersonalitytheneedtohaveaclasswheretheycanteachyouhowtomakefriends.theyalsoneedtoteachpeoplehow
toactandnotbullyorhurtotherstudentsintheclassroom
6th
science
6th
cooking,andart
6th
technologyliteracy
6th
Ithinkthatmoresubjectsshouldbeprovidedbasedondifferntgradelevelstohelpusunderstandmore.
6th
Ithinkthedistrictshouldtestmoreinsocialstudies/history.
6th
itisalotoftimetodointhetest.
6th
SCIENCECLASSTEACHERSSHOULDEXPLAINITBETTER
6th
Ithinkthatweshouldbetestedonhowfastyoutype.
6th
Spanish
6th
Gym
6th
soicalstudies
6th
ithinkthattheyshouldincludespellingandspellingtestsbecausesomepeoplearenotverygoodwithspellingandneed
practiceandtheydon'thaveenoughtimeathome.
6th
Ibelievethatthestateistestingstudentsjustfine.
6th
Thedistrictshouldbetestingmoreintechnologybecauseyouhavestepbystepinstructionstofollowandthetestcouldbe
toseewhatyouseeiswrong.Alsotoseeifyoucanfollowdirections
6th
Gym
6th
Ithinkthatalltheteachersaredoinggoodwithgivingtest.Idon'tthinkanyotherteachershouldgiveanytest
6th
EnglishClasses
6th
inalibary
6th
Math
6th
otherlanguages
6th
Ithinkthatwhateverthingswelearnaboutshouldbethethingswearetestedon.
6th
thayshodnotgivealotefotestonsinencebecausethaythinkthatwenowitinaweeklikelerningaboutthehumenbody
6th
1.Math
6th
Thesportyouwillhavetotakeortoseeifyouraresmartanddoyouremeberthestufftheygaveyouin5and4greade.
6th
Bandsotheteacherknowsweretostart
6th
Gym
6th
history
6th
langagelikeSpanishorchinies
6th
Chinese
6th
Spanish
6th
Ithinkthereshouldbemoreemphasesonsciencebasedtests.Ialsothinkthattheseshouldeitherbemadebyteachersor
theschool.Thereshouldnotbestanderisedtestsacrossthewholeschooldistrict.Thesetestsshouldbeasummativegrade
wortharoundfiftypoints.
6th
Onwhatyourememberaboutpreviousgrades.
6th
Intechonology
6th
ELAandMATH
6th
cursiveandsocialskills
6th
Ithinkthedistrictshouldtestyoureyesightinthenursesoffice.andithinktheyshouldalsotestyouhearing.
6th
Theycouldbetestingintechnologyandinthelibrarybecauseinthoseroomsitshouldbesilentenoughforthemto
concentrate
6th
Ithinkweshouldbetestedonourattentionspan.
6th
theywillorcouldbetestingintechnologyoranyotherclassroom.
6th
abilitytothinkquickly
6th
Ithinkweshouldbetestedintechnologybecauseitshowswhatwehavelearnedinthepast2markingperiods.
6th
SocialStudies
6th
Ithinkpeopleshouldbetestedinlisteningandfollowingdirectionsandcommonsense
6th
Usefulthingsthatwewillactuallyuseintherealworld.I'mprettysurewhenweapplyforajobtheywon'tbeaskinguswhat
xdividedby7is.
6th
Ithinkthatstudentsshouldbetestedonlogicbecauselogiccanhelpyouexceedinmathandscience.
6th
Scienceinsteadofonlygettingtested(majortestslikeDcasandSmarterBalanced)onceevery2yearsitshouldbetested
everyyear.AlsoSmarterBalancedshouldalsobeinfalltoalsousethepointofDcasaswellasthealreadyexistingpointof
SmarterBalancedwhichisknowingthematerial.
6th
Districtsshouldbetestingmoresciencetestsaboutchemistryandphysics.
6th
Ithinkthedistrictshouldincludewhat'sgoingonaroundusandprepareusfortherealworld.
6th
ithinkgym
6th
Ithinkyoushouldbetestedinhowwellwewriteandspell.
6th
Maybeahistorytest.
6th
english
6th
scienceandsocialstudies.
6th
Ithinktheschoolshouldstarttestingonthecomputersmore.
6th
health,andgym,andchorus
6th
learningtobuildthinglikesmallhouses
6th
ithinkweshouldhavespellingtests
6th
ithinkthatthereisonelikeweshouldhavemoretestinmath
6th
technology
6th
wesouldbetestedintechnolgy
6th
inmathclasssometimesitishardbecauseyouaregivenalotofmathquestionatonce
6th
Socialstudiesforthestudentsthatareinahighlevelofclassforthatstudent
6th
history
6th
History
6th
Howhardtheyare.
6th
socialstudies
6th
Ela
6th
africanamericanhistory.
6th
math
6th
idonotthinkthatbecauseithinkthethingsthatwelearninourgradeare6graderegularwork
6th
Science
6th
gym
6th
Health
6th
inexploratiors
6th
Homeroombecausekidsreadalotofbooksandonlytaketestonthebookstheyread.WhycantwetaketestonALLthe
bookswereadinsteadofonly1book.
6th
theELAhavetestseveryfriday
6th
reading,science
6th
mathtoseeifyoushouldgotohours
6th
Ithinkthattherearesomesubjects(likebuildingclasses)thatthedistrictisnotgivingtestsforwhentheyshouldtoreview
whattheyareorhavelearned.
6th
Ifeelthatweshouldbetakingthesciencestatetestin6th,7thand8thgrade,notjust8thgrade.Wearegoingtohaveto
takeatestonthematerialfrom6th,7th,and8thgrade,andIdon'tthinkthat'sfair.Studentsmightnotdoaswellonthe
statetestbecausehowaretheysupposedtoremember6thgradematerialwellenoughtotakeastatetest?It'snotright.
6th
Gym,andTechnology
6th
sometestsaregiveninhighergradesandyouareexpectedtorememberallthatinfofrom3gradesthatiscompletelyunfair
6th
Chinese.
6th
Ingym
6th
Ithinkscienceclassshouldbegivingouttests
6th
whenyougetto8thgradetatestwhereitincludeseverythingyouhavelearnedovertheyearsthatyouhavebeeninschool
6th
socialstudiesscience
6th
Ithinkweshouldbegivensmallertestonwhatwearelearningnotonmonthgooverthreetofourdifferentthingsandon
thefirstMondayofthemonthhaveatestonitbecausekidsaren'tgoingtorememberthatwellandthingslikesmarter
balancearejustfortheschoolsandteachertomakesuretheyaredoingwhatthearesupposetobedoingandforschool
benefitsandnothingcomesoutofitforthekids
6th
Spanishgrammargeneralquizzes(allsubjects)includingIQscore
6th
ELA
6th
Englishcauseitishardthanever
6th
Ithinkthattheyshoulddotestinthecomputerlap.Alsoinaquietplacetodotest?
6th
math
6th
Ithinkissciencebecausewedon'ttakequizortextandithinkweshouldbecauseweneedtoknowifweareliseningtothe
teacherandifweknownwhattodointheclassroombecauseweneedtoknowifwearereallylearningandsheorheis
teaching.
6th
ihonestlythoughtwewouldtaketestsintechnologyclassbutwetakethemeverywhere.
6th
computers
6th
mathtests
6th
Sience,art,chore,music.
6th
mathandwriting.
6th
Cooking
6th
readingandsocialstudies.
6th
spanish
6th
Prepareusfortherealworld
6th
Music
6th
familyandconsumerscience
6th
computerroom
6th
ithinktheyneedtohelpusonbettersciencequestions.
6th
Yestheyshouldgiveusatestinthefirstdayofschooltoseewhatgradeyouareat.
6th
thecaterica
6th
iwanttestonchorussoitcanhelpmeunderstandthemusicnotes.
6th
Spanishshouldhavehomeworkfortheclassroom
6th
mathela
6th
ithinkmathshouldbetesting
6th
MaybethingsaboutArt.
6th
math
6th
amathsubject
6th
computerlab
6th
alittlebitinenglishsowillknowwhattodotomorrow.
6th
hardtolisten
6th
theyaregoingtogoodbutnotmyscience
6th
haveacomputertestingroomwillhelp
6th
Ithinktheareasthatthedistrictshouldputthetestontakehomelaptopsoifweneedhelponawordthenwecanaskour
parents.
6th
algebrawitchthemathteachersdontteachusforsomeridicooulousreason
6th
weshouldgointhecomputerroom
6th
thesubjectwhenitsramdomlylikemathorreading
6th
morereadingtestbecausethereslotsofmathtest.
6th
HonorsMath
6th
itmightbeheathclass
6th
Ithinkthattheyshouldaddadvisorytestinvolvingthewhenwehavesoarsnippets
6th
socailstudies
6th
Yestoimprovetheworkandgetsomesuggests.
6th
Wearenttestinginenglishclass.
6th
Ithinktheyshouldtestusinourextracurricular/ssincemanystudentsmightwanttoperuseanothertypeofcareerlikean
actor,adirector,anartist,etc.;
6th
math
6th
Abouttheplanets.
6th
Thedistrictshouldbetestingaretherelatedarts.
6th
readingandmusicyoushouldmakesurewerelearning
6th
science
6th
Ithinkschoolsshouldbetesting/teachingcursive.
6th
Health,Science
6th
yes.Ithinkcomputerclassshouldtestmore.
6th
compert
6th
math,socialstudies
6th
scienceandSocialStudies
6th
IthinktheArtclass.
6th
Idontknowanyclassesthatdontgivetest.
6th
yessocilstudies
6th
COMPUTERSIDONTGETITATALLITDOSENTMAKESENCE
6th
mathandchours
6th
Ithinkmaybetheyshouldmoretestonthehumanbody.
6th
IthinkIshouldbeincomputersnextyearinseventhgradeforwhitedays.
6th
yeslikeartsotheycantestyourartskills
6th
Ithinkthatweshouldhavetestinallclassestoseeifkidsactuallyarepayingattentionanddoingtheirworkthathelpsthem
6th
yescomputerkeyboarding,art,
6th
Participation
6th
socialstudies
6th
inmath.
6th
heathclass
6th
mathsocialstudiesandreading
6th
history
6th
yes,science.it'snotdoingso
6th
englishandsocilstudys
6th
ithinkthequetionsshuoldbetesting
6th
theyshoulddosocialstudiesinsmarterbalance
6th
math
6th
scienceandmath
6th
scienceandmath
6th
math
6th
inmaththeyshouldbutissciencetheyshouldn't
6th
Ithinktheyshouldbetestingsocialstudiesandtheydon'tdothat
6th
English,Math,History,Scienceandallothersubjects.
6th
Thereisnotmuchwrittingtestbutthereisalotofreadingtestandmathtest.
6th
6th
theyshouldtesttoseehowgoodourgrammeris.
6th
math
7th
ithinkeitherlibraryorcomputerlab
7th
computerscience
7th
howmuchinformationicanactuallytakein
7th
stuffinthefuture.
7th
Learningstuffyouactuallyneedinthefuture.Wedon'tneedtolearnmostofthestuffwedo.
7th
Gym
7th
grammar
7th
Healthandsexedandplanningforyourfuture(bills,taxesandotherresponsibilitiesImayhaveasanadult)
7th
Improvment
7th
grammarandvocabulary
7th
somewhat.ithinkthatthedistrictshouldbetestingusonmorecomplicatedthingsthatwewillneedinthefutirewhenwe
gwtolder.
7th
wellhowaboutscience
7th
Music
7th
Gym
7th
plantandanimalscience
7th
science
7th
ingym
7th
Ithinkweshouldhavemoreintristingclasesthatwillmakestudentwanttolearnforexampleweshouldhaveartandgym
everydayIthinkweshouldbegivengymeverydaybecauserunningandsportsgiveenergy
7th
Inbusinessbecausethatclassishardandsometimeseasytome
7th
Ithinktheyshouldtestinphysicaleducation.
7th
Technology.
7th
maybetestusinanexploratory.
7th
SmarterBalanceTesting
7th
all
7th
ourculinaryskiilsweneedtoeat,you()(nonsensecharacters)
7th
Science.
7th
moreinscience
7th
Ithinkthatmorespecializedtestsshouldbeavailabletocoveranymaterialthatmaynotbeinthecurriculum.
7th
english
7th
gymandhealth
7th
gym
7th
Gym
7th
ithinkthattestsshouldhappeninsocialstudies
7th
gym
7th
gymandexplortiories
7th
inmapsbecauseineversawamaptestbefore
7th
Forensicsscience
7th
onwhatyoulearneveryyearsoyouwontforget
7th
Moreemergencyiknowwehavesomeclassesbutitshouldbemoremanditory
7th
Howwelldoyouknowyourgrammer
8th
wouldliketoseemoreonwritingskillstoprepareforsat/act
8th
SOCIALSTU
9th
Realityoftheworld
9th
Englishandmath
9th
1Math2CTE3ELL2
9th
YesIthinktheyshouldtestroboticts
9th
IthinkjustMathandEnglishbecauseforeveryjobyouneedtoknowhowtoread,write,anddomath.
9th
atestinhealth
9th
MathabsolutelyIfeelitshouldnotbegiveingustestsmathisuselessinmyopinion
9th
Yeseconomics
9th
mathitalian
9th
math
9th
Theyshoulddomoretestingincivics.
9th
whatyoureallyknow
9th
mathweshouldgettutoringforit
9th
relatedarts
9th
Itshouldtestaboutthethingswelearn.
9th
italian
9th
IsaythatlessinEnglish,lessinhealth,moreinmath.
9th
sibecauseithelpwathlrni
9th
Ithinkweneedtobetestedonwhatwearetrugingon
9th
math
9th
A.Ihighschoolandsocialstudies
9th
Ithinkthatallclasseswhereyoulearncontentneededforcollegeshouldhavetests
9th
inenglishclass
9th
science
10th
theresouldbeinsciencesowhatyoulearnedaboutitandonenglishmathwouldbemoreinportant.
10th
Ithinktheschoolshouldworkonenglishclasses.Mostpeoplereadatdifferentlevelsbutarestillgrouped.Allwedoisread
somethingandanswerquestions.Wearen'tlearninganythingnew.
10th
Ithinkunittestsandquizesareallweneed.anystatetestisjusttomakethestatelookbetter+alltheydoisstresskidsout.
wasteoftime,anddoesn'thelp
10th
mathshouldbeeasy
10th
language
10th
Alltestsshouldbeinschools.
10th
InEnglishpeopleshouldbemoreadvancedinEnglishclass.
10th
Moreunittestsandlessquizzes.
11th
Testedonsomethingyouwanttobeoneyougrowuptoseeifyouareveryinterestedinthatcareer.Teachershouldbetest
butnotbygivingustests.
11th
Teachersshouldbetestedoniftheyactuallyteach.Also,toseeiftheteacherissucceedingathis/herjob.
11th
Yes,healthandteacherswho'steachingwhatandhowfararethestudentsgettingit.
11th
Environmentalscience,Spanish
11th
HowtowriteacheckHowtobeahumanHowtounderstandlifeandwhywe'reliving
11th
Ithinkitwouldbebettertohavemoresocialstudiesclasses,specificallypsychologybasedclasses.
11th
Grammer,becauselotsofkidsdonotknowproperenglish.
11th
Anythingthatwillapplytoeverydaylife.Itdoesn'tmatterwhereaslongasit'sniceinsideawelllitroom
11th
lunch,CTEclasses
11th
Onthingsotherthanacademics.
11th
Mathdoesnotapplytowhatsonmytest
11th
testtohelpimprovingskillsthestudentneeds
11th
morehistory
12th
precalc
12th
ScienceitstoomuchEnglishandMath
12th
Yes,IbelieveasasoonadultIshouldknowhowtowriteacheckorpaymybill.Whywearenottaughtthisremainsa
mystery.
12th
MathandEnglish.
12th
PrinciplesofAccountsandPrinciplesofBusiness
12th
criminaljustice
12th
health
12th
Commonsense.Lifelessons.
12th
Theteenagersshouldbeaskedhowschoolmakesthemfeel.Howaccomplishedtheyfeelleavingtheclassroom.How
specificclassroomsmakethemfeel.
12th
12th
physics
12th
math
12th
Focusoncommoncoreschoolsubjects
12th
Psychology
12th
MoreScienceandSocialstudies
12th
scienceandsocialstudies
12th
Ithinkweshouldtakemorescienceandsocialstudies.
12th
Ithinkthedistrictshouldfocusmoreonthestudentsthemselvesbeforedeterminingtheteacherbecausemostofthetime
theteacherisgreatbutthestudentsarelackingeffortandthatisreflectedontheteacherandschool.
12th
IthinkIcanbetestitonmath.
12th
History
12th
mathandenglish
12th
english,socialstudies
12th
commonsensecourseslikehowtochangeatireorhowtobalanceacheckbookordotaxes...kidswillgetaflattireandturn
toa2+b2=c2becausewereallyonlylearneducationalthings.Highschool,inNOway,prepareskidsforlifeafterthey
graduate.
12th
Gym
12th
gym
12th
Istronglythinkthedistrictshouldpaymoreattentiontothesciencefield.Sciencehelpspeopleunderstandtheworld
aroundusandIfeelasifitisasimportantasmathandreading.
12th
Thesubjectofcreditortaxes.Sothatstudentslearnpracticalskillsandarenotjuststuffwithaloadofinformationneverto
beusedagain.
12th
Theyshouldn'ttestusonthisstuffbecauseit'snotgoingtohelpusinthefuture
12th
Grammar,strongwords,andhowtofixourcorrections
12th
Canwepleaselearnaboutliketaxesandhoowtofilethemandlikehowtoactuallylivelikeacitizen.Ireallydonotcarethat
themitochondriaisthepowerhouseofthecell.
12th
science
12th
Mathematics.
12th
YES!Inmyelectives!(Also,whyisthereonlyMathandEnglishportionsofstatetestseveryyear?Whyisphysics,economics,
computerscience,CAD,etc.notincludedeachyear?Itseemsasthoughyouarenotrecognizingtheimportanceofthese
classes.)
12th
reallifesubjecttolearnintherealworld
12th
PersonalFinance
12th
Onwriting.
12th
SocialStudies.
12th
yesblackhistory
12th
Math
12th
math
12th
JustMathandenglish
12th
languageclasses
12th
Ithinksocialstudiesbecauseofthetestswealreadyhaveandhavingallthesetestsaremamingthingsdiffcult.
12th
english
12th
yes.theyshouldbehelpingtheenglishdepartment.
12th
moreoftheworkwedoinclassisneverwhatwetakeonsats
Yes,ithinkthatthereshouldbemoretestsinsocialstudiesbecausetheyoungstudentsofamericashouldknownotonly
whatisgoingoninthecountry,butwhatishappeninginothercountriestoo.
5th
dontundstandwhatyourtalkingabout
5th
umtheyshouldbetestedsomewhere
5th
sofun
5th
theteacherslounge
5th
theteacherslounge
6th
theyaredoingtestsineverythingevenmusic,thatitsveryridiculous!!!!!!!!!!!!!!!!
6th
theyshouldputitdownanoch
6th
ithinktheredoingfine
6th
WILLIDOTTHINKSOTIWAY
TOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOBORINGTOOME
6th
Ithinkwearegoodfornow
6th
Chinese
6th
yesmoreinformationaboutthequestion.
6th
howtogohome
6th
otherstatesmaynotbeabletododecas.
6th
Idon'tknowwhatwouldbepossible.
6th
ithinkthatallthedistrictshouldbeequal
6th
Ithinkallschoolsshouldhavelesstests.
6th
Ithinkthatthereiswaytoomuchtesting.Theyshouldsetsomeofthatmoneyasidetomaybegotowardspeopletohelp
kidswithproblems.
6th
Ithinktherenothingelseforustostudybecausetheresallthesetestthatwetake.
6th
Thedisricttotesttheteachers.
6th
IthinkthatIamnotdoingsowellinmaththanhowIuseto.
6th
Iamfinewithalltestthattheyhandout.
6th
SomeShouldBeAndSomeShouldn't
6th
Theyarealldoinggood.
6th
HBistestingandIdon'tknowabouttheotherdistrictsorotherareas
6th
weshouldbetestinginaroomwhereitisquietsowecanconcentrateanddoourbest.
6th
somestudentsdon'tknowtheanswer.
6th
theyshouldtestuscausesowecauselearnedformourmistakeortheyshouldletustakethetest2timesowecanseeour
mistakethatwedidclaryyoucanseewhyIsaidthis
6th
Ithinkitsfairbecausetheyaremakingsureyouknowmostofthethingsyoulearnedinsixthandseventhgradesoyoucan
moveontohighergrades.
6th
Idon'treallythinktheywoulddothat.
6th
everysubjectdoestestingithought.
6th
theythinkwearenotjustalienswerejustpeople.
6th
Ithinkthatthedistrictdoesneedtohaveatestforeachsubjectbuthavethetestbeshorter.
6th
moreofthese
6th
yesandnobecausewehavetodothetestintheclassrooms
6th
ireallydontknow
6th
itwouldbeconfusing
6th
ifyoumeanthespacesintheclassroomwhendoingatestyes
6th
Whatthesubjectsisthatwhenwegotodifferentclassbecauseweneedtoleandifferentthen.
6th
theyallreadyaredoingtestforthesubjectsithink
6th
Theretestingweretheyshould
6th
whatdosesubject,anddistrictmeans?
6th
theyarehelpingusbetterinareclassandthattheyshouldputmorepage'sinitforus
6th
Ithingitisfindrightnow
6th
Isaythatthaygetbad.
6th
ithinkthedistrictshouldtestwhereitisnotcurrentlydoingso
6th
Schoolheatingsincestudentsarefreezing.
6th
whenyoutakethetestyoushouldnotbetaking.
6th
Ithinktheyshouldkeeptestinginschoolbecause,itisasafeeviornment,wereteacherscanmakesurethatyoursafeandso
thattheymakesureyouunderstandeverythingyoudon'tknowonthetest.
6th
Idon'tthinktheyshould.Ithinktheyaretestingintherightsubjects.
6th
intheclass
6th
Ithinktherearenomoresubjectsthatshouldhavestudentstested.
6th
Ithinkweshouldn'tbetestedonanyothersubjects.
6th
thattherearesthatarenothelpfulforme
6th
thatthereareasthatarenothelpfulforme
6th
inthehallway
6th
somewhereitsnotnoisey
6th
itsonlyfirstmarkingperiod
6th
Somesubjectarehardandeasy
6th
Usingablankpieceifpaperorwritingnotes.
6th
Ithinkyesbecauseitmighthelpus.
6th
Idon'tliketotestatallIcantfocus
6th
ithinkthattheresomeareasforstudentstakingatest,andthatstudentsneedtherightofbeingquietforothersstudents
test.
6th
sometestarehard
6th
yesbecausethecomputersgetslower
6th
hardtoanwser........maybelikeoutsideorsomthinglikethat
6th
atlunch
6th
ithinktheyaredoingtherightthingbutthemathisreallyhardforme.soithinkformaththeyshouldmakeitalittlemore
easy.
6th
Yeswhybeacausewhenyouarenotdoingsowellyoucangetbetterscoresandtheycanhelpyoubebetter
7th
Letmiddleschoolstudenthaverecessnow
7th
Bullying.
7th
Howtoimprovemygrades.
7th
Ithinkthatwecouldhaveartclassandmaybesomeotherfunthingthatmyschooldoesn'thave.
7th
Webasicallyhavetestinlikeeverysubjectsoidon'tthinkthatthereisaanysubjectwhereweneedtestorshoulddoany.
7th
funfacts
7th
inourhouse
7th
inaquietroomorsomewherewereuwillnotbedisturbed.
7th
Idon'tthinkthedistrictneedstohavetestinginanyothersubjects.
7th
thereshouldnotbetestingasmuchayearasitisnow
8th
Thethingsthatwehavebeentestingonhasnotreallyhadameaningtomebecause,youcan'tgetheldbackbyDCASor
SmarterBalancescoresonlygradescanandtheschoolshavetestedmeonproblemsandsubjectsthatweretooaheadofmy
grade.
9th
Ithinkthereshouldn'tbetest
9th
toohard
9th
allclassesarefine
9th
alldistricttestingweshoulddo
9th
Ireallydon'tknowtheyarejusttohard.
9th
Wearehavingtomanytestanditsnotreallygivingusthetimetolearnorknowhowtodotheproblemsright.
9th
testsshodbequiet
10th
Ineedexamstoothisclass.
11th
LunchAskthekidsiftheyenjoymushwiththetasteofcardboard.
11th
Thedistrictshouldbetestinglessexcessivelyingeneral,theydon'thelpmelearn
11th
Idon'tliketakingmytest,whenalotareinthebackmummblingkeeptalkingandstufflikethat.
11th
Conrad
11th
coolnessfactor
12th
Maketestseasytodoandunderstandthetest.
12th
BringbackDCAS,nomoreSmarterBalance,Idon'tlikewritingonthesesortoftests
12th
12th
Idon'tunderstandthequestion,itisgrammaticallyincorrect.
12th
Thedistricttestsusonbasicclasses..NoonetakesbasicclassesatConrad.Peopledon'tdowellbecauseeverythingistested
atsuchalowlevel.InregardtoConrad,ItookAlgebra1inseventhgrade.Somepeopleinthedistricttakethisclassasa
sophomore.HowamIexpectedtopreformwellonatestthatisn'tbasedonwhatIamlearningnow,andwhatIlearned
whenIwas13?
12th
ms()shouldbefired.
12th
yesbecausenotallschoolisdoingalotoftesting
12th
testusonlunch...likewhofoodtestreallygood
12th
onwhatyoureallyknoworwhatwelearned.
5th
somewherequietandpeaceful
5th
theyarebecausesomeofthetestareaboutyou
6th
yes
6th
yes
6th
yes
6th
wellyes
6th
yes
6th
yes
6th
yes
6th
yes
6th
umyeahithink
6th
yes
6th
yes
6th
yes
6th
yeah
6th
ok
6th
yes
6th
yes
6th
yes
6th
Yes
6th
yes
6th
yes
6th
yes
7th
yes
7th
yes
7th
yes.
9th
yes
11th
Yes
12th
yes
5th
wewantlesstest
5th
ittoheard
6th
Yesbecauseweneedtolearnabouteverything.
6th
yesifwehavetotesttheyshouldtoandtheyshouldbecausetheyareinthesamedistrict
6th
yestheydomostoftheareas.
6th
Yesbecausehowarewesupposedtoremembereverythingwelearnedthewholeschoolyear.
6th
Yes,becauseIonlytestedonreadingandmathsofarfromthedistrict.
6th
Ithinkyesbecauseeverybodyneedstolearn.Math,Reading,Science,SocialStudies
6th
yesithinkweshouldgetlessharder
6th
yesIthinkthateveryclassshouldtestbecauseweneedmoreeducation.
6th
thereshouldbetestingineveryschoolbecauseithelpsteachersknowiftheylearnedsomthing.
5th
idon'tkonw
5th
Idonotknow.
5th
Idon'tknow
5th
IDK
5th
IDK
5th
no
5th
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnoooooooooooooooooooooooooooooooooooo
oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
6th
hmmmmmIreallydon'tthinktherearemoore
5th
NOOO
5th
no
5th
no
5th
no
5th
none
5th
no
5th
none
5th
noidonot.
5th
no
5th
no
5th
no
5th
none
6th
no
6th
no
6th
nobecauseyoumostlyhavetodoinyourblockclasses
6th
nope
6th
NO,TheDistrictisdoingwhatitissupposedtodo
6th
no
6th
No
6th
Nonotatall
6th
No.
6th
No.
6th
no
6th
No,notreally.
6th
noIthinkwherethedistricttestisjustfine.
6th
No
6th
Nothetestingsectionsarefinetome.
6th
nosubjectsatalll
6th
no
6th
no
6th
No
6th
No,therearenot.
6th
no
6th
no
6th
nope
6th
no,Ithinktheygotalltheimportantsubjects.
6th
no
6th
no.
6th
no
6th
N/A
6th
none
6th
no
6th
no
6th
no
6th
No.
6th
no
6th
None
6th
noIthinkthatthereisenoughtestsforeverysubject
6th
NoIdonotthinksobutIdothinkallschoolsinthedistrictshouldhaveartclass.
6th
nope
6th
nonotreally
6th
noidont
6th
nono
6th
no
6th
No.
6th
none
6th
No.Ibelievethatthesubjectsthatdonthavestatetestingdosentneedthetestingasmuchastheotherones.
6th
nonenootherclassescantest
6th
no
6th
notheirisnot.
6th
no.
6th
no
6th
notthatmuchtest
6th
No
6th
shrecknope
6th
No.
6th
No
6th
No,almosteveryclasshastestingandiftheydon'tthentheyprobablydon'tneeditgiventothestudents
6th
notheyallgivetests
6th
no.
6th
No
6th
No.
6th
Nobecausegymyoudomileruns.
6th
no
6th
no
6th
no
6th
no
6th
no
6th
noidontthinkso
6th
no
6th
no
6th
nope
6th
Nobecausemostofthesubjectsalreadyhavequizzesonsotheydon'tneedanymorequizzesaddedtotheamountof
quizzeswealreadyhave.
6th
no
6th
No.
6th
notheyaredoingsobecausetheyneedtestsoyourcanseeifcangotothenextgradeofno
6th
nothedistrictisdoingafinejob
6th
No
6th
No.
6th
No
6th
NoIthinkthattheyaretestingmeineverything.
6th
No,Ithinkthatthereisnosubjectorareathatshouldbetested
6th
no
6th
NoIdon'tthinkso
6th
no
6th
no
6th
no
6th
No
6th
Idonotthinkthereareanyotherplaceswhereweneedtests.
6th
Idon'tknow.
6th
no
6th
No
6th
nonotreally
6th
Nothereisnuthingels.
6th
No,Idonot.
6th
Ithinknot.
6th
No
6th
No
6th
no
6th
No,becausethatwouldmeanmoretest.
6th
Nobecausethatwouldgiveusmoreteststhanwealreadyhave
6th
No
6th
nobecausethatmeansmoretesting.Ihatetesting!
6th
no
6th
No
6th
no
6th
NO
6th
no
6th
No
6th
no
6th
nothereistomuchtestinthisschoolasisaidandmanyothers
6th
No
6th
6th
no
6th
no,ithinkeveryclasstheyarecurrentlytestinginisfine.
6th
nothedistrictisdoingagreatjobwerealllearningstuffthatwecanuselatterinlife
6th
No.Weshouldnottestanyareasatall.It'sreallynotfair.
6th
NOIdonotthinktheremissinganything.
6th
No,Ithinkalloftheteststhatthedistrictdoesarenecessaryanduseful.
6th
No
6th
noIcantthinkofany
6th
nope
6th
Nope
6th
no
6th
Nonotinmyopinion
6th
No
6th
idon'tknow
6th
No
6th
no
6th
ihavenoidea.
6th
No.
6th
Idonotthinkthereareanyareaswerethedistrictshouldbetesting.
6th
no
6th
no
6th
NotthatIknowof.
6th
NoIdonot.
6th
Nonotreally.
6th
none
6th
none
6th
IDK
6th
IDK
6th
NOIDONTTHINKSO
6th
No.
6th
no
6th
Idonotthinkso.
6th
no
6th
nopeithinkeverythingisokay
6th
no
6th
idon'tknow
6th
no.
6th
idk
6th
Idon'tknow
6th
idkkkkkkkkkkkkk
6th
Noothersubjectsneedtogivetest.
6th
nonotatall.
6th
No,therearenotanysubjectsthatthedistrictshouldbetestingwhereitiscurrentlynotdoingso.Ihavetestsinallofmy
subjects.
6th
no
6th
no
6th
no
6th
No
6th
no
6th
Noithinkeverysubjectisnotdistrict.
6th
no
6th
no
6th
No
6th
noithinkthateverysubjecttheyshouldbetestingtheyaretesting
6th
no
6th
no
6th
NoIhaven'tseennoareas
6th
nonethatIknowof
6th
no
6th
nothing
6th
No
6th
no
6th
No
6th
no
6th
NoForScienceIThinkItIsFine
6th
no
6th
noleavemealone
6th
noiamokaythewayitis
6th
no
6th
no
6th
idk
6th
Ithinktheyhavegoodtestsofaranditsok.
6th
Itsalrighthowitis
6th
No
6th
noidonotthinkso.
6th
no
6th
No
6th
no
6th
no
6th
no
6th
No
6th
No.Thedistrictistestinginallofthesubjectsjustfine.
6th
no
6th
noijustthinkthereshouldbemorechilloutpapersandnotasmanytestsbecausewearestillkids
6th
NoneIthinkthattheyaredoingagoodjobatthetestwearegiventodoanditismainlyonwhatwelearnandsometimes
weknowwhenwearegoingtohaveatestunlessitisapopquiz.
6th
No,Ithinkthedistricthascoveredeverything.
6th
Nonotreally.Ifeelwehaveenoughtestsalready.
6th
notatall
6th
none
6th
Idon'tnow
6th
nonotreally.
6th
No
6th
I'amnotsure,butfornownothing.
6th
No,Idon'tthinkso.
6th
No
6th
no
6th
no
6th
NO
6th
no
6th
nope:)
6th
none
6th
no
6th
no
6th
No.
6th
no
6th
Nope
6th
ithinkitisverygoodwithallthetest.
6th
Idonotthinkthatthereareanyothersubjects/areasthatthedistrictneedstobetestingon.
6th
noIdon'tbutIthinkweshouldn'thavethatmanytests.
6th
no
6th
no
6th
No.
6th
no
6th
Idonotnow
6th
Ican'tthinkofacertainsubject.
6th
no
6th
none
6th
idon'tknow
6th
no
6th
Idon'tknow.
6th
Idon'tknow
6th
idk
6th
Idon'tknow?
6th
Noeverythingisfineinthedistrict.
6th
no
6th
no.
6th
IDONTKNOW
6th
no
6th
donotnow
6th
no
6th
Nosubjectsorareas.
6th
IAMNOTSURE,
6th
idontknow
6th
Idon'tknow.
6th
noidontthinktheymissedanything
6th
xsxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxx
6th
No
6th
indon'tknow
6th
idon'tknow
6th
No
6th
idon'tknow
6th
no
6th
no.
6th
no
6th
no
6th
No
6th
NO
6th
Noeverythinginthatsubjectisfine
6th
no.
6th
no
6th
no
6th
nobecausewhenthemarkingperiodisfinishyoushouldalwaystakeatest
6th
no.
6th
No
6th
no
6th
No.Theyaregoingfine.
6th
nothing
6th
no
6th
nope
6th
no
6th
no
6th
dontknow
6th
No,notthatIcanthinkof
6th
no
6th
no
6th
No
6th
no
6th
no
6th
nohardtest
6th
no
6th
NO
6th
NO!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6th
nocausetherealotoftestallreadyallofmyclasses.
6th
no
6th
Nonotatall.
6th
notherenksubjectstodiustrict
6th
no
6th
noidon'tthinkso.
6th
no
6th
no
6th
no
6th
idon'tno
6th
noithinkitsgood
6th
idk
6th
no.
6th
no
6th
no
6th
i'mnotsure
6th
noidon't
6th
none
6th
no,beacusethedistrictistestingwhattheyneedtoteachstudents.
6th
airt
6th
no
6th
Nope
6th
none
6th
notatall
6th
noeverythingisgood
6th
nope
6th
NA
6th
nope
6th
no
6th
idontknow
6th
none
6th
noneIhavehadtestsfromeachclasses.
6th
(nonsense)
6th
no
6th
no
6th
Nothereisn'tsubjectsorareasIthinkthedistrictshouldbetestingwhereitiscurrentlynotdoingso.
6th
no
6th
NoIdon'tthinkthedistrictisdoingwhattheresupposedtodo.
6th
No.
6th
No.
6th
no
6th
noithinktheyaredoingagoodjob.
6th
no
6th
Nobecausemostschoolscontainalltesttoimproveourgrades.
6th
Beatsme(Idon'tknow)
6th
nothing
6th
N/A
6th
No
6th
No,notthatIknowof.
6th
NO
6th
No
6th
no
6th
notreally
6th
notreally
6th
no
6th
Ithinkthatallofthetestarefine.
6th
No
6th
No
6th
no
6th
No,NotthatIknowof.
6th
NoIdonot.
6th
no
6th
Ithinknotcurrently.
6th
N/A
6th
None
6th
no
6th
no
6th
Nopenotatall.
6th
noidonot
6th
no
6th
no
6th
nonotreally
6th
iamnotsure
6th
no
6th
no
6th
no
6th
Idontknow
6th
NowhereagainlikeIsaid.....YOUGUYSOVERTESTUSMYBRAINHURTS!!!!!
6th
NoIthinkthisdistrictisgoodthewayitis
6th
Nonotreally
6th
No,becausewealreadyhavetestsoneverysubject.Wehavetestsonreading,math,socialstudies,scienceandIdon'tthink
thereshouldbeanothersubjectforustotestin.
6th
Idon'tthinkthereisanysubjectorareathatweshouldbetakingmoretestsbecausewetaketestsineveryclass.
6th
no
6th
noidonttinkso
6th
notheyaredoingwill
6th
no
6th
NoIdon'tthinksobecausesometestaren'tnessarytohavetestsforcertainclasses
6th
nobecuasemostclassesareeasy
6th
NONENOMORETESTSWEGETENOUGHPERSUBJECT(imeanyoumineaswellgiveatestonourlunch)
6th
no
6th
idontthinkthereareanyothersubjectstheyshouldgade
6th
nothereisnot.
6th
nothing
6th
no
6th
no
6th
idkk
6th
NOPE!
6th
no
6th
No.
6th
notatall
6th
Nonotatall
6th
no
6th
Notreallyweneedtofreshenup,Gettoknowtheteachersandtheschool.
6th
no
6th
no
6th
no
6th
noreallydon'tthinkso
6th
no
6th
no
6th
noidontthinkthatanyotherschoolshouldbetesting.
6th
nosubjects
6th
no
6th
nobecauseInowwhareitisallat.
6th
no
6th
no
6th
noyreally
6th
idontknow
6th
no
6th
no
6th
nothing
6th
Notreally,Ihadtestsineveryclass.
6th
NonotreallybutIthinkthattheyshoulddocomputertest,sometimesnotallthetime.
6th
no
6th
no.
6th
no
6th
no
6th
no
7th
notallofthemlikeSpanishandart
7th
no
7th
No.
7th
No.
7th
No
7th
NoIdonot.
7th
NoIdon'tthinktherearesubjectsorareasIthinkthedistrictshouldbetestingwhereitiscurrentlynot.
7th
No
7th
No.
7th
No
7th
nope
7th
N/A
7th
No
7th
NoIdon'tthinkso.
7th
no
7th
No
7th
no
7th
Thereisnone.
7th
Thereisnone.
7th
notnotreally
7th
no
7th
no
7th
no
7th
none
7th
no
7th
no
7th
No
7th
no
7th
no
7th
no
7th
None
7th
SocialStudies
7th
no
7th
No,Ithinkthedistricthastestedalltherightthings.
7th
No
7th
No
7th
no.
7th
none
7th
no
7th
No.
7th
none
7th
Nope
7th
none
7th
none
7th
none
7th
non
7th
no
7th
no
7th
n/a
7th
no
7th
no
7th
no
7th
Thereisn'tanysubjects
7th
No
7th
isgood
7th
No.
7th
No
7th
none
7th
no
7th
none
7th
Nowehaveallthetestsweneed.
7th
No
7th
noithinkthemoretestwehavethemorestresswehaveaboutourgrade
7th
No
7th
no
7th
no
7th
no
7th
No.
7th
no
7th
no
7th
Ihonestlydonotknow.
7th
no
7th
Idon'tknowtheareasthatdon'thavetotest,butifwe,andotherareashavetodothistest,thenEVERYotherareasshould
dosoaswell.
7th
no
7th
no
7th
nobutIdothinktheyshouldtakeoutalotoftestsbecausesomeofthemarenotuseful
7th
no
7th
Idon`tknow.
7th
no
7th
Idon'tthinkso
7th
Idon'tthinkanysubjectneedstobetestedfrequently.
7th
7th
NoIdonotthinkthat.
7th
No
7th
no
7th
No.
7th
No
7th
NOMORESMARTERBALLANCE
7th
No,notatall.
7th
no
7th
no
7th
No,thereisnot
7th
noithinkthetestingiffine
7th
no
7th
no
7th
no
7th
NOTHING
7th
no
7th
NONE!!!!NOMORETESTSPLEASE
7th
No.
7th
no
7th
No
7th
NA
7th
No.Everyclassprovidestestsmorethannotprovidingtests.
7th
none
7th
No
7th
no
7th
no
7th
No
7th
none
7th
no
7th
no
7th
None
7th
none
7th
no
7th
No
7th
no
7th
idk
7th
idon'tthinkso
7th
No,Idon'tthinktheyshouldbetestingusonanysubject.Atleastnot5timesperyearoraweekintoschool.
7th
n/a
7th
No,Ithinkallsubjectsarecoveredandthereshouldbenosmoretestadded.
7th
No!
7th
No,Ithinkallthesubjectsaregoodastheyare.
7th
N/A
7th
no
7th
No
7th
no
7th
No
8th
no
8th
No
8th
no
8th
NoIdonot.
8th
noithinkweshouldnt
9th
No
9th
No
9th
No
9th
No
9th
No
9th
Nothetestaregoodhowtheyarejusttheiraretoomanytests.
9th
No
9th
Idon'tknow
9th
No
9th
No
9th
Nobecausenowtherewillbealotoftestinourschoolyear.
9th
No
9th
No
9th
No
9th
No
9th
no
9th
NOOO
9th
No
9th
no
9th
no
9th
nope,wehaveenoughtests.
9th
no
9th
NotthatIknowof.
9th
no
9th
Nobecauseitisnonecurrentlynotdoingso.
9th
no
9th
no
9th
Uhmmm...Idon'tknow
9th
na
9th
no
9th
Idon'twanttestsinanyotherclass.No.
9th
Nothereshouldbenomoretests
9th
No
9th
no
9th
NoIdon'tthinkthatthereshouldbetestinginclassesthatdon'tcurrentlyhavethem.
9th
No
9th
no
9th
no
9th
NotthaticanithinkofcauseImostlytaketesteveryday.
9th
no
9th
nope
9th
no.
9th
no
9th
No
9th
no
9th
no
9th
idk
9th
nope
9th
no
9th
no
9th
nosubjects
9th
nope.
9th
nothingsarefinethewaytheyarerightnow.
9th
No
9th
n/a
9th
No,Notreally.
9th
No
9th
no
9th
Nope
9th
idk
9th
no
9th
no
9th
no
9th
no
9th
No
9th
nope.
9th
no
9th
no
9th
nobutifwearenottakingastategymtestorsocialstudieswhyisiteventhere
9th
notheresnosubjectsorareas
9th
Nowhere
9th
None
9th
no
9th
No.
9th
no.
9th
nope
9th
(nonsensewords)
9th
no
9th
no
9th
No,noneatall.
9th
NO
9th
n/a
9th
no,wedonotneedeneymoretestsweallredygittomuchasitis,soIsaygitridofstatetests!
9th
no
9th
idk
9th
N/A
9th
Nobecausesomekidssometimesdosenotremberwhatwedidthiswholeyear
9th
NO
9th
no
9th
no
9th
no
9th
no
9th
Idon'tknow
9th
no
9th
9th
I'mnotsure
9th
idk
9th
no
9th
NO
9th
No,becauseIhavetestinallmyclasses
9th
no,Ithinkweshouldnothaveanymoretestsinanymoreclasses.
9th
No
9th
no
9th
no)becauseinclassifeellikewehaveanoughtest.
10th
Idon'tknow
9th
no
10th
no
10th
No
10th
No
10th
No
10th
No
10th
unsure
10th
No,Allmyclassesgiveouttests.
10th
No
10th
No
10th
No
10th
no
10th
No.Ithinktheydoeverysubjecttheycouldaspossiblebecausethecareerpathwayclassesarebasicallynotborning
becausepeopleprollydon'twanttodothatbecausethisschooldoesn'thavethingsthatkidswantto
10th
Nonotreally
10th
No
10th
No
10th
NO!!!!
10th
No
10th
No
10th
No
10th
no
10th
no
10th
no
10th
Idon'tknow
10th
no
10th
No,Ithinktheygotitcovered.
10th
no
11th
no
11th
No
11th
No
11th
notthatIcanthinkof
11th
No
11th
no,allmyclassesgivemetest.
11th
No
11th
no
11th
No
11th
no
11th
No
11th
No
11th
No
11th
No
11th
No
11th
No
11th
No
11th
no.
11th
None
11th
No
11th
NoIbelievethatisgivennowisfinehowitis.
11th
IDK
11th
no
11th
Noicantthinkofany.
11th
No
11th
No
11th
NO
11th
no
11th
No
12th
No.
12th
Nope
12th
No,justtoomanytests.Notneeded
12th
n/a
12th
No
12th
notnow
12th
No
12th
No
12th
No
12th
No
12th
No,Idon'tthinkso.
12th
Notsure
12th
no
12th
none
12th
no
12th
nostopgivingustests()
12th
no
12th
Idon'tknowwhatyoureasking
12th
No
12th
no
12th
No.
12th
No
12th
iq
12th
No
12th
No
12th
No
12th
No
12th
Noalltheydoistestus.
12th
nope
12th
No.
12th
No
12th
Nomoretesting.Teachersshouldcreatetest,NOTTHEDISTRICT.
12th
no
12th
no
12th
No
12th
NonethatIcanthinkof.
12th
onapricelyplace
12th
No
12th
Nonotthatiknowof.
12th
idk
12th
No,Ithinktheytestalltheimportantareas.
12th
no
12th
No.Everythingisalreadyincludedinstatetest.
12th
No.
12th
(nonsense)
12th
Idon'tthinkso.
12th
no.
12th
No
12th
no
12th
notsure
12th
no
12th
no.
12th
no
12th
No
12th
No
12th
No
12th
no
12th
NO!
12th
No
12th
no
12th
no.
12th
Notreally.
12th
Notreallybecausetheygiveyouatestoneverystupidclassyoutake
12th
N/a
12th
No
12th
no
12th
Idon'tthinkso
12th
no
12th
nah
12th
NO
12th
No.
12th
No.
12th
no
12th
No
12th
no
12th
none
12th
No.Thereistoomuchtesting.
12th
No
12th
No.Thereisalreadyenoughdistricttesting.
12th
no
12th
no
12th
No
12th
No
12th
None
12th
no
12th
no
12th
No
12th
(nonsense)
12th
notatall
12th
none
12th
(nonsense)
12th
No.
12th
(expletive)
12th
ehnotreallyimsuretheycoveredeverything
12th
naw
12th
no
12th
no.
12th
no
12th
Nonotreally.
12th
no
12th
no.
12th
nothingreally
12th
no
12th
idontnow
12th
no
12th
No,idontthinkso.
12th
no
12th
No.
12th
NO!
12th
(expletive)
12th
no
12th
n/a
12th
no
12th
No
12th
None
12th
No.
12th
no
12th
Nahwhatya'llgotisstraight
12th
no
No
no
ChristinaSchoolDistrict
Arethereanyothersuggestionsyouwanttomaketothedistrictasit
Grade reviewsitstestingprogram?
5th
testarenice
5th
weneedmorerecess
5th
sometimeitgotheardforme
5th
weneedmoretimetolearnnormalyandthereveryhard:(
5th
alittlehard
5th
weshouldnothavealotquestionsatonceandashortamountoftimetoanswerletssay40questions
5th
nomoretestonlytheimportantones
5th
onlydoatleasttheonlytestthatreallymatterthankyou
5th
schoolpresidents
5th
giveschoolpresidents
5th
Tohavemorecompetertime
5th
smarterbalancecanbeharder
5th
sofun
5th
don'tgivemeanytests
5th
calculaters,internet,givethestudentsapretestthatthecando
5th
Justaddthespellingtestsandthreetestsbychoice.
5th
Theyshouldmakethetestwithlessquestions
5th
Thereisnomore
5th
Thereisnomore
5th
lessquistions
5th
astretchingminutejustgetexerciseinyourbody.
5th
lesstests
6th
Welli'mnotaskingformuchbutiwouldwanttheteststosoundaseasyastheteacherssayit.Iunderstandwhatthe
teacherssayeasierthanthetestssayit.
6th
thatsometomesweshouldhavelesstesteveryfewweeks
6th
Idohavesomesuggestions,likeweshouldhaveanationalcompotionsforcheerleadingandweshouldhavewaycutter
uniformsforthecheerleadingsquadandwhatisupwiththewholeuniformthingbecauselikenobodylikesthemthyare
veryuncomfortableandweshouldbeabletoexpressourselvesinwhatwewear.Pleaseconsiderthis.thankyou.
6th
someothersuggestionsiwanttomaketothedistrictisthatifeelweshouldhavepracticesforsmarterbalanceinallclasses.
6th
don'tmaketestsaslong
6th
weshouldhavelesstestingandmorefunthings.
6th
MusicisaverycommenthingthatIthinkeverystudentshouldknow.Iwouldreallyenjoypianotestsinfrontofjudgesasa
testgrade.
6th
MAKEITALOTMOREEASIER!!!
6th
yes
6th
WHATARETHOOOSSEEEEE
6th
MakeSmarterBalancelesshard/complicated.
6th
Pleasedon'tjudgetestsdonotprovehowsmartweare.
6th
wellsometimestherearemistakesinthetestssoIguessyoucouldfixthat...
6th
yes.thatsciencetestaremoreharderthananothertest
6th
Yeseveryoneshouldhaveabreakoutside.
6th
Idon'thaveanysuggestions.
6th
Wedon'tneedhomeworkorendofyeartestbecausealltheysucceedindoingisstressingusout.Lethowwedoinaverage
testdeterminehowsmartweare.Wedobestwhennotunderextremepressure.
6th
Lesstestandaholelotoflesstestformath
6th
IthinkweshouldnotdosmarterbalancetestbecauseitwastedmytimelastyearIwouldrathertakedcasthethattest
6th
makeShureeveryoneinthatclassknowsthattheyhaveatestandrimindthem
6th
don'tmakequestionsthatdon'tmakesenseandifuthinkachildmightnotgetthisonebecauseitstohardputalittlehint
nottousefulbutuseful
6th
Moregraphsinthetests.
6th
cooking
6th
makingtestfartherapart
6th
theyshoulddoagamebeforeeverytestorhaveafundaywhenyouhaveatest
6th
iwouldgiveatestonwhatuknowand
6th
allowgumtohelpusconcentrate
6th
Ithinkthedistrictshouldprepareusmoreforthetestsandnotjustprepareushalfway.
6th
Makesureweknowaboutthetopicwearetestingaboutbeforegivingusthetestinallsubjects.
6th
noschoolonmondays
6th
thetestisdoingagoodthingtonowwerearethestudenttohelp.
6th
Overallallithinkisthatthereistomanytestsandthatitgetsconfusingandoverwhelmingwhenwehavetodoalmost
everythinginaboutaweekorso.
6th
LESSTESTANDHAVETHETEACHERSEXPLAINTHINGSBETTERTOKIDS
6th
nomoretestingonlytheonestheareinportant
6th
usecoputerstotesteatmintschewgum
6th
thetestsareveryhardforsomestudents
6th
Makeitalittlemoreinteresting!
6th
baseball
6th
thereshouldbeatestevery2weeksatatime
6th
gohomeyourdrunk
6th
lesstest
6th
ithinkthatthereshouldbedifferentlevelsforeverysubjectjustbecausealotofpeopleworkataslowerpasteandalotof
peopleworkatafasterpastethatiswhyithinkthatthereshouldbedifferentlevelsforeverysubjectiknowthatitishardto
findabigenoughschooltodothatbutiatleastthinkyoushouldtrynotallpeoplecanfindtutors.
6th
TheonlythingIhavetosayisthatwhenastudentistakingatestanddoesnotfinish,youshouldgivethematleast30
minutesormorethenextclassperiod.
6th
Theyshouldgiveyouananswerguidetogoover.
6th
testthingsthatweareleaning
6th
weshouldalwaysusecomputersforeverytest.justtosavepaper.
6th
wedonthavetodonotestsbecauseforsomepeopleitsstressful
6th
allofthemhavetohavetest
6th
Maybetheycouldstretchoutthetestinglikemaybedoonepartofthetest2daysandtheotherhalfthenext2days
6th
canwedoatleast4testayearbecausetheregivingusway2many(nonsense)
6th
Theyshouldgivemorehomeworktothosethatneedhelpincertainthings.
6th
Ithinkthatthetestingprogramisgoodhowitis.
6th
Areviewingclubfortestsonimportantclasses.
6th
canyoutelltheteacherstohelpusmoresoicandogoodandiwill;beimeandragonnofreinds
6th
thatthayallwsgivealotefotesteachweekonafryday
6th
IlikedDCASalotbetterthansmarterbecauseDCASwasalotmoreeasytounderstand.
6th
TakesometestsawayandmaketheEnglishandMathtestseasiertounderstand.
6th
itsnotabouttestingbutweshouldhaveextratimewhitactivityblock
6th
Makesureyoudoopennotetest.
6th
thereshouldbetacklefootballand6and7and8gradeshouldbetogetheroneholebuildingandonefloor.
6th
LESSHOMEWORKANDTESTS
6th
Dontmakethetest3hourslong
6th
makelesstest.therestoomuchtesting.
6th
thestaffcanteachusemoresowegetgoodgrades
6th
Explainthequestionsmorecarefully.
6th
haveonlyabout4testsayear.
6th
stophavingsomanytest
6th
mathshouldbeeasier
6th
Thattheymeannothing.Theydonotaffectyourgradeoryoursuccessinyourclassesorwhetheryougraduatetothenext
grade.Alltheydoisstressstudentsoutaboutahugetest.And,Iamawarethatthetestsgaugewhethertheteacherisa
goodteacherorabadonebasedontheirstudents'results.So,onmorethatoneoccasion,Ihaveseenteacherstranslating
theirstresstothestudentsinhopesofencouragingtheirstudentstodowellonthetestsotheteacherdoesnotgetfired.In
thiswayIthinkthatthetestiscompletelyuselessandonlyputsstressonteachersandthereforestudents.Ihopemypoint
ofviewhelpsyouwithwhateveryouareusingthissurveyfor.Yourstudent,(StudentName)
6th
Getridoftheendofyeartestsbecauseitonlyeffectsyourstresslevelandsometimesgetsteachersfiredbecauseofnon
listeningstudents.
6th
notbeinginasmathtestand
6th
toaskifwethinkweneedhelptakingtestsandsuggestgoodideastous.
6th
helpusifwedontunderstandsomthingandmakesense
6th
Ithinkthatsomeofthewordsinthesurvayarealittleconfusingbutoverallitisprettygood.
6th
Ithinkthatthissurveyisfine.Ithinkitisjustalittlebitconfusingthough.
6th
Tokeepupthegoodworkandthattheteacherareusefull
6th
Makethetestsshorterandoverall,thereshouldbelesstestsandalimitforhowmanytests/quizzesastudentcanbe
assessedeachyear.
6th
Sometimes,itmaybemoreeasytowordthequestionthey'reaskinginamoresimpleway.
6th
Lesstests
6th
givelesstests
6th
atestthathasallthetestineasytoknowtermsandfewerquestions
6th
giveusonetestamarkingperiodinsteadoftwoorthree.
6th
Theteachersshouldbeabletoshowthestudentsthetestbeforehandsothetestisnotasurprise.Makethetestsshorter!
6th
Lettheteachershowthestudentsthetestinadvancesotheyknowwhatthequestionsarelike.
6th
pleasemakethetestsshorterandeasier!
6th
Idontlikehowkidswhodontdowellontestsareruinedasfarasgradesbuttheystillunderstandthematerial.forexample,
thereisakidwhoisreallysmartbutisntgoodatteststhereshouldbeanalternative
6th
Don'tbasetheteachingskillsofateacherontests.Somestudentsdon'tdowellontestsordon'ttryontestsbutoverallthey
arereallygoodstudents.ThisiswhyIthinktestsshouldbealittlepartofstudentgrades
6th
Therehasn'tbeenaweekthatihaven'thadatestinatleastoneofmyclasses,andsometimesthereismorethanonetest
thatiusuallyhavetostudyforinthesameweek,soithinkthereshouldetherbelesstestor,theteachersshouldatleast
cometogethertoseewhoisintheirclassandjustifyiftheyshouldgiveatestthatweek,andiftheydo,theyshouldgiveless
homework.
6th
Stopgivingusthesbackthereisnopointtoit
6th
tostopmakingsomanyTEST
6th
Ithinktestsaretolong.TheDcasthatweusedtousewasabout50questions.SoistheSmarterBalancetest.
6th
Isuggestthatthereshouldbeadayofreviewbeforethetestsjustsostudentscanbepreparedaboutwhatisgoingto
happenonthedayofthetest
6th
Ifastudentgotaquestionwrongonaquizbeforethetesttrytoseewhere/howthestudentgottheanswerandmaybe
reviewthequestion(s)sotheywillunderstandhow/whytheygotitwrongandonthefinalexamtheymaygetitright.
6th
Haveindividulaizedtestsforeachstudentandwhattheyarelearning.
6th
TheteachersshouldhavemoreinformationabouttheDCASandSmarterBalancedtests.
6th
knowlikeisaidearlierthedistrictisdoinganawesomejob
6th
Ithinkthatthedistrictshouldmakesummativetests30percentofmygradeinsteadof70.
6th
Ithinkthatthedistrictshouldgivelesstestsonacademicthingsmoreonnotacademic.
6th
makesurenottodotomanyteststowhereyourmakingusandotherstudentsdounresonibletesting
6th
MixtogethertheSmarterBalancedandDcasteststomakeatestthatistaken2or3timesayeartoshowprogressaswellas
knowingthematerial.
6th
Weshouldbegiventestswithbettergraphicsandwithlesstyposandshouldbeeasilyunderstoodbystudents.
6th
StopSmarterBalanceandcontinueDCAS
6th
Giveuslesstestsandinsteadofalotofsmalltestsdolike34bigtests
6th
Thattherecanbelessquestionsinvolvingjuicesorfluids.Thereisjustalotofthem
6th
breaksinbetweencomputerclasses
6th
Thattheyshouldreallytrytoteststudentsandtomakethemnotalotornotlittlebithard,andtokeepontryingtohelpus
students
6th
theyshouldn'tbegivingsomanytesttostudentsplease
6th
putstuffwearelearninginclassonthetests
6th
ithinkuppergradeslikehighschoolstudentsshouldn'ttakethestatetests.Mostkidsdon'ttryandtheyalreadyhavetotake
apandsatexams.
6th
consideringapersonsansweriftheanswerisreasonable
6th
dialdownonELAtest
6th
No,therearenotanyothersuggestionsthatIwanttomaketothedistrictasitreviewsitstestingprogram.
6th
Therearenoothersuggestion
6th
ithinktheyshouldmakeitalittlemoreselfexplanitory
6th
thattheyneedtohavethetestforeverthingbuthealth/math/cookingclassatthenextmarkingpirod
6th
Idonothaveanysuggestionsabouthavingreviewsormoretestsinthedistrict.
6th
notimedquestionsonanytests
6th
makeiteasiertounderstandandeasytoread.
6th
Sometimesteachersneedtogivestudentsabreakwithalloftheirclasses.SometimesIgohomewith4hoursofhomework
andsometimesonly1,butmanystudentsdosportssosometimesIdon'tgetanyfreetimeathomebecauseIhavetoomuch
work.Allofthatworkmakesmegetstressedandsicktomystomach,almosttothepointIbegmyparentsnottogoto
school,andinElementarySchoolIneverfelttheneedtonotgotoschool.
6th
youshouldaddwoodworkingclassandCristianaschooldistrictdoesit
6th
Ithinkthatsmarterbalancedisnotagreatidea.thatiswhyIdidn'ttakeitin5thgrade.
6th
Makethequestionseasier?
6th
newtest
6th
makeiteasyer
6th
nobecausethissurveyiscomplelystupid
6th
10questionsisenough
6th
makethequestionsesiartounderstand.
6th
Ithinktheyshouldgiveus34tolearnlessons
6th
toteachaboutafricanamericanhistoryandhavetest
6th
donotmakeithard
6th
givestudentswithlowergradesthenothersaeaseiertestandthemoreadvancedstudentsandhardertestthemthenthe
othersstudents
6th
raffles
6th
ithinktheworkisgreatbutjustsomeofthecoomoncorequestionsarealittlemoreharderthanitshouldbe
6th
Makesureeveryoneisreadybeforeyouhandoutatest.
6th
toteachthingsmoreslower.
6th
beforeeachtestthereshouldbetimetostudy
6th
Kidsshouldgetalittlemoretimetostudyfortestsandtheyshouldstopgivingpopquizzes.
6th
Doulblecheckevrytime
6th
GETRIDOFSMARTORBALANCE
6th
+Dontusecomputersorgetallthecomputersandbringthemalltooneschoolthenitwouldtakeaweekorsofor1school
insteadofamonthandahalfwhereeveryonehastobequite.afterthatschoolsdoneloadthemuptakethemtothenext.
Morelea
6th
Havelesstests.Makethetestsshorter.
6th
ITHINKNOTESTS!
6th
Getridofthesmarterbalancetest.
6th
makegamesoutofthetestssothatitcanbemorefunandkidswon'tthinkthatitisapunishment.
6th
Givingkidstestcorrections.Havingkidstryagaintoretakethetest.Askingtheteacherforhelpandtounderstandwhatyou
didwrongsoyoucanhopefullyfixitandtrytomakesureitdoesn'thappenAGAIN!
6th
letushaveslongertimelearningthelesson
6th
thatmosttestsshouldbeoncomputers
6th
explainthingsmorespecificly
6th
Weshouldhaveleasttestbecauseforsomestudentsdon'tknowtheanswernothetestandmakeiteaser.
6th
thereafewofthingIwanttochange1.helpusmore2.
6th
DONTGIVEKIDSHARDTESTATALL
6th
lesstestsmorework
6th
lesshomeworkplzsenpikunplzporpavorplzppppplllllllllleeeeeeeaaaaaaaaaasssssssssssssseeeeeeeeeeeee
6th
yescanyougivegumtothestudentfortestingdotheycanbecalmandnotheywillnotbemoreonchewingthentestthe
gumhelpthestudentonthetestbecauseithelpsonthemindtobeonthetestonthetestandnotonslowthereareorhow
therefriendsaregoingdoingpleasegivethebutonlyforimporttestlikesmarterbalancethankyouhaveaniceday
(studentname)<3
6th
Ithinkthatthetestsshouldbealittlemoreeasierbecausenoteverybodyknowsorremembershowtodowhatyou
reviewedinthetests.
6th
Iamaslowlearnersometimes
6th
putlessproblemsontests
6th
Ifstudentsneedhelpsendtheirteacheranemailorsomethingtoletthemknowthestudentisdoingbadsotheteacherpays
attentionandteachesshe/heindependently.
6th
Pleasemakethetesteasyandfunforus.Some6thgradesthinkthattestaretoohardandthinktheywillthinktheywillnot
getagoodgrade.Socanyoupleasemakethetestmoreeasierforusthankyou!
6th
Iamsuggestingthatyoushouldgivethestudentmoreknowladgeonthesubjectorassignmentsotheycanunderstandit
betterandtogivethemaheadsupabouttwoandahalfnweeksbeforthetest.
6th
ifstudentsareabouttotakeabigtest,makesuretheyaren'tstressedorupset.
6th
Ithinkthatonanytestsyoushouldn'tgiveatimelimitbecauseasastudentitstressesmeoutandforcesmetopickany
answerandguess.Ialsothinkthatthereshouldn'tbeasmanystate,national,ect.testbecauseitfeelslikealotpiledonour
shouldersandalsostressesmeoutbecauseican'tkeepupwithallthem.
6th
Ithinkinsteadofsayingyougotitwrongonthewholequestionandmaybegotitwritegivethematleastsomecreedit.
6th
Isuggestionsthatyoucantaketest
6th
moremultiplechoiceanswersplease!
6th
Thedistrictshouldnotlettheteacherbetheonetotogetabadscorebecausenotevreykidtakesteatedseiousleyond
somedonoteventry
6th
theyshouldgiveyouascorerightawayandtellyouexamplesonwhatyoushouldworkingoninthefuturemaybeyoucould
giveusascaleonwhatwedidthebestoninthesubjecttest!
6th
don'tstressthekidsout
please!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!
6th
Ithinkthatweshouldgivetestsondifferentlevels.Soifpeoplearestrugglingmorewiththatsubject,theyshouldgeta
differentlevel.
6th
Liketelluswhenitiscomingandtheycanletusstudyinclassanddoourhomework
6th
Fornowtherearenootherprogramsisuggestion.
6th
theyshouldopenthepoolandmakethelifeguardstaythere24/7andalsoopenstudyhall
6th
togiveuslessquestions
6th
redclayshouldnotgivealotoftest
6th
no
6th
wedon'tneednomoretest
6th
Addahomeschoolsectionforkidswhoaretryingpublicschoolforthefirsttimelikeme.
6th
takeiteasyonthejudging
6th
letuschewguminclassduringtests
6th
Awayforittobemorefunmaybe
6th
weshouldhavenotestsorhomework
6th
Idotwanttodoalottest's
6th
Youcouldemailparentskid'sscores
6th
yestheyneedtoredusetestingithinkandthatsall
6th
WENEEDTOSTOPTAKINGSMARTERBALANCEANDGOBACKTODCAS!!!
6th
yes
6th
[one]giveapapertogetactiveandpreparadfirthetest
6th
WeAllywaysbehardwhenyoudoit.
6th
justmakeithaveonebigtesteachyear
6th
formathifsomeoneishavingtroublewithwiththemathandtheytakelongerthan7mintuesonaquestionthentheirsould
besomethingthatpopsupsayingdoyouneedhelpanditshouldbreakdowneasystepswiththequestionbutnotgivethe
answertothestudentwhoistakingthetest.
6th
idon'twantalotoftests
6th
makethestoriesmoreentertaingtoread
6th
totellusthetestscoressothatweknowwhatweneedforhelporwhatweneedtodobetter.
6th
Iwantthetesttobelittlebitshortandlittlebiteasy.
6th
mostofthequestionsarefromthingsweworkedonbefore
6th
makeitharder
6th
wellpeopledon;twanttotaketest
6th
yes,toaddlearningactivitiesduringclass
6th
LESSHOMEWORK!!!!!!!!!!!!!!!!!!!!!!!
6th
fixyourmistakes
6th
talkaboutitalittle
6th
studybeforetheteststarted
6th
ithinkfortestweshouldhaveamultiplicationchart.
6th
bullying
6th
yescausethetestberaldonothingtous
6th
givelittlemoreunderstanding
6th
takeyourtimeinyourtime.
6th
iwouldliketomakeasuggestionaboutsendthescorestotheparents
6th
yeatonotmakethemreallyhard
6th
Tohelpusunderstandthetestsmoreandnotmakethetestssolong
6th
weshouldgivethingstothestudentsifyoudogood
6th
youshouldtaketestingbecauseitbatterandyoulendmore.
6th
theyarewhenthesuggestionsifanyaboutdistrictschool
6th
ThattoobemoretoughonthekidswhoaredoingbadchoicesbecauseIseealotofthethis.
6th
showstudenttheresults
6th
Ireallydon'tliketobeshoweredwithtestsoIwouldlikeifthedistrictcouldputsometeststogether
6th
6th
Givemoredirectionsandputquestionswearefamiliarwith.
6th
Canyoumakesurethatthecomputerdoesnotcrash
6th
shouldntbeasmuchmaththereshouldbemoresocailstudiestests
6th
Thatthisisenoughtestbecauseimsurethiswillreallyhelpourknowlodge.
6th
Tomuchtests
6th
Ithinktheyshouldthinkabouthowtoletveryintelligentchildrenhaveanormallifestyleandtonottestthemout.
6th
givingustimetolearnandmakeiteasier
6th
Yes,ithinktestarehelpfultoimproveourgrades.
6th
Makeitlessboring.
6th
pleasedonotgiveustoomanytests
6th
Mysuggestionaboutthetestistomakeitalittleeasier.
6th
Weshouldn'thavetowriteinthesmarterbalance.
6th
theyneedtogiveusmoreinformationonhowtodothetest
6th
Makeitsothatyoucanalwaysseeyourscoreifyouwantto
6th
InmyopinionIthinkthattheteachersshouldteachmorelessonaboutthetestlikestudyguidesorsomethinglikethat.
6th
youshouldteachteachershowtogradethetestsothatwecangetourscoresoon
6th
makesurekidsfullyunderstandthewordsinatestandarereadyforthetest
6th
makethequestionsonthelevelthatthegradeison
6th
Lotsofkidsdon'tknowhowtorightincursivesoIthinkthatyoushouldteachthemthatandthentestwhattheyknow.
6th
6th
onthesmiandsriwecouldhavemorereadingandwriting
6th
Idon'twantsomanytest
6th
STOPGIVINGUSSOMANY()TEST!!!!!
6th
makeitmoreunderstandable,likemakeitinteresting/easier...
6th
weneedtohavemusicwhenwetestitissoothingandcalming
6th
Don'tgiveusthatmuchtestsbecausesometimestheteacherdon'teventeachitandtheygiveusaquestionaboutitand
thatwhywefailtheclass.
6th
dowehavetestinart.
6th
giveusworkthatweunderstandonthetest
6th
yesteacherssomtimesonlygiveyoualittlebitoftimeonatetithinktheysholdgiveusmoretime.
6th
Havehomeworkeverydaybutjustalittlebit.
6th
lesstesting
6th
wellIthinkaretestresultsshoudbebacedinABCDEF
6th
lesstest
6th
dontmakethetestssuchabigpartofyourgrade
6th
thereshouldbemoreprivacewhenwetest
6th
everyoverweek
6th
makelesstests
6th
togivelesstestthataremeaningfull
6th
giveusmorepapersforHACsoincaseweloseit
6th
Improvetheschoollunches.Andbetterbreakfast.
6th
iftheymakeustakeatestdon'tmakeitsolongsomekidsfallasleepbecausetheresoboredmakethetestfunsokidsdo
goodandtheyhavefunlearingkidsshouldhavebreaksifyouaregoingtomakealongtestmakeitFUN
6th
sometimesIthinksomequestionsIgetconfusesoIaskateacherforhelp.
6th
lesstests,letstudentsusenotes.
6th
incomputercalss
6th
Havemoresocialstudies/historytests.
6th
I'dsuggestthatwehavethewholeclassperiodtothinkandfixourtestsotherwisewewouldnotworryaboutthetime.
6th
LESSHOMEWORK!WegotoschoolforEIGHTHOURS!Isthatnotenoughlearningforoneday?Iknwthatitis"tohelpme
withpractice"butIgeteenoughpracticeifIgotoschoolfor40hoursaweekandhavetogohomeanddoevenmorework,
onlytoseethatIlearnedthistwoyearsago.Thankyou.
6th
moresports
6th
Donotmakethetestsohard
6th
thetestinnothardandeasyforonesurvey
6th
yescanwehaveshorttestandnotasmuchtestaswehave
6th
nowaityesyouguysneedtohelpusewithmoreteachingandunderstandingquestions
6th
tostudiealot.
6th
don'tmakeustest
6th
thisthebesttest
6th
yesthereisone.Ifthisparticularkiddoesverygoodintheclassyoushouldgetthemalittleharderquizzbecauseforexample
meI'mverygoodatmathandIreallywantedtogethardermathbecausethetestItakeknowareveryeasytomesogive
theverygoodeggheadsadoubletest.thankyou
6th
theyshouldaddlittlehintsinthesideincasesomeonedoesnotknowwhattodo
6th
thatstudentsshouldlistintoteachersbecuasewearehaving.
6th
ithinkthatyoushouldntmakeitthatlongbecausethanifyoumakereallylongkidswilljustgetboringtakingthetestthank
you
6th
math
6th
testingshouldbeprivateandonlyshowedtoyouandyourparentsandteachers
6th
yes
6th
tellushowmanyquestionshowussomequestion.
6th
yes
6th
ithelpsustolearnbetter.
6th
makethetestssomewhatalittleeasy
6th
nottalkwileotherpeoplearetesting.
6th
theyshouldbehelpingpeoplewithtestsbuttheydonotIthinktheyshouldthough
6th
sciencesportsmathreading
6th
Ithinkyoushouldnotdoanypretest.
6th
6th
Theyshouldtellushowgoodourgradesaresoweecantrytoimproveinthetests.
6th
dontgivetomanytestpleaseinmath
7th
Agreatmath
7th
lettingkidschewgumbecauseitrelaxesthemandhelpsjogyourmemorie
7th
Havelesstests.
7th
NotasmuchtestinELA.
7th
Thedistrictshouldmakeeverythinmoreclear
7th
MAKEEVERYTHINGMORECLEAR.EVERYTHINGISCONFUSING.THANKSFORNOTMAKINGANYTHINGUNDERSTANDABLE.
7th
tokeepinmindpeoplelearnatdiffrentrates
7th
NapTime.Sleepingafterlearningsomethingyourgoingtobetestedoncanhelpsolidifyyourmemoryofwhatyoulearned.I
believenappingcouldreallyhelpstudentsbemoreeducated.
7th
shutdownschoolsandhavebetterlunches
7th
Addanotherteacherforstatetests
7th
weshouldn'tdo2ormoretestsonjustoneunit
7th
Allowustousesomeofournotes
7th
ithinkthatweshouldhavemoretimetolearnaboutthehtopicsandtaketestsonsomestuffthatwewillneedwhenweget
oldersowewillbepreparedforjobs.
7th
yescanustoptestingsomuch
7th
yeahmakelesstests
7th
Thereshouldbelessteststhatwehavetotakebecauseithinkitsnotfairifwehaveatesteveryweekineveryclasswe
shouldatleasthaveatesteverytwoweeks.
7th
7th
menolikyengluish
7th
Good
7th
notsomany
7th
Idonotagreewithstandardizedtestingthatwehaveandstressabouteveryyear.:(
7th
Havebetterlearninginstructions
7th
theyshouldtellstudenthowtofixtheircorrections
7th
checkifstudentsarecheatingoften
7th
Ibelievethatthesmarterbalancetesthelpstheschoolanddistricttodetermineiftheteacheristeachingusgreatornot,
butIdon'tthinkitreallymakesahugedifferencetous.Ibelievethatitisawasteoftime.Youcanjusttakeourtestsand
quizzeswehavetakentodeterminewhatweneedtoimproveon.Ithinkitisstupidwehavetotakea"smarterbalance"test
becauseitdoesn'thelpus,anditdoesn'tmakeussmarterorteachusanything.
7th
Moreinformationaboutstate/districttestcontentwouldbehelpful.
7th
Don'tletthemachinesdoalltheanswersdosomeyourself
7th
Makelessboring.giveheadaches.makecry.
7th
makeitfun
7th
Thetimestudentsspendtesting
7th
totellusaweekbeforethetestthatwehaveatestsowehavetimetostudy.
7th
Iwishwehaveartandwehavegymeverydaybecausegymgivesusenergyandartisabetterwaytoexpreceyourself
7th
helpmeinallclasses
7th
Ithinkthatteachersshouldgiveusanexampleofthetestbeforeactuallytakingatesttoprepareusbetter
7th
Measuringthequalityoftheteachersteaching.
7th
Testsareboring
7th
giveuslesstests
7th
no
7th
yespleasetakeoutsomeofthetestsbecauseinthebeginningofeveryyearwerestilladjustingandALSOITHINKTHAT
THEYSHOULDGIVETHESTUDENTSSOMETIMETOWRITEOURHOMEWORKINOURAJENDA
7th
Maketherebelesstestforeverysubjectbecausesometimeseverytimeyoulearnsomethingnewtheteachershavetotest
youonitlikereallyquicklyevenifyoudontevenknowwhatyouaredoing.
7th
Maketestatthebeginningoftheyeareasy.
7th
don'tmaketest70%ofourgrademakeit5050
7th
Maybehavedifferenttests,forthestudentswhoneedmorehelpthanothersandsoon.
7th
ithinktheyshouldlowerthetollittakesonourgradeucanhaveanAbutifumakeonsillymistakeugodowntoaD
7th
Makethemeasier,thedistrictdoesn'twantstressedstudents.
7th
Makingtesteseasiertocomprehend
7th
GETRIDOFSMARTERBALLANCE
7th
Canwetakecandybreaks?:)
7th
DONOTHAVETHEPARAGRAPHONSMARTERBALENCE!!!!!!!!!!!!
7th
Don'tmaketestssoimportantsothereisn'tasmuchstresswhiletakingthetest.
7th
makedcasandsmarterbalanceshorterplease.
7th
Stopgivingteststhataren'trelatedtotherealworld
7th
nottohavethatparagraphinthesmarterbalance
7th
smarterbalancetestingistolongandhardforstudents.
7th
STOPMAKINGSOMANYTEST
7th
Ibelievethatthetestsshouldbelaidoffsome,asIsometimesfeelasiftherearetoomanytestsorthattheyaretoolong.
7th
easy
7th
Changethequestionsontestsbacktoaneasydefinitionorquestion.Nothardenoughforkidstoknowthesubjectverywell,
butcantgetwhatthedistrictisasking.
7th
youshouldmakethetesteasierandlesswork.
7th
NOHOMEWORK
7th
TONOTTAKETHESETESTS.
7th
makeiteasiertounderstandforstudentswhodontcomprehendverywell
7th
Seehowthestudentsgrowthprogressisdoingandhowtheycanimprove
7th
tomakethetestmorenothard
7th
Thesetestsaredumbandshouldberevisedcompletely.AndwhatIfindmostawfulistheyaretestingkidsbetween717
yearsoldwithinthefirstweekofschool.Getyourlazybuttsofthechairandfindoutourlearningabilitybyobservingand
helpingus.
7th
donothavesomanytestsforeachsubjectthroughouttheyear
7th
beabletohaveachoicewethertodoitornot
7th
ijustwanttogethelponeverysingleone
7th
Therearenoothersuggestionsfrommefortheprogram
7th
Wetakesomanyclassesalreadyandhavesomuchstressandstillhavetokeepasociallifesowedon'tgetbullied...giveus
abreakatleast2testsamonth,itstoomuchtohandleasastudentwhogetstestalmosteverydaycouldwepleasejust
havelikeisaidbeforeabreakandatleast2testaweekforallclasses
7th
NOTSCHOOLOGY!IFAILEDATESTBECAUSETHESYSTEMDIDN'TREADHALFOFMYANSWERSCORRECT!EVENTHOUGH
THEYWERE!IGOTA28%!WEHADTOGOBACKANDREVIEW,ANDIFOUNDOUTIGOTAN80%!IREALLYNEEDPAPERAD
PENCIL!
7th
IbelievethatDCASismoreusefulthanSmarterBalance
7th
Don'tgivequestionsthatwehaven'tlearnedinclass
7th
smarterbalanceisnotusful
8th
Thehomeworkshouldnotbeasmuchbecause,Icangetmixedupwithprojectsandwritingassignments.
8th
makethemshorter
8th
iwouldlikeastemfocustostartinmiddleschool.Wecantestintheseareas.
9th
Whenwedohavetesttrytomakethereadingsinterestinganduptodatesowecanpersonallyconnectwithitandmaybe
dobetteronthetest.
9th
Theirshouldbe2bigtestseachyearalongwiththeSATandthatsalltheteststheyshouldhave.
9th
testgaveinformation.
9th
givethemmoretimetostudy
9th
maybe
9th
Don'ttakequizzeverydaybecauseIhatestudy.Intheworldonlyonethingsallpeoplehatedisstudy.
9th
Soasithinkthatushouldhavetestsasauntilthatsallfinshi.sonomidtermsandnofinals.
9th
Comopadasaberloquetienesaprendidoyloquenotienesaprendidodelosclasesyporesodistrictohaceestosexamenes.
(Howtoknowwhatyouhavelearnedandwhatyouhavelearnedfromclassesandthatdistrictmakestheseexams.)
9th
Ithinkthatbasedoffofyoutestingscoreshoulddeterminewhatclassesyoucantake(Ex.Honors,IB,CP,etc)
9th
Weshouldn'thavetodoallthesetests.
9th
notestingprogram
9th
getridofmathcauseitsuseless
9th
Theyshouldbeopennotetests
9th
Lessteststhat'sall.
9th
Iwantyoutostopgivingussomanytests.We'regoingtobecomebraindead!
9th
stoptesting
9th
nomorehomework
9th
NOHOMEWORK
9th
Idon'tliketestsyallstressusoutatayoungageletmehavealifedanng
9th
makefewertest,atleasteverytwoweeks,noteveryweek,notonmondays,butonfridaysorwednesday.
9th
Trynottodosomanyteststhatarepretests.Theymaynotmatteronyourgradebutitseemsliketheyare!Pretestsstress
students!
9th
Nottomanytests
9th
Makeitrelateableandeasytodo
9th
Thereiswaytoomuchtestsrightnow.Itgivesstudentsstress.
9th
pleasereducetheteststheyareverystressfultostudents
9th
nomorestupidtest!!!!!!!!!!!!!!!!!
9th
haveatutoringprogramforsatorpresatandgivetestonourlevelgrade.Dontsendhometestscoresofapretest.Should
keeptestscoreconfidentialwithjustthestudent
9th
IthinktheSATshouldnotbeveryimportantbecauseithasthingsyouhavelearnedbutfromalongtimeandnotremember
becausethetesthasdifferenttopicsinitthatitcanmakeapersonstressedandtired.
9th
lesstests
9th
Doabetterjob,man.
9th
Ithinkthepreandposttestshouldbetakenout.Theyareveryuselessduetothesmarterbalancethathasbeenadded.
9th
Stoptakingtest
9th
OpenNotes
9th
Letstudentslistentomusicwhiletakingtestsitreleavesthestresswhentakingatest.
9th
yes
9th
Stopgivingtests!!!!!!!!!!!!!!
9th
yes,gitridofstatetestsbecauseweallretygitplentyoftestsatschoolandtheyfollowwhatwehavelrened.
9th
Weshouldnothavealotoftesting
9th
Yeaidontliketests.
9th
theyshouldgivelesstests
9th
makethetestsnottakeup75percentofmygradeonly50or25.
9th
9th
yesIbelieveusstudentsshouldbegivenlesstestsbecausewetaketoomanyandkidsgetoverwhelmedandgetpoor
grades.
9th
maketestingmorelowerpleasetomanyforme
9th
Thatweneedtostopdoingallthesetestsbecausealotofpeoplearefailing.
9th
haveuslearnitbeforewetakeit.
9th
Letusdecideifwewanttobetestedornot.
9th
Ithinksitsbetterweonlyhave4daysoffschooland3daysofrestbutwithinthe4daysthatwegotthingstodolike
homework.
9th
stoptestingus
10th
haveingfunwithareteachers
10th
ifitwasgoodwillitwillbefineandmabeysomeofthekidswilllikethattobegood
10th
StudentsshouldreceiveiPads.TestshouldbedoneonaniPadyou'llgetyourscorerightafteryoudone.Itshouldnotbe
doneoncomputerbecausethestaineyetoomuch.IfweusediPadstestandhomeworkwouldbeeasier.Classwouldbe
moreinteractivebecausetheSmartboardwouldbemirroredtotheiPadsandlessonscouldbeloadedupontotheiPadsso
ifyoudon'tunderstanditorifyouwereabsentthenyouwatchthelessononanappontheiPad.Itmakessensebecause
someteachergotofastanddon'tliketorepeatthemselvesso,thatiftheydon'tunderstandyougobackwatchthelesson
again.So,itjustmakessensetogiveoutpersonaliPadsfortheyeartohighschoolstudentsandclassroomiPadformiddle
andelementaryschools.Ithonestlymakemoresense.Wewouldalsobesavingpaperandtreesinsteadofprinting
thousandsofpaperseveryyear!Thiscouldimprovethedistrict.We'reinthefutureit'stimehavemoreinteractive
technologyinschools.
10th
Don'tgivealotoftestsbecauseitstressesoutstudentsandsometimesmessesuptheirgrades.
10th
keepitup
10th
don'tgiveushardtest
10th
Isitgoingtocoverwhatthestudentsarelearningorisgoingtolearn
10th
takeawaystatetestingpleaseandthankyoubye
10th
IwanttosayaboutSAT/PSAT.ThereshouldbeclassforSATforwholeyearbecausethereisonlyguesskindofthing.And
thereshouldbemoretimethan60minutesforreadingsection,becausewecanthinkaboutquestion.Accordingtotimewe
canjustmakeguessandthat'swhystudentsdon'tgetgoodgradesinit.
10th
Yes,sometimestheyhavetotranslatethequizandmakesenseinsomequestion.
10th
Yallshouldofhavenowritinginthetestandgiveusclues.
10th
nomoretest
10th
Wedonotneedmoretests.
11th
Reducetheimportanceoftestswhencomparedtotheotherschoolworkwedoconsideringthatitonlytakesupasmall
portionofclasstime.
11th
Makerelevanttestsorthescoresaredevalued.
11th
Morethanhalfthetestwetakearecompletelyuseless.Whydoweneedapostandpretestwedon'tknowstuffit'sobvious
becausewe'venevertakenthecourse.Alsotheposttestweshouldknowwhatwelearnedsowhytestusonit.
11th
Yes,youshouldtesttheteachersfirsttoseewheretheyhavegotten.Soyouknowwhattotestthestudentsonordon'ttest
atall!
11th
Don'thaveusdostuffthatdoesn'taffectourprogression,butinsteadhasusfeellikeastatisticthatweshouldcompetewith
11th
lesstests/shorter/easier
11th
lesstestplease
11th
Adviseabouttest1weekbefore.
11th
Thesetestsshouldnotbemadesuchabigdeal
11th
lettheteachersknowifgivingtoomanytestmakesusstressandmakesourgradebadsometimes.
11th
Reducetheamountoftestsandfocusonhigheractualteachingapriority.U.S.A.shouldbe#1ineducation.
11th
I'mgettingtoomuchstressfromallthetestsandfeellikeI'mslowlydyingandwanttodietostoptheheadaches.
11th
Ithinkifwegetalotofteststheyshouldbemorefocusedonwhatweareactuallylearninginclass.
11th
Ireallythinkweshouldhaveagrammertestbecauselotsofkidsjustdonotknow/understandhowproperenglishisspoken
11th
Thattheyaren'tthatlong
11th
Theyaretolongandboringandtheyputstuffontheirthatwedidn'tlearn
11th
Chilloutwiththetestingforabit,noteveryoneisagoodtesttaker.
11th
Nothaveasmanytest.Eliminateuneccasarytest.
11th
Adjusttesttowhatteachersareteaching.
11th
Testingstressesyouout.SometimesIwouldgotobedlatejusttostudyforatest.I'mnotagreattesttaker.Withthatbad
testgradeIwouldfailthemarkingperiod.
11th
makethemeasier
11th
testinginenglishandhistoryonlytestyourmemory,nohowsmartyouare.
11th
Theretoolong,Idon'tliketakingthem.
11th
weneedtotakeorreviewournotes
11th
Makingtestshortandeasy,andnotmakingtestsworthsomanypoints.
11th
Donomakequizisbecauseisborning.
11th
Weneedmoretimeanddon'tdoallthequizzesthesameday.
11th
Stoptakingtimeoutofmyclassroomtimetotaketeststhatbenefityouandnotme.
11th
makethetestmoreinteresting
12th
Takeawaysometestfromschoolswhentheyarenotneeded.
12th
lessmathandEnglish,It'sverydifficult.
12th
Testsmadeastudentslikehard.
12th
Makeuswanttolearn+learn
12th
ThereshouldbeaclassofSAT/PSATforayearsothatstudentswouldbepreparedforit.
12th
Doyourjob.
12th
Thegradingandthewaytheygivethestudentsthetest.
12th
Stoptestingus
12th
Stopmakingstatetestbecauseit'sawasteofclasstime.
12th
Makesurethatstudentsarebeingtaughtwhatsactuallyonthetest.Maketeachersfocusonexactlywhattheirstudentswill
betestedonandmakesuretheyareproperlyprepared.
12th
Visitclassroomsincognito,withouttheuseofmedia,andgetagenuinefeelfortheschoolstobetteranalyzeyourcollected
data.There'smorethanjustmultiplechoiceanswerstoassess
12th
12th
help
12th
stopusingcommoncorestandards
12th
nomoretest.
12th
Makethetestmoreunderstandableforthestudents
12th
Stopmakingustaketestswedon'tneedtheyareirrelevantandtaketimefromournormalclasstime
12th
Yourealizethattoomuchtestingcanphysicallyfryabrain.Theaveragehighschoolstudenthasthesamestresslevelas
peoplethatwereputinasylums50yearsago.Stoptestingusonwhatyouthinkweshouldknow.Testusonwhatweknow
andneedtolearn.
12th
Stopmakingustaketestswedon'tneedbros.
12th
Pleasestopthetestingandconstantchangingofthecurriculum.Weareconfusedandnotlearninganything.Itisasifweare
yourguineapigs,andyou'rejustusingusandwastingourtimetryingtofinda"betterway"toteachus.Justthinkaboutthis,
"Ifitain'tbroken,don'ttryandfixit"
12th
Ibelievethatatestscoreshouldnotdefineastudent.Iftheirisanywaytochangethat,thenthedistrictshoulddoso.
12th
Theteachersshouldmakeareportofeachstudentwiththingslikewhethertheyturninassignmentsontimeornotandhow
theybehaveinclass.Thenthedistrictshouldtakethisintoaccountwhenlookingatthetestscoresbecausewhenyouhave
enoughkidsnottryingortalkingallclassthisreflectspoorlyontheteacherwhenitshouldreflectpoorlyonthestudent
instead.
12th
Yes,makethetestunderstanding.
12th
TESTLESS.
12th
Idonotthinkthatthetestingshouldbeaslongastheyare.
12th
nomoretestingplease!iwanttolearnnotworryaboutpassingthisdumbtest!
12th
Givelesstest,don'tfocusonourabilitytotestbutratherouractuallearning
12th
Ithinkstudentsareovertested.Icanrecalllastyeartakingsmarterbalance,finalsandendoftheyeartestsaroundthesame
time.Thiscreateslotsofstressforastudentwhoistryingtosucceedineverything.
12th
thissurveyisstupid!!Eitherway,whateverwethinkaboutthiswholesubjectabouttesting,districtreallywontdoanything
about,itwontmakeadifferencewithouropinions.
12th
Theteststhatwetakeshouldgiveusresultsthataregoingtohelpus.Thestatetestingthattakesdaysandonlygivesusa
numberscoreisuselessbecauseitdoesnotshowuswhatwearedoingwrongorright,itisjustatestthatwastesourclass
time.
12th
Handoutreviewpackets,workonthereviewpacketsintheclassroom.
12th
Homeaccess
12th
study
12th
schoolsneedmoreteacherswhoactuallycareaboutastudentssuccess
12th
thisisnothelpfultome.imleavinginlike6months...givethisteststofreshman,notthatit'sgonnahelpanything.
12th
testareuseless
12th
Lookasisaidbefore.thiswonthelpmebecauseiamaseniorandallofthiswontpreparemefortherealworldoreven
college.maybetothefreshmanthat'sjustarrivingatthisschoolbutit'sreallytoolateformeandtheclassof2016.
12th
Lesstesting.Moreteaching
12th
DONOTTIMESTUDENTSPLEASE.Whattimingdoesisstressstudentsoutandkeepsthemfromthinkingcritically.Myscores
wouldhavebeensomuchbetterifIhadtakenthetestatmyownpace.
12th
someteachersdonotactuallyexplainwhatsgoingoninthetests.
12th
makeitanoptiontodoadditionaltests
12th
Don'tgivethemout,I'vebeentakingthesetestforyearsandI'mnowaseniorinhighschoolandthosetestshavenot
improvedmeasastudent.
12th
stopgivingsomany
12th
haveteacherstakethem
12th
Testingshouldonlybeonwiththestudentsarelearningintheclassroom
12th
overlytestingstudentsleadstoinaccurateresultsbecausetheyaretiredoftesting
12th
Teachusmoreusefulthingsinschool,likehowtodotaxesandpaybills.Maybesomehomeeconomicskillstoo.
12th
Talktocollegeboard
12th
Yeah,getridoftheSmarterBalancetestingandbringbacktheDCASTesting...TheyarebothbadbutDCASisbetter.
12th
SMARTERBALANCEISSTUPID
12th
SmarterBalanceneedstogo,DCASwasamuchbettertest
12th
12th
startputtingquestionsweactuallygooverinschoolotherthenquestions/problemsyouthinkweshouldknowbynow.not
everyschoolgetsthesamesubjectlearnedinthesametime.italwaysdependsonhowhighincomeandlowincomethe
schoolissomemayhavelearnedthesubjecttwoyearsagowhensomeoneelseisgettingittoughthisyear.
12th
Stopmakingstudentsonlycareaboutpassing
12th
NOTETAKINGSKILLS
12th
Don'tdoit.bad
12th
STOP
12th
Maketestingmoremeaningful.
12th
Considerthestudentsindividuallearningabilities.
12th
WhyisthereonlyMathandEnglishportionsofstatetestseveryyear?Whyisphysics,economics,computerscience,CAD,
etc.notincludedeachyear?Itseemsasthoughyouarenotrecognizingtheimportanceoftheseclasses.
12th
Stopthestandardizedtesting.
12th
Lessneedlesstests
12th
Therearewaytoomanytestsandalltheydoisdiscouragestudents.
12th
keepinmindmoststudentshavehorribletestingskillsandtestdonotshowthekindofpersonyouareandtheydoNOTtest
theintelligenceofastudent.
12th
Thereistoomuchstateanddistricttesting.Onlytheteacherorcollegeboardshouldgivetests.Preandposttestsbythe
stateareawasteoftime.Studentsknowtheyonlymeasuretheteacher'sefficiency.
12th
Studentsshouldevaluateteachers,testsshouldn'tdothat.Ifeveryonetakesthesamestandardizedtestinthestate,itisnot
specifictothatoneteacherthatyear.JustbecauseIhaveMrs.()formaththisyear,doesn'tmeansheshouldlookgood
basedonmy4.Therealdatawouldbegiventoyoufromthestudents.
12th
Iwishthereweremorefeedbackprovidedafterseeingresults,sothatIcannowhereIwentwrongandhowIcanimprove.
12th
Studentsalreadyhaveenoughteststhatneedtobetakenintheclassroom.Thereisnotimetotakedistrictteststhathave
noeffectonmygradesoreducation.
12th
Testingshouldhaveapurposeotherthanjustneedingasummativegrade
12th
InmostcasesIfeelitwouldbebestgivetestsattheendofeachmarkingperiods
12th
Getridofstandardizedtests.Theyprovideabsolutelynobenefittooureducation,andserveonly2purposes.1:toputmore
moneyintothepocketsofthepeoplewhodesignthetests,and2:tostressoutstudentsevenfurtherthantheyshouldbe
12th
(expletive)
12th
Stopgivingsomanytests.Itisn'tfairtothestudentsthatwerespendinghoursofourtimestudyingforoneclasswhenwe
have7otherclassestoworryabout.Weshouldn'tbestressedtothepointofbreakdownsbecauseallwedoisstudy.
12th
ms()at(_highschoolshouldbefired.
12th
stopmakingthesetestthey()
12th
Thereshouldn'tbeNomoretests.
12th
getridofsummativeformative
12th
nomoretesting
12th
(expletive)
12th
Iguessthatyoushouldnottestusonthesamethingsanmakethetestinteresting,becauseifthebecomeboringthen
studentswillsoonsaytothemselves"forgetitI'mdoneanjustclickbydon'tcareiftheyfailorpass
12th
toomanytestsjuststressstudentsoutmanycanhandleitbutfortheleast,theyuseittojustgiveupiftheydon'tneedit;so
theydropoutorjustgiveup.
12th
ithinkthattheyshouldsendthetestscoresalittlemorefasterorexplainmoreforwhattheyactuallydo,sometimeswejust
alltakethesetestbecausewejusthavetowheretoldtogototheliebrayorclasssigninanddowhatwheretoldbutithink
thatweshouldbetoldin8thgradewhatkindoftestweareheadingforandwhattheywilldoforuswhenwegraduate,
becasuemepersoanllynevertookthesetestthroughouthighschoolseriously.
12th
PRETESTSarenothelpfulatall.
12th
nomorehomeworkpliz
12th
somecouldgetextrahelpifneeded
12th
takeawaysometest
12th
limittheteststakeninoneyear,likesplitthemup.
12th
Ireallythinkthereshouldbelesstesting.Ithinktoomuchtestingisn'tvalubleatall.WithmeIhavebadanxietyandireally
haveahardtimeconcretingwithstuff...andicantfocushalfthetime
12th
Tolimitthetesting!!!!!Iunderstanditsschoolandallbuttheamountoftests/homework/classworkweget,canbe
overwhelmingthenyourtoppingitoffbygivingusmorestatesstatetests..itsjusttoomuch
12th
STOPTESTINGSOMUCH.ITSSTRESSINGKIDSOUT.
12th
NOMORETESTING
12th
Stoptestingusonthingsweknoworlearn
12th
theyshouldchangetheamountoftests
12th
LessTesting
12th
giveuslesstest
Lesstestsandhomework,atschoolalldaylong,somestudentshavethingstodoandresponsibilitiesandtheybothgetin
thewayandstressstudentsout
Cutbackontheamountofmeaninglesstestsandtheamountoftimetheytake.
Statetestingisawaistoftimeforstudents.Theteststaketwoormoreclassperiodsandthatistwolessonswehavetomake
up.Alsostatetestsdonotaccuratelyrepresenthowmuchastudentknowsabutatopic.
Yes,Ithinkthetestsarehardandeasyatthesameamountoftimes
5th
no
5th
idon'tkow
5th
noooo
5th
no
5th
no
5th
no
5th
noooooooo
5th
noitok
5th
N/A
5th
no
5th
none
5th
none
5th
no
5th
no
5th
no
5th
none
5th
NO
5th
NO
5th
No.
5th
no
5th
no
5th
no
5th
nonotatallthankyou
5th
no
6th
no
6th
no
6th
no
6th
nope
6th
no
6th
(nonsense)
6th
No
6th
no
6th
no
6th
No
6th
Nope
6th
NoIthinkthesystemtheyareusingrightnowisgreat
6th
no
6th
Idon'tknow
6th
No
6th
NOSOTPGIVEINGUSTESTTIBORINGIWILLSUETHISSCHOOL
6th
noIdon'thaveanymoresuggestionstomaketothedistrictabouttestingprogram.
6th
nosuggestions
6th
No
6th
No
6th
No
6th
no
6th
no
6th
Nope.
6th
no
6th
no
6th
no
6th
nope.
6th
no
6th
IhavenoconcernaboutthetestIthinkthatthetestwegettodayisagoodamountoftest
6th
notatall
6th
no
6th
no
6th
no
6th
None
6th
no
6th
none
6th
No.
6th
no
6th
No
6th
no.
6th
No
6th
No
6th
No.
6th
No
6th
No,everyteststhatisgivenoutisenoughamountofstudyingandworkingeachyearforeachclass.
6th
no
6th
no.
6th
Nope
6th
Nope.
6th
No,notreally.
6th
Idon'thaveanysuggestions
6th
No.
6th
no
6th
no
6th
no
6th
nothing
6th
no
6th
no
6th
nonethatithinkof
6th
no
6th
no
6th
NoIthinkthatweareokayinschooltheyjustneedtonotgiveoutalotofquizzesin6thgradeandnothavesomany
quizzes.
6th
Noithinkitsgoodjustthewayitisjustlesstest.
6th
no
6th
no
6th
No
6th
No
6th
no
6th
No
6th
No
6th
no
6th
No
6th
no
6th
no
6th
noidon't.
6th
No
6th
no
6th
no
6th
No
6th
No
6th
no
6th
No
6th
NoIdonotwanttomakeanysuggestionstothedistrict.
6th
No
6th
None.
6th
No
6th
Notatthismoment.
6th
Notreally.
6th
no
6th
NoIthinkthedistricthasgoodreviewedtest.
6th
no
6th
No
6th
no
6th
No
6th
No
6th
no
6th
No.
6th
no
6th
No
6th
no
6th
Notreally
6th
none
6th
none
6th
no
6th
Noidonot
6th
ithinkno
6th
Nonotreally.
6th
nonotreally
6th
no
6th
no
6th
nonotatall
6th
noidon'thaveoneatthismoment
6th
no
6th
no
6th
no
6th
ihavenosuggestions
6th
no
6th
Ihavenosuggestions.
6th
No
6th
no
6th
none
6th
no
6th
no
6th
no
6th
no
6th
no
6th
IDK
6th
IDK
6th
no
6th
no
6th
idk
6th
no
6th
nope
6th
no
6th
no
6th
idon'thavenone
6th
Idon'thavenone
6th
NO
6th
Notreally
6th
nopeIThinkItIsAllGood:)
6th
no
6th
notherearenot
6th
no
6th
No
6th
no
6th
notreally
6th
no
6th
no
6th
no
6th
no
6th
No
6th
No.
6th
no
6th
nothereisn'tanythatIthinkthatcouldhelpusbecauseeverythingatthisschooliseverygoodiswhatIthink.
6th
NoIdonothaveanysuggestionsIwanttomaketothedistrict.
6th
No
6th
No
6th
No.
6th
No
6th
Nope
6th
nonotreally
6th
NO
6th
no
6th
Ihavenone
6th
no
6th
nothing
6th
no
6th
No.
6th
noIhavenone
6th
no
6th
none
6th
no
6th
No
6th
No.
6th
Nothing
6th
nonothingelse.
6th
none
6th
no
6th
Nothereisnot
6th
no
6th
no.
6th
no
6th
No
6th
no
6th
No
6th
nothingihavea10thgradereadingleveltheycheckitjustfine
6th
No
6th
Nosuggestions
6th
6th
none
6th
noithinktheretestingsystemisverygoodofgradingthem.
6th
no
6th
IdonothaveanyothersuggestionsthatIwanttomakeaboutthetestingprogram.
6th
NONEwhatsoever.
6th
nonotreally.
6th
no.
6th
No
6th
NO
6th
n/a
6th
Idon'tknow
6th
no
6th
Nothereisnot.
6th
no
6th
Nosuggestions
6th
noidon'tknow
6th
Idon'tthinkso.
6th
nodeeznuts
6th
idk
6th
no
6th
No.
6th
No.
6th
idontknow
6th
none
6th
Idon'tknow/
6th
nothing
6th
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
6th
idonotknow
6th
Idon'tknowsorry
6th
no
6th
Noidon'thavenoquestionsforthedistrict
6th
no
6th
nothankyou.
6th
No
6th
nothankyou
6th
NO
6th
no
6th
no.
6th
no
6th
nope
6th
no
6th
no
6th
No
6th
NO
6th
No
6th
NO!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6th
No
6th
nothereisnt
6th
None
6th
no
6th
No
6th
nosuggestion
6th
nope
6th
no
6th
no
6th
no
6th
no
6th
no.
6th
no
6th
No.
6th
none
6th
no
6th
no
6th
6th
Nope,everythingisgoodnow.:)
6th
none
6th
none
6th
no
6th
Nothatisit
6th
NA
6th
no
6th
no
6th
no
6th
n/a
6th
none
6th
no
6th
nonotreally.
6th
Idon'tnow
6th
noneofabove
6th
no
6th
no
6th
no
6th
no
6th
NothingThankYou!
6th
No
6th
nothankyou.
6th
Idon'thaveany.
6th
no
6th
NoIdon'thaveanymorequestion'saboutthedistrict.
6th
no
6th
idontknowwhattosay
6th
no
6th
Ihavenosuggestions.
6th
no.
6th
Idon'thaveanyothersuggestions.
6th
no
6th
NO
6th
nothing
6th
No
6th
Idonthaveanymoresuggestions
6th
No
6th
no
6th
no
6th
noimfine
6th
noimfine
6th
No
6th
no
6th
wellnotreally
6th
no
6th
wellnotreallytheresnothing
6th
No
6th
no
6th
NoIhavenone.
6th
Notherearen'tanyothersuggestionsIhave.
6th
None
6th
no
6th
No,notatall.
6th
NO
6th
No
6th
No.
6th
no
6th
no
6th
Nothing
6th
nothankyou.
6th
no
6th
no
6th
No.
6th
Ihavenosuggestionstodistrict.
6th
no
6th
no
6th
no
6th
no
6th
Nothankyou
6th
nonotreally
6th
no
6th
No
6th
thereisnothingthatIwouldchange.
6th
no
6th
none
6th
No.
6th
noihavenoosuggestions
6th
nonotatall
6th
no
6th
nonesofar
6th
NO
6th
noidont
6th
no
6th
no
6th
noimokay!thanks
6th
no
6th
no
6th
no
6th
no
6th
noithinkitsfine.
6th
no
6th
noreally
6th
no
6th
nonothingatall
6th
no
6th
nothing
6th
nonotreally.
6th
NO!
6th
nope
6th
no
6th
no
6th
no
7th
no
7th
no
7th
no
7th
No.
7th
No.
7th
No
7th
No.
7th
No
7th
No
7th
no.
7th
NONE
7th
no
7th
no
7th
nooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
7th
no
7th
no
7th
no
7th
no
7th
no
7th
no
7th
noIdon'tthinkweshouldhavetest
7th
Nope
7th
Nah
7th
nope
7th
No
7th
No
7th
No
7th
no
7th
no
7th
no
7th
no
7th
n/a
7th
no
7th
No
7th
No.
7th
No
7th
no
7th
nope
7th
none
7th
No.
7th
No
7th
nohereisnothing
7th
nosuggestions.
7th
no
7th
Nope.
7th
notreally
7th
No.
7th
7th
No
7th
no
7th
Noidon'thaveanysuggestions
7th
No
7th
No.
7th
No
7th
no
7th
no
7th
No.
7th
NA
7th
Nope
7th
no
7th
No
7th
7th
nope
7th
None
7th
none.
7th
No
7th
none
7th
NoThankYou
7th
Nope!Ilikeithowitis!
8th
No
8th
No
8th
NoIdonot.
8th
no
9th
No
9th
Nope
9th
No
9th
No
9th
No
9th
No
9th
NoIguess
9th
No
9th
No
9th
no
9th
no
9th
no
9th
notreally
9th
no
9th
no
9th
no
9th
na
9th
na
9th
no
9th
no
9th
no
9th
No
9th
no
9th
idkman
9th
no
9th
no
9th
NO.
9th
nope
9th
nope
9th
no
9th
nojustIthinkweneedtobringthetestdownandnottoomanytest
9th
no
9th
No
9th
no
9th
no
9th
no
9th
nope
9th
no
9th
no
9th
No.
9th
No.
9th
nope
9th
No
9th
no
9th
no
9th
no
9th
nope.
9th
no
9th
notheresnoothersuggestionsiwanttomake
9th
no
9th
No.
9th
no
9th
nope
9th
(nonsense)
9th
No
9th
no
9th
NO
9th
no
9th
N/A
9th
nnop
9th
noing
9th
no
9th
nooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
9th
no
9th
no
9th
I'mnotsure.
9th
Nopeijustwantthetesttobealittleeasyer
9th
no
9th
no)
10th
No
10th
No
10th
No,notreally.Allmyteachersknowwhattheirdoing.
10th
N/A
10th
no
10th
N/A
10th
No...
10th
No
10th
No
10th
No
10th
nothereisnot.
10th
No
10th
No
10th
No
10th
No
10th
No
10th
no
10th
no
10th
no
10th
n/a
10th
no
10th
no
10th
no
10th
norightingontests
10th
nothanks
11th
no
11th
N/A
11th
no
11th
No
11th
no
11th
No
11th
Notreally
11th
No
11th
None
11th
No
11th
Nopenotreally,Ijustdon'tliketakingtestsifIknownothingaboutthem,orifIain'tcomeandstillhavestotakeit.
11th
IDK
11th
No
11th
Noidont.
11th
no
12th
No
12th
Nope
12th
n/a
12th
nothankyou.
12th
No
12th
No
12th
No
12th
No
12th
No.
12th
no
12th
noneIcanthinkof
12th
nope
12th
No
12th
no
12th
no
12th
no
12th
no
12th
no
12th
no
12th
No
12th
Nope
12th
No.
12th
No
12th
No
12th
no
12th
no
12th
no
12th
Nonewhatsoever.
12th
no
12th
no
12th
(nonsense)
12th
De
12th
no
12th
no
12th
no
12th
no
12th
No.
12th
no
12th
No
12th
Chillbro
12th
nahfam
12th
notatthemoment
12th
NO.
12th
no.
12th
No.
12th
no
12th
no,notreally
12th
no
12th
no
12th
Nope
12th
None
12th
no
12th
No
12th
No.
12th
No
12th
no
12th
(nonsense)
12th
(nonsense)
12th
notatall
12th
none
12th
no.
12th
no.
12th
no
12th
no
12th
no
12th
no
12th
Nonotreally.
12th
NO
12th
no
12th
notreally
12th
no.
12th
nonotatall
12th
no
12th
no
12th
No
12th
12th
no
12th
n/a
12th
Na
12th
No
12th
No
12th
Nahbutthattesting()gottachill,ya'llbegivingtoomanytestthroughouttheyear
ooooooooooooooooooooo
No,therearenoothersuggestionsthatIwouldliketomaketothedistrict.
Student Assessment
Survey
3RZ HUHGE\
1826
Total Responses
Complete Responses: 1826
3RZ HUHGE\
Q1: What grade are you in?

Answered: 1,820
3RZ HUHGE\
Skipped: 6
Q2: Do you think students in this school are given too many tests, not enough tests or about the right
Answered: 1,817
3RZ HUHGE\
Skipped: 9

Open Ended
Answered but commented I dont know, no, nonsense: 358
3RZ HUHGE\
Q4: How useful to you, as a student, are each of the following types of assessments?
Answered: 1,802
3RZ HUHGE\
Skipped: 24
Answered: 1,802
3RZ HUHGE\
Skipped: 24
orderedbycombinedpercentofVery"Useful"and"ExtremelyUseful"
(adjustedfor"Idontknowornotapplicable)
3RZ HUHGE\
56.1%
UnitTests
50.6%
48.2%
SAT/PSAT
47.0%
APorIBexams
40.0%
37.5%
36.2%
35.8%
32.4%
Q5: In general, what aspects do you feel make a test more helpful?
(Please check all that apply.) Answered: 1,748 Skipped: 78
Orderedby%
ConnectedtowhatIamlearningintheclassroom
Scoresandinformationprovidedtomeareeasytounderstand
Providesideasonhowtohelpmeimproveinmyclasses
Resultsshowmehowmyscorescomparetothescoresofotherstudentsinmyschool,districtand/orstate
3RZ HUHGE\
81.7%
51.8%
52.9%
56.0%
36.4%
Q6: In general, what aspects do you feel make a test least helpful?
Answered: 1,694 Skipped: 132
(Please check all that apply.)
Orderedby%
NotunderstandingtheconnectiontomaterialIamlearninginclass
Doesnotgivemeideasonhowtohelpmeimproveinmyclasses
Scoresandinformationprovidedtomearedifficulttounderstand
3RZ HUHGE\
72.7%
53.0%
47.0%
46.5%
doing so?
Open Ended
Answered: 1334
Skipped: 492
3RZ HUHGE\
during the year.)
Answered: 1,750
3RZ HUHGE\
Skipped: 76
during the year.)
Answered: 1,750
Skipped: 76
Knowingwhentobeconcernedaboutmyprogress
DeterminingifIampreparedfornextstageoflearning
Communicatingwithmyteacher
Understandingmyacademicgrowthovertime
Helpingmewithhomework
Monitoringmyachievementofeducationstandards
Adjustingwhatteachersteachtoaddressspecificlevelandneedsofthe
students
Providingspecificactivitiesathometosupportmylearning
3RZ HUHGE\
69.9%
68.2%
67.8%
63.9%
61.9%
59.3%
58.6%
56.8%
49.0%
Q9: How useful are end-of-year, or end-of-course, assessments for each of the following purposes listed
below?
(Examples include state tests such as Smarter and DCAS, national tests such as SAT and AP/IB exams, and local tests such as final exams.)
Answered: 1,713
3RZ HUHGE\
Skipped: 113
below?
Answered: 1,713
Skipped: 113
Adjustingwhatteachersteachtoaddressspecificlevelandneedsofthestudents
3RZ HUHGE\
67.1%
65.0%
62.6%
62.1%
61.9%
58.5%
57.8%
55.7%
49.1%
Q10: From whom do you receive information about testing?

Answered: 1,719
3RZ HUHGE\
Skipped: 107
program?
Open Ended
Answered: 1225
Skipped: 601
3RZ HUHGE\
Student Assessment Survey
Q1 What grade are you in?

Answered: 1,820
Skipped: 6
5th
6th
7th
8th
9th
10th
11th
12th
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
5th
3.79%
6th
48.41%
881
7th
12.53%
228
8th
0.60%
9th
10.55%
10th
3.41%
62
11th
4.18%
76
12th
16.54%
Total
69
11
192
301
1,820
1 / 18
Q2 Do you think students in this school are

given too many tests, not enough tests or
about the right number of tests throughout
the school year?
Answered: 1,817
Skipped: 9
Too many tests
Not enough
tests
About the
right number...
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Too many tests
50.36%
Not enough tests
3.85%
About the right number of tests
45.79%
Total
915
70
832
1,817
2 / 18
Q3 What concerns do you have about the

tests you take, if any?
Answered: 1,473
Skipped: 353
3 / 18
Q4 How useful to you, as a student, are

each of the following types of
assessments?
Answered: 1,802
Skipped: 24
Smarter
Balanced sta...
DCAS state
tests (Scien...
District tests
(DIBELS,...
4 / 18
Unit Tests
Mid terms
and/or final...
Teacher
created quizzes
State pre and
5 / 18

State pre and
post tests
SAT/PSAT
AP or IB exams
0%
10%
20%
Not at All Useful
30%
Not very Useful
Extremely Useful
Mathematics)
DCAS state tests (Science, Social Studies, U.S.
History)
50%
60%
70%
Somewhat Useful
80%
90%
100%
Very Useful
I do not know or not applicable
Not at All
Useful
Smarter Balanced state tests (ELA and
40%
Not very
Useful
Somewhat
Useful
Very
Useful
Extremely
Useful
I do not know or not

applicable
16.65%
13.53%
30.62%
23.94%
9.91%
5.35%
299
243
550
430
178
96
14.21%
15.05%
31.95%
24.40%
10.30%
4.09%
254
269
571
436
184
73
6 / 18
Total
1,796
1,787

District tests (DIBELS, Scholastic Reading Inventory,
Scholastic Math Inventory)
Unit Tests
SAT/PSAT
AP or IB exams
15.47%
12.63%
32.24%
21.02%
7.88%
10.76%
273
223
569
371
139
190
7.22%
7.96%
32.62%
32.51%
16.48%
3.22%
128
141
578
576
292
57
7.50%
7.67%
21.35%
26.29%
20.44%
16.75%
132
135
376
463
360
295
9.59%
9.42%
31.25%
28.54%
18.27%
2.93%
170
167
554
506
324
52
16.28%
13.25%
28.56%
22.84%
12.05%
7.02%
285
232
500
400
211
123
9.33%
7.11%
17.46%
14.73%
15.30%
36.06%
164
125
307
259
269
634
9.79%
8.03%
15.60%
12.87%
9.45%
44.25%
172
141
274
226
166
777
7 / 18
1,765
1,772
1,761
1,773
1,751
1,758
1,756

make a test more helpful ?(Please check all
that apply.)
Answered: 1,748
Skipped: 78
Connected to
what I am...
Results are
available so...
Scores and
information...
Provides ideas
on how to he...
Results show
me how my...
0%
10%
20%
30%
40%
50%
60%
Answer Choices
70%
80%
90%
100%
Responses
Connected to what I am learning in the classroom
81.69%
1,428
51.77%
905
Scores and information provided to me are easy to understand
52.86%
924
Provides ideas on how to help me improve in my classes
56.01%
979
Results show me how my scores compare to the scores of other students in my school, district and/or state
36.44%
637
Total Respondents: 1,748
8 / 18

make a test least helpful ?(Please check all
that apply.)
Answered: 1,694
Skipped: 132
Not
understandin...
Not receiving
results quickly
Scores and
information...
Does not give

me ideas on ...
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Not understanding the connection to material I am learning in class
72.73%
1,232
Not receiving results quickly
46.46%
787
Scores and information provided to me are difficult to understand
47.05%
797
Does not give me ideas on how to help me improve in my classes
53.01%
898
9 / 18
Q7 Are there subjects or areas you think the

district should be testing where it is
currently not doing so?
Answered: 1,334
Skipped: 492
10 / 18
Q8 How useful are classroom and interim

assessments for each of the following
purposes listed below?(Some examples of
classroom assessments are teacher
observations, homework, quizzes, and
tests. Interim assessments are given
periodically during the year.)
Answered: 1,750
Skipped: 76
Understanding
my academic...
Determining if
I am prepare...
Monitoring my
achievement ...
Knowing when
to be concer...
11 / 18
Adjusting what
teachers tea...
Communicating
with my teacher
Helping me
with homework
Providing
specific...
Measuring
high-quality...
0%
10%
20%
30%
40%
12 / 18
50%
60%
70%
80%
90%
100%

Not Useful
Somewhat Useful
Very Useful
Not
Useful
Understanding my academic growth over time
Determining if I am prepared for next stage of learning
Monitoring my achievement of education standards
Knowing when to be concerned about my progress
Adjusting what teachers teach to address specific level and needs of the
students
Communicating with my teacher
Helping me with homework
Providing specific activities at home to support my learning
13 / 18
Extremely Useful
Somewhat
Useful
Very
Useful
Extremely
Useful
Total
6.48%
29.67%
38.46%
25.39%
112
513
665
439
6.29%
25.55%
43.14%
25.03%
109
443
748
434
1,734
8.08%
139
32.60%
561
37.36%
643
21.96%
378
1,721
6.85%
118
23.22%
400
41.79%
720
28.15%
485
1,723
8.70%
32.71%
37.41%
21.17%
150
564
645
365
8.21%
23.99%
36.59%
31.21%
142
415
633
540
1,730
11.97%
207
26.14%
452
36.38%
629
25.51%
441
1,729
16.73%
288
34.22%
589
31.32%
539
17.72%
305
1,721
12.01%
31.20%
35.10%
21.69%
206
535
602
372
1,729
1,724
1,715
Q9 How useful are end-of-year, or end-ofcourse, assessments for each of the

following purposes listed below?
(Examples include state tests such as
Smarter and DCAS, national tests such as
SAT and AP/IB exams, and local tests such
as final exams.)
Answered: 1,713
Skipped: 113
Understanding
my academic...
Determining if
I am prepare...
Monitoring my
achievement ...
Knowing when
to be concer...
14 / 18
Adjusting what
teachers tea...
Communicating
with my teacher
Helping me
with homework
Providing
specific...
Measuring
high-quality...
0%
10%
20%
30%
40%
15 / 18
50%
60%
70%
80%
90%
100%

Not Useful
Somewhat Useful
Very Useful
Not
Useful
Understanding my academic growth over time
Determining if I am prepared for next stage of learning
Monitoring my achievement of education standards
Knowing when to be concerned about my progress
Adjusting what teachers teach to address specific level and needs of the
students
Communicating with my teacher
Helping me with homework
Providing specific activities at home to support my learning
16 / 18
Extremely Useful
Somewhat
Useful
Very
Useful
Extremely
Useful
Total
9.95%
169
27.44%
466
35.16%
597
27.44%
466
1,698
8.72%
148
24.15%
410
40.28%
684
26.86%
456
1,698
9.01%
153
28.90%
491
39.79%
676
22.31%
379
1,699
8.65%
26.37%
38.49%
26.49%
147
448
654
450
10.63%
30.89%
37.86%
20.61%
180
523
641
349
1,693
11.62%
197
26.43%
448
32.51%
551
29.44%
499
1,695
15.59%
263
26.62%
449
32.78%
553
25.01%
422
1,687
18.60%
32.35%
31.22%
17.83%
314
546
527
301
13.06%
31.26%
32.68%
22.99%
221
529
553
389
1,699
1,688
1,692
Q10 From whom do you receive information

about testing?(Please check all that apply.)
Answered: 1,719
Skipped: 107
School
Principal
Teachers
District Staff
Parents
Other Students
Media
(television,...
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
School Principal
21.06%
362
Teachers
93.95%
1,615
District Staff
18.03%
310
Parents
29.26%
503
Other Students
33.45%
575
11.23%
193
17 / 18
Q11 Are there any other suggestions you

want to make to the district as it reviews its
testing program?
Answered: 1,225
Skipped: 601
18 / 18
grade Whatconcernsdoyouhaveaboutthetestsyoutake,ifany?
5th
thatwewanteasertest
5th
AconcernwouldbeifIgotagoodnumberofthemright
5th
sometimestherehardandifwedontfinishweowerecess
5th
ittoheard
5th
thetestsitakearetwodifficultandkeepsmebusyfromlearningwithouttests.
5th
therearealotofquestionsandsometimestheydontexplainthequestionsclearly.
5th
thatthetestshouldn'thavesomayquestionsandIdon'tthinkweshouldhavealotoftest.
5th
theystressyououtandyoudon'tevenrememberanythingthat'sontest.
5th
weshouldnotgetallthistestweshouldgetatleast2weekswithoutatest.
5th
ijustdon'tlikethesmi
5th
it'stoomuchwork:(
5th
math
5th
ifIgetitworng
5th
whyarethesohard
5th
theregoodumIgetgoodgradesalsothereveryeasy
5th
thenarealittlehard
5th
Howharddotestsget?
5th
IhavesomefeelingsIalwaysgetthemwrong
5th
ithinktherehelpfulforthismarkingpieriodbecausetheygettingusbackinproccesfromlastyearandbringingusbackeasythen
gettingusintoharderstuff
5th
itwasfun
5th
whysomuchquestons
5th
weneedmorebreaks
5th
wedonotgetgnoghbraekes
5th
thatimightfailthetest
5th
whydoyougiveusemenytest.
5th
whydowehavetestsalmosteachmonth
5th
tomanyquetionsandtomanytestthatsometimesarenotverynecesary
5th
Ithinkthattherearetomanytestsincudingspellingtests.
5th
Ihaveaconcernthatwehavetomanyquestionsandtomanytests.
5th
thatweneedtohavemoretesttohelpuslearnaboutmorevocabulary.
5th
togethelp
5th
5th
5th
failing
5th
7tests
5th
Ithelpsmeunderstanhowmuchihavedadvanceandhelpfultolearntomeandotherstudens
5th
Ithelpsmeunderstandmoreofwhatidon'tget.
5th
itsnotthathardbutsometimeitis.
5th
myscores
5th
MyconcernsoftakingatestisnotgettingagoodgradeandhavemyfriendslaughatmewhenIgetabadgrade.
6th
I'mtalkingaboutthosestandardizedtestsliketheSmartertests.IfeelanxietybecauseIwanttodogoodonthetestbecausethe
teacherrewardsusifwedogoodonthetest.Butifwedon'tdogoodonit,likedon'tmakeacertainscore,thentheyare
disappointedinusandIfeelashamedofnotdoingasgoodastheywantusto.Anditfeelslikeapunishmentifwedon'tgeta
rewardliketheotherkidsbecausesometeacherspromisearewardonlyifthestudentgetsacertaingradeonthetest,butnot
everyonegetsthatgradeormakesthatprogress.Embarrassedtoobecauseeveryonetalksaboutwhatscorestheymakeonthe
tests.AndIhateallthetimethatisspentbyteachersteachingushowtotakethetests,andthatwehavetoknowthisandthat
forthetest,butnotforreallifeortheclassroom.ThewholeschoolmakesareallybigdealoutoftakingthoseSmartertests,like
thatisallthatschoolisabout.Everyonegetsnervousandworriedandnothingelseinschoolisasimportantasthosetests.
6th
ifeverystudenthavetomanytesteverydaythaywillbetired.
6th
whydowetakealotofteststhoughoutoftheschoolyearIknowteachersaretyingtoseewhatweknowbuttoomanytestsisa
lotofworktodostudentsgettiredofdoingalotoftests
6th
WellI'mhavingahardtimetodothetest.Sometimesit'seasyorhard.Thereasonwhyit'seasybecauseIstudyfortest.
6th
thatimproablynotreadyIneedmoretimetostudy
6th
MyconcernsarethatIwillfailatestifmyteachersgivemelike2teststhatdayandIwonthaveenoughtimetofitstudyingtime
inforbothofthosetestsontopofhomework.That'swhytheyshouldonlygivemeonetestattheendoftheweektogivemethe
oneweektostudyfortheonetestnotjusttheoneweektostudyfor2testsbecauseIwonthaveenoughtimetostudyforbothof
them.
6th
someconcernsIhaveabouttestsiswhatisitabout.
6th
itmakesusgetfrustrated
6th
Ithinkthatwearegiventmanytestssoweallstresstomuchandthatmakesusnotparticipateinclass
6th
thatwetakeatestandwedonotreallylearnanything.
6th
toomuchstuffonteststhatconfuseme
6th
Iamveryconcerenedaboutteachersaddingthingsintestwehavenotlearnedabout.
6th
Myconcernisthatthereisatesteveryweek,ThisreallyshouldbechangedtotwotestsPER
WEEK!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6th
theybetoolongandtakeuptoomuchofmytime.
6th
kindofhard
6th
tomanyproblembecausepeoplegetboredeasily
6th
IfIgetabadgradeononetestitmighttakemygradedownreallylowandthenIcouldfail6thgradeandhavetodoitagain
6th
Thattheyarelong.
6th
Sometimespeoplemightnothaveenoughtimetofinish.
6th
somehavestuffIamconfusedabout
6th
sometimesImightnotunderstandandlikesometimesIthinkwheredotheycomefromdomyteachermakethemuporredclay
schooldistrict.
6th
thatscienceisalotharderthananyothertest
6th
whydoweeventaketestsinthefirstplace
6th
Ithinktheyshouldbeallmorechoices.
6th
someofthemaretoadvanced
6th
Toomanyofthem!
6th
Wellwhenwehaveatestsitisabouthumanbodies,Science.
6th
sometests,inmyopinion,arefartolong.Somearetohardforsomestudents.
6th
wellsometimesIhaveproblemsonsometestbecausetheyhavequestionsthatIdon'tget
6th
Ithinkthatthereshouldbemorequestionsontestsbecauseifthereisonlyonequestionakidgetswrong,sometimesthekidwill
getan80%onthetest,andIdon'tthinkthatisfair.Idon'tthinkthatthisisfairbecausetheygotalltheotheronescorrectbut
onlythatonequestionwasincorrectandtherestwascorrect.Itseemslikethatonequestionissummativeandtherestis
formativeandthattotallyisn'tfair.
6th
thetestaretoclosetogetherandtheyallhavealotofquestions
6th
itnotthathard
6th
ifthereisareallyhardshortanswerandnobodycangetitandwedidn'tevenreallylearnitsowedon'tknowwhattoanswer
6th
AmIgoingtogetagoodgrade
6th
ThatifIdidn'tlearnthatbecauseIdon'tunderstandthequestion,Idon'twanttofail
6th
theyareeasybuttomanytestanigetmixedwhattolearnfortheclassimin
6th
Ithinktheyareveryhelpfulbecausewhenyoufindoutyougradeyouknowwhatyouhavetostudymoreonthatpartofthe
subject.
6th
IhaveaconcernthatthestudentstestsaretoclosetogetherandIthinktheyshouldbefartherapart
6th
Iwillgetabadgradeandmyparentswillgetupsetatme.
6th
FAILING
6th
Ifeelthatthequestionsonthetestsshouldbemorespecific
6th
sometesthavetoomanyquestionsaboutonelittlethingandthereshouldbemoreshortanswers
6th
theytakeforever
6th
Thestressoffailingtheclassandthetest.
6th
Thetestthatwehavetostudyforareverystressful.
6th
whywehavethemeverysingleweek
6th
itproducestomuchpresssore
6th
Isomeconcernswhenwegettestbutwedonotknowaboutthetopicwehave.
6th
itmakesmeverynervous
6th
sometimethetesttakealittletimetodobutithelptheteacherknowwerearethestudents.
6th
Thetestcanbealittleboringandmostofthetestdonottellyouhowmuchofthetestthatyouhavedoneandhowmuchyou
haveleft.
6th
howhardarethey
6th
LESSTIME
6th
whyaretheysohardandwhydoweneedtotakethetest
6th
howmuchtimedowehave.howmanyquistions.canwechewgumandeat.
6th
ithinkthattherearetomanyquestionsonthetests.
6th
thatwhenitaketestsometimesiwilllikeaextradaytostudyortouseournotes
6th
SometimesIthinktheteacherdoesn'texplainwhatthetestisonenoughsowhenwegetthetestifeellikeIdon'tknowallofthe
questionssoiendupgettingabadgrade.
6th
thearehard
6th
ihavestufftodoafterschoolandibarelyhavetimetostudyfortestplusialsohavetodohomework.
6th
MyconcernisthatbecausetherearetoomanytestsImightgetthemmixedupandmightforgetabouttheinformation.
6th
TOOMANY
6th
Ithinktestsshouldonlyhavechoicequestionsandnotwritingquestions.
6th
thestudyingpart
6th
whydosomeofthemhavetobesolong?Iftheyaregoingtogiveusalotoftestsatleastmakethemshorter!
6th
HowwillIdoonthetest,whatwillmygradebeforthefinalgradeonit.
6th
someareeasybutsomehavehardquetions
6th
Someconcernsabouttestissomestudentsmissschoolanddon'tgetthelearningaboutthetopicheorsheneeds.
6th
IsometimesfeellikeIamgoingtofailbutothersIfeelgood.
6th
Idon'thaveany.
6th
Aconcernihaveisthatalotofthemaresummative.
6th
sometimestherearequestionsonatestthatwehaven'tevenlearnedyet.
6th
theyareokaybutsomehavealotofquestions.
6th
Sometimestheretohardorconfusing.Thatswhyidontliketests
6th
MyconcerniswhatifImissuponatestsandIfail.
6th
Theyarechallenging
6th
6th
therearesomanyitsboring.
6th
toomanyquestions
6th
NervousImightfailthetestandhaveabadgrade
6th
Someconcernsarethatsometeachersdon'tteachsomeofthestufftheygiveinthetest.
6th
Aconcernisthattheteachersdontteachussomeofthequestions.
6th
ifIwillgetaforifIwillhavenoideawhatmyansweris
6th
alltheanswearswehavetoanswear_
6th
sometimestheyarehardandtheteachersshouldletushaveopennotes.
6th
ThetestsarehardtounderstandThetestshavesomestuffwehavenotlearnedyet
6th
ThatalltheschoolsthatIhavebeentohavegivenoutalotofschoolquizzes.Ithinkthatsomequizzesareokaybecausetheydo
testyourknowledge.
6th
Thattheyneedtomakethemsumitivebecausetheygiveustestthatarenotsumitive.
6th
Ifyoustudytheysometimesdon'thavethequestionsYOUstudied
6th
whydoweneedthistestsowecangotothenextgradeorseeifyouaregoodoryouneedwork
6th
onspellingtesttherearetomuchwords/mybiurtyudfss
6th
thayaregivingtestereysinglefrydayandereysingleweak
6th
iflikehackusersgetmyinformationfromthistestandsendsmespams.
6th
Therearetomanytests.Ifstudentshavetomanyteststheywillbecomestressedoutwithstudyinghomeworkandprojects.
6th
Ifwecanlikeusenoteswehavetohelpusanswerthequestions
6th
theygivemoreteststhentheyshould.
6th
I'veherdsmarterbalancestatesquestionshorriblytounderstand.I'mnotsureifI'llbeabletounderstandsomeoftheirquestions
becausetheydon'tsaythemkidfriendly.
6th
wedon'tlearnaboutmostofthestuff
6th
Theyshouldallbeopennotes.
6th
Thattheycanbeusetoseeifyoupastthegradeortheytellifyouinhonorsorloworregularclasses.
6th
Theonlythingthatconcernsmeishowmanytestaretakenaschoolyear.
6th
tomanywordswasteoftimeturtles
6th
Verylongandkindofpersonalsometimes
6th
Lesstesteachweek!
6th
somequestionswordthingsweirdandishardtounderstandwhattheymean.
6th
Theendoftheyeartest
6th
theyarerealyhard
6th
sometimesthetestsaretolongandtheymakekidsstressedoutandsotheygetalowergradthentheyshould.
6th
Thattheymeannothing.Theydonotaffectyourgradeoryoursuccessinyourclassesorwhetheryougraduatetothenextgrade.
Alltheydoisstressstudentsoutaboutahugetest.And,Iamawarethatthetestsgaugewhethertheteacherisagoodteacheror
abadonebasedontheirstudents'results.So,onmorethatoneoccasion,Ihaveseenteacherstranslatingtheirstresstothe
studentsinhopesofencouragingtheirstudentstodowellonthetestsotheteacherdoesnotgetfired.InthiswayIthinkthatthe
testiscompletelyuselessandonlyputsstressonteachersandthereforestudents.Ihopemypointofviewhelpsyouwith
whateveryouareusingthissurveyfor.Yourstudent,(StudentName)
6th
ithinktestsaregoodandbadbadbecausewedon'twhattodothemgoodbecauseitshshoesyouhowyouareattests.
6th
Tomanyatoncebecauseyoumayhavemorethan1testsadaysoitmaystressstudentsout.Somaybetheywilllosefocusin
otherclassesandwontbesuccessfulinlife.Itishardtomultitaskinschoolbecauseitishardtobeputoutlikewekidsareand
survive.Withtheteachersbreathingdownourbacksallday.Irestmycase.
6th
readingimnotthegoodatit
6th
Myconcernsarethatifidontdogoodinatestimnotsmartoricantstudyrightorimjusttheoddoneout.
6th
ifeelthattestaregoodforyoutoprovethatyouaredoinggood
6th
Theteachersmakethetestsharderthantheyneedtobe.Alsotheygiveussomethingthatwethingwillhelpusandafterwords
theysaythatitwasjustmakingitmorehardonus.
6th
thetestsarealittlebittoohard.IgetverynervouswhenItakethem.AndsometimesIendupwithabadgrade.Butifthereare
testcorrections,Ifeelalotbetter.Ilikeopennotestests.
6th
thatimightfailandnotgetanA+
6th
Ifeelthattheteachersshouldcollaboratemoreandnoteachofthemhaveatestonthesameday.Itpressuresstudentswhen
theyhavetostudyfor5testsonthesamenightandtheyoftenendupwithbadgrades.Thistendstomakestudentsupsetand
evenmorepressuredtohighertheirgrades.
6th
thatimightfailbadly
6th
`IwillgetreallystressedoutandthatresultsinmeforgettingsomeofthethingsthatIhavelearned.Also,sometimesonthetest,
thereisaquestionthatwehaven'tlearnedhowtodo(usuallymath).Ievenalsorushsometimesordon'tcheckmyworkbecauseI
justwanttogetthetestoverwith.
6th
IgetstressedbecauseIdontwanttodopoorlyonthetestsandattheendoftheyearweshouldonlyhavetotakeonebigteston
eachsubject(DCAS)
6th
Myconcernsontestsaretheamountoftestswearegiven,becauseit'sreallytimeconsumingandstressfultostudyfor34tests
inoneweekbecause..Mostkidslikemehaveafterschoolactivitiesandafterschoollearningplacesthatgivehomeworktosoit's
prettystressful.
6th
Therearenottomanyineachclassbutifyouputallofthetestthatwetakeandputthemtogetheritseemsthatitwouldtakefor
daystofinish.
6th
Wehaveatleast3testsaweekandoncewefinishstudyingforone,wegetanotherandIthinkit'stoomuchpressureonus.Ialso
thinkweshouldhavemoretimetostudy.
6th
IfIgetabadgrade
6th
Myconcernsaboutthetestaremygradecoulddropififail
6th
imightgetthequestionswrongoriwillrunoutoftime.
6th
myconcernsarethatiwillnotknowaquestionoriwillfail
6th
theyaretoclosetogether
6th
ThatIwillfail.
6th
Takingtestsmakeskidsworried[likeme].Wetaketoomuchtimeoutoftheperiodtakingtest,toomuchtimeoutoftheday.Ifthe
statewantstoknowhowwearedoingasfaraseducationtheyshouldcometotheschoolsandobserveus.Likeifthissurveywas
atestitwouldbetaking30minsoutofourclasstime.SadhowIcouldbelearningrightnow.Ifeellikethissurveywouldofnever
comeaboutifwedidn'thavetestslikesmarterbalance
6th
Howlongtheytake,andthewaythattheyareabigpartofyourgradeIthinkformativeassignmentsshouldbethebiggerpartof
ourgrades.
6th
Thetestsaretoseehowmuchyouhavelearnedinclassandsometimestheyletyouretakethetest.
6th
thereareusuallyverysmalltimelimitstostudyforthetestwearegiven,andallmyhomeroomsgivemehomeworksoioften
don'thavetimetostudyfortest,dohomework,andotherthingsbeforemysleepingtime,becauseofthingiamworriedimightfail
atest.
6th
Theconcernsihavearethatthetestaretolongandhard.alsotheteachersmakeusfinishinaamountoftimewhichifeelisnot
enough.
6th
Ithinkthatteacherscouldprovidemoreinformationaboutwhatisgoingtobeonthetest.
6th
inELAthequestionsarehardbutiamoneofmorefocusedstudentandstudyandidogoodontestbutatesteveryWEEK
6th
SometimesIthinkthattheteachersshouldexplainalittlemoreaboutthetests.
6th
Mostteachersdontgivetherightamountofstudytimeanddontprepareusformosttests.Ialsothinkthatteachersshouldgiveus
aprequizthathasthesameformatofwhatisgoingtobeonthequizandtheydontgradeitsoweknowinadvancewhatwere
gonnadoandwhatwecanfocusonandpracticemoreon.
6th
notgettingagoodgrade
6th
Iamconcernedthatwearen'tgivenpropertimetostudy.
6th
Whyaretests70percentofyourgrade?!Ithinktheyshouldonlybe50percentofyourgrade.
6th
Theytrytotrickus.Formaththeyputquestionsthattheyhavn'ttaughtusmuchabout.Alsoonvocabtestswehave3definitions
tostudyforeachwordandwehavetwentyofthem.Thatisalittlemuchinmyopinion.Alsowehaveusuallythreetestsaweekor
more,amath,avocab,andasocialstudies,andsometimesevenabandorhealthtest.
6th
thetestareoneverythingwelearnedintheclassandifwefailtheteachersgiveyouonemorechancetotryagain
6th
Iamconcernedaboutwhetherornotatestisasummativeoraformative.
6th
Idon'tthinkthatweshouldhaveasmuchtestsaswehavenowthatismyonlyconcern.
6th
Weshouldn'ttakethesetestslikeSmarterBalancedbecausewearegettingjudgedbyifweknowA.B.C.orD.Theyaren'tgood
measurementsofhowsmartweare.Whatifwejusthadabaddaywhenweweretakingthem?Thetestscoregetsintoour
personalfileandteachersjudgeyouonthatscorefortherestofourlives.Weweshoukldstopthesetests.Theyjustsimply
aren'tfair.
6th
IfIdon'tknowtherightanswerstothetestorifIgetabadgradeonthetest.
6th
IfIhappentogetabadgradeitwouldbeterrible(bybadgradeimeanaCorless).
6th
TestsareusuallyhandedbackreallylateandIwouldliketohavethemhandedinearlier.
6th
NormallyIamconcernedabouthowwellIwilldoonthetest
6th
peopleworrytomuchandthatdistractsthem
6th
wehaveaboutoneeveryweek,Ithinkthatistoomuch
6th
Sometimesthere'snotenoughtimetostudyfortestslikevocabularytests.OthertestsI'mfinewithfornow.
6th
ithinkittakesalotoftimeoutofclass.
6th
Idon'tthinkthereisalotoftimetostudyfortests.
6th
IforgetwantIlearnorsomestuffthatwedidn'thavetostudywillbeonthetest.
6th
Ithinkthattherearetoomanytestsbecauseinelementaryschoolwedidn'thavealotoftests.
6th
Statetesthavetomanyquestionsandtakeuptomuchtime.
6th
Iamconcernedbecausesometimesweareonthecomputertolonginmyhumbleopinion
6th
ThatsometimesIfeelthatwedidn'thaveenoughtimetostudyorthatIdon'treallyknowsomeoftheconceptsinthetest.
6th
theymakeuangryandyouforgeteverythingyoustudyfor.
6th
TheconcernsIhaveaboutthetestsItakearethattheyarestressfulandhard.
6th
ithinkittakesuptomuchlearntimeinclass
6th
theconcernsthatIhavearethatsometestsorquizzeshavealittlebittomuchquestions.
6th
Thatthetestarehardsometimesbutitdoesntmatterbecausetheyhavetogetharderandharder
6th
iftheywillhaveenoughinformationprovidedformetoanswerthequestion
6th
likeissmartforyouandsometimesiliketests
6th
Theyarejustfine,andtheydon'thavetomanyquestionsandnotverylittle.
6th
gettingabadgrade
6th
thattheyarenotworthalotofpointsonyourreportcard
6th
aconcernIhaveiswhenIdon'tknowaquestion.
6th
Ithinktherearetoomanyquestionsandareworthtoomanypoints.
6th
someofthetestsareabitlong.
6th
myconcernsarethattherenotfocusingonnormalwork,theteachersjustprepareforthenexttest
6th
TheconcernsthatIhaveisthatwhenIgivemyinformationinsurveysIdon'tliketogiveawaymypersonalinformationtopeople
Idon'tknow
6th
Thatitbetterbeaboutsomethingilearnedoralreadyknow.
6th
Someconcernsareallthetimewestareatthescreen
6th
takeslotsofclasstime
6th
Sometestsarekindofhardbutwhentheteachersexplainwhatthetestsareaboutistarttogetitbutthenitshardtofigureout.
6th
thatiwillfailonthetestandgetabadgrade
6th
Theyareagoodamountoftestsandquiz
6th
Howmanyquestionsareonthetest
6th
ITISALWAYSATTHEBEGINGOFTHESCHOOLITSHOULDBELATERINTHESCHOOLYEAR
6th
Thattheysometimeshavealotofquestions.
6th
ikindaofthinkitisalittleontheeasysideandialsofeellikeimlearning5thgradethingsagain
6th
ithinkweshouldhavetestattheendofeverymonthorinthebeginningofthemonth.
6th
notbeingperpared
6th
thattheysometimeshavetoomanyquestions
6th
igetscaredififail
6th
someofthetestwedo,wedidn'thaveenoughtimetolearnabout
6th
QuestionsIIdon'tQuestionsIdonotknow.
6th
Whatconcernsmemostaboutallofourtestincludingformative,wehavetoomanywhichgivesmealotofanxietyandstress.
EverytestItake,oreveryessayIwrite,andeveneveryprojectImakeIfeelI'mgoingtofail!
6th
myconcernsareiftheyputtomanydifficultquestionsonit.
6th
tooboring
6th
Atleastgiveusmoretime.Likeevery2weekswedoatest.
6th
thaeyaretoohardandtechersarestrickt
6th
imgoonafail
6th
theyaretohard
6th
IhopethatgetabetteronanyofmyteststhatIhavetaken
6th
IReallyDon'tHaveAnyConcernsBecauseAfterEveryUnitYouLearn/KnowYouTakeASummitaveis70%
6th
Ibelievethatthetestsareprettyusefulatthistimebeing.
6th
theymighthavequestionsthatdon'tmakesensetoMEBUTFOROTHER=SYES
6th
Willipass?WillIgetagoodgrade?WillIhavetotakeitagain?
6th
ifeelislikehardbecauseidoknowthatmuchingles
6th
ifeelthatisinthemiddlethatisnotthathardandnotthateasy.
6th
Thattheretolong
6th
Whatconcernsmeisformetogetagoodgradeonatest.
6th
MyConcernsAreThatIWillForgetTheAnswersAndIWouldNotDoGoodOnMyTestAndAlsoSometimesIFeelLikeIDidNotDo
TheStuffInSchoolOnTheTestButThatWasAtMyOldSchool
6th
Mathtestarehard.9
6th
iamconcernthaticantbringupmygradebacktogether
6th
ELAtestarelikesohard
6th
Myconcernisthattheyonlyshouldgiveus2daytostudyguide,whatwehavetostudyandthenwehaveliketwomoredaysto
finishtherealtest.
6th
somearehardandsomeareeasyanditakemytimesoidon'tgetalowgrade.
6th
whycan'twestopusingscantron
6th
Myconcernisthattheyonlygiveus23daystolearnthatunitandhalfthestufftheyteachusisnotonthetest.
6th
overwellmingtest.
6th
ififail
6th
ThatI'llgetabadgrade.
6th
thatifamgoingtohaveabadgrade
6th
aretherequestionswedon'tknowtheanswertothatwehavenotlearned
6th
igetscaredwhenitakethem
6th
Thatiwillfailthetestandgetabadgrade.
6th
Inthetestitstoomuch
6th
Idon'thaveanyconcernsabouttheteststhatwetake.
6th
idonotlikethecommoncoretestwhentheytellyoutogivelike5answersforeachquestionandyouhavetostudyalotforalot
ofthetest
6th
oneofmyconcernsisthatifwetaketomanytestsitcanmakeusverystressedandwhenmoreworkgetstossedatusthenext
daywefeelstressedandwedon'twanttodothework
6th
Myconcernisthatmostofthetestsforallofthesubjectsareonthesameday.
6th
Theteachersdonotgiveusenoughtimetotellusthatwehaveatest.
6th
thatifistuiedhardandlongenough
6th
Sometestsarenotmultiplechoicewhichihavemoretroubleon.
6th
Ithinkthattheyhavetherightamountofquestions.
6th
testcorrections
6th
ifistudyenoughifi'mgoingtopass
6th
Thereiswaytoomuchandtheyarealwaysonthesameexactdayeveryweek.Almosteveryweekihave23tests.
6th
Failingtomanyandthenscrewingupmygrade.
6th
theytaketoolongandtheyarehard
6th
ithingsometestswedon'tgetenoughtimetostudy
6th
ThatIwillgetafandfailandalsothatwedonthaveenoughtimetostudy
6th
igetconcernedwhentheyaremorethan20questions
6th
notenoughclasstimetogoovertheunit.
6th
Igetconcernedmycomputerwontworkwhichtheyneverdo.
6th
Thereistomuchandwedontgetanyhelpwithdirections.Sometimesittakesaboutaweektogetourtestscoresback.
6th
Thatwhenyoustudyithelpsyoubutwhenyoustudytheygiveyouatestbutitlooksnothinglikethestudyguideorthequestions
tohelpyouonthetest.
6th
notenoughtimetostudy
6th
theyaresometimeshardandigetnervous.Thetestsarealsoconfusingsometimes.
6th
Youneedtostudy,alot
6th
ithinkweshouldhavenotests!
6th
6th
Gettingagoodgradeonthetest.
6th
Ipayattentioninclassbutsometimesmybestisnotgoodenoughandwhenmyparentsfindouttheywillgetmadsoireallytry
hardsoIcandogoodandmyparentscanbehappy.
6th
Imightfail.
6th
therearetomanyquestiononthetestanditisreallydifficult
6th
Doesthetesthurtyourgrade?Canyoufixyourtestbeforetheendofthemarkingperiodtochangeyourgrade?Canwegetsome
studyguidesforalltestsbecausesometimeswedon'thavestudyguides,andcantdogreatandsometimeswecantalwaysuseour
notes,andsometimestheteacherssurpriseuswithtestslikeapopquiz?
6th
isthisgoingonourgrade?
6th
Aconcernthereisthatwedon'thavehavealotatimesoitkindamakesmerush.
6th
Wearegivenalittlebitoftimetocompletetestanditskindofhardforsomestudentstositforalongperiodsoftimeweneedto
haveabrainbreakthatswhyalotofstudentsasktogotothebathroomsomanytimesduringthetest.
6th
wellateacherdoesn'tgiveustherighttimethatwearesupposedtolearnlikewelearnalessonfor3daysinsteadofawhole
week
6th
weshouldgetmoretimetodothetest.Weshouldalsogoovertheholetestaftertoseehowandwhywegotanswerswrong
6th
ifidogoodonthetestandthatifiamgoingmaketothenextgradeandthatsometimesigetfrustedandidontdosowellonthe
test
6th
thedifficultyofthetest
6th
sometimesiwonderifiamgoingtofailorifiamdoinggood
6th
Idon'tknowtheanswer.
6th
itisgoodcausewelearnedaboutitsoitnothardwhenyoustudyforthetest
6th
Theytakealittlemuchtimetodoandalittleconfusing.
6th
Ithinkthetestaresometimeshard,forkidswhostudybutcantrememberwhattheystudied.
6th
itstoomanytestsIcantconsitratestraight
6th
ThatI'mnotgoingtounderstandwhattheresayingthewaytheywriteit.
6th
someofthequestionsaretohard
6th
theretoolongandhardkindoflikemydick
6th
iftheywillbereallyhadandifIwillnotgetit
6th
myconcernisbecausewehavesomanytests,youforgetaboutonethenforgettostudyandyoudon'tdowellonthetestandit
effectsmyoverallaverage.
6th
whati'mmostlyconcernedaboutthetestsarethatsometimesthetestsgettoohardatattimes.
6th
Ifeellikesomeofthetestsareverylong,theyaremultiplepages.IguessI'mjustusedtoshortertestsbutsometimesnotallthe
timebutsometimestheyfeellong.
6th
ihavethecocernaboutwhenidontfinishatesttheteacherjusttakesitwenthetimeisoverandwhateveridontfinishismarked
wrong.
6th
ThatIhopeidon'tstudy.
6th
thetestsaresomewhateasyformeandIcanfinishthemveryeasilyandIamworriedthatIwillrushthroughandnotgetthe
questionsthatarerighttherecorrectandtheywillbringdownmygrade
6th
therearetoomanyquestions
6th
Ifeellikesomeofthetestaretohardbutthenitcouldbehardatthesametime.
6th
IamafraidthatIwon'tdowellandmyparentswon'tletmecomehomeforsomereason.
6th
ifIwillgetagoodgrade
6th
ConcernsIhavearethatIwilldobadnotgetagoodgrade.
6th
Toohardandtoolong.
6th
sometimesinthinktherearetoomanyquestionsandsometimesithinkthattherearetoolittlequestions
6th
Thereistoomanyquestionsonthetestssometimes.
6th
sinceiaminallhonorsclassesthetestscanbechallengingsometimes,butotherthanthatthetestsarefineitisjustsomeofthem
thatcanbechallenging
6th
ithinkitsfinethehaveteststoshowwhatyounoaboutthethinkyoulearningabout
6th
someanswersarehard.
6th
myconcernsaretharearetomanytestsstudentstaketheyneedresttoprepareforthetestandmostlyme,Ineedmoretimeto
studybecausewearegettingtheteststosoonortolateandifIhavemoreIwillinformyouaboutitbecauseimveryangry......
6th
I'mworriedthatthetestswillbetohardtodoandnotenoughtimetodoitortoprepareforit.
6th
MyconcernsarethatIdon'tknowwhatthetestwilllooklike.
6th
ihaveconcernsthatonetestwillbealotofmygradeandthatwillbringitdown.
6th
someconcernsIhavearethattomanytestsaregivienatonceandtheteachersneedtotalkmoreabouthowtodistributetheir
testsmorethroughouttheyear.Icanthaveamathtestandthensuddenlyhaveabigreadingtest
6th
ThatthetestmayhavethewronginformationandIwillgetitwrong.
6th
completesthetest
6th
thatIhaven'tstudiedenough,orthatI'llgetabadgrade,orthatmyparentswillgetupsetatmeandI'llgetintroubleforgetting
anokayorbadgrade
6th
translatorneededsometimes
6th
ThethingthatconcernsmethemostisthestudyingbecauseIhavealotofhomeworktodoandontopofthatIneedtostudyand
wedon'thaveenoughtimetostudy
6th
thepeoplewillthinkwearealiensfromouterspace.
6th
anxiety
6th
Whatconcernsmeishowmuchallthetestescountforandwhatthistestscountsfor.
6th
Someofthestuffidon'tknowaboutandithinktheyshouldgiveoutteststhathasstuffwealreadyknow.
6th
igetconcernwhenI'mdoingmytestbecauseI'mworriedthatI'mgoingtogetabadgrade.
6th
Ithinkthatweshouldcutdownonsometestandtheyshouldbeforallthemainthingswelearnintheschoolyear.Also,we
shouldhavemorestudyingtimeinclassbecausepeoplewithbusyschedulesdon'treallygetthetimetostudy.
6th
Aboutgettinganextremelybadgrade.
6th
whati'mconcernisthatkidalwayshavetotakealot
6th
Whatconcernsmewhenitaketestsiswheni'mlikeamidoingthisrightornot?
6th
thatIwillfailanditwillmesswithmygrade
6th
Isometimeshavetroubleansweringtest.
6th
thatwhenwefinishtestweshouldbealoudtouseourphoneswhenthereonsilence.
6th
someoftheteachersamean
6th
whenyoustudyonedayandyouforgettheanswerthenextday
6th
thatwhensomeonedonethetestthatweshouldusourphonebutwithnosound.
6th
thatwegettestseveryfriday
6th
itishard
6th
ithinkthatwearegiventherightamountoftests
6th
notgettingagoodgradecausemiddleschoolisharderthenelamentryschoolitsnoteasynomoreallIknowisIdon'twanttofailI
wanttopassandnotgetheldbacktestcompletetheunityourworkingonsoocrossingmyfingers.
6th
Sometimesyoudon'tknowwhattostudy,thenifyoudon'tstudytherightthing,yougetabadgrade
6th
Ithinkmosttestsareeasyinmathandsocialstudies
6th
itsometimesgetsmemad
6th
myconcernsaboutthetestsisifIdon'twhatthesubjectisitin.
6th
1.ifyallwastogivemea110rateforhoweasyandhowhardforeasyIwouldpick1forhardIwouldpick8or9
6th
Gettingtheanswerswrong.
6th
idontliketests
6th
SomeofthetestsareeitherWAYtoeasyortohard
6th
Wehavetoomanytest
6th
thattheytaketolongtodoandaregiventomuch
6th
TheonetestIdon'tlikeisthesmarterbalance.IlikeDCASbetterweshouldn'tdothesmarterbalanceweshouldjustdoDCAS
instead.
6th
wehavetestsineachclassatleastonceaweekandwestayupstudyinganddon'tgetenoughsleepandthendogoodonthe
tests.
6th
thatiwillgetlowgradesonthem
6th
thatteacherssometimesgivetoomuchtests.
6th
sometestsarehardandsometestsarenothard.
6th
ivebeenhereforalittlebitandimightnotknoweverything
6th
Alltestaregreatandveryhelpfull{awesome}.
6th
Whenshouldhavesometeatbecauseitistomanytest.
6th
Someconfuseme,butmostofthetimeI'mgood.
6th
therenotthatharditsjustthattheresometimesoutofnowhere
6th
idon'tneedtoltackthetest.
6th
testbecominguptosoon
6th
Someteachersgetmescaredbecausetheysaythistestisalmostyourwholegradethedaywehavetotakethetestinsteadof
tellingusbeforewedoitsowecanmakesurewestudyhardandifwedidntwemightfail.
6th
idon'twantnoreallyhardtestsandiwanttimetostudyforthetest.
6th
alltheenglishtestarereallylongandmathhaswaytomanytestwehavetherightamountoftestinscience
6th
Myconcernisifwetaketomanyteststhenwewillnothaveachancetolearnanythingelse.
6th
howmanydowetakeintheyear.
6th
myconcernsareiftheygiveusstudyguidebutsomeoftheanswerarenotonthetest.alsothattheygiveustesttoearlyandthen
whenwegodothetestsomeoftheanswerwedon'tknowbecausewedon'tknowit
6th
thetestisdifficultismathidon'tunderstandthequestion
6th
someofthequestionsarefrom15gradeandit'shardtoremember
6th
testaretolong
6th
someofthetestsitakeisreallyhard
6th
Ithinktheteachersshouldhelpualittlebit,andthequestionsshouldbemoreunderstanding.
6th
Whyisitsoimportanttotakesomanytests?
6th
alotofpeopletakemanytests
6th
thequestionssometimesidon'tget
6th
theydoittoseeifyouknoweverythingtheregoingtodoinyourgradetoseeifyouneedhelpornot.
6th
Thequestionsnotbeingabletobeunderstood.
6th
thereallboring
6th
mathtestishardtogeton
6th
sometimesyouhavetothinkreallyhardforaverygoodawnser
6th
kindofeasy
6th
IfiamgoingtofailthisTestorgetbadgrades
6th
good
6th
thatiwon'thaveanoughtimetostudyorgetthetestdone.
6th
therekindahard:)
6th
percents,decimals,andfractions,math
6th
Itstoomuchworkandalotofquestion
6th
thattheyshouldbethathardandthatthetestshebeeatlest40page'sandthatwhenyourdonetheyshouldseeyourscore
6th
thattheywillbemoretestandtheyarehard.
6th
theyarehard
6th
idon'treallyliketestwith100questionsoralotofquestionscauseithinkittakesupalotoftime
6th
sometimestheretolong.
6th
Igoingtotake20tests.
6th
TheconcernsthatihavefortestisthatteachershaveuslearnanewlessonandthenwehaveatestonthatFriday.
6th
someofourtestsarereallycomplicatedandhardtoounderstandeventhowehavethemrightmaterialsalrightso
6th
itisenough
6th
Ithinkthatweneedharderquestions.
6th
thatwetakethemtosoon
6th
ithinkthereistomanytestandithinktheysouldgiveusabrake
6th
iftheyareonlineprivacy
6th
weneedtotakemoretest
6th
sometestaretoohardforthe6thgrade
6th
ithinkifteacherskeepgivingteststudentstomanytesttheywillforgetotherstufftheytheylearnedpreviously.
6th
Ithinkthesomeorthetestareharttotake.
6th
Whatever'sonthetestthequestionsmaybeveryhard,oreasy.
6th
Ifeellikesomeoftheteachersgivestudentsunfairtestssometimes.
6th
whenyoutakethetestyoutakeyourtimebylookingthroughformyourtest
6th
MyconcernisifIgetanFIcouldrepeatgradewhichcouldmakemyparentsnotbeproudofmewhichIwoulddisappointmentin
myself.
6th
well,sometestwillnotletyouseetheirtestscore.
6th
I'mworriedaboutmytestgrade.
6th
itiskindofeasy
6th
6th
6th
WhenwetakethetestsIfeelliketheyputstuffthatwedidn'tlearn.
6th
itisstressfulandhardhehavetodotestlikeeveryThursdayorfriday
6th
theyaretoolong
6th
Ithinkthatweshouldbeabletozoomandalsohaveachoiceofhavingthepassageandanswersreadtous.
6th
Sometimestheygiveyouquestionsabouttopicsyouhaven'tlearninclass.
6th
howgoodamigoingtodo.alsowhatkindofquestionsareonit.
6th
IfeellikeI'mnotdoinggoodonthetests.
6th
thatImightgeteverythingwrong
6th
thattheywontexplaintheproblemasgoodastheyshould
6th
Maybeyoucannotknowwhat'sonthetestandgetabadgrade.
6th
thatIwillfailornotgetagoodgrade
6th
Studentsmightgettoconfusedwithallthtesting
6th
Someofthequestionswewillmostlikelynotuseinthefuture.
6th
Theteachersdontreallyletusstudybeforethetest.
6th
Sometimesthereisnotmanyquestionsthatdonotreallymatter.
6th
IthinkthetestsareimportantbutIdon'tthinkitsfairthatwhenwecometoschoolwealwayshavetotaketests.Againjust
becausewecometoschoolitdoesn'tmeanwearen'thuman.Iamsuremanyofmypeersdon'tenjoytakingtestseither,soallI
amconcernedaboutisweshouldalsobetreatedlikehumans.Notlikeexperiments,andtestsshowusthatweareexperiments.
6th
imworriedaboutgettingabelow80onatestevenifiknowtheansers
6th
IfIfailornotreadytotakethetestbecausewedidntgetenoughtimetolearnit
6th
imworriedthatifIdobadonthatonetestmygradewilldroptreminislybecausealltestare70%ofyouregrade
6th
theteachersshouldgooverwhat'sonthetestfirst
6th
6th
6th
ifthetestwillbeeasyordifficult
6th
thattheworkbecomeslessweoklikenotthatmuchpapers
6th
therekindofhardandsomeareeasyinmaththetestarehard.
6th
sibahacerenespanol(inSpanish)
6th
Ifthetesthasdifficultquestions
6th
SomethingsarehardtodoandIgetworriedaboutit.
6th
whatconcernsmeisthatmostofourtestaretakenbeforewelearnwhatisonthetesttoseewhatwealreadyknow.butmostof
thestuffIneverlearnedinelementaryschool.
6th
thatwe'regonnahavealotmorethanelementry
6th
Someofthequestionsdontmakesence.
6th
Myconcernaboutthetestisthereadingbecausesometimeithardformetopronoucetheword.
6th
Theyaresometimestoolong.
6th
ifitsgoingtobehardornot
6th
Iftheyarereallynesasarytohavesomanytestsandifwedothemforagoodreason
6th
gettingagoodscore
6th
OneconcernIhaveisthatthetestmaygetalittleharder.
6th
ItconcernsmeifIdon'tknowhowtodothequestionsbecauseifIdon'tknowhowtodothemIhavetoguessandifIhaveto
guessitwouldbehardandImightnowgetitright.
6th
ithinkthattheamountoftestisfinebutjustatinybutoftomanytest
6th
TheSMItestwaseasyandsomeIdidn'treallyknow.
6th
Iamconcernedwithwhatthetestwilldotomygrades
6th
6th
MyconcernsarethatIdon'tknowwhatmanyofthewordsmeansoI'mworriedthatI'llgetabadgrade.
6th
6th
thatifIdopoorlyitwillbringmygradedown
6th
becuasethestateisgivingtomanytestandIthinkittomuchworkforkids
6th
Theyarewaytoolongandstupid!Youguysovertestallofusitsdumb!!!!
6th
Mabyeweshoulddomorepracticenomatterwhatsoitwillbeeasiertounderstand
6th
Ithinkschoollunchshouldhavemorechoicesduringlunch.Alsolunchshouldbelonger.AnotherconcernIhaveisclothingkids
wouldbewarmerwearingjackets,zipperedcoats,andfleece'sduringclass.kidsinmiddleschoolneedtogooutsideandexcise.
6th
SomeconcernsthatIhaveaboutteststhatItakeisthatsomeofthequestionsIdon'tunderstand.Theyaretoohardand
sometimestheteachersdon'texplainthetestcorrectlyandthatwhywegetalowscorebecausewetaketoomanytestsandwe
don'tunderstandthem.
6th
thatimightgetthemallwrongorthatimightnotpassthattest
6th
alot
6th
failingornotknowingwhattodo
6th
Formath,Iamafraidiwillfailbecausemathismyweakpoint.
6th
ialwaysworryaboutpassingatestsomeofthemaretohardandnotsoeasyliketheyneedtoteachusmore
6th
Wellsomeofthewordsorproblemsididnotunderstand.
6th
weshouldhaveatestineveryunitineveryclass
6th
itiseasy
6th
manythingsinthetestIdon'tevenknowyetandtheteacherdidn'ttellusyet
6th
theyarehard
6th
sometestsareveylong
6th
IthinkthetestItakehelpmeleornmoreandrememberwhatIstudy.
6th
sometimesigetalittlenervousaboutmygradesfrommytests
6th
thatthereissomanytestthatitssometimeshardtorememberallofthethingsallmyclassesteachme.
6th
concernesthatihavewithtestsarethaticancompletlyunderstandasubjectjustmakesomesimplemistakesandthateffectsmy
gradeifiunderstandasubjectidontseewhyineedtotakeatestandthatmakesmygradeandmakeasimplemistakeonthat
testandtheirgoesmygradeitsjustnotveryaccuratewegettomuchandtheyeffectmygradesomuch
6th
TestsaretrickyandyouhavetopapareforthemIunderstandthatbutSmarterBalancewhenyourteacherispreppingyouforitit
isConfusing,andwhenitakethetestI'munsureandnervous.Allofitjustdosen'tmakesensealsothetimeperiodiswaytolong
someetimesitmakesmyeyeshurtpluswhatifididdn'tgetagoodsleepthatcaneffectmywholegrade.Testaretolongand
therearetoomany.
6th
thequestionsareprettyeasy
6th
theareprettyeasyalittlebit
6th
Ithinksomequestionsontestsareunnesisary
6th
thatwewearegiventomuchworktheweekofatestandcan'thaveenoughtimetostudy.
6th
IgetnuveiswhenIfalid
6th
whatisaweneedtotakethequizitisso()
6th
ifIgetaf
6th
IcanaskforsomehelpsoIcanknowwhatthequestionmeans.
6th
Gettinglowerthanb'sbecauseIwanttogetgoodgradesandnotfailanysubjectsbecauseIdon'twanttofail6thgradewitchthat
meansIwouldgetheldback.
6th
myconcernisthatthetestaresometimesaboutthingswehaventreallylearnedabout.
6th
OneconcernthatIlikeabouttesttakinginmygradeisthattheextendedresponsequestionsareveryspecificandmakeyoudig
forthecorrectanswer
6th
IliketodoopenbooktestsIalsoliketodotestsonlinedpaperormywritinggoesupanddown
6th
ifeellikeiamgongtofailthetestwhenigetthetest.
6th
Iamjustconcernedaboutthetimethat'sall.
6th
IfIgetananswerPRETTYCLOSEtotheexactanswer,IATLEASTdeserve1/2apoint.:)
6th
ifimdoingitright
6th
theconcernsthatIhaveisthatImightnotstudyenoughsoillfailthethetest
6th
iimsomethimsconcernsabouthowtodothem.
6th
Itistolong
6th
whydowehavetotakethetestsfromlastyearandanswerthequestionswealreadyknow
6th
thereisalotoftest
6th
whydowehavetotaketests?Someofthetestsareconfusingandcomplicated.
6th
thetestisnotenoughisnoteasy
6th
ithastomanyquestions
6th
ifIMgettingthequestionsrightornotandwhat'smygradegoingtobe
6th
Itwouldbelike,"idon'tgetit"or"ineedhelp
6th
ithinkthetesthavealotofquestions.
6th
Thatthetestaresometimeshardandsometimesitsnot.
6th
theytakesomuchtimeandIcanneverfocusonit
6th
surveymonkey
6th
ithinkthatteachersgivetherightteststhatwearedoinginschool.
6th
theconcensihaveaboutthetestsisthattheyaretoolongandsomeofthemidontknowanyofthem
6th
wetakelike3evry1week
6th
ITHINKTHATSTATETESTSAREVERYHELPFULBECAUSETHEYHELPTEACHERSDETIRMINEWHATYOUKNOWANDWHATIDONT
KNOW.
6th
theconscernsarethetestsareasy
6th
thatIgettestsaboutmathEnglishEldandsocialstudiessometimestheirhard
6th
ihavenottokeany
6th
welliwasNEVERabigfanoftestsdisbitetakingmany.ijustthinkthatweretakingtoomanytests
6th
thetestsarehardidontgethalfofthequestions
6th
itstoohardandshouldbeprivate
6th
oncetheteacherscheckyourgradewhycantweseearegradesrightaway.
6th
somereadingtestiskindofhardandkindofrighton.
6th
tonotpassthetest
6th
iamscaredthatwemightnotpassedthetestorevenpassgrade
6th
theyaretohard
6th
togettheanswersright
6th
Igetnervous
6th
amigoingtopastthetest.
6th
whatkindofquistionsdotheyhave
6th
someofthetestsarehardformeandsomeofthemarenotsohardbutistillgetthemdone.
6th
Ithinkthetestareaalittlehardbutforthemostpartthereokthankyou
6th
thattryharderandtestswetookwasastatetest
6th
Whatconcernsmemoreisthefactthatwetakeonetodayandthenext23weekswehaveanothertest.thatswhatconcernsme
more.
6th
WhatconcrensmeisthatmanystudentshavetostudyfortestalmosteverynightjusttogetaAbutthatdoesn'tmatterto
teachersatall.
6th
6th
6th
Imconcernedififsailthetest.
6th
thereallclosertoeachotherandjusttomany
6th
6th
somequestionsarereallyhardarewehaventstudiedtheminourpierod
6th
Ihaveconcernsabouttheexamplesiftheydontseemright.
7th
Thereadingandthecompression
7th
ifitisaimportantgradeornotandwhathappensifyoufailit
7th
therereallytakingtolong
7th
iftheyaretwohardortoeasy
7th
Willthetestberelatedtowhatwestudiedinclass?
7th
Theyaretoolongandtaketoomuchtime.Duringthistimestudentsarenotlearninganythinganduptoaweek,or35hours,is
beingspentonthesetests.
7th
I'mconcernedthegradeI'llgetandhowitwilleffectmeinthefuture.
7th
Idon'talwaysknowwhatkindofquestionsongoingtobeonsomeofthetests,soIamunpreparedforsometests.ButIguess
thatiskindofmyfaultfornotbeingprepared.
7th
Ithinkwedon`thavetotakeatesteachweekinELA,andatesteverytwoweeksinscience.
7th
Testthatdon'thavealotofquestionsarehardbecauseifyoumessuponafewquestions,youcangetalowgrade.
7th
IamconcernedaboutwhatsonthetestIthinkweshouldknowwhatthetestasksbeforewetakeit.
7th
FortheEnglishtests,peoplearealwaysgettingthemwrongbecausetheshortanswerteststheygiveuslookforspecificanswers.
Insteadofusjustansweringthequestionstherightway,theylookforyoutosayexactlywhattheysaid,andwedontknowwhat
theysaidsowealwaysgetthemwrong.iamgoodatenglish,butiamgettingbadscoresthatarethreataningmygradesbecause
ofitandiamveryangryaboutit.pleasechangethem.isoundangry
7th
Incorrectgradingandnotgivingachancetomakeanycorrections,thisonlyhappenssometimes.
7th
InenglishthereareonlyasmallamountofquestionssoifIgetasmallamountofquestionswrongIcanstillgetabadgrade.
7th
Ithinkthattheyarealittletoolongsomeofthem.
7th
Like2daystostudy.
7th
InEnglishweneedtoknowthestorymorebeforewetakethetest
7th
theyareopennotesowedon'tlearnmuch.
7th
theyarehard
7th
sometimesifitcountsasagrade
7th
tomanytests
7th
Myconcernisthatthereistomanypointsononequestionsoifwegetthatquestionwrongitcantakethatgradedownalot.
7th
ithinkthatonsometopicswehavenotevenlearnedthebasicstothemsowedontgetthequestionright.
7th
amismartenoughforthistestifeellikeimgoingtofailimnotconfidentinmyself.
7th
thefactthatifailedornot
7th
howhardtheyare
7th
IfyouaregoingtomakeusdoalotoftestatlestmakethemeasyforeverybodytogetanA.
7th
7th
7th
toohard
7th
theyarealittlehard
7th
theyarealittlehard
7th
Aretheythingswewentoverinclass
7th
theyarealittlehard
7th
inolikewords
7th
theyarealittlehard
7th
Idon'tlikethembecausetheyareherdandalsoboringthetestmighthavethingsonitthatwedon'tnowandwekidsmightgeta
fonit.theymakeotherkidsmadandwehavetowaitsotheycanstarttheretestandsomekidsdon'tstudy.sotheygetanfon
theretest.thekidstakealoftimedoingitandsomeareandsomearen
7th
Sometestsarebasicallythesameassometestswealreadyhad.
7th
IneedmoreclarificationonhowtodothestuffI'mtakingateston.
7th
IamconcernedabouttheSmarterBalancedtests.Lastyear,whenwritingtheessayportionofmytest,Iwasn'tabletofinissoI
pausedit.WhenItriedtomakeupmyessaylater,thetesthadsaidIalreadyfinishedit,althoughIhadn't.ThatmeantthatIsent
anunfinishedtesttobegraded,eventhoughIhadclickedpause.Pleasefixthisissue,Ireallydon'twanttogetabadscore
becauseofamalfunctionwiththetest.Thankyou!
7th
Theygiveyoulittletimetostudy.Andwhentheydogiveyouatestit'salotofwork.
7th
iamafraidthearetohardandaregoingtofaileverifistudy
7th
WheneverwelearnanythingitalwaysgoesbacktoSmarterBalance.Canwelearnanythingwithouthavingtomakesurewe
understanditjustbecauseitwillbeonSmarterBalance??
7th
Idon'tliketakingtestonSchoologyIthinkIwoulddobetterifIdiditonpaperbutIknowitsallinmyhead
7th
Somethingsarehardtoremember
7th
youdonotgettoldwhatyougetwrong
7th
Testsarehardbutitshouldbe.Thereshouldbelesstestsforthatreason
7th
Afterwetakethetests,ifpeopleareconfusedandorgetabadgrade,thenwedon'tspendmuchmoretimegoingoverit.
7th
IamconcernedthatIwillnotgetitback,asIwanttoseewhatIgotwrongsothatIcanlearnfromit.
7th
sometimesthequestionsarewordedweirdly
7th
Howmanyquestionisthere
7th
ifidonotstudiethedaybefore
7th
togetthequestionsrong
7th
Howlongtheyare
7th
abouttypos
7th
itconcernsmethattheyaregivingustherightnumberofteststhattheygive
7th
Weneverhaveenoughtimetostudybecauseofdifferenttestindifferentclasses.
7th
thetestweregivenhavetomanyquestionswhichstudentsstressaboutfinishingthemsotheyrushandgetnitagoodgrade.
7th
Theycanbepretylongiftheywereshortertheywouldbesomuchbetter
7th
Theteachersdon'tgivetestresultsfastenough
7th
myconcernsarethatiftheykeepgivingusthismanyteststhanmygradewillgodownalot
7th
Thatsomeofthemarehardandsomeofthemareeasybutyouhavetochallengeyourselfforanythinginyourlife.
7th
wedon'tstudyenough
7th
Myconcernsareifthetestsaretoohard,orifidon'tknowwhatsonthetest.
7th
toolong
7th
Theconcernsihavearethatsometimesidon'tgetteachedtheamountofthingsonthetestandthatsometimesi'mpressuredto
finishbecauseoftime
7th
good
7th
wellthestatetestmakepeopleverynervousbutotherthanthatit'snothingelse
7th
GettingabadgradeifIdon'tknowthematerial.
7th
Theytelluswhenitisthenextdayandnotaweekearly
7th
HowIdoonthetests.
7th
theirtohardsomtimes
7th
Someofthetestsinthisschoolarenouseful
7th
mostofthetestthatwetakeareprettylongandweonlygetacertainamountoftimeeachdaytoworkonit.
7th
theconcernsihaveisthatyourstudyingallnightandweekbutstilldon'tunderstandandyougotoyourteacherandtheyexplain
itthesamewayandthenyoufaiklthetest
7th
Whydoesitnotaffectyouraffectyourgradewhenyougetagoodgradeonyourtestbutwhenyougetabadgradeonatestyour
gradegoesdownalot.
7th
Eachmarkingperiodweshouldhavetodoeasiertest
7th
theycountfor70%ofourgradeandsomekidsaren'tgoodtesttakers
7th
ThatIdon'treallyknowhowtostudysoitshardogetcaughtuponitbutinmostclassesI'mfinewithoutstudying.
7th
Whydotheycostsomuchsummativepoints?
7th
Thattheydon'tgivetoomuchnow
7th
theyarereallyhardandwedon'tgetmuchhelpbeforethetestbutaftertheymakesureweknowhowtodoit
7th
Sometimestheyaretoolong.Theystressusoutbecausesometimeswedon'tknowthethings.
7th
Ifitiseasyorhardandifitislong.
7th
Imitefail.
7th
Someteachersdonotexplainthetestorquizenoughduringthelesson
7th
Myconcernistheyaretohardandtherearetoomany
7th
peopleshoulddeservethechanceforextracreditandretakes
7th
Ifeelthatitisabituncomfortabletoimmediatelystarttestsoncomputers.
7th
thatthetestsarealwaystolongandcanputtomuchstressonstudentssotheymighthavebreakdownsorgetnervouswhich
couldbotheffectourgradeswegetwithdcasandfinalsextendthetimeinbetweeneachtest,
7th
Sometimesitisverystressful.
7th
theteststressstudentsout,theydon'tteachusanything,andtheteachersareverystressedouttoo
7th
IfeellikesometimesIgettoonervous,andthatcaneffectmyscore.Also,whenItaketests,Idon'twantwantonetesttoeffect
mywholegradeaverage.
7th
ifimreadyifmyteachersprepedmeenoughifirememberedtostudy
7th
SometimesIfeelasthoughsomematerialonthetestisnotspecifiedduringlessontime.ThereforeImightnotknowwhattostudy
for.
7th
Theteachersmakethetesttoimportant.Youthengetstressfulandmessuponthetest.Thetestisworthtoomanypoints.
7th
Toolong
7th
thattherearegoingtobemuchquestionorreallyconfusingquestions.
7th
Ithinkitisgoodhavetestsbutnottoomanytests.
7th
Theyhaveontheteststuffwedidn'tlearn.
7th
I'mconcernedaboutsomethingbeingonthetestthatimighthaveforgottostudy.Alsotoomanypointsonatest.
7th
iftheteacherdoessomethingwrongonthetest,ortheydon'tteachwhatisonthetest.
7th
whyaretheresomanyquestioun
7th
theystressstudentsoutandarenormallyhard
7th
teachersdon'tteachwhatsonthetest
7th
somethingsontestsaren'tteachedenoughalsoitsworthtomanypoints
7th
Sometimethequestionsareconfusing
7th
peoplewillcheatoffofme.
7th
Testsreallyworksomestudentsupandthatcanbereallystressfulforeveryone
7th
Iamconcernedthatthetestsmaybeonmaterialthatmayhavebeenglossedover.
7th
ittohardsometimedontnow
7th
Ihavenoconcernswiththetestatthisschool.
7th
ThequestionsarechangedaroundtotryandconfuseyouandthetestsIhaveareconstantlyeveryweekormultipletimesaweek.
7th
Therearetomanyquestionsandtomuchrightingwitchmakesourhandshurt.
7th
Thatstudentswillnothaveenoughtimetostudyfortestbecauseofallthehomeworktheygetfromotherorthesameclass.
7th
theyaregivingtoquick
7th
Igetreallynervousbefore
7th
Thattheytaketomuchtimeanditshardtoconcentrate.
7th
igetreallynerves
7th
theretohard
7th
Whyaretheysolong
7th
soforthetestitakesoofthequestionsidonotget
7th
ThatImightgetabadscoreonit.
7th
Theyshouldgiveusmoreinformationaboutthetest,sowehaveanideatowhattostudy.
7th
theymakethemhard
7th
Theconcernsihaveabouttestsisgettingthequestionsright.
7th
ithinkwereadtoomanypassagesfortests
7th
thattheydon'tgiveusenoughtimetodotheessaysforeachclass
7th
Themoretestwetake,themoreIgetboredanddon'tpayattentionandIamnottheonlykidwhothinksthis.
7th
whatifourteacherdoesn'thaveenoughtimetoteachuswhatsonthetestandwegetabadgrade.
7th
tomuchandtohard.
7th
Sometimeswetaketestthathavetoomanyquestionsandsometimeswehavenoideawhatthetestistalkingabout
7th
giveusmoretimetostudyitmakesushavepressurewhentheirisatestcomingup.
7th
whatmygradewillbeafteritakethetest
7th
whydowetakemorethanwehavetoo,plusdecas
7th
PAPERANDPENCIL!NOTSCHOOLOGY!PAPERANDPENCIL!NOSCHOOLOGY!PAPERANDPENCIL!NOTSCHOOLOGY!PAPERAND
PENCIL!NOTSCHOOLOGY!PAPERANDPENCIL!NOTSCHOOLOGY!PAPERANDPENCIL!NOTSCHOOLOGY!
7th
Idon'treallyhaveanyconcerns.Ithinkthetestsarealright,overall.
7th
aretheregoingtobeharderandharderovertheyear
7th
Someofthetestitakeareeasyandsomearehard
7th
Thatimnotgoingtodowell.
7th
Thetestsaren'tusefulunlesstheyaremadetounderstandhowachildlearns.
8th
IfthetestsareonsomethingIhavelearnedforashortperiodoftimelike34days.
8th
theytaketolongandtheybegetonpeoplenervouscausethryforgettostudyordonthaveenoughsleep
8th
Theconcernsihaveareifthereisanythingontherethatwehaven'tgoneover.
8th
Alltestswetakeontopofthetest.
8th
notbeingpreparedenoughforthem
8th
somestuffwedontknow
9th
Thingsonthetestisnotcomparedtothethingswehavelearned,alsothetimewehaveontest.
9th
HowwellIwilldoonitandthegrade(ifone)Iwillrecieve.
9th
ThattheSAT'saretimed.
9th
Theyaresometimeshardtounderstandsomequestionsdon'tmakeanysenseatall.
9th
Wegettoostressedoutaboutthem.
9th
Dothetestsreallymattertogetincollege?
9th
SometimesIthinkwedidn'tgetenoughtimebutwegettestevery4month
9th
Testsgavemeinformation.
9th
Whenwegetatestitssomethingwelearnedbutawhileago,likeifwelearnedanewchapterthenweshouldtakethetestlike1
weekafternotawhole2months.
9th
Idon'tunderstandbecauseIdon'treallyunderstandtheclasswork.
9th
itlcybuticananderstand
9th
testsgaveusinformation.andtestsistohard.
9th
Soasithinkitsok.Sometimewehavehard,sometimeveryshorttest.Soasithinkitsgoodtohavebetertypeoftestsinschool.i
amgoodandIcandothattests.
9th
tenoymastiempoenlosexamenescomoparaentenderlaspreguntaarefleccionarenlaspreguntas.(havemoretimeonteststo
understandthequestionsandreflectonthequestions)
9th
thetestsaredifficult
9th
Itjusttoomuchtestingforschool.
9th
howaretheyreallybenefitingus?
9th
Itfeelslikethereisagianttestevery12weeks.
9th
Ithinksomeofthemarepointlessbecausetheyaren'thelpingmeinlife.
9th
IfIdobadonthemthenIwon'tbeabletopassbecauseitwouldbringdownmygrade.
9th
Thetestsaresometimestoomuchandreallystressful.
9th
Toomuch
9th
IfIknowthestuffwearetestingon.
9th
JustsomefromthebeginningbecauseIwasn'theretoknowthestuffbutIonlyhadtoworryaboutcivics.
9th
it'stolongplusitwrittenallthetime
9th
SometimesIdon'tunderstandsomethingatallonatestandamforcedtoguess
9th
someareallydifficult
9th
Toomanyquestionsoneachtestswetookthisyear
9th
Theretolongandtheywastetime
9th
Thatismaybehard
9th
Theyaretoolong
9th
HaveconcernthatIwon'tdowellonit
9th
Thetestscansometimesbetoolong
9th
Maybeifwehaveatestandtheteachersurprisesuswithitandwedidn'tknowwhattostudy.
9th
Onsometeststherearethingswehaven'tlearnedyetandthatbringsourtestscoredown.
9th
Theremaybecertainmaterialonthetestthatweneverclearlywentover.
9th
Itcankillourgrade.
9th
toohardman
9th
thaticantfindtherightanswerssometimes.
9th
wegetover5testaweekanditstoomuch.
9th
wehavehadtoomanytestswithinthefirstfewweeksofschool.
9th
Theconcernsihavefortheschooltestisthatmostofthemarethingswejustlearnedorwedon'tknowandsomeoftheteachers
expectsustoknowthemthefirstday.Sometimestheygiveustesteveryday.
9th
notbeingprepard
9th
theconcernsIhaveabouttestisthatwegettoomanythroughtheschoolyearanditgetsmestressedforhowmanytestyougive
us.
9th
somewhattheyhard
9th
Thetestswetakeareabittohard.
9th
Thattheycomesofastandweonlygooverhalfofthethingsthatareonthetestandwedon'tgetmakeworkwhenweask.
9th
itjustthattomanytesthurtyourheadbuthelpsyoulearn
9th
Itsastruggle.
9th
ifeelasiftheteacherdontteachusenoughaboutthetestsandmakesusfigureitoutownourown.ialsofeelasiftheydontgive
usenoughtime.
9th
theretohard
9th
They'resoboringandIlearnnothingfromanytestswhatsoeverbecauseanytestisreallyuseless
9th
toomanyquestions
9th
ThatImightfailthetest.
9th
ifIpassedmytestornot
9th
Theyaretoomindtricking,likewewouldlearnwhattodo,butthenwhenthetestscomeitsacompletelydifferentthingthan
whatwelearned.
9th
ifimgoingtofail
9th
Whatconcernsmeofthetestwouldbethelackknowledge,somethingsaren'twelltaught.
9th
Thefactthatihavetoprepareforsomanytestscausesmetobecomestressedwhichcouldhurtsomeofmyconcentrationin
otherclasses.
9th
Questionswithsubjectsnottaughtbyteachers.
9th
indontlikethem
9th
Therearetomuchandit'sreallyboring.
9th
Iamconcernedthatwithallthetestswetake,ifIdobadononemygradewillgodownalotandIwillfailfortheyear.
9th
Sometimesthetestwillcoverthingsthatmyclasshasn'ttalkedaboutformonths
9th
theydontshowhowmuchyouknow
9th
Thetestareusuallyareharderthantheworkwedointheclass.
9th
howbadwilltheyaffectmygrade
9th
thetestsareverystressful,Ialwaysfeelpressuredandstressed,pleasehelp.
9th
MyconcernsareifwetaketoomanytestImyfeelstressedout.
9th
whyaretheresomanytest
9th
themathtestisalwaysharderthangradelevel.Andforthepretestitsallstuffwedontknowthentheysendlettershomesaying
belowstandard.Alsoweshouldgetafterschooltutorsforpracticefordecastest.
9th
TheconcernsIhaveaboutthetest,arethattherearetomanytestthatwehavetotake.Mostofthemarenotevenwhatwere
learningorabouttolearn.
9th
Theyshouldexplainthequestionsbetterandtonotmakeitlong.
9th
testscausesomestudentsstressandputsstudentsonedge
9th
Yournotgivingusstudentsenoughtimetorememberandpracticewhatwerelearning.
9th
Theyarebeingtaughtto.
9th
thatifIdobadmygradewillturnintoaf
9th
imscaredthatimgoingtofailthetest
9th
ihaveadhdsotheselongtestihavetroubleconcentratingonthem
9th
theresnopointofthetestslikedcasandstuffitjustwastemylearningtimme
9th
theyaretolong
9th
theconcernsihaveaboutthetestisthattherestomuchtestandwecanonlystudyonetestinsteadtomuchtestandwecanget
confusedtheretolong
9th
ifwekeeptakingtestitwillbenothingelsetolearnabout.
9th
tomanypages
9th
TheonlyconcernsthatIhaveaboutthesetestsisthatifIfailone,ImightnotGraduate.
9th
ifIcanusenotes
9th
thatwehavenotlearnedenoughcauseofbadkids
9th
IfeellikeIhavetorushsometimes.
9th
Ithinkthatthereshouldbelesstestbecauseyougetatypeofstressyououtbutaslongastheyare30Qshorttheniagreewithit.
9th
IwonttoomanytestinthisschoolbecauseIwonttopastgradeandIwonttohavegoodgradesinthisschoolandIwonttomany
testbecauseIwonttograduatehighschool
9th
Thereshouldbenotests!
9th
Thereisalotoftestandthereshouldlowerthetestdownalittlebit.
9th
whyarethesetestsolongwhydowehavetotakethemeveryschoolyearwhydowehavetheminthewinterfallandspring
9th
thetestmitehavethingsivlearnedbutonly2or3questions.sowhydoweeventakeit?
9th
wheneveronetalkingandwhenIgettoIhavetostartreadingbigstorys
9th
becausetheywhattoknowaboutyou
9th
wedonotwantalotoftesteverymothoftheschoolyear
9th
idontliketakeingtestsitistomuch
9th
STOPDOINGTEST
9th
WedontneedtobeTakingsoomanytests!
9th
wehavetomanytestandthetestaretolong
9th
wehavetomanytests.Andsometimestheyaretofrustrated.Andifidon'tknowhowtodothemihavesomeheadache.
9th
sometimeswehave2testsinarowandbyjustnotdoing1yourgradegoesdownalotandgetsyouindangeroffailingthatclass.
9th
Ushavingtoomanytestsandtomakeitworseitcountsfor75%ofmygradeandimnotgoodattakingtestsatallwhenitake
themigetlikescaredorsomethingoffailingthetestandiendupfailingmostofthetime.
9th
itslikewetakeoneinallmyclasses
9th
ithinkitisagoodamount
9th
ifIfailorifitstohardIgetstressandnerves
9th
therearetoomanybacktoback.itsalottorememberbecausetheytrytorushwhenteachingyoutheinformationforthenext
test.
9th
theteststhatwetakearetoomany,andwedon'tgetanytimetostudydotoalltheteststhatwehavetodoforeachclass.
9th
Withmyconcernsontest,wellIgetstressedoutoversometestbecauseI'vebeenlikesinceIwaslittlegoingthroughschoolsand
Istillgetstressed.TomeitdependsifthetestissomethingIlearnthatdayofthetestiwillgetoverwhelmedandputmyhead.ifI
thinkI'mbouttogiveuponanytestIwilltakeabreathercauseIdon'twanttogiveuponatestthatwillcostmemygrade.And
withouttestitcouldbehardtopickupgradescausetestcansaveourgradesinthelongrun.
9th
Throughouttheyearwegetweget24+testeverymarkingperiod.
9th
theygettohardandtheydontgiveustherightresoures
9th
HavingsomanytestsmakesmestressfulandIbreakdown,andthenIstarttokindofshutdown
9th
myconcernsarethatigetstressoutwaytomuch
9th
itstohardtodoanditbringsmygradedowneverytimeitakeatestanditstostressful.
9th
wetake24testsamarkingperiodnotincluding,dcas,sat,andexc.
9th
ifeelasthoughthatwecantconcentrateoneverythingatthesametimeitmakesourheadspinifwedon'tstayfocusonour
thingsweworryaboutourgradewegoingtogetandeverythingelse
9th
Myconcernsabouttakingtoomanytestsarethatyoumightfailthetestandyourgradewillgodownlowandthenyouaregoing
tohavetoworkhardtoboostthegradeup.
9th
whydon'twelikelearnitbeforewetakeit.
9th
Wehavetohave3sumitivetesteachmarkinginall8classes
9th
istresswhenevertherestomanytestitdoesntgivemeenoughtimetodothethingiwanttodooutsideofschoolandinside.by
doingtomuchtestingihavebeengrowgreyhairsandwithallthistestigetnosleepwhatsoever.
9th
ithinkthatwearetakingtomanytests,kidsarestressingoutaboutgettinganswersright,,ontopofnormalteenagestresseslike,
relationships,grades,andsports.peopledontrealizehowmanytestswetakeasstudents,ithinkweshouldgetlesstests
9th
someajustveryhard.itisstressfulbecausesometimestheygiveutestforliketojustgetasumativeortoseehowuaredoing
orwhatuknowandsometimestheyjustpopupandthenucantstudy.
9th
whatconcernsmeaboutthesetestistheytakeupalotoftimethaticouldbegettingmyschoolworkdoneandtryingtoget
bettergradesbyhavingtimetodoworkandgetmygradesuptheyalsohurtmygradessometimes.thesedaysthetreisatestfor
everythingweatherwelearneditornot.
10th
ifIhaveanAPtestandanotherclasstestonthesamedayitstressesmebecauseIwanttopassbothtest.
10th
What'sthewholepointofrememberingstuffwhenwewon'tuseitagain.Weknowwhatwetalkedaboutsowhyeventakeone.
10th
Whycantweuseanynotes?Ibelieveeverytestshouldbeopennoted.
10th
ThatIamgoingtofailandit'sgoingtodropmygradeandthenintheend,endupfailingforthemarkingperiod.
10th
Theconcernihaveisthatwhydowehavetoexplainlikewriteoutouranswersontestwhycan'twejustgetmultiplechoice
questions.
10th
Ithinkweshouldbegivenmoretests.Peoplealwaystalkabouthowtobecomethisorthatwhentheygrowup,butwithouta
goodeducationpeoplewon'tdomuchinlife.ThisismyfirstyearhereandcomparedtomyotherschoolinPAtheworkistoo
easy,notenoughhomework,andnotenoughtests.
10th
TheonlyconcernIhaveaboutanytestItake,iswhetherIknowitorifthereisanyproblemswedidn'tgothrough.
10th
Toomanytestwillstressastudentout
10th
thatI'mgonnadobadlyandruinmygradeforthemarkingperiod.
10th
Thatthematerialneededtopassthetestwontalwaysbethethingtheyalwaysrevieworgoover.Mosttestwouldscoreaperson
(whenitcomestoatestgrade).Sometimestheyforgettheanswersbuttheyknowallthecriteria.
10th
Thetestthatwetakedoesn'tcovertheobjectiveofwhatwewastaught.
10th
TheconcernsIhaveisfailingIthinkisbad.
10th
thatifIfailatestitwillruinmygrade
10th
TheEnglishtestit'sdifficultsomeofthetestwetakewehavenoideawhat'sinit.
10th
Thelimitedamountoftimegivenforatest.
10th
Ithinkweshoulduseournoteswhentakingatestortakethetestandgivearightamountofminutestolookbackintoournotes.
10th
MyonlyconcernthatIhaveifwhatifIdon'tpassthetest.
10th
Mygradswaytomuchonmytestscores
10th
Theygavetomanytestouttheyaretohard
10th
Ifailingreally
10th
Thestressaboutpassingthetests.
10th
ParamiesmuydificilporquealunosexamenesestanenEnglish.(ItisverydifficultformebecausesometestsareinEnglish)
10th
Siparamysonunpocodificilesporquecasinoentientoelidioma.(FormetheyarealittledifficultbecauseIhardlyknowthe
language.)
10th
Forthelanguageofingles
10th
istoomuchquestionweneedmoretimebecaussometeachersgiveuslik20minutesforatets.isdependwhattypeofquizwe
take.
10th
Weshouldhavemoretimetodotestandthereshouldbethreebreaks.
10th
toohard,toolong,2testsforonedaynotnormal
10th
Thetestsaretoolong.Therearetoomanytests.
10th
Itwillbebetterifitismultiplechoice.
10th
sometimeitwillbe
10th
TheenvironmentofwhichItakethetest.Toomanybadrowdykids.
10th
Thatitseemlikeeveryclassorsowe'retakinganewtestanditisworth70%ofpeoplesgrade.
10th
LikeIbedoinggoodbutwhenmidtermscomeIjustfailit.
10th
Someofthemdonotmakesense,evenifyouareatschooleveryday.
10th
ThatIwillfailthemandthatleadingtomygradegoingdown.
10th
ThatIwon'thavetimetoprepareandflunkthetestgettingabadgradethatIcan'tmakeup.
10th
TheconcernsIhaveaboutthetestwearegivenisthattheybewaytomanyquestionsononetestinacertainamountoftimewe
aregiven.
10th
doingitwhereverotherweek
10th
Thatwehavetowriteineverytest.
10th
Ithinkifyoutryonthetestyoushouldgetsomecreditfortrying.
10th
whyistheresomanyanswer
10th
TheconcernsthatIhaveaboutthetestisthatwhydotheteachermakethemdifferentlythanwhatwetalkabout.
10th
Theyareunnecessary.
10th
Itmakesmetired!
11th
Sometestsdon'thelpbecausewedon'tgettellorteachwhatwegotwrongforexampletheDCAStest.
11th
TheconcernsIhaveaboutthetestsaretheiroblivioustothefactthatwedon'tcovereverythingtheywantinclasstobeonthe
test.
11th
Thetestsaren'tentirelyhelpfultome,ortheotherstudentsinparticular.TheydenotefrommyclasstimewhereIcouldbe
learningaboutcoursedriveninformation.
11th
Wetakealotoftestsandmostofthembarelymakeanysenseandwewillneverneedthatinformationineverydaylife.
11th
Ifeelthatsomanystudentsgetoverwhelmedandquitontest.
11th
Thetestsareuselessincomparisontotheworkandthingsstudiedinclasses.
11th
Wehavetoworryaboutthosetestwhenwehavetestinourclassesandotherwork.Italsoaddtothestufftoworryaboutand
sometestareuselessunlesstheyhelpmegettocollege.
11th
Ineedtobenotifiedabouttestsoneweekbeforetakingtheminordertobeabletostudyforthetest.
11th
Theydonotrepresentyourknowledgeonthesubjectaccurately.
11th
Sometestreallydon'thelpme
11th
Idontthinktouseful
11th
Weasstudentsstresstomuchabouttakingtestsbecausewealreadyhaveschooltestandworktodoandaddingmoretestdon't
makeitanybetter
11th
Theytaketimefromclassforlittletonoactualbenefit.
11th
Thefactthatmostofmyclasseshavetestseveryotherday.andsomeofthetestshaveabsolutelynothingwe'vegoneoverin
class.NothingIlearninclasspreparesmeforthetestsorlife.
11th
Idon'tmindtakingthetestsbuttheinformationdoesn'talwayshelpwithwhatI'malreadylearninginschool.
11th
sometimeIdon'tunderstandthatquestionsandit'sdifficulttomeansword.
11th
thatsomeofthemarehardandthatcoulddropmygrade
11th
Becauseteachersgowaytooquicklyonasubjectandthenaresoquicktogiveatestcausingustofailbecausewehaven'tfully
obtainedalltheinformation.
11th
Theteststaketolongtogetbacktous.Theyaresometimestohardtodoortheyjustdon'tmakesense.
11th
Ifeelasthoughallthemajortestaretooclosetoeachotherwhichcausestudentstostressandnotdowell.
11th
Justmakingsureit'sabouttheunitinsteadofthenewunit
11th
Howsignificantlywillitaffectmygrade?WillitraisemyGPA?
11th
Takingthetestisnottheproblem,it'showmanyofthesametest.
11th
Ifeelthattherearetoomanytestgiveninthesametimeperiod.Forexample,ImighthaveaMath,English,Spanish,anda
ChemistryTestallwithin2days.Thatistoomuch.
11th
SomeofthequestionsonthemathsectionIneverlearninclass.
11th
Sometimewearenotwellprepareforthetest
11th
Whydowehavetotakemanytests?Whydoesitreflectoncollegeapplication?Whensomepeople/studentsarebadattest
taking.
11th
Theyarehard
11th
Whytherereallygonnatryandteachusshitthatwerenevergonnauseintherealworld
11th
howitsusefultome?dotheyjustgiveustesttohelptheteacher?dotheytrytotrickus?
11th
IItakeanyteststheonlyconcernsIhaveisifIhavethecorrectnotesandenoughtoaceatest.
11th
Inmyopinionwehavetomanytestandwedon'thaveenoughtimestoreviewmaterial.
11th
Ihavetobegoodaboutthistext
11th
Theyaretoolong,tohard,&theyarewaytodifficult
11th
Idon'tbeknowingsomeofthestuffthatbeontheteststhatI'vebetaking.
11th
theyarestressful
11th
ItbetomanytestsandalotofpeoplegradesgodownbecausetheybefailingIbestressedbecausetestesbetomuchandbrings
mygradesallthewaydown.
11th
theyaresohard
11th
Askingsomequestionsthatarenotinthebookweread.
11th
Theygiveusatestthattheteachernevertaughtusaboutandthey'renotPreTests.
11th
Idislikethem
11th
Therearenoconcernstheyacculaymakeyoufeelbetter
11th
Theproblemisthelanguageingles
11th
Ithinkthattestsistohard.Sometimeeasy.Idon'tknow.
11th
Weneedmoretimeinthetests.Weneedlesstests.
11th
sometimeitwillbe
11th
Notgivenenoughinfoforthetest,andtherightkeysforthetest.
11th
Teachersputtoomuchstressonstudentsaboutteststhatwillandwillnotaffecttheirgrades.
11th
theyarehard.
11th
Ireallydon'tlikethetestIthinkitstressmyselfandother.
11th
theretoolong
11th
reallylong
12th
Itistoomuchtohandlebetweentestsinclasses,SATsandACTs,collegeapplicationsandotherthingsstudentsexperience.
12th
Sometestarecompletelypointlesssometimes.Testthatquestions,weneverlearnedthelessonssowhatsthepoint.
12th
Theygiveustestthatdoesn'tmeananyuse,likethesmarterbalancetestandDCAS.Itdoesn'tgotoourgradesoIdon't
understandwhywehavetodoit.
12th
Shortanswersareatabbitharderandconfusing.
12th
Whatconcernsmeaboutthetestsarehowmuchtheyareworth.Thetestsbasicallydecideifyoupasstheclassornot.Other
workdoneinclassdoesnothelpyoualotinyourwork.
12th
allmytestsisusefulltome.becauseithelp'smerememberthings.
12th
Thetestshelpthestudentskeeptheinformationthattheylearnintact.
12th
Topass
12th
Sometimestestsaregivenoutatatimethestudentswon'trememberallofthematerial.
12th
Yes,Ihaveaconcernabouttheteststhatnoonetakeexamsaftermarkingperiodends.Teachersshouldtakeexamsaftereach
markingperiodends.
12th
Whyarethequestionswordedthewaytheyare?
12th
Why?
12th
theytestmyabilityofmyintelligence,whatifyournotatesttakercauseI'mnot.
12th
Theyweighourgradetoomuch
12th
someteachersareextremelyhardtolearnfromandgivehardteststhatarehard
12th
idon'tagreewithstandardizedtest
12th
Theyaremanaging.
12th
Therenotaboutthethingsthatwelearnintheyearduringourclassestherejustirrelevanttestthatwehardlyknowanythingon.
12th
there'sjusttoomanyofthemformetodo
12th
Thescore
12th
Theyaretoolong
12th
myconcernsaretodogood.
12th
Ifachilddoesbadonatesttheirshouldbeawaytoearnmorepoints.
12th
Whydowetakethistestthatdoesn'tgotoourgradeormeananything
12th
Toomany
12th
Thetestsarerandom,andweareunprepared.
12th
thattheywillmakemygradesbad
12th
ThemainconcernIhaveaboutthetestthatItakenowisthatI'musuallynotprepared.
12th
Theyaretoolong.
12th
comefromsuchtests.
12th
comefromsuchtests.
12th
12th
12th
Theyhavenothingtodowithwhatwelearn
12th
Ibelievethattheygiveustoomuchtestandtheteachersdonotunderstandthatwealsohaveresponsibilities.
12th
theyareirrelevantanddonotverymuchcorrelatetowhatweareactuallylearning.likelastyearihadtotakesmarterbalence
mathwhileincalculussoiwaslearninghowtodomuchmorecomplicatedworkbutwasnteventestedonwhatiwasbeing
taught.
12th
Whocreatesthetest?,Howdotheyscorethetest?
12th
Aconcernthatihaveabouttestsaretheyaresometimestoocomplicatedorthatstudentshaven'tseentheinformationbefore
takingthetest.
12th
whatareallthestatisticsbeingusedfor
12th
Thetestareonwhatthestatethinksweshouldknow.Thetestdeterminesbasicallyhowstupidwearetotheirstandards,rather
thantheactualintelligencelevelsweareat.
12th
Thefactthatmostpeoplecouldcarelessaboutstatetests
12th
Ifireceivedenoughinformationforthecurrenttest
12th
Standardizedtestsaredoneoutofselfishreasonstomaketheschoollookbetter
12th
Theyputexcessivestressonstudents
12th
Thattheyarealljustusedtoshowimprovement.
12th
Wedontlearnallthematerialthroughly
12th
Studentsarepushedtodoexceedinglywellonstandardizedteststhatdon'treallymatter.Theyplaceanenormousamountof
pressureandstressonstudentswhoneedtofocusonotherthingslikecollegeapplicationsandgradesthatactuallycountfor
something.
12th
Myconcernisthatmostofthemmeannothingtomyfuture.Itryreallyhardonthesestandardizedtest,andIgetreallygreat
scores,butmanycollegesdonotacceptthescoresofthesetest.
12th
BecomingoverwhelmedbyhowmanytestIhavetotakeandnotdoingwellonthemasaresult.
12th
ThefactthatIdon'tgetanythingoutoftakingthesetests.Theyaren'tteachingmeanything.
12th
Thatweareoverwhelmedwhensomanytestsarethrownatusandthatthesetestswetakedonotcountforanythingtowardsus
andwedonotlearnanythingfromit.(DCAST)
12th
MybiggestconcernaboutthetestsItakeisthatalthoughIspendmytimecompletingtestsanddomybesttheydon'texactlyhelp
megetbetterfurtheronintheyear.
12th
Thestatetestswearegivendonoteffectivelyshowhowwelltheteachersareteachingus.Mostofthepeopledonottryonthe
statetestsunlessgivenandincentiveandforthepreandposttestIknowpersonallyIdon'ttryatallonthepretestandkilliton
theposttestbecauseIknowotherstudentswon'tdoaswellandIwantourteacherstolookgood.
12th
ThefactthattheyareweightedsoheavilythatifImessuponeithasaheavynegativeimpactonmygrade.
12th
Howhardtheyareandhowlongittakestocompleteatest.
12th
Theyaretoohardforus12thgraders.
12th
Thatstudentstaketoomanytestsaday.Itwilldonothingbutstressusoutandcouldhurtourgrade.
12th
thehighamountofstress
12th
abouttestnumberormathorscience
12th
Wedontgoovermostofthethingsthatsonthetest.Unnecessarystress
12th
Itaketoomanytesttowhereihaveanxiety.
12th
Mostofthetimewedon'thavetimetolearneverythingonthetest.
12th
Thereareextremelytoomanytest.
12th
Whatwestudyinclasswouldn'tbeinthetests.
12th
howTheyaffectme
12th
Wedonotlearnmuchofthematerialontestandthereismoreconcernaboutpassingthanlearning.
12th
Thattheyareredundantinwhattheyaretestingyouinandhowmanytimesyouhavetobetested.
12th
wearegiventoomany,andneedtofocusonactuallylearningratherthentakingallthesetests
12th
Thetestsdonotaccrutlyreflectwhatwe'vebeenabletoactuallycoverandcompleteintheclassroom.
12th
notknowingalltheinformationthatthetestsaskus.
12th
Toomuchtestingmeanswedon'tgettolearnalotbecauseweretobusytakingtests.
12th
therearetomanyofthem
12th
NotenoughReviewandifwedoReviewit'shardtofocus,becauseKidsconstantlytalk.
12th
Everyweekthereisanewtest.
12th
EveryweektheirsatestdefinitelyinhonorsandAPcourses
12th
whendidwelearnthis?didweactuallylearnthis?
12th
Idon'tknowwhytheygivesomuchlikepeoplehavetime.
12th
thatimgoingtofail.
12th
Thatwearebeinggradedonatest
12th
teachersareharshforamakeup,redoorextracreditifidobadonatest
12th
shortanswers
12th
Ihavemoreofaconcernforthekidswhotaketheteststhantheteststhemselves
12th
Sometestaskquestionsaboutthingsthatwehaveneverseenorstudiedintheclassthatconcernsmewithmygrade.
12th
Idon'tagreewithanySATorDCAStesting.
12th
howaretheyhelpfultooureducation
12th
Ifiamconstantlytestedforwhatiknowiwillbegintoforgetthematerial.
12th
Thatteacherdontpreparestudentsenoughandthecollegeboardgiveustoomanytestthatdontmeananything.
12th
sometimeswearen'tgivenenoughtimeorthetestsarebasedonpreviousyearsofmathandEnglishthatwemaynotremember
12th
They'rebasedonthingsthatwehaven'tlearnedyet.
12th
SometimesIdon'tunderstandtheworkcompletelybecausetheteachersgiveittousthenextclass.Forexample,theyteacherus
somethingoneclassthentheytestusthenext.
12th
itdoesn'taccuratelyfindoutwhatyoureallyknow
12th
Itwouldbebestiftherewasjustonebigtestandallofourscoresandassessmentswerebasedoffsolelythattest.
12th
somedon'tmakeanysensesometimesit'sreallynotaboutwhatweactuallylearn.
12th
wehavealotofclassesalreadyandaddingonabunchofuselessteststhatjusttestIQoraptitudeisn'thelpingusfocusonour
GPAoutcome.
12th
thatitsstuffihaven'tlearnedorbarelyknowthematerialthatimworkingon<soitsmoreofachanceoffailingandtheyarent
useful.
12th
they'retoolongandbasedonthingswehavenotlearnedyet.
12th
theybringmygradedown,igetstressed
12th
Theamountoftestwetakeisridiculous.Theytakeawayfromclasstimeanddon'tassessmaterialactuallylearnedinclass.
12th
Somestudentshavetroublememorizingthecontentsfortests.
12th
Studentslosefocusontheirschoolworkstudyingforallthechallengingtestwehadtotake
12th
standardizedtestsareoverlygivencausingstudentstonotwanttoactuallytaketimetoanswerthequestions.Givinginaccurate
answers.
12th
EithernotestsorDCAS
12th
Withtestes,somepeoplemightfreezeupbeforehandandforgeteverything,likeme.Sowithhavingsomanytests,mygrades
lookbadandshowsthatIdonotknowanything.ButwhenIreallydo.
12th
Itshardtojuggleyoustudytimeandthetestsmessupyourwholegrade.
12th
Standardizedtestdoesn'thavealotofquestionsthathavetodowithwhatwelearninschool.
12th
Ifateacheristogiveoutatest,pleasemakesurethetestisonthematerialtaught.
12th
thepretestsarenotfittoleveloflearningIamtakingbecauseitisallforCPclass.Thepretestaretooeasy
12th
smarterbalancetestsaretoeasyandquitehonestlyannoyiing,pleasebringbackthebeststanderdizedtestofdcas.
12th
Tooeasy
12th
Tooeasy
12th
thatwetaketoomanytestonsubjectsthattheydonotcoverduringtheperiodwearelearningnewmateriel.
12th
ithinktesthelpmetopreparefortheclasses
12th
Passing
12th
Notknowingallthematerialandnotbeingabletoreallygraspwhatwastaughtintheclassthattheexamwasgivenin.Alsonot
reallyabletounderstandwhattheteacherwasreallyteachingthatwasgoingtobeonthetest.
12th
theteststhatitakehelptometoknoweverythingandthenwhenigraduatethatteststhatididhelpmeforthecollege.
12th
Failing
12th
Whyaresomeofthequestionsconfusing,
12th
Willithelpmepass?
12th
willthisleveloutallofmymissedformativeassignments?
12th
Theyareeithertootight,timewisetostudyorreviewforit.Andareoftengiventoomanyforasingleunit.
12th
They'retoodifficult.Thethingstheteachersteacharetoofastpaced.Theyrushrightthroughthemandifyoudon'tknow,you're
screwed.
12th
Thestateteststakeoutcrucialtimeinclass(Iamenrolledin3APclasses,andImissvaluableclasstimebyhavingtotakethe
tests).
12th
Therestoomanyandifwedobadourgradegoesdownalot.
12th
Noteverychildlearnsthesameway,sothetestsshouldnotreallycount,.
12th
Notenoughpreperation,wrongpreparation
12th
IamconcernedthatIdon'thaveenoughtimetotakethetestandtheyaregradedpoorly.
12th
Theyareverydifficultandarebasedoffofmemoryandnotlearning.
12th
Thatwearesometimesgiventoomanyatonce.
12th
Thattheyonlyassesswhatweretainnotwhatweactuallyknow.
12th
Thestudentsarenotmotivatedtotakethembecausetherearejusttoomany,andtheychangeeverycoupleofyears.Theyoften
getinthewayoflearningintheclassroombytakingawayadayortwoandbyrequiringallthecomputersandlaptopsinthe
school.
12th
Thenumberoftestsandtheweightofthemconcernsme.InsomeclassesIhavehadonlyoneortwotests.Thisisalarmingfor
someonewhoisintelligent,likeI,butdoesn'talwayspreformconsistentlywellonassessments.IfIdopoorlyononetest,my
gradeiscompromisedfortheentiremarkingperiod.
12th
InAPclasses,I'mnervousthatIunderstandtheconcepts,butwillstruggleinterpretingthequestion.Forexample,Imay
understandhowtoansweraquestion,butifitisnotdirectlystated,Ihavetroublerecognizingwhattodo.Anotherconcernof
mineishowdrasticallyabadsummativegradecaneffectmygrade.Oftentimes,ateacherwillonlyofferonetotwosummative
gradespermarkingperiod,makingitdifficulttomaintainmygrades.
12th
IhaveconcernsthatIamtakingtestsonmaterialthatIonlyjustlearned,andIfeelunprepared.Also,IfeellikeIcouldbetaking
testsonmaterialthatIdonotfeelisusefultotheclassoverall.Teachersarenowlookingtojustgetsummativegradesintothe
system.
12th
mymainconcernsishowmuchistoomuch
12th
Thematerialsarenotcoveredinclass
12th
Theyareinappropriatelyimplementedwiththesubjectthat'snotinthecurriculum.
12th
They'retoofrequent,andtheyaccountforfartoomuchofthegracetobeanywhereclosetofair
12th
They'requitetediousandtakeuplotsofschooltime...
12th
Ihaveconcernswithwhattypeofquestionscame.
12th
Isthematerialthatwestudyactuallyonthetest.
12th
Theyaretoohard
12th
Icanfailbecausetestsaresuchahighportionofourgrades,theycanbringusdownifwedobadly.
12th
theyarereallylongandidontstudyenoughforit
12th
youcancompleteallclassworkbutfailonesummativeandfailfortheyear
12th
ms()shouldbefired.
12th
Tobehonesttakingtestsdon'tmakeuslearn.Wehavetohaveawholelessonwithonetestattheendofit,nothavetwoorthree
testsinoneday.Andthesetestsarekillingus,anstressingus()out.
12th
toohard
12th
mostofthestatetestsdontmatchwhatwehavelearned
12th
theretoomanytestandtoomanyquestions
12th
Becauseit'ssomethingthatwillbringmygradesdown
12th
honestlythissummitiveformativestuff()sooooomuchihateit.Lolwhyshouldonetestcountas75%ofmygrade?Idont
understandthisialwaysfaillastminute
12th
ifimgonnapassthem
12th
Failingthetests.
12th
Thetestsareworthmajorityofourgrade.Certainkidsarejustbadtesttakers.Personally,Ithinkit'smesseduphowasingletest
coulddetermineakidswholegrade.StraightAstudent'sgradescoulddropbecauseofonetest.
12th
therearewaytoomanyandnotenoughareusedtoourbenefitlikegivingusabenefitoutofsomanytestsotherthan
"improving".
12th
becausesometeachersbegivingtestoutwhensomeofthestudentsdon;tevennowhat'sgoingonthat'swhystudentsbegetting
badgrades.
12th
theretohard
12th
ithinkasseniorsweshouldonlyhavethemidtermsandfinalexams,becausetheyearisalreadystressfulenoughtryingtomake
sureyougraduate.
12th
IfsometestsarejusttoseehowsmartweareweshouldnttakeitIratherpracticeandbettermyself,butsometeacherstakeit
tooseriousandcountitagainstMPgrade.
12th
Tomeanytosoon,notenoughtimetostudyorbetoughtenoughaboutthesubject.
12th
therearetoomany!!
12th
sometestdon'tgiveenoughevidencetoproperlyunderstand
12th
ItconcernsmetheamountoftestthattheygiveusfortheholeyearandplustheextratestliketheSRI,Smart
Bal,Midterms,Finals,CFAS,SAT,PSATS.
12th
ImissedvitalclasstimelastyearbecauseIhadtofinishmySmarterBalancetestandIstruggledtokeepupwithwhatIwas
missing.
12th
ithinkitstoomanytestsbecausethereissomeofitlikePSATorDcasthosequizzesthatwedon'tevenknowalotoftheanswers
justguestingit.
12th
wetaketoomanytestandmostarenotevenexplainedgood.
12th
Thatmostwouldbeuncessary
12th
Imworriedimightgetalowscorejustbecausethetestsconnectstonothingilearnedinschool.
12th
itmakesmenervousandfeellikeI'mbouttofailed
12th
thatstudentshavetomanyandcantenjoyhighschool
12th
everytestitakeigetlowgrade,imalowtesttakerbutinclassworkigetgoodgrade.
12th
someofthemidon'tunderstandthem
12th
Ifeelthepaseistoofastinschool,itisdiffcultasitis.SoIfeelreallyoverwhelmedIhavebadanxietyandIcan'tfocushalfthe
time.
12th
IfIfail,willitaffectmygrade?
12th
Ifeelovertestedandthatthesetestsarejustthrownatallofustoquickly.
12th
ThatIt'sJustThrownOutThere.BarelyAnytimeToStudy.
12th
it'smakeyoufeellikescaredandparaniod
12th
itmakesmefeelnervous,frustratedandoverwhelmed
12th
whydowegettestedonthingswehaven'tlearnedyet?
12th
wetakelotsofthemduringtheyearfromeachclassdifferentsubjects.
12th
they'rehard,whenitaketestitendtonotgetagoodgrade.
12th
trynottomakethemhavefrontandback
12th
Myconcernsabouttakingtomanytestiswhydowehavetotakethistestanyway?Isitgoingtoimproveordisapproveorgrades
?DoithelpourGPA?Ifyouanswerednotoanyofthesesquestionsthentesttakingreallyisn'tuseful.Testingisn'talwaysgood
becauseonkidsthatarenotgoodontestusuallystressbecausetheyfeelliketheydon'thaveenoughknowledge,andthekids
thatusuallydon'tstudyaretheonesthatdon'tcare.TESTINGISSTRESSING
12th
ifidontpasshowitwilleffectmygrade
12th
Ifyoufailityourgradegetsdroppedalot.
12th
Sometimesbetheystressfulandtoomuchonthestudents.
12th
Theyaretooclosetogether,teachersseemtoscheduleallatthesametime
12th
Takeuptoomuchtime,takeawayfromrealtestslikeAPandSAT
thatImightgetitwrong
Someofmyclassesonlyhaveonetestpermarkingperiodandthisishighlyconcerningforastudentlikemyself.Iamaverypoor
testtakerandonsometestsIgetpoorgradesandthatisconcerningbecausemygradeintheclassdropssignificantly.
5th
nopromble
5th
Idon'tknow
5th
Idon'tknow
5th
no
5th
noconcerns
5th
Idonothaveeny
5th
none
5th
Idon'tknow
5th
none
5th
none
5th
Idonothaveanyconcernwithanytests.Maybealittlelessteststhough.
5th
ihavenoconcernsbecausetestmakeyoulearnmore
5th
none
5th
IdontknowifIknowtheanswers.
6th
idk
6th
Idon'thaveanyconcernsabouttests
6th
no
6th
Ihavenoproblemswiththetest.
6th
Ihavenoconcernsaboutthetests
6th
Nope
6th
None
6th
IdonothaveanyconcernsabouttestthatItakeallthequestionsareeasytoreadandtheteachersteacheverythingyouhaveto
knowaboutthesubject.AlsomostallofthestudentsgetanAoranAplus
6th
none
6th
Ihavenoconcernsofthetestwetake
6th
noconcerns
6th
6th
Ipersonallydon'thaveanyconcerns
6th
therefine
6th
Nothing.
6th
6th
none
6th
none
6th
noIhavenoconcerns
6th
none
6th
nothing
6th
noconcerns.
6th
Idon'thaveanyconcernsaboutthetests
6th
N/A
6th
ihavenoconcerns
6th
Ireallyhavenoconcerns
6th
None,excepttherearealot.
6th
No
6th
Idonotknowwhatthequestionmean.
6th
n/a
6th
Idon'thaveany
6th
None
6th
6th
Noconcernswithanytests.
6th
Ihavenoconcerns.
6th
Idon'thaveanyconcern
6th
Ihavenoconcerns.
6th
none
6th
none
6th
noconcerns
6th
noconcerns
6th
none
6th
noneoftheabove
6th
None.
6th
None
6th
Noconcerns
6th
none
6th
Idon'thaveany
6th
Idon'thaveany.
6th
None,wealwayshavetheresourcesandtheteachersalwaysgooverthematerial.SoIthinkthetestsaregood.
6th
Nonethey'erfine.
6th
Idonothaveany
6th
None.They'refine.
6th
Idon'thaveanyconcernsaboutthesetests.
6th
No
6th
Ihavenocomplaintsexceptforsometestscanhavetrickquestiond
6th
IhavenoconcernsabouttestedatHB.
6th
Noconcerns
6th
none
6th
none
6th
none
6th
6th
idonothaveanyconcerns.
6th
Idon'thavenoconcernsatthistimethankyouforasking:)
6th
Idon'thaveanyconcernsaboutthetestItake.
6th
ihavenoconcernsrightnow.
6th
Idonothaveanyconcernsaboutthetestsitake.
6th
idon'thaveanyconcernsatthistime
6th
none
6th
6th
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnoooooooooooooooo
ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooonnn
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
nnnnnnnnnnnneeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee
6th
No
6th
ihavenone
6th
noconcerns
6th
noconcerns
6th
IDK
6th
IDK
6th
none
6th
6th
nothing
6th
none
6th
idk
6th
nope
6th
Idon'thavetoansweryourquestion
6th
Idon'thaveany.
6th
ihavenoconcerns
6th
(nonsense)
6th
None
6th
Ihavenone
6th
Idon'thaveanyconcernsaboutthetestItakeandIalwaysthinkthatIwillgetagoodgradeonthem.
6th
NothingconcernsreallyexceptsometimesIfeelthatpopquizzesgoinfortomuchofagradethantheyshouldbe.
6th
none,fornow.
6th
Thereright
6th
Donothaveany.
6th
noconcerns
6th
NothingreallyIthinkthereokay,Thereaboutthestuffwelearnedabout.
6th
none
6th
noconcerns
6th
Idon'thaveany
6th
none
6th
Idon'thaveany.
6th
TherearenoconcernsIhaveaboutthetestItake.
6th
none
6th
idonthaveany
6th
nothingreally,justthequestionsmaybewordedabitstrangesometimesandtheycouldbeeasiertoread
6th
nonotreally
6th
Idon'thaveconcernsaboutthetests.
6th
IdonothaveanyconcernsaboutthetestsItake.
6th
NONEwhatsoever.
6th
6th
6th
thetestsarejustright.
6th
Idon'tknow
6th
Idonotnot
6th
Idon'thaveany.
6th
Idon'tknow
6th
idontknow
6th
Noquestions
6th
ifeelgoodaboutit.
6th
nothing
6th
noconcerns
6th
ihaveknowidea!?
6th
idon'tknow
6th
no
6th
Ihavenoconcerns.
6th
iliketestitfun
6th
idontknow
6th
none
6th
none
6th
idontknow
6th
Idon'tknow.
6th
nothing
6th
idonotknow
6th
Ireallydon'tknowsorry
6th
Nothing.
6th
NOTHING
6th
Idon,thaveanythingtosay.
6th
Nothingconcernsmeallweneedtodoisstudyathomeforhomeworkthentakethetestthenextday.Ifyouforgettostudy,
studyonthebusinhomeroom.IfIgetascorethatI'mnotokaywithIaskforamakeuptest.
6th
ihavenoproblemswiththetestwegetthemwestudyforitandwedoitain`tnothingtoitbuttodoit
6th
nothing
6th
NoIdonotthinkanythingiswrongwiththetests
6th
none
6th
nothing
6th
none
6th
ihavenoconcernsaboutallthetestwetake.
6th
Ihavenoconcernsabouttakingtests
6th
noIdothaveanyconcernsaboutthetests
6th
none
6th
nothingit'sjustwegettomanyofthemandit'shardtodoonetestandyourthinkingaboutthegradeonyoue
6th
??????????????????????????????????????????????????????????????????????????????????????????????????????????????????
??????????????????????????????????????????????????????????????????????????????????????????????????????????
6th
None
6th
Noconcerns
6th
itokthetestfine
6th
Idonthaveanyconcernsabouttestsbecauseiknowwehavetotakethematsomepoint.
6th
none
6th
idon'thaveanyconcernsitsjustthatwhydowehavetotakethesamesurveyoverandoveragain
6th
none
6th
none
6th
6th
none
6th
NONE
6th
ithinkthatitsok
6th
na
6th
nothing\
6th
6th
none
6th
Ihavehadnoconcerns
6th
idon'tnow
6th
noconcerns
6th
It'sjustperfectly
6th
Noconcerns
6th
Idon'thaveanyconcernsaboutthetestsItake.
6th
6th
idontknow
6th
Ihavenoconcerns.
6th
Nococernsbecauseimokaywiththesetestsbecauseweneedthisknowledge.
6th
Idonothaveconcernaboutthetest.
6th
Ihavenoconcerns
6th
Nothing
6th
nothingconcernsme
6th
Idon'thaveaconcern.
6th
None
6th
noconcerns
6th
Ihavenoconcernsaboutthetests.Theyarefuntome.
6th
no
6th
6th
Idonthaveany
6th
noun
6th
idonthaveanyconcerns
6th
I'mnotcocernedaboutanythingwiththetests.
6th
nonejustteachalittlemoreaboutthesamewhatevertheirteaching
6th
none
6th
noconsern
6th
Ireallydon'thaveanyconcernsforthetestthatwetake.Theonlyproblemisthatalotofpeopledon'tstudyfortests.
6th
none
6th
Notaiotofparer
6th
idonthaveanyconserns
6th
Ireallydon'thaveconcernsbutthingsthat'sontherearesometimesdifficultbutwhenyouusecontextcluesillbejustfine
6th
none
6th
no
6th
NONE
6th
idonthveanyijusttrymybest
6th
nonotreally
6th
no
6th
ihavenoconserns
6th
Idon'tknow
6th
nothing
6th
nothing
6th
nothing
6th
IhavenoconcernsaboutallthetestsIhadtaken.TheteachersexplainwhywetakeitsoIhavenoproblem
6th
nothing:)
7th
none
7th
Noneijustdon'tlikethem.
7th
7th
nocencernsjustnnedtoteststudentstothereownability
7th
none.
7th
noneIhavehighpercentageinallmyclasses
7th
N/A
7th
none
7th
nothingthetestaregoodsothenwecanhavegoodgradesinclass
7th
None
7th
None
7th
none
7th
None
7th
none
7th
none
7th
none
7th
n/a
7th
None
7th
none
7th
NoIhavenoconcerns.
7th
Noconcerns
7th
Noconcerns.
7th
noconcerns
7th
no
7th
7th
7th
7th
noconcern
7th
7th
7th
idon'thaveanyconcerns
7th
NA
7th
idon'tknow
7th
none
7th
thereokay
7th
noconcerns
7th
none
7th
Noissues
7th
None
7th
N/A
7th
None
8th
None
8th
N/A
8th
N/A
8th
nothing.
9th
Nonetestsareverygoodastheyarenothingtobeconcernedabout
9th
None
9th
None
9th
Nothingtosay
9th
Idon'thaveany
9th
Noconcern
9th
No
9th
No
9th
No
9th
no
9th
thetestistoohard.
9th
NO
9th
Noconcernsaboutthetest
9th
nothing
9th
none
9th
nothing
9th
none
9th
nothingitsjustwetaketomanytest
9th
Idon'thaveanyconcernsaboutthetest.
9th
none
9th
nothavingenoughtime
9th
non
9th
nothing
9th
notmuchconcern
9th
Noconcerns,wejusttaketomuchineveryclassitshardtoremembereverything.
9th
don'thaveany
9th
N/A
9th
Notheytestsonmanythingswesometimewedon'tlarean
9th
No.Idon'tknowbutitstomuchforme!
9th
9th
Idon'thaveanyconcernsabouttestinginschool
9th
itsgoinggoodsofar
9th
itisgoodtodotestingtoknowhowmuchyougrewabouthowsmartyouaresoifyougetabigscoreforyou
10th
Don'tcare.Goesoverworkwedon'tknow.
10th
Idon'thaveanyconcernsbecauseofthatIamalwaysreadyforapopquizortest
10th
Ihavenoconcerns.
10th
No
10th
No
10th
Don'thaveany
10th
noconcerns
11th
#NAME?
11th
N/A
11th
none
11th
Ithinkthetestarefine
11th
None
11th
None
11th
None
11th
None
11th
11th
idon'thaveany
12th
None
12th
n/a
12th
None
12th
12th
none
12th
none
12th
Nothing
12th
none
12th
Noconcerns.
12th
none
12th
No
12th
n/a
12th
none
12th
Idon'thaveany.
12th
none
12th
none
12th
12th
none,somearejustcomplicatedsuchasothers
12th
Noconcerns
12th
12th
None
12th
none
12th
Notany.
12th
None
12th
none
12th
nothing.
12th
None
12th
none
12th
IMFINEWITHIT.ITHINKTHETESTSAREPREPARINGUSFORTHEFUTURE.
12th
noconcerns
12th
n/a
12th
no
12th
IdonothaveantconcernsaboutthetestsItake.
12th
none
12th
none
12th
no
12th
none
nothing
Aretheresubjectsorareasyouthinkthedistrictshouldbetesting
Grade whereitiscurrentlynotdoingso?
5th
yesmoreinscience
5th
socialstudies
5th
Ithinkthatifstudentsaregoingtotesttheyshouldonlytestifthey'reseniorsandgoingtocollage.
5th
mathimnotthatgood
5th
theyshouldbetestingtime
5th
laberyi
5th
beonmath
5th
ithinktheyshouldshoulddomoresience
5th
science
5th
theplacesthataremorequiet(forexamplethelibary.yes
5th
Ithinkthattheyshoulddomoremaththanreadingbecauseyoudomorereadingthenmath.
5th
Seiftheteachershavebeendoinganythingbad.
5th
thayneedtoteastusonsocilestudsbecusmostofusdidnotknowabout9/11.
5th
imprpperandmixedfracions.
5th
Ithinkweneedtestsonhistoricalfigures,weneedtoknowmoreaboutpeoplelikeGeorgeWashingtonandetc.
5th
readingandsomemath
5th
Peopleshouldtestweretheycanthinkandgetagoodscore.
5th
yeslikeourspecial
5th
yessience
5th
yesinthelibrairy
5th
Phyiscaleducation
6th
YesmathandSpanish
6th
Spanishlittlebit
6th
ithinkthedistrictshoulddomorewithscience
6th
IthinkthedistrictshouldbetestingmoreinEnglishtheyshouldhavehigherclassesthanhonorsEnglishbecausehonors
Englishiseasyformetoeasy
6th
weshouldtakeatestingymcausewhatifsomethinggoeswrong.
6th
Theyshouldtestyouonmusic.
6th
math,sometimesscience,maybeela
6th
TheDistrictSeemsToBeDoingagreatjobonthetestsofar(inmyopinion)ButIfwetaketestattheendoftheyearthat
weweresupposedtotakemidyearIwouldnotagreewiththat
6th
Yesmathandmorereadingandplayinglikemoregymtime
6th
science
6th
yesIthinktheyshouldbetestingband
6th
Reading.
6th
commonsense
6th
thesubjectsthatschoolshaveshouldbeadjustedtofitwhatastudentwantstodoasanadult.Saysomeonewantstobean
architect.Theyshouldonlyhaveclassesthatwillhelpthembearchitects.
6th
spelling
6th
yourpersonalitytheneedtohaveaclasswheretheycanteachyouhowtomakefriends.theyalsoneedtoteachpeoplehow
toactandnotbullyorhurtotherstudentsintheclassroom
6th
science
6th
cooking,andart
6th
technologyliteracy
6th
Ithinkthatmoresubjectsshouldbeprovidedbasedondifferntgradelevelstohelpusunderstandmore.
6th
Ithinkthedistrictshouldtestmoreinsocialstudies/history.
6th
itisalotoftimetodointhetest.
6th
SCIENCECLASSTEACHERSSHOULDEXPLAINITBETTER
6th
Ithinkthatweshouldbetestedonhowfastyoutype.
6th
Spanish
6th
Gym
6th
soicalstudies
6th
ithinkthattheyshouldincludespellingandspellingtestsbecausesomepeoplearenotverygoodwithspellingandneed
practiceandtheydon'thaveenoughtimeathome.
6th
Ibelievethatthestateistestingstudentsjustfine.
6th
Thedistrictshouldbetestingmoreintechnologybecauseyouhavestepbystepinstructionstofollowandthetestcouldbe
toseewhatyouseeiswrong.Alsotoseeifyoucanfollowdirections
6th
Gym
6th
Ithinkthatalltheteachersaredoinggoodwithgivingtest.Idon'tthinkanyotherteachershouldgiveanytest
6th
EnglishClasses
6th
inalibary
6th
Math
6th
otherlanguages
6th
Ithinkthatwhateverthingswelearnaboutshouldbethethingswearetestedon.
6th
thayshodnotgivealotefotestonsinencebecausethaythinkthatwenowitinaweeklikelerningaboutthehumenbody
6th
1.Math
6th
Thesportyouwillhavetotakeortoseeifyouraresmartanddoyouremeberthestufftheygaveyouin5and4greade.
6th
Bandsotheteacherknowsweretostart
6th
Gym
6th
history
6th
langagelikeSpanishorchinies
6th
Chinese
6th
Spanish
6th
Ithinkthereshouldbemoreemphasesonsciencebasedtests.Ialsothinkthattheseshouldeitherbemadebyteachersor
theschool.Thereshouldnotbestanderisedtestsacrossthewholeschooldistrict.Thesetestsshouldbeasummativegrade
wortharoundfiftypoints.
6th
Onwhatyourememberaboutpreviousgrades.
6th
Intechonology
6th
ELAandMATH
6th
cursiveandsocialskills
6th
Ithinkthedistrictshouldtestyoureyesightinthenursesoffice.andithinktheyshouldalsotestyouhearing.
6th
Theycouldbetestingintechnologyandinthelibrarybecauseinthoseroomsitshouldbesilentenoughforthemto
concentrate
6th
Ithinkweshouldbetestedonourattentionspan.
6th
theywillorcouldbetestingintechnologyoranyotherclassroom.
6th
abilitytothinkquickly
6th
Ithinkweshouldbetestedintechnologybecauseitshowswhatwehavelearnedinthepast2markingperiods.
6th
SocialStudies
6th
Ithinkpeopleshouldbetestedinlisteningandfollowingdirectionsandcommonsense
6th
Usefulthingsthatwewillactuallyuseintherealworld.I'mprettysurewhenweapplyforajobtheywon'tbeaskinguswhat
xdividedby7is.
6th
Ithinkthatstudentsshouldbetestedonlogicbecauselogiccanhelpyouexceedinmathandscience.
6th
Scienceinsteadofonlygettingtested(majortestslikeDcasandSmarterBalanced)onceevery2yearsitshouldbetested
everyyear.AlsoSmarterBalancedshouldalsobeinfalltoalsousethepointofDcasaswellasthealreadyexistingpointof
SmarterBalancedwhichisknowingthematerial.
6th
Districtsshouldbetestingmoresciencetestsaboutchemistryandphysics.
6th
Ithinkthedistrictshouldincludewhat'sgoingonaroundusandprepareusfortherealworld.
6th
ithinkgym
6th
Ithinkyoushouldbetestedinhowwellwewriteandspell.
6th
Maybeahistorytest.
6th
english
6th
scienceandsocialstudies.
6th
Ithinktheschoolshouldstarttestingonthecomputersmore.
6th
health,andgym,andchorus
6th
learningtobuildthinglikesmallhouses
6th
ithinkweshouldhavespellingtests
6th
ithinkthatthereisonelikeweshouldhavemoretestinmath
6th
technology
6th
wesouldbetestedintechnolgy
6th
inmathclasssometimesitishardbecauseyouaregivenalotofmathquestionatonce
6th
Socialstudiesforthestudentsthatareinahighlevelofclassforthatstudent
6th
history
6th
History
6th
Howhardtheyare.
6th
socialstudies
6th
Ela
6th
africanamericanhistory.
6th
math
6th
idonotthinkthatbecauseithinkthethingsthatwelearninourgradeare6graderegularwork
6th
Science
6th
gym
6th
Health
6th
inexploratiors
6th
Homeroombecausekidsreadalotofbooksandonlytaketestonthebookstheyread.WhycantwetaketestonALLthe
bookswereadinsteadofonly1book.
6th
theELAhavetestseveryfriday
6th
reading,science
6th
mathtoseeifyoushouldgotohours
6th
Ithinkthattherearesomesubjects(likebuildingclasses)thatthedistrictisnotgivingtestsforwhentheyshouldtoreview
whattheyareorhavelearned.
6th
Ifeelthatweshouldbetakingthesciencestatetestin6th,7thand8thgrade,notjust8thgrade.Wearegoingtohaveto
takeatestonthematerialfrom6th,7th,and8thgrade,andIdon'tthinkthat'sfair.Studentsmightnotdoaswellonthe
statetestbecausehowaretheysupposedtoremember6thgradematerialwellenoughtotakeastatetest?It'snotright.
6th
Gym,andTechnology
6th
sometestsaregiveninhighergradesandyouareexpectedtorememberallthatinfofrom3gradesthatiscompletelyunfair
6th
Chinese.
6th
Ingym
6th
Ithinkscienceclassshouldbegivingouttests
6th
whenyougetto8thgradetatestwhereitincludeseverythingyouhavelearnedovertheyearsthatyouhavebeeninschool
6th
socialstudiesscience
6th
Ithinkweshouldbegivensmallertestonwhatwearelearningnotonmonthgooverthreetofourdifferentthingsandon
thefirstMondayofthemonthhaveatestonitbecausekidsaren'tgoingtorememberthatwellandthingslikesmarter
balancearejustfortheschoolsandteachertomakesuretheyaredoingwhatthearesupposetobedoingandforschool
benefitsandnothingcomesoutofitforthekids
6th
Spanishgrammargeneralquizzes(allsubjects)includingIQscore
6th
ELA
6th
Englishcauseitishardthanever
6th
Ithinkthattheyshoulddotestinthecomputerlap.Alsoinaquietplacetodotest?
6th
math
6th
Ithinkissciencebecausewedon'ttakequizortextandithinkweshouldbecauseweneedtoknowifweareliseningtothe
teacherandifweknownwhattodointheclassroombecauseweneedtoknowifwearereallylearningandsheorheis
teaching.
6th
ihonestlythoughtwewouldtaketestsintechnologyclassbutwetakethemeverywhere.
6th
computers
6th
mathtests
6th
Sience,art,chore,music.
6th
mathandwriting.
6th
Cooking
6th
readingandsocialstudies.
6th
spanish
6th
Prepareusfortherealworld
6th
Music
6th
familyandconsumerscience
6th
computerroom
6th
ithinktheyneedtohelpusonbettersciencequestions.
6th
Yestheyshouldgiveusatestinthefirstdayofschooltoseewhatgradeyouareat.
6th
thecaterica
6th
iwanttestonchorussoitcanhelpmeunderstandthemusicnotes.
6th
Spanishshouldhavehomeworkfortheclassroom
6th
mathela
6th
ithinkmathshouldbetesting
6th
MaybethingsaboutArt.
6th
math
6th
amathsubject
6th
computerlab
6th
alittlebitinenglishsowillknowwhattodotomorrow.
6th
hardtolisten
6th
theyaregoingtogoodbutnotmyscience
6th
haveacomputertestingroomwillhelp
6th
Ithinktheareasthatthedistrictshouldputthetestontakehomelaptopsoifweneedhelponawordthenwecanaskour
parents.
6th
algebrawitchthemathteachersdontteachusforsomeridicooulousreason
6th
weshouldgointhecomputerroom
6th
thesubjectwhenitsramdomlylikemathorreading
6th
morereadingtestbecausethereslotsofmathtest.
6th
HonorsMath
6th
itmightbeheathclass
6th
Ithinkthattheyshouldaddadvisorytestinvolvingthewhenwehavesoarsnippets
6th
socailstudies
6th
Yestoimprovetheworkandgetsomesuggests.
6th
Wearenttestinginenglishclass.
6th
Ithinktheyshouldtestusinourextracurricular/ssincemanystudentsmightwanttoperuseanothertypeofcareerlikean
actor,adirector,anartist,etc.;
6th
math
6th
Abouttheplanets.
6th
Thedistrictshouldbetestingaretherelatedarts.
6th
readingandmusicyoushouldmakesurewerelearning
6th
science
6th
Ithinkschoolsshouldbetesting/teachingcursive.
6th
Health,Science
6th
yes.Ithinkcomputerclassshouldtestmore.
6th
compert
6th
math,socialstudies
6th
scienceandSocialStudies
6th
IthinktheArtclass.
6th
Idontknowanyclassesthatdontgivetest.
6th
yessocilstudies
6th
COMPUTERSIDONTGETITATALLITDOSENTMAKESENCE
6th
mathandchours
6th
Ithinkmaybetheyshouldmoretestonthehumanbody.
6th
IthinkIshouldbeincomputersnextyearinseventhgradeforwhitedays.
6th
yeslikeartsotheycantestyourartskills
6th
Ithinkthatweshouldhavetestinallclassestoseeifkidsactuallyarepayingattentionanddoingtheirworkthathelpsthem
6th
yescomputerkeyboarding,art,
6th
Participation
6th
socialstudies
6th
inmath.
6th
heathclass
6th
mathsocialstudiesandreading
6th
history
6th
yes,science.it'snotdoingso
6th
englishandsocilstudys
6th
ithinkthequetionsshuoldbetesting
6th
theyshoulddosocialstudiesinsmarterbalance
6th
math
6th
scienceandmath
6th
scienceandmath
6th
math
6th
inmaththeyshouldbutissciencetheyshouldn't
6th
Ithinktheyshouldbetestingsocialstudiesandtheydon'tdothat
6th
English,Math,History,Scienceandallothersubjects.
6th
6th
6th
theyshouldtesttoseehowgoodourgrammeris.
6th
math
7th
ithinkeitherlibraryorcomputerlab
7th
computerscience
7th
howmuchinformationicanactuallytakein
7th
stuffinthefuture.
7th
Learningstuffyouactuallyneedinthefuture.Wedon'tneedtolearnmostofthestuffwedo.
7th
Gym
7th
grammar
7th
Healthandsexedandplanningforyourfuture(bills,taxesandotherresponsibilitiesImayhaveasanadult)
7th
Improvment
7th
grammarandvocabulary
7th
somewhat.ithinkthatthedistrictshouldbetestingusonmorecomplicatedthingsthatwewillneedinthefutirewhenwe
gwtolder.
7th
wellhowaboutscience
7th
Music
7th
Gym
7th
plantandanimalscience
7th
science
7th
ingym
7th
Ithinkweshouldhavemoreintristingclasesthatwillmakestudentwanttolearnforexampleweshouldhaveartandgym
everydayIthinkweshouldbegivengymeverydaybecauserunningandsportsgiveenergy
7th
Inbusinessbecausethatclassishardandsometimeseasytome
7th
Ithinktheyshouldtestinphysicaleducation.
7th
Technology.
7th
maybetestusinanexploratory.
7th
SmarterBalanceTesting
7th
all
7th
ourculinaryskiilsweneedtoeat,you()(nonsensecharacters)
7th
Science.
7th
moreinscience
7th
Ithinkthatmorespecializedtestsshouldbeavailabletocoveranymaterialthatmaynotbeinthecurriculum.
7th
english
7th
gymandhealth
7th
gym
7th
Gym
7th
ithinkthattestsshouldhappeninsocialstudies
7th
gym
7th
gymandexplortiories
7th
inmapsbecauseineversawamaptestbefore
7th
Forensicsscience
7th
onwhatyoulearneveryyearsoyouwontforget
7th
Moreemergencyiknowwehavesomeclassesbutitshouldbemoremanditory
7th
Howwelldoyouknowyourgrammer
8th
wouldliketoseemoreonwritingskillstoprepareforsat/act
8th
SOCIALSTU
9th
Realityoftheworld
9th
Englishandmath
9th
1Math2CTE3ELL2
9th
YesIthinktheyshouldtestroboticts
9th
IthinkjustMathandEnglishbecauseforeveryjobyouneedtoknowhowtoread,write,anddomath.
9th
atestinhealth
9th
MathabsolutelyIfeelitshouldnotbegiveingustestsmathisuselessinmyopinion
9th
Yeseconomics
9th
mathitalian
9th
math
9th
Theyshoulddomoretestingincivics.
9th
whatyoureallyknow
9th
mathweshouldgettutoringforit
9th
relatedarts
9th
Itshouldtestaboutthethingswelearn.
9th
italian
9th
IsaythatlessinEnglish,lessinhealth,moreinmath.
9th
sibecauseithelpwathlrni
9th
Ithinkweneedtobetestedonwhatwearetrugingon
9th
math
9th
A.Ihighschoolandsocialstudies
9th
Ithinkthatallclasseswhereyoulearncontentneededforcollegeshouldhavetests
9th
inenglishclass
9th
science
10th
theresouldbeinsciencesowhatyoulearnedaboutitandonenglishmathwouldbemoreinportant.
10th
Ithinktheschoolshouldworkonenglishclasses.Mostpeoplereadatdifferentlevelsbutarestillgrouped.Allwedoisread
somethingandanswerquestions.Wearen'tlearninganythingnew.
10th
Ithinkunittestsandquizesareallweneed.anystatetestisjusttomakethestatelookbetter+alltheydoisstresskidsout.
wasteoftime,anddoesn'thelp
10th
mathshouldbeeasy
10th
language
10th
Alltestsshouldbeinschools.
10th
InEnglishpeopleshouldbemoreadvancedinEnglishclass.
10th
Moreunittestsandlessquizzes.
11th
Testedonsomethingyouwanttobeoneyougrowuptoseeifyouareveryinterestedinthatcareer.Teachershouldbetest
butnotbygivingustests.
11th
Teachersshouldbetestedoniftheyactuallyteach.Also,toseeiftheteacherissucceedingathis/herjob.
11th
Yes,healthandteacherswho'steachingwhatandhowfararethestudentsgettingit.
11th
Environmentalscience,Spanish
11th
HowtowriteacheckHowtobeahumanHowtounderstandlifeandwhywe'reliving
11th
Ithinkitwouldbebettertohavemoresocialstudiesclasses,specificallypsychologybasedclasses.
11th
Grammer,becauselotsofkidsdonotknowproperenglish.
11th
Anythingthatwillapplytoeverydaylife.Itdoesn'tmatterwhereaslongasit'sniceinsideawelllitroom
11th
lunch,CTEclasses
11th
Onthingsotherthanacademics.
11th
Mathdoesnotapplytowhatsonmytest
11th
testtohelpimprovingskillsthestudentneeds
11th
morehistory
12th
precalc
12th
ScienceitstoomuchEnglishandMath
12th
Yes,IbelieveasasoonadultIshouldknowhowtowriteacheckorpaymybill.Whywearenottaughtthisremainsa
mystery.
12th
MathandEnglish.
12th
PrinciplesofAccountsandPrinciplesofBusiness
12th
criminaljustice
12th
health
12th
Commonsense.Lifelessons.
12th
12th
12th
physics
12th
math
12th
Focusoncommoncoreschoolsubjects
12th
Psychology
12th
MoreScienceandSocialstudies
12th
scienceandsocialstudies
12th
Ithinkweshouldtakemorescienceandsocialstudies.
12th
Ithinkthedistrictshouldfocusmoreonthestudentsthemselvesbeforedeterminingtheteacherbecausemostofthetime
theteacherisgreatbutthestudentsarelackingeffortandthatisreflectedontheteacherandschool.
12th
IthinkIcanbetestitonmath.
12th
History
12th
mathandenglish
12th
english,socialstudies
12th
commonsensecourseslikehowtochangeatireorhowtobalanceacheckbookordotaxes...kidswillgetaflattireandturn
toa2+b2=c2becausewereallyonlylearneducationalthings.Highschool,inNOway,prepareskidsforlifeafterthey
graduate.
12th
Gym
12th
gym
12th
Istronglythinkthedistrictshouldpaymoreattentiontothesciencefield.Sciencehelpspeopleunderstandtheworld
aroundusandIfeelasifitisasimportantasmathandreading.
12th
Thesubjectofcreditortaxes.Sothatstudentslearnpracticalskillsandarenotjuststuffwithaloadofinformationneverto
beusedagain.
12th
Theyshouldn'ttestusonthisstuffbecauseit'snotgoingtohelpusinthefuture
12th
Grammar,strongwords,andhowtofixourcorrections
12th
Canwepleaselearnaboutliketaxesandhoowtofilethemandlikehowtoactuallylivelikeacitizen.Ireallydonotcarethat
themitochondriaisthepowerhouseofthecell.
12th
science
12th
Mathematics.
12th
YES!Inmyelectives!(Also,whyisthereonlyMathandEnglishportionsofstatetestseveryyear?Whyisphysics,economics,
computerscience,CAD,etc.notincludedeachyear?Itseemsasthoughyouarenotrecognizingtheimportanceofthese
classes.)
12th
reallifesubjecttolearnintherealworld
12th
PersonalFinance
12th
Onwriting.
12th
SocialStudies.
12th
yesblackhistory
12th
Math
12th
math
12th
JustMathandenglish
12th
languageclasses
12th
Ithinksocialstudiesbecauseofthetestswealreadyhaveandhavingallthesetestsaremamingthingsdiffcult.
12th
english
12th
yes.theyshouldbehelpingtheenglishdepartment.
12th
moreoftheworkwedoinclassisneverwhatwetakeonsats
Yes,ithinkthatthereshouldbemoretestsinsocialstudiesbecausetheyoungstudentsofamericashouldknownotonly
whatisgoingoninthecountry,butwhatishappeninginothercountriestoo.
5th
dontundstandwhatyourtalkingabout
5th
umtheyshouldbetestedsomewhere
5th
sofun
5th
theteacherslounge
5th
theteacherslounge
6th
theyaredoingtestsineverythingevenmusic,thatitsveryridiculous!!!!!!!!!!!!!!!!
6th
theyshouldputitdownanoch
6th
ithinktheredoingfine
6th
WILLIDOTTHINKSOTIWAY
TOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOBORINGTOOME
6th
Ithinkwearegoodfornow
6th
Chinese
6th
yesmoreinformationaboutthequestion.
6th
howtogohome
6th
otherstatesmaynotbeabletododecas.
6th
Idon'tknowwhatwouldbepossible.
6th
ithinkthatallthedistrictshouldbeequal
6th
Ithinkallschoolsshouldhavelesstests.
6th
Ithinkthatthereiswaytoomuchtesting.Theyshouldsetsomeofthatmoneyasidetomaybegotowardspeopletohelp
kidswithproblems.
6th
Ithinktherenothingelseforustostudybecausetheresallthesetestthatwetake.
6th
Thedisricttotesttheteachers.
6th
IthinkthatIamnotdoingsowellinmaththanhowIuseto.
6th
Iamfinewithalltestthattheyhandout.
6th
SomeShouldBeAndSomeShouldn't
6th
Theyarealldoinggood.
6th
HBistestingandIdon'tknowabouttheotherdistrictsorotherareas
6th
weshouldbetestinginaroomwhereitisquietsowecanconcentrateanddoourbest.
6th
somestudentsdon'tknowtheanswer.
6th
theyshouldtestuscausesowecauselearnedformourmistakeortheyshouldletustakethetest2timesowecanseeour
mistakethatwedidclaryyoucanseewhyIsaidthis
6th
Ithinkitsfairbecausetheyaremakingsureyouknowmostofthethingsyoulearnedinsixthandseventhgradesoyoucan
moveontohighergrades.
6th
Idon'treallythinktheywoulddothat.
6th
everysubjectdoestestingithought.
6th
theythinkwearenotjustalienswerejustpeople.
6th
Ithinkthatthedistrictdoesneedtohaveatestforeachsubjectbuthavethetestbeshorter.
6th
moreofthese
6th
yesandnobecausewehavetodothetestintheclassrooms
6th
ireallydontknow
6th
itwouldbeconfusing
6th
ifyoumeanthespacesintheclassroomwhendoingatestyes
6th
Whatthesubjectsisthatwhenwegotodifferentclassbecauseweneedtoleandifferentthen.
6th
theyallreadyaredoingtestforthesubjectsithink
6th
Theretestingweretheyshould
6th
whatdosesubject,anddistrictmeans?
6th
theyarehelpingusbetterinareclassandthattheyshouldputmorepage'sinitforus
6th
Ithingitisfindrightnow
6th
Isaythatthaygetbad.
6th
ithinkthedistrictshouldtestwhereitisnotcurrentlydoingso
6th
Schoolheatingsincestudentsarefreezing.
6th
whenyoutakethetestyoushouldnotbetaking.
6th
Ithinktheyshouldkeeptestinginschoolbecause,itisasafeeviornment,wereteacherscanmakesurethatyoursafeandso
thattheymakesureyouunderstandeverythingyoudon'tknowonthetest.
6th
Idon'tthinktheyshould.Ithinktheyaretestingintherightsubjects.
6th
intheclass
6th
Ithinktherearenomoresubjectsthatshouldhavestudentstested.
6th
Ithinkweshouldn'tbetestedonanyothersubjects.
6th
thattherearesthatarenothelpfulforme
6th
thatthereareasthatarenothelpfulforme
6th
inthehallway
6th
somewhereitsnotnoisey
6th
itsonlyfirstmarkingperiod
6th
Somesubjectarehardandeasy
6th
Usingablankpieceifpaperorwritingnotes.
6th
Ithinkyesbecauseitmighthelpus.
6th
Idon'tliketotestatallIcantfocus
6th
ithinkthattheresomeareasforstudentstakingatest,andthatstudentsneedtherightofbeingquietforothersstudents
test.
6th
sometestarehard
6th
yesbecausethecomputersgetslower
6th
hardtoanwser........maybelikeoutsideorsomthinglikethat
6th
atlunch
6th
ithinktheyaredoingtherightthingbutthemathisreallyhardforme.soithinkformaththeyshouldmakeitalittlemore
easy.
6th
Yeswhybeacausewhenyouarenotdoingsowellyoucangetbetterscoresandtheycanhelpyoubebetter
7th
Letmiddleschoolstudenthaverecessnow
7th
Bullying.
7th
Howtoimprovemygrades.
7th
Ithinkthatwecouldhaveartclassandmaybesomeotherfunthingthatmyschooldoesn'thave.
7th
Webasicallyhavetestinlikeeverysubjectsoidon'tthinkthatthereisaanysubjectwhereweneedtestorshoulddoany.
7th
funfacts
7th
inourhouse
7th
inaquietroomorsomewherewereuwillnotbedisturbed.
7th
Idon'tthinkthedistrictneedstohavetestinginanyothersubjects.
7th
thereshouldnotbetestingasmuchayearasitisnow
8th
Thethingsthatwehavebeentestingonhasnotreallyhadameaningtomebecause,youcan'tgetheldbackbyDCASor
SmarterBalancescoresonlygradescanandtheschoolshavetestedmeonproblemsandsubjectsthatweretooaheadofmy
grade.
9th
Ithinkthereshouldn'tbetest
9th
toohard
9th
allclassesarefine
9th
alldistricttestingweshoulddo
9th
Ireallydon'tknowtheyarejusttohard.
9th
Wearehavingtomanytestanditsnotreallygivingusthetimetolearnorknowhowtodotheproblemsright.
9th
testsshodbequiet
10th
Ineedexamstoothisclass.
11th
LunchAskthekidsiftheyenjoymushwiththetasteofcardboard.
11th
Thedistrictshouldbetestinglessexcessivelyingeneral,theydon'thelpmelearn
11th
Idon'tliketakingmytest,whenalotareinthebackmummblingkeeptalkingandstufflikethat.
11th
Conrad
11th
coolnessfactor
12th
Maketestseasytodoandunderstandthetest.
12th
12th
12th
Idon'tunderstandthequestion,itisgrammaticallyincorrect.
12th
Thedistricttestsusonbasicclasses..NoonetakesbasicclassesatConrad.Peopledon'tdowellbecauseeverythingistested
atsuchalowlevel.InregardtoConrad,ItookAlgebra1inseventhgrade.Somepeopleinthedistricttakethisclassasa
sophomore.HowamIexpectedtopreformwellonatestthatisn'tbasedonwhatIamlearningnow,andwhatIlearned
whenIwas13?
12th
ms()shouldbefired.
12th
yesbecausenotallschoolisdoingalotoftesting
12th
testusonlunch...likewhofoodtestreallygood
12th
onwhatyoureallyknoworwhatwelearned.
5th
somewherequietandpeaceful
5th
theyarebecausesomeofthetestareaboutyou
6th
yes
6th
yes
6th
yes
6th
wellyes
6th
yes
6th
yes
6th
yes
6th
yes
6th
umyeahithink
6th
yes
6th
yes
6th
yes
6th
yeah
6th
ok
6th
yes
6th
yes
6th
yes
6th
Yes
6th
yes
6th
yes
6th
yes
7th
yes
7th
yes
7th
yes.
9th
yes
11th
Yes
12th
yes
5th
wewantlesstest
5th
ittoheard
6th
Yesbecauseweneedtolearnabouteverything.
6th
yesifwehavetotesttheyshouldtoandtheyshouldbecausetheyareinthesamedistrict
6th
yestheydomostoftheareas.
6th
Yesbecausehowarewesupposedtoremembereverythingwelearnedthewholeschoolyear.
6th
Yes,becauseIonlytestedonreadingandmathsofarfromthedistrict.
6th
Ithinkyesbecauseeverybodyneedstolearn.Math,Reading,Science,SocialStudies
6th
yesithinkweshouldgetlessharder
6th
yesIthinkthateveryclassshouldtestbecauseweneedmoreeducation.
6th
thereshouldbetestingineveryschoolbecauseithelpsteachersknowiftheylearnedsomthing.
5th
idon'tkonw
5th
Idonotknow.
5th
Idon'tknow
5th
IDK
5th
IDK
5th
no
5th
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn
nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnoooooooooooooooooooooooooooooooooooo
ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
6th
hmmmmmIreallydon'tthinktherearemoore
5th
NOOO
5th
no
5th
no
5th
no
5th
none
5th
no
5th
none
5th
noidonot.
5th
no
5th
no
5th
no
5th
none
6th
no
6th
no
6th
nobecauseyoumostlyhavetodoinyourblockclasses
6th
nope
6th
NO,TheDistrictisdoingwhatitissupposedtodo
6th
no
6th
No
6th
Nonotatall
6th
No.
6th
No.
6th
no
6th
No,notreally.
6th
noIthinkwherethedistricttestisjustfine.
6th
No
6th
Nothetestingsectionsarefinetome.
6th
nosubjectsatalll
6th
no
6th
no
6th
No
6th
No,therearenot.
6th
no
6th
no
6th
nope
6th
no,Ithinktheygotalltheimportantsubjects.
6th
no
6th
no.
6th
no
6th
N/A
6th
none
6th
no
6th
no
6th
no
6th
No.
6th
no
6th
None
6th
noIthinkthatthereisenoughtestsforeverysubject
6th
NoIdonotthinksobutIdothinkallschoolsinthedistrictshouldhaveartclass.
6th
nope
6th
nonotreally
6th
noidont
6th
nono
6th
no
6th
No.
6th
none
6th
No.Ibelievethatthesubjectsthatdonthavestatetestingdosentneedthetestingasmuchastheotherones.
6th
nonenootherclassescantest
6th
no
6th
notheirisnot.
6th
no.
6th
no
6th
notthatmuchtest
6th
No
6th
shrecknope
6th
No.
6th
No
6th
No,almosteveryclasshastestingandiftheydon'tthentheyprobablydon'tneeditgiventothestudents
6th
notheyallgivetests
6th
no.
6th
No
6th
No.
6th
Nobecausegymyoudomileruns.
6th
no
6th
no
6th
no
6th
no
6th
no
6th
noidontthinkso
6th
no
6th
no
6th
nope
6th
Nobecausemostofthesubjectsalreadyhavequizzesonsotheydon'tneedanymorequizzesaddedtotheamountof
quizzeswealreadyhave.
6th
no
6th
No.
6th
notheyaredoingsobecausetheyneedtestsoyourcanseeifcangotothenextgradeofno
6th
nothedistrictisdoingafinejob
6th
No
6th
No.
6th
No
6th
NoIthinkthattheyaretestingmeineverything.
6th
No,Ithinkthatthereisnosubjectorareathatshouldbetested
6th
no
6th
NoIdon'tthinkso
6th
no
6th
no
6th
no
6th
No
6th
Idonotthinkthereareanyotherplaceswhereweneedtests.
6th
Idon'tknow.
6th
no
6th
No
6th
nonotreally
6th
Nothereisnuthingels.
6th
No,Idonot.
6th
Ithinknot.
6th
No
6th
No
6th
no
6th
No,becausethatwouldmeanmoretest.
6th
Nobecausethatwouldgiveusmoreteststhanwealreadyhave
6th
No
6th
nobecausethatmeansmoretesting.Ihatetesting!
6th
no
6th
No
6th
no
6th
NO
6th
no
6th
No
6th
no
6th
nothereistomuchtestinthisschoolasisaidandmanyothers
6th
No
6th
6th
no
6th
no,ithinkeveryclasstheyarecurrentlytestinginisfine.
6th
nothedistrictisdoingagreatjobwerealllearningstuffthatwecanuselatterinlife
6th
No.Weshouldnottestanyareasatall.It'sreallynotfair.
6th
NOIdonotthinktheremissinganything.
6th
No,Ithinkalloftheteststhatthedistrictdoesarenecessaryanduseful.
6th
No
6th
noIcantthinkofany
6th
nope
6th
Nope
6th
no
6th
Nonotinmyopinion
6th
No
6th
idon'tknow
6th
No
6th
no
6th
ihavenoidea.
6th
No.
6th
Idonotthinkthereareanyareaswerethedistrictshouldbetesting.
6th
no
6th
no
6th
NotthatIknowof.
6th
NoIdonot.
6th
Nonotreally.
6th
none
6th
none
6th
IDK
6th
IDK
6th
NOIDONTTHINKSO
6th
No.
6th
no
6th
Idonotthinkso.
6th
no
6th
nopeithinkeverythingisokay
6th
no
6th
idon'tknow
6th
no.
6th
idk
6th
Idon'tknow
6th
idkkkkkkkkkkkkk
6th
Noothersubjectsneedtogivetest.
6th
nonotatall.
6th
No,therearenotanysubjectsthatthedistrictshouldbetestingwhereitiscurrentlynotdoingso.Ihavetestsinallofmy
subjects.
6th
no
6th
no
6th
no
6th
No
6th
no
6th
Noithinkeverysubjectisnotdistrict.
6th
no
6th
no
6th
No
6th
noithinkthateverysubjecttheyshouldbetestingtheyaretesting
6th
no
6th
no
6th
NoIhaven'tseennoareas
6th
nonethatIknowof
6th
no
6th
nothing
6th
No
6th
no
6th
No
6th
no
6th
NoForScienceIThinkItIsFine
6th
no
6th
noleavemealone
6th
noiamokaythewayitis
6th
no
6th
no
6th
idk
6th
Ithinktheyhavegoodtestsofaranditsok.
6th
Itsalrighthowitis
6th
No
6th
noidonotthinkso.
6th
no
6th
No
6th
no
6th
no
6th
no
6th
No
6th
No.Thedistrictistestinginallofthesubjectsjustfine.
6th
no
6th
noijustthinkthereshouldbemorechilloutpapersandnotasmanytestsbecausewearestillkids
6th
NoneIthinkthattheyaredoingagoodjobatthetestwearegiventodoanditismainlyonwhatwelearnandsometimes
weknowwhenwearegoingtohaveatestunlessitisapopquiz.
6th
No,Ithinkthedistricthascoveredeverything.
6th
Nonotreally.Ifeelwehaveenoughtestsalready.
6th
notatall
6th
none
6th
Idon'tnow
6th
nonotreally.
6th
No
6th
I'amnotsure,butfornownothing.
6th
No,Idon'tthinkso.
6th
No
6th
no
6th
no
6th
NO
6th
no
6th
nope:)
6th
none
6th
no
6th
no
6th
No.
6th
no
6th
Nope
6th
ithinkitisverygoodwithallthetest.
6th
Idonotthinkthatthereareanyothersubjects/areasthatthedistrictneedstobetestingon.
6th
noIdon'tbutIthinkweshouldn'thavethatmanytests.
6th
no
6th
no
6th
No.
6th
no
6th
Idonotnow
6th
Ican'tthinkofacertainsubject.
6th
no
6th
none
6th
idon'tknow
6th
no
6th
Idon'tknow.
6th
Idon'tknow
6th
idk
6th
Idon'tknow?
6th
Noeverythingisfineinthedistrict.
6th
no
6th
no.
6th
IDONTKNOW
6th
no
6th
donotnow
6th
no
6th
Nosubjectsorareas.
6th
IAMNOTSURE,
6th
idontknow
6th
Idon'tknow.
6th
noidontthinktheymissedanything
6th
xsxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxx
6th
No
6th
indon'tknow
6th
idon'tknow
6th
No
6th
idon'tknow
6th
no
6th
no.
6th
no
6th
no
6th
No
6th
NO
6th
Noeverythinginthatsubjectisfine
6th
no.
6th
no
6th
no
6th
nobecausewhenthemarkingperiodisfinishyoushouldalwaystakeatest
6th
no.
6th
No
6th
no
6th
No.Theyaregoingfine.
6th
nothing
6th
no
6th
nope
6th
no
6th
no
6th
dontknow
6th
No,notthatIcanthinkof
6th
no
6th
no
6th
No
6th
no
6th
no
6th
nohardtest
6th
no
6th
NO
6th
NO!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6th
nocausetherealotoftestallreadyallofmyclasses.
6th
no
6th
Nonotatall.
6th
notherenksubjectstodiustrict
6th
no
6th
noidon'tthinkso.
6th
no
6th
no
6th
no
6th
idon'tno
6th
noithinkitsgood
6th
idk
6th
no.
6th
no
6th
no
6th
i'mnotsure
6th
noidon't
6th
none
6th
no,beacusethedistrictistestingwhattheyneedtoteachstudents.
6th
airt
6th
no
6th
Nope
6th
none
6th
notatall
6th
noeverythingisgood
6th
nope
6th
NA
6th
nope
6th
no
6th
idontknow
6th
none
6th
noneIhavehadtestsfromeachclasses.
6th
(nonsense)
6th
no
6th
no
6th
Nothereisn'tsubjectsorareasIthinkthedistrictshouldbetestingwhereitiscurrentlynotdoingso.
6th
no
6th
NoIdon'tthinkthedistrictisdoingwhattheresupposedtodo.
6th
No.
6th
No.
6th
no
6th
noithinktheyaredoingagoodjob.
6th
no
6th
Nobecausemostschoolscontainalltesttoimproveourgrades.
6th
Beatsme(Idon'tknow)
6th
nothing
6th
N/A
6th
No
6th
No,notthatIknowof.
6th
NO
6th
No
6th
no
6th
notreally
6th
notreally
6th
no
6th
Ithinkthatallofthetestarefine.
6th
No
6th
No
6th
no
6th
No,NotthatIknowof.
6th
NoIdonot.
6th
no
6th
Ithinknotcurrently.
6th
N/A
6th
None
6th
no
6th
no
6th
Nopenotatall.
6th
noidonot
6th
no
6th
no
6th
nonotreally
6th
iamnotsure
6th
no
6th
no
6th
no
6th
Idontknow
6th
NowhereagainlikeIsaid.....YOUGUYSOVERTESTUSMYBRAINHURTS!!!!!
6th
NoIthinkthisdistrictisgoodthewayitis
6th
Nonotreally
6th
No,becausewealreadyhavetestsoneverysubject.Wehavetestsonreading,math,socialstudies,scienceandIdon'tthink
thereshouldbeanothersubjectforustotestin.
6th
Idon'tthinkthereisanysubjectorareathatweshouldbetakingmoretestsbecausewetaketestsineveryclass.
6th
no
6th
noidonttinkso
6th
notheyaredoingwill
6th
no
6th
NoIdon'tthinksobecausesometestaren'tnessarytohavetestsforcertainclasses
6th
nobecuasemostclassesareeasy
6th
NONENOMORETESTSWEGETENOUGHPERSUBJECT(imeanyoumineaswellgiveatestonourlunch)
6th
no
6th
idontthinkthereareanyothersubjectstheyshouldgade
6th
nothereisnot.
6th
nothing
6th
no
6th
no
6th
idkk
6th
NOPE!
6th
no
6th
No.
6th
notatall
6th
Nonotatall
6th
no
6th
Notreallyweneedtofreshenup,Gettoknowtheteachersandtheschool.
6th
no
6th
no
6th
no
6th
noreallydon'tthinkso
6th
no
6th
no
6th
noidontthinkthatanyotherschoolshouldbetesting.
6th
nosubjects
6th
no
6th
nobecauseInowwhareitisallat.
6th
no
6th
no
6th
noyreally
6th
idontknow
6th
no
6th
no
6th
nothing
6th
Notreally,Ihadtestsineveryclass.
6th
NonotreallybutIthinkthattheyshoulddocomputertest,sometimesnotallthetime.
6th
no
6th
no.
6th
no
6th
no
6th
no
7th
notallofthemlikeSpanishandart
7th
no
7th
No.
7th
No.
7th
No
7th
NoIdonot.
7th
NoIdon'tthinktherearesubjectsorareasIthinkthedistrictshouldbetestingwhereitiscurrentlynot.
7th
No
7th
No.
7th
No
7th
nope
7th
N/A
7th
No
7th
NoIdon'tthinkso.
7th
no
7th
No
7th
no
7th
Thereisnone.
7th
Thereisnone.
7th
notnotreally
7th
no
7th
no
7th
no
7th
none
7th
no
7th
no
7th
No
7th
no
7th
no
7th
no
7th
None
7th
SocialStudies
7th
no
7th
No,Ithinkthedistricthastestedalltherightthings.
7th
No
7th
No
7th
no.
7th
none
7th
no
7th
No.
7th
none
7th
Nope
7th
none
7th
none
7th
none
7th
non
7th
no
7th
no
7th
n/a
7th
no
7th
no
7th
no
7th
Thereisn'tanysubjects
7th
No
7th
isgood
7th
No.
7th
No
7th
none
7th
no
7th
none
7th
Nowehaveallthetestsweneed.
7th
No
7th
noithinkthemoretestwehavethemorestresswehaveaboutourgrade
7th
No
7th
no
7th
no
7th
no
7th
No.
7th
no
7th
no
7th
Ihonestlydonotknow.
7th
no
7th
Idon'tknowtheareasthatdon'thavetotest,butifwe,andotherareashavetodothistest,thenEVERYotherareasshould
dosoaswell.
7th
no
7th
no
7th
nobutIdothinktheyshouldtakeoutalotoftestsbecausesomeofthemarenotuseful
7th
no
7th
Idon`tknow.
7th
no
7th
Idon'tthinkso
7th
Idon'tthinkanysubjectneedstobetestedfrequently.
7th
7th
NoIdonotthinkthat.
7th
No
7th
no
7th
No.
7th
No
7th
NOMORESMARTERBALLANCE
7th
No,notatall.
7th
no
7th
no
7th
No,thereisnot
7th
noithinkthetestingiffine
7th
no
7th
no
7th
no
7th
NOTHING
7th
no
7th
NONE!!!!NOMORETESTSPLEASE
7th
No.
7th
no
7th
No
7th
NA
7th
No.Everyclassprovidestestsmorethannotprovidingtests.
7th
none
7th
No
7th
no
7th
no
7th
No
7th
none
7th
no
7th
no
7th
None
7th
none
7th
no
7th
No
7th
no
7th
idk
7th
idon'tthinkso
7th
No,Idon'tthinktheyshouldbetestingusonanysubject.Atleastnot5timesperyearoraweekintoschool.
7th
n/a
7th
No,Ithinkallsubjectsarecoveredandthereshouldbenosmoretestadded.
7th
No!
7th
No,Ithinkallthesubjectsaregoodastheyare.
7th
N/A
7th
no
7th
No
7th
no
7th
No
8th
no
8th
No
8th
no
8th
NoIdonot.
8th
noithinkweshouldnt
9th
No
9th
No
9th
No
9th
No
9th
No
9th
Nothetestaregoodhowtheyarejusttheiraretoomanytests.
9th
No
9th
Idon'tknow
9th
No
9th
No
9th
Nobecausenowtherewillbealotoftestinourschoolyear.
9th
No
9th
No
9th
No
9th
No
9th
no
9th
NOOO
9th
No
9th
no
9th
no
9th
nope,wehaveenoughtests.
9th
no
9th
NotthatIknowof.
9th
no
9th
Nobecauseitisnonecurrentlynotdoingso.
9th
no
9th
no
9th
Uhmmm...Idon'tknow
9th
na
9th
no
9th
Idon'twanttestsinanyotherclass.No.
9th
Nothereshouldbenomoretests
9th
No
9th
no
9th
NoIdon'tthinkthatthereshouldbetestinginclassesthatdon'tcurrentlyhavethem.
9th
No
9th
no
9th
no
9th
NotthaticanithinkofcauseImostlytaketesteveryday.
9th
no
9th
nope
9th
no.
9th
no
9th
No
9th
no
9th
no
9th
idk
9th
nope
9th
no
9th
no
9th
nosubjects
9th
nope.
9th
nothingsarefinethewaytheyarerightnow.
9th
No
9th
n/a
9th
No,Notreally.
9th
No
9th
no
9th
Nope
9th
idk
9th
no
9th
no
9th
no
9th
no
9th
No
9th
nope.
9th
no
9th
no
9th
nobutifwearenottakingastategymtestorsocialstudieswhyisiteventhere
9th
notheresnosubjectsorareas
9th
Nowhere
9th
None
9th
no
9th
No.
9th
no.
9th
nope
9th
(nonsensewords)
9th
no
9th
no
9th
No,noneatall.
9th
NO
9th
n/a
9th
no,wedonotneedeneymoretestsweallredygittomuchasitis,soIsaygitridofstatetests!
9th
no
9th
idk
9th
N/A
9th
Nobecausesomekidssometimesdosenotremberwhatwedidthiswholeyear
9th
NO
9th
no
9th
no
9th
no
9th
no
9th
Idon'tknow
9th
no
9th
9th
I'mnotsure
9th
idk
9th
no
9th
NO
9th
No,becauseIhavetestinallmyclasses
9th
no,Ithinkweshouldnothaveanymoretestsinanymoreclasses.
9th
No
9th
no
9th
no)becauseinclassifeellikewehaveanoughtest.
10th
Idon'tknow
9th
no
10th
no
10th
No
10th
No
10th
No
10th
No
10th
unsure
10th
No,Allmyclassesgiveouttests.
10th
No
10th
No
10th
No
10th
no
10th
No.Ithinktheydoeverysubjecttheycouldaspossiblebecausethecareerpathwayclassesarebasicallynotborning
becausepeopleprollydon'twanttodothatbecausethisschooldoesn'thavethingsthatkidswantto
10th
Nonotreally
10th
No
10th
No
10th
NO!!!!
10th
No
10th
No
10th
No
10th
no
10th
no
10th
no
10th
Idon'tknow
10th
no
10th
No,Ithinktheygotitcovered.
10th
no
11th
no
11th
No
11th
No
11th
notthatIcanthinkof
11th
No
11th
no,allmyclassesgivemetest.
11th
No
11th
no
11th
No
11th
no
11th
No
11th
No
11th
No
11th
No
11th
No
11th
No
11th
No
11th
no.
11th
None
11th
No
11th
NoIbelievethatisgivennowisfinehowitis.
11th
IDK
11th
no
11th
Noicantthinkofany.
11th
No
11th
No
11th
NO
11th
no
11th
No
12th
No.
12th
Nope
12th
No,justtoomanytests.Notneeded
12th
n/a
12th
No
12th
notnow
12th
No
12th
No
12th
No
12th
No
12th
No,Idon'tthinkso.
12th
Notsure
12th
no
12th
none
12th
no
12th
nostopgivingustests()
12th
no
12th
Idon'tknowwhatyoureasking
12th
No
12th
no
12th
No.
12th
No
12th
iq
12th
No
12th
No
12th
No
12th
No
12th
Noalltheydoistestus.
12th
nope
12th
No.
12th
No
12th
Nomoretesting.Teachersshouldcreatetest,NOTTHEDISTRICT.
12th
no
12th
no
12th
No
12th
NonethatIcanthinkof.
12th
onapricelyplace
12th
No
12th
Nonotthatiknowof.
12th
idk
12th
No,Ithinktheytestalltheimportantareas.
12th
no
12th
No.Everythingisalreadyincludedinstatetest.
12th
No.
12th
(nonsense)
12th
Idon'tthinkso.
12th
no.
12th
No
12th
no
12th
notsure
12th
no
12th
no.
12th
no
12th
No
12th
No
12th
No
12th
no
12th
NO!
12th
No
12th
no
12th
no.
12th
Notreally.
12th
Notreallybecausetheygiveyouatestoneverystupidclassyoutake
12th
N/a
12th
No
12th
no
12th
Idon'tthinkso
12th
no
12th
nah
12th
NO
12th
No.
12th
No.
12th
no
12th
No
12th
no
12th
none
12th
No.Thereistoomuchtesting.
12th
No
12th
No.Thereisalreadyenoughdistricttesting.
12th
no
12th
no
12th
No
12th
No
12th
None
12th
no
12th
no
12th
No
12th
(nonsense)
12th
notatall
12th
none
12th
(nonsense)
12th
No.
12th
(expletive)
12th
ehnotreallyimsuretheycoveredeverything
12th
naw
12th
no
12th
no.
12th
no
12th
Nonotreally.
12th
no
12th
no.
12th
nothingreally
12th
no
12th
idontnow
12th
no
12th
No,idontthinkso.
12th
no
12th
No.
12th
NO!
12th
(expletive)
12th
no
12th
n/a
12th
no
12th
No
12th
None
12th
No.
12th
no
12th
Nahwhatya'llgotisstraight
12th
no
No
no
ChristinaSchoolDistrict
Arethereanyothersuggestionsyouwanttomaketothedistrictasit
Grade reviewsitstestingprogram?
5th
testarenice
5th
weneedmorerecess
5th
sometimeitgotheardforme
5th
weneedmoretimetolearnnormalyandthereveryhard:(
5th
alittlehard
5th
weshouldnothavealotquestionsatonceandashortamountoftimetoanswerletssay40questions
5th
nomoretestonlytheimportantones
5th
onlydoatleasttheonlytestthatreallymatterthankyou
5th
schoolpresidents
5th
giveschoolpresidents
5th
Tohavemorecompetertime
5th
smarterbalancecanbeharder
5th
sofun
5th
don'tgivemeanytests
5th
calculaters,internet,givethestudentsapretestthatthecando
5th
Justaddthespellingtestsandthreetestsbychoice.
5th
Theyshouldmakethetestwithlessquestions
5th
Thereisnomore
5th
Thereisnomore
5th
lessquistions
5th
astretchingminutejustgetexerciseinyourbody.
5th
lesstests
6th
Welli'mnotaskingformuchbutiwouldwanttheteststosoundaseasyastheteacherssayit.Iunderstandwhatthe
teacherssayeasierthanthetestssayit.
6th
thatsometomesweshouldhavelesstesteveryfewweeks
6th
Idohavesomesuggestions,likeweshouldhaveanationalcompotionsforcheerleadingandweshouldhavewaycutter
uniformsforthecheerleadingsquadandwhatisupwiththewholeuniformthingbecauselikenobodylikesthemthyare
veryuncomfortableandweshouldbeabletoexpressourselvesinwhatwewear.Pleaseconsiderthis.thankyou.
6th
someothersuggestionsiwanttomaketothedistrictisthatifeelweshouldhavepracticesforsmarterbalanceinallclasses.
6th
don'tmaketestsaslong
6th
weshouldhavelesstestingandmorefunthings.
6th
MusicisaverycommenthingthatIthinkeverystudentshouldknow.Iwouldreallyenjoypianotestsinfrontofjudgesasa
testgrade.
6th
MAKEITALOTMOREEASIER!!!
6th
yes
6th
WHATARETHOOOSSEEEEE
6th
MakeSmarterBalancelesshard/complicated.
6th
Pleasedon'tjudgetestsdonotprovehowsmartweare.
6th
wellsometimestherearemistakesinthetestssoIguessyoucouldfixthat...
6th
yes.thatsciencetestaremoreharderthananothertest
6th
Yeseveryoneshouldhaveabreakoutside.
6th
Idon'thaveanysuggestions.
6th
Wedon'tneedhomeworkorendofyeartestbecausealltheysucceedindoingisstressingusout.Lethowwedoinaverage
testdeterminehowsmartweare.Wedobestwhennotunderextremepressure.
6th
Lesstestandaholelotoflesstestformath
6th
IthinkweshouldnotdosmarterbalancetestbecauseitwastedmytimelastyearIwouldrathertakedcasthethattest
6th
makeShureeveryoneinthatclassknowsthattheyhaveatestandrimindthem
6th
don'tmakequestionsthatdon'tmakesenseandifuthinkachildmightnotgetthisonebecauseitstohardputalittlehint
nottousefulbutuseful
6th
Moregraphsinthetests.
6th
cooking
6th
makingtestfartherapart
6th
theyshoulddoagamebeforeeverytestorhaveafundaywhenyouhaveatest
6th
iwouldgiveatestonwhatuknowand
6th
allowgumtohelpusconcentrate
6th
Ithinkthedistrictshouldprepareusmoreforthetestsandnotjustprepareushalfway.
6th
Makesureweknowaboutthetopicwearetestingaboutbeforegivingusthetestinallsubjects.
6th
noschoolonmondays
6th
thetestisdoingagoodthingtonowwerearethestudenttohelp.
6th
Overallallithinkisthatthereistomanytestsandthatitgetsconfusingandoverwhelmingwhenwehavetodoalmost
everythinginaboutaweekorso.
6th
LESSTESTANDHAVETHETEACHERSEXPLAINTHINGSBETTERTOKIDS
6th
nomoretestingonlytheonestheareinportant
6th
usecoputerstotesteatmintschewgum
6th
thetestsareveryhardforsomestudents
6th
Makeitalittlemoreinteresting!
6th
baseball
6th
thereshouldbeatestevery2weeksatatime
6th
gohomeyourdrunk
6th
lesstest
6th
ithinkthatthereshouldbedifferentlevelsforeverysubjectjustbecausealotofpeopleworkataslowerpasteandalotof
peopleworkatafasterpastethatiswhyithinkthatthereshouldbedifferentlevelsforeverysubjectiknowthatitishardto
findabigenoughschooltodothatbutiatleastthinkyoushouldtrynotallpeoplecanfindtutors.
6th
TheonlythingIhavetosayisthatwhenastudentistakingatestanddoesnotfinish,youshouldgivethematleast30
minutesormorethenextclassperiod.
6th
Theyshouldgiveyouananswerguidetogoover.
6th
testthingsthatweareleaning
6th
weshouldalwaysusecomputersforeverytest.justtosavepaper.
6th
wedonthavetodonotestsbecauseforsomepeopleitsstressful
6th
allofthemhavetohavetest
6th
Maybetheycouldstretchoutthetestinglikemaybedoonepartofthetest2daysandtheotherhalfthenext2days
6th
canwedoatleast4testayearbecausetheregivingusway2many(nonsense)
6th
Theyshouldgivemorehomeworktothosethatneedhelpincertainthings.
6th
Ithinkthatthetestingprogramisgoodhowitis.
6th
Areviewingclubfortestsonimportantclasses.
6th
canyoutelltheteacherstohelpusmoresoicandogoodandiwill;beimeandragonnofreinds
6th
thatthayallwsgivealotefotesteachweekonafryday
6th
IlikedDCASalotbetterthansmarterbecauseDCASwasalotmoreeasytounderstand.
6th
TakesometestsawayandmaketheEnglishandMathtestseasiertounderstand.
6th
itsnotabouttestingbutweshouldhaveextratimewhitactivityblock
6th
Makesureyoudoopennotetest.
6th
thereshouldbetacklefootballand6and7and8gradeshouldbetogetheroneholebuildingandonefloor.
6th
LESSHOMEWORKANDTESTS
6th
Dontmakethetest3hourslong
6th
makelesstest.therestoomuchtesting.
6th
thestaffcanteachusemoresowegetgoodgrades
6th
Explainthequestionsmorecarefully.
6th
haveonlyabout4testsayear.
6th
stophavingsomanytest
6th
mathshouldbeeasier
6th
Thattheymeannothing.Theydonotaffectyourgradeoryoursuccessinyourclassesorwhetheryougraduatetothenext
grade.Alltheydoisstressstudentsoutaboutahugetest.And,Iamawarethatthetestsgaugewhethertheteacherisa
goodteacherorabadonebasedontheirstudents'results.So,onmorethatoneoccasion,Ihaveseenteacherstranslating
theirstresstothestudentsinhopesofencouragingtheirstudentstodowellonthetestsotheteacherdoesnotgetfired.In
thiswayIthinkthatthetestiscompletelyuselessandonlyputsstressonteachersandthereforestudents.Ihopemypoint
ofviewhelpsyouwithwhateveryouareusingthissurveyfor.Yourstudent,(StudentName)
6th
Getridoftheendofyeartestsbecauseitonlyeffectsyourstresslevelandsometimesgetsteachersfiredbecauseofnon
listeningstudents.
6th
notbeinginasmathtestand
6th
toaskifwethinkweneedhelptakingtestsandsuggestgoodideastous.
6th
helpusifwedontunderstandsomthingandmakesense
6th
Ithinkthatsomeofthewordsinthesurvayarealittleconfusingbutoverallitisprettygood.
6th
Ithinkthatthissurveyisfine.Ithinkitisjustalittlebitconfusingthough.
6th
Tokeepupthegoodworkandthattheteacherareusefull
6th
Makethetestsshorterandoverall,thereshouldbelesstestsandalimitforhowmanytests/quizzesastudentcanbe
assessedeachyear.
6th
Sometimes,itmaybemoreeasytowordthequestionthey'reaskinginamoresimpleway.
6th
Lesstests
6th
givelesstests
6th
atestthathasallthetestineasytoknowtermsandfewerquestions
6th
giveusonetestamarkingperiodinsteadoftwoorthree.
6th
Theteachersshouldbeabletoshowthestudentsthetestbeforehandsothetestisnotasurprise.Makethetestsshorter!
6th
Lettheteachershowthestudentsthetestinadvancesotheyknowwhatthequestionsarelike.
6th
pleasemakethetestsshorterandeasier!
6th
Idontlikehowkidswhodontdowellontestsareruinedasfarasgradesbuttheystillunderstandthematerial.forexample,
thereisakidwhoisreallysmartbutisntgoodatteststhereshouldbeanalternative
6th
Don'tbasetheteachingskillsofateacherontests.Somestudentsdon'tdowellontestsordon'ttryontestsbutoverallthey
arereallygoodstudents.ThisiswhyIthinktestsshouldbealittlepartofstudentgrades
6th
Therehasn'tbeenaweekthatihaven'thadatestinatleastoneofmyclasses,andsometimesthereismorethanonetest
thatiusuallyhavetostudyforinthesameweek,soithinkthereshouldetherbelesstestor,theteachersshouldatleast
cometogethertoseewhoisintheirclassandjustifyiftheyshouldgiveatestthatweek,andiftheydo,theyshouldgiveless
homework.
6th
Stopgivingusthesbackthereisnopointtoit
6th
tostopmakingsomanyTEST
6th
Ithinktestsaretolong.TheDcasthatweusedtousewasabout50questions.SoistheSmarterBalancetest.
6th
Isuggestthatthereshouldbeadayofreviewbeforethetestsjustsostudentscanbepreparedaboutwhatisgoingto
happenonthedayofthetest
6th
Ifastudentgotaquestionwrongonaquizbeforethetesttrytoseewhere/howthestudentgottheanswerandmaybe
reviewthequestion(s)sotheywillunderstandhow/whytheygotitwrongandonthefinalexamtheymaygetitright.
6th
Haveindividulaizedtestsforeachstudentandwhattheyarelearning.
6th
TheteachersshouldhavemoreinformationabouttheDCASandSmarterBalancedtests.
6th
knowlikeisaidearlierthedistrictisdoinganawesomejob
6th
Ithinkthatthedistrictshouldmakesummativetests30percentofmygradeinsteadof70.
6th
Ithinkthatthedistrictshouldgivelesstestsonacademicthingsmoreonnotacademic.
6th
makesurenottodotomanyteststowhereyourmakingusandotherstudentsdounresonibletesting
6th
MixtogethertheSmarterBalancedandDcasteststomakeatestthatistaken2or3timesayeartoshowprogressaswellas
knowingthematerial.
6th
Weshouldbegiventestswithbettergraphicsandwithlesstyposandshouldbeeasilyunderstoodbystudents.
6th
StopSmarterBalanceandcontinueDCAS
6th
Giveuslesstestsandinsteadofalotofsmalltestsdolike34bigtests
6th
Thattherecanbelessquestionsinvolvingjuicesorfluids.Thereisjustalotofthem
6th
breaksinbetweencomputerclasses
6th
Thattheyshouldreallytrytoteststudentsandtomakethemnotalotornotlittlebithard,andtokeepontryingtohelpus
students
6th
theyshouldn'tbegivingsomanytesttostudentsplease
6th
putstuffwearelearninginclassonthetests
6th
ithinkuppergradeslikehighschoolstudentsshouldn'ttakethestatetests.Mostkidsdon'ttryandtheyalreadyhavetotake
apandsatexams.
6th
consideringapersonsansweriftheanswerisreasonable
6th
dialdownonELAtest
6th
No,therearenotanyothersuggestionsthatIwanttomaketothedistrictasitreviewsitstestingprogram.
6th
Therearenoothersuggestion
6th
ithinktheyshouldmakeitalittlemoreselfexplanitory
6th
thattheyneedtohavethetestforeverthingbuthealth/math/cookingclassatthenextmarkingpirod
6th
Idonothaveanysuggestionsabouthavingreviewsormoretestsinthedistrict.
6th
notimedquestionsonanytests
6th
makeiteasiertounderstandandeasytoread.
6th
Sometimesteachersneedtogivestudentsabreakwithalloftheirclasses.SometimesIgohomewith4hoursofhomework
andsometimesonly1,butmanystudentsdosportssosometimesIdon'tgetanyfreetimeathomebecauseIhavetoomuch
work.Allofthatworkmakesmegetstressedandsicktomystomach,almosttothepointIbegmyparentsnottogoto
school,andinElementarySchoolIneverfelttheneedtonotgotoschool.
6th
youshouldaddwoodworkingclassandCristianaschooldistrictdoesit
6th
Ithinkthatsmarterbalancedisnotagreatidea.thatiswhyIdidn'ttakeitin5thgrade.
6th
Makethequestionseasier?
6th
newtest
6th
makeiteasyer
6th
nobecausethissurveyiscomplelystupid
6th
10questionsisenough
6th
makethequestionsesiartounderstand.
6th
Ithinktheyshouldgiveus34tolearnlessons
6th
toteachaboutafricanamericanhistoryandhavetest
6th
donotmakeithard
6th
givestudentswithlowergradesthenothersaeaseiertestandthemoreadvancedstudentsandhardertestthemthenthe
othersstudents
6th
raffles
6th
ithinktheworkisgreatbutjustsomeofthecoomoncorequestionsarealittlemoreharderthanitshouldbe
6th
Makesureeveryoneisreadybeforeyouhandoutatest.
6th
toteachthingsmoreslower.
6th
beforeeachtestthereshouldbetimetostudy
6th
Kidsshouldgetalittlemoretimetostudyfortestsandtheyshouldstopgivingpopquizzes.
6th
Doulblecheckevrytime
6th
GETRIDOFSMARTORBALANCE
6th
+Dontusecomputersorgetallthecomputersandbringthemalltooneschoolthenitwouldtakeaweekorsofor1school
insteadofamonthandahalfwhereeveryonehastobequite.afterthatschoolsdoneloadthemuptakethemtothenext.
Morelea
6th
Havelesstests.Makethetestsshorter.
6th
ITHINKNOTESTS!
6th
Getridofthesmarterbalancetest.
6th
makegamesoutofthetestssothatitcanbemorefunandkidswon'tthinkthatitisapunishment.
6th
Givingkidstestcorrections.Havingkidstryagaintoretakethetest.Askingtheteacherforhelpandtounderstandwhatyou
didwrongsoyoucanhopefullyfixitandtrytomakesureitdoesn'thappenAGAIN!
6th
letushaveslongertimelearningthelesson
6th
thatmosttestsshouldbeoncomputers
6th
explainthingsmorespecificly
6th
Weshouldhaveleasttestbecauseforsomestudentsdon'tknowtheanswernothetestandmakeiteaser.
6th
thereafewofthingIwanttochange1.helpusmore2.
6th
DONTGIVEKIDSHARDTESTATALL
6th
lesstestsmorework
6th
lesshomeworkplzsenpikunplzporpavorplzppppplllllllllleeeeeeeaaaaaaaaaasssssssssssssseeeeeeeeeeeee
6th
yescanyougivegumtothestudentfortestingdotheycanbecalmandnotheywillnotbemoreonchewingthentestthe
gumhelpthestudentonthetestbecauseithelpsonthemindtobeonthetestonthetestandnotonslowthereareorhow
therefriendsaregoingdoingpleasegivethebutonlyforimporttestlikesmarterbalancethankyouhaveaniceday
(studentname)<3
6th
Ithinkthatthetestsshouldbealittlemoreeasierbecausenoteverybodyknowsorremembershowtodowhatyou
reviewedinthetests.
6th
Iamaslowlearnersometimes
6th
putlessproblemsontests
6th
Ifstudentsneedhelpsendtheirteacheranemailorsomethingtoletthemknowthestudentisdoingbadsotheteacherpays
attentionandteachesshe/heindependently.
6th
Pleasemakethetesteasyandfunforus.Some6thgradesthinkthattestaretoohardandthinktheywillthinktheywillnot
getagoodgrade.Socanyoupleasemakethetestmoreeasierforusthankyou!
6th
Iamsuggestingthatyoushouldgivethestudentmoreknowladgeonthesubjectorassignmentsotheycanunderstandit
betterandtogivethemaheadsupabouttwoandahalfnweeksbeforthetest.
6th
ifstudentsareabouttotakeabigtest,makesuretheyaren'tstressedorupset.
6th
Ithinkthatonanytestsyoushouldn'tgiveatimelimitbecauseasastudentitstressesmeoutandforcesmetopickany
answerandguess.Ialsothinkthatthereshouldn'tbeasmanystate,national,ect.testbecauseitfeelslikealotpiledonour
shouldersandalsostressesmeoutbecauseican'tkeepupwithallthem.
6th
Ithinkinsteadofsayingyougotitwrongonthewholequestionandmaybegotitwritegivethematleastsomecreedit.
6th
Isuggestionsthatyoucantaketest
6th
moremultiplechoiceanswersplease!
6th
Thedistrictshouldnotlettheteacherbetheonetotogetabadscorebecausenotevreykidtakesteatedseiousleyond
somedonoteventry
6th
theyshouldgiveyouascorerightawayandtellyouexamplesonwhatyoushouldworkingoninthefuturemaybeyoucould
giveusascaleonwhatwedidthebestoninthesubjecttest!
6th
don'tstressthekidsout
please!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!
6th
Ithinkthatweshouldgivetestsondifferentlevels.Soifpeoplearestrugglingmorewiththatsubject,theyshouldgeta
differentlevel.
6th
Liketelluswhenitiscomingandtheycanletusstudyinclassanddoourhomework
6th
Fornowtherearenootherprogramsisuggestion.
6th
theyshouldopenthepoolandmakethelifeguardstaythere24/7andalsoopenstudyhall
6th
togiveuslessquestions
6th
redclayshouldnotgivealotoftest
6th
no
6th
wedon'tneednomoretest
6th
Addahomeschoolsectionforkidswhoaretryingpublicschoolforthefirsttimelikeme.
6th
takeiteasyonthejudging
6th
letuschewguminclassduringtests
6th
Awayforittobemorefunmaybe
6th
weshouldhavenotestsorhomework
6th
Idotwanttodoalottest's
6th
Youcouldemailparentskid'sscores
6th
yestheyneedtoredusetestingithinkandthatsall
6th
WENEEDTOSTOPTAKINGSMARTERBALANCEANDGOBACKTODCAS!!!
6th
yes
6th
[one]giveapapertogetactiveandpreparadfirthetest
6th
WeAllywaysbehardwhenyoudoit.
6th
justmakeithaveonebigtesteachyear
6th
formathifsomeoneishavingtroublewithwiththemathandtheytakelongerthan7mintuesonaquestionthentheirsould
besomethingthatpopsupsayingdoyouneedhelpanditshouldbreakdowneasystepswiththequestionbutnotgivethe
answertothestudentwhoistakingthetest.
6th
idon'twantalotoftests
6th
makethestoriesmoreentertaingtoread
6th
totellusthetestscoressothatweknowwhatweneedforhelporwhatweneedtodobetter.
6th
Iwantthetesttobelittlebitshortandlittlebiteasy.
6th
mostofthequestionsarefromthingsweworkedonbefore
6th
makeitharder
6th
wellpeopledon;twanttotaketest
6th
yes,toaddlearningactivitiesduringclass
6th
LESSHOMEWORK!!!!!!!!!!!!!!!!!!!!!!!
6th
fixyourmistakes
6th
talkaboutitalittle
6th
studybeforetheteststarted
6th
ithinkfortestweshouldhaveamultiplicationchart.
6th
bullying
6th
yescausethetestberaldonothingtous
6th
givelittlemoreunderstanding
6th
takeyourtimeinyourtime.
6th
iwouldliketomakeasuggestionaboutsendthescorestotheparents
6th
yeatonotmakethemreallyhard
6th
Tohelpusunderstandthetestsmoreandnotmakethetestssolong
6th
weshouldgivethingstothestudentsifyoudogood
6th
youshouldtaketestingbecauseitbatterandyoulendmore.
6th
theyarewhenthesuggestionsifanyaboutdistrictschool
6th
ThattoobemoretoughonthekidswhoaredoingbadchoicesbecauseIseealotofthethis.
6th
showstudenttheresults
6th
6th
6th
Givemoredirectionsandputquestionswearefamiliarwith.
6th
Canyoumakesurethatthecomputerdoesnotcrash
6th
shouldntbeasmuchmaththereshouldbemoresocailstudiestests
6th
Thatthisisenoughtestbecauseimsurethiswillreallyhelpourknowlodge.
6th
Tomuchtests
6th
Ithinktheyshouldthinkabouthowtoletveryintelligentchildrenhaveanormallifestyleandtonottestthemout.
6th
givingustimetolearnandmakeiteasier
6th
Yes,ithinktestarehelpfultoimproveourgrades.
6th
Makeitlessboring.
6th
pleasedonotgiveustoomanytests
6th
Mysuggestionaboutthetestistomakeitalittleeasier.
6th
Weshouldn'thavetowriteinthesmarterbalance.
6th
theyneedtogiveusmoreinformationonhowtodothetest
6th
Makeitsothatyoucanalwaysseeyourscoreifyouwantto
6th
InmyopinionIthinkthattheteachersshouldteachmorelessonaboutthetestlikestudyguidesorsomethinglikethat.
6th
youshouldteachteachershowtogradethetestsothatwecangetourscoresoon
6th
makesurekidsfullyunderstandthewordsinatestandarereadyforthetest
6th
6th
Lotsofkidsdon'tknowhowtorightincursivesoIthinkthatyoushouldteachthemthatandthentestwhattheyknow.
6th
6th
onthesmiandsriwecouldhavemorereadingandwriting
6th
Idon'twantsomanytest
6th
STOPGIVINGUSSOMANY()TEST!!!!!
6th
makeitmoreunderstandable,likemakeitinteresting/easier...
6th
weneedtohavemusicwhenwetestitissoothingandcalming
6th
Don'tgiveusthatmuchtestsbecausesometimestheteacherdon'teventeachitandtheygiveusaquestionaboutitand
thatwhywefailtheclass.
6th
dowehavetestinart.
6th
giveusworkthatweunderstandonthetest
6th
yesteacherssomtimesonlygiveyoualittlebitoftimeonatetithinktheysholdgiveusmoretime.
6th
Havehomeworkeverydaybutjustalittlebit.
6th
lesstesting
6th
wellIthinkaretestresultsshoudbebacedinABCDEF
6th
lesstest
6th
dontmakethetestssuchabigpartofyourgrade
6th
thereshouldbemoreprivacewhenwetest
6th
everyoverweek
6th
makelesstests
6th
togivelesstestthataremeaningfull
6th
giveusmorepapersforHACsoincaseweloseit
6th
Improvetheschoollunches.Andbetterbreakfast.
6th
iftheymakeustakeatestdon'tmakeitsolongsomekidsfallasleepbecausetheresoboredmakethetestfunsokidsdo
goodandtheyhavefunlearingkidsshouldhavebreaksifyouaregoingtomakealongtestmakeitFUN
6th
sometimesIthinksomequestionsIgetconfusesoIaskateacherforhelp.
6th
lesstests,letstudentsusenotes.
6th
incomputercalss
6th
Havemoresocialstudies/historytests.
6th
I'dsuggestthatwehavethewholeclassperiodtothinkandfixourtestsotherwisewewouldnotworryaboutthetime.
6th
LESSHOMEWORK!WegotoschoolforEIGHTHOURS!Isthatnotenoughlearningforoneday?Iknwthatitis"tohelpme
withpractice"butIgeteenoughpracticeifIgotoschoolfor40hoursaweekandhavetogohomeanddoevenmorework,
onlytoseethatIlearnedthistwoyearsago.Thankyou.
6th
moresports
6th
Donotmakethetestsohard
6th
thetestinnothardandeasyforonesurvey
6th
yescanwehaveshorttestandnotasmuchtestaswehave
6th
nowaityesyouguysneedtohelpusewithmoreteachingandunderstandingquestions
6th
tostudiealot.
6th
don'tmakeustest
6th
thisthebesttest
6th
yesthereisone.Ifthisparticularkiddoesverygoodintheclassyoushouldgetthemalittleharderquizzbecauseforexample
meI'mverygoodatmathandIreallywantedtogethardermathbecausethetestItakeknowareveryeasytomesogive
theverygoodeggheadsadoubletest.thankyou
6th
theyshouldaddlittlehintsinthesideincasesomeonedoesnotknowwhattodo
6th
thatstudentsshouldlistintoteachersbecuasewearehaving.
6th
ithinkthatyoushouldntmakeitthatlongbecausethanifyoumakereallylongkidswilljustgetboringtakingthetestthank
you
6th
math
6th
testingshouldbeprivateandonlyshowedtoyouandyourparentsandteachers
6th
yes
6th
tellushowmanyquestionshowussomequestion.
6th
yes
6th
ithelpsustolearnbetter.
6th
makethetestssomewhatalittleeasy
6th
nottalkwileotherpeoplearetesting.
6th
theyshouldbehelpingpeoplewithtestsbuttheydonotIthinktheyshouldthough
6th
sciencesportsmathreading
6th
6th
6th
Theyshouldtellushowgoodourgradesaresoweecantrytoimproveinthetests.
6th
dontgivetomanytestpleaseinmath
7th
Agreatmath
7th
lettingkidschewgumbecauseitrelaxesthemandhelpsjogyourmemorie
7th
Havelesstests.
7th
NotasmuchtestinELA.
7th
Thedistrictshouldmakeeverythinmoreclear
7th
MAKEEVERYTHINGMORECLEAR.EVERYTHINGISCONFUSING.THANKSFORNOTMAKINGANYTHINGUNDERSTANDABLE.
7th
tokeepinmindpeoplelearnatdiffrentrates
7th
NapTime.Sleepingafterlearningsomethingyourgoingtobetestedoncanhelpsolidifyyourmemoryofwhatyoulearned.I
believenappingcouldreallyhelpstudentsbemoreeducated.
7th
shutdownschoolsandhavebetterlunches
7th
Addanotherteacherforstatetests
7th
weshouldn'tdo2ormoretestsonjustoneunit
7th
Allowustousesomeofournotes
7th
ithinkthatweshouldhavemoretimetolearnaboutthehtopicsandtaketestsonsomestuffthatwewillneedwhenweget
oldersowewillbepreparedforjobs.
7th
yescanustoptestingsomuch
7th
yeahmakelesstests
7th
7th
7th
menolikyengluish
7th
Good
7th
notsomany
7th
Idonotagreewithstandardizedtestingthatwehaveandstressabouteveryyear.:(
7th
Havebetterlearninginstructions
7th
theyshouldtellstudenthowtofixtheircorrections
7th
checkifstudentsarecheatingoften
7th
Ibelievethatthesmarterbalancetesthelpstheschoolanddistricttodetermineiftheteacheristeachingusgreatornot,
butIdon'tthinkitreallymakesahugedifferencetous.Ibelievethatitisawasteoftime.Youcanjusttakeourtestsand
quizzeswehavetakentodeterminewhatweneedtoimproveon.Ithinkitisstupidwehavetotakea"smarterbalance"test
becauseitdoesn'thelpus,anditdoesn'tmakeussmarterorteachusanything.
7th
Moreinformationaboutstate/districttestcontentwouldbehelpful.
7th
Don'tletthemachinesdoalltheanswersdosomeyourself
7th
Makelessboring.giveheadaches.makecry.
7th
makeitfun
7th
Thetimestudentsspendtesting
7th
totellusaweekbeforethetestthatwehaveatestsowehavetimetostudy.
7th
Iwishwehaveartandwehavegymeverydaybecausegymgivesusenergyandartisabetterwaytoexpreceyourself
7th
helpmeinallclasses
7th
Ithinkthatteachersshouldgiveusanexampleofthetestbeforeactuallytakingatesttoprepareusbetter
7th
Measuringthequalityoftheteachersteaching.
7th
Testsareboring
7th
giveuslesstests
7th
no
7th
yespleasetakeoutsomeofthetestsbecauseinthebeginningofeveryyearwerestilladjustingandALSOITHINKTHAT
THEYSHOULDGIVETHESTUDENTSSOMETIMETOWRITEOURHOMEWORKINOURAJENDA
7th
Maketherebelesstestforeverysubjectbecausesometimeseverytimeyoulearnsomethingnewtheteachershavetotest
youonitlikereallyquicklyevenifyoudontevenknowwhatyouaredoing.
7th
Maketestatthebeginningoftheyeareasy.
7th
don'tmaketest70%ofourgrademakeit5050
7th
Maybehavedifferenttests,forthestudentswhoneedmorehelpthanothersandsoon.
7th
ithinktheyshouldlowerthetollittakesonourgradeucanhaveanAbutifumakeonsillymistakeugodowntoaD
7th
Makethemeasier,thedistrictdoesn'twantstressedstudents.
7th
Makingtesteseasiertocomprehend
7th
GETRIDOFSMARTERBALLANCE
7th
Canwetakecandybreaks?:)
7th
DONOTHAVETHEPARAGRAPHONSMARTERBALENCE!!!!!!!!!!!!
7th
Don'tmaketestssoimportantsothereisn'tasmuchstresswhiletakingthetest.
7th
makedcasandsmarterbalanceshorterplease.
7th
Stopgivingteststhataren'trelatedtotherealworld
7th
nottohavethatparagraphinthesmarterbalance
7th
smarterbalancetestingistolongandhardforstudents.
7th
STOPMAKINGSOMANYTEST
7th
Ibelievethatthetestsshouldbelaidoffsome,asIsometimesfeelasiftherearetoomanytestsorthattheyaretoolong.
7th
easy
7th
Changethequestionsontestsbacktoaneasydefinitionorquestion.Nothardenoughforkidstoknowthesubjectverywell,
butcantgetwhatthedistrictisasking.
7th
youshouldmakethetesteasierandlesswork.
7th
NOHOMEWORK
7th
TONOTTAKETHESETESTS.
7th
makeiteasiertounderstandforstudentswhodontcomprehendverywell
7th
Seehowthestudentsgrowthprogressisdoingandhowtheycanimprove
7th
tomakethetestmorenothard
7th
Thesetestsaredumbandshouldberevisedcompletely.AndwhatIfindmostawfulistheyaretestingkidsbetween717
yearsoldwithinthefirstweekofschool.Getyourlazybuttsofthechairandfindoutourlearningabilitybyobservingand
helpingus.
7th
donothavesomanytestsforeachsubjectthroughouttheyear
7th
beabletohaveachoicewethertodoitornot
7th
ijustwanttogethelponeverysingleone
7th
Therearenoothersuggestionsfrommefortheprogram
7th
Wetakesomanyclassesalreadyandhavesomuchstressandstillhavetokeepasociallifesowedon'tgetbullied...giveus
abreakatleast2testsamonth,itstoomuchtohandleasastudentwhogetstestalmosteverydaycouldwepleasejust
havelikeisaidbeforeabreakandatleast2testaweekforallclasses
7th
NOTSCHOOLOGY!IFAILEDATESTBECAUSETHESYSTEMDIDN'TREADHALFOFMYANSWERSCORRECT!EVENTHOUGH
THEYWERE!IGOTA28%!WEHADTOGOBACKANDREVIEW,ANDIFOUNDOUTIGOTAN80%!IREALLYNEEDPAPERAD
PENCIL!
7th
IbelievethatDCASismoreusefulthanSmarterBalance
7th
Don'tgivequestionsthatwehaven'tlearnedinclass
7th
smarterbalanceisnotusful
8th
Thehomeworkshouldnotbeasmuchbecause,Icangetmixedupwithprojectsandwritingassignments.
8th
makethemshorter
8th
iwouldlikeastemfocustostartinmiddleschool.Wecantestintheseareas.
9th
Whenwedohavetesttrytomakethereadingsinterestinganduptodatesowecanpersonallyconnectwithitandmaybe
dobetteronthetest.
9th
Theirshouldbe2bigtestseachyearalongwiththeSATandthatsalltheteststheyshouldhave.
9th
testgaveinformation.
9th
givethemmoretimetostudy
9th
maybe
9th
Don'ttakequizzeverydaybecauseIhatestudy.Intheworldonlyonethingsallpeoplehatedisstudy.
9th
Soasithinkthatushouldhavetestsasauntilthatsallfinshi.sonomidtermsandnofinals.
9th
Comopadasaberloquetienesaprendidoyloquenotienesaprendidodelosclasesyporesodistrictohaceestosexamenes.
(Howtoknowwhatyouhavelearnedandwhatyouhavelearnedfromclassesandthatdistrictmakestheseexams.)
9th
Ithinkthatbasedoffofyoutestingscoreshoulddeterminewhatclassesyoucantake(Ex.Honors,IB,CP,etc)
9th
Weshouldn'thavetodoallthesetests.
9th
notestingprogram
9th
getridofmathcauseitsuseless
9th
Theyshouldbeopennotetests
9th
Lessteststhat'sall.
9th
Iwantyoutostopgivingussomanytests.We'regoingtobecomebraindead!
9th
stoptesting
9th
nomorehomework
9th
NOHOMEWORK
9th
Idon'tliketestsyallstressusoutatayoungageletmehavealifedanng
9th
makefewertest,atleasteverytwoweeks,noteveryweek,notonmondays,butonfridaysorwednesday.
9th
Trynottodosomanyteststhatarepretests.Theymaynotmatteronyourgradebutitseemsliketheyare!Pretestsstress
students!
9th
Nottomanytests
9th
Makeitrelateableandeasytodo
9th
Thereiswaytoomuchtestsrightnow.Itgivesstudentsstress.
9th
pleasereducetheteststheyareverystressfultostudents
9th
nomorestupidtest!!!!!!!!!!!!!!!!!
9th
haveatutoringprogramforsatorpresatandgivetestonourlevelgrade.Dontsendhometestscoresofapretest.Should
keeptestscoreconfidentialwithjustthestudent
9th
IthinktheSATshouldnotbeveryimportantbecauseithasthingsyouhavelearnedbutfromalongtimeandnotremember
becausethetesthasdifferenttopicsinitthatitcanmakeapersonstressedandtired.
9th
lesstests
9th
Doabetterjob,man.
9th
Ithinkthepreandposttestshouldbetakenout.Theyareveryuselessduetothesmarterbalancethathasbeenadded.
9th
Stoptakingtest
9th
OpenNotes
9th
Letstudentslistentomusicwhiletakingtestsitreleavesthestresswhentakingatest.
9th
yes
9th
Stopgivingtests!!!!!!!!!!!!!!
9th
yes,gitridofstatetestsbecauseweallretygitplentyoftestsatschoolandtheyfollowwhatwehavelrened.
9th
Weshouldnothavealotoftesting
9th
Yeaidontliketests.
9th
theyshouldgivelesstests
9th
makethetestsnottakeup75percentofmygradeonly50or25.
9th
9th
yesIbelieveusstudentsshouldbegivenlesstestsbecausewetaketoomanyandkidsgetoverwhelmedandgetpoor
grades.
9th
maketestingmorelowerpleasetomanyforme
9th
Thatweneedtostopdoingallthesetestsbecausealotofpeoplearefailing.
9th
haveuslearnitbeforewetakeit.
9th
Letusdecideifwewanttobetestedornot.
9th
Ithinksitsbetterweonlyhave4daysoffschooland3daysofrestbutwithinthe4daysthatwegotthingstodolike
homework.
9th
stoptestingus
10th
haveingfunwithareteachers
10th
ifitwasgoodwillitwillbefineandmabeysomeofthekidswilllikethattobegood
10th
StudentsshouldreceiveiPads.TestshouldbedoneonaniPadyou'llgetyourscorerightafteryoudone.Itshouldnotbe
doneoncomputerbecausethestaineyetoomuch.IfweusediPadstestandhomeworkwouldbeeasier.Classwouldbe
moreinteractivebecausetheSmartboardwouldbemirroredtotheiPadsandlessonscouldbeloadedupontotheiPadsso
ifyoudon'tunderstanditorifyouwereabsentthenyouwatchthelessononanappontheiPad.Itmakessensebecause
someteachergotofastanddon'tliketorepeatthemselvesso,thatiftheydon'tunderstandyougobackwatchthelesson
again.So,itjustmakessensetogiveoutpersonaliPadsfortheyeartohighschoolstudentsandclassroomiPadformiddle
andelementaryschools.Ithonestlymakemoresense.Wewouldalsobesavingpaperandtreesinsteadofprinting
thousandsofpaperseveryyear!Thiscouldimprovethedistrict.We'reinthefutureit'stimehavemoreinteractive
technologyinschools.
10th
Don'tgivealotoftestsbecauseitstressesoutstudentsandsometimesmessesuptheirgrades.
10th
keepitup
10th
don'tgiveushardtest
10th
Isitgoingtocoverwhatthestudentsarelearningorisgoingtolearn
10th
takeawaystatetestingpleaseandthankyoubye
10th
IwanttosayaboutSAT/PSAT.ThereshouldbeclassforSATforwholeyearbecausethereisonlyguesskindofthing.And
thereshouldbemoretimethan60minutesforreadingsection,becausewecanthinkaboutquestion.Accordingtotimewe
canjustmakeguessandthat'swhystudentsdon'tgetgoodgradesinit.
10th
Yes,sometimestheyhavetotranslatethequizandmakesenseinsomequestion.
10th
Yallshouldofhavenowritinginthetestandgiveusclues.
10th
nomoretest
10th
Wedonotneedmoretests.
11th
Reducetheimportanceoftestswhencomparedtotheotherschoolworkwedoconsideringthatitonlytakesupasmall
portionofclasstime.
11th
Makerelevanttestsorthescoresaredevalued.
11th
Morethanhalfthetestwetakearecompletelyuseless.Whydoweneedapostandpretestwedon'tknowstuffit'sobvious
becausewe'venevertakenthecourse.Alsotheposttestweshouldknowwhatwelearnedsowhytestusonit.
11th
Yes,youshouldtesttheteachersfirsttoseewheretheyhavegotten.Soyouknowwhattotestthestudentsonordon'ttest
atall!
11th
Don'thaveusdostuffthatdoesn'taffectourprogression,butinsteadhasusfeellikeastatisticthatweshouldcompetewith
11th
lesstests/shorter/easier
11th
lesstestplease
11th
Adviseabouttest1weekbefore.
11th
Thesetestsshouldnotbemadesuchabigdeal
11th
lettheteachersknowifgivingtoomanytestmakesusstressandmakesourgradebadsometimes.
11th
Reducetheamountoftestsandfocusonhigheractualteachingapriority.U.S.A.shouldbe#1ineducation.
11th
I'mgettingtoomuchstressfromallthetestsandfeellikeI'mslowlydyingandwanttodietostoptheheadaches.
11th
Ithinkifwegetalotofteststheyshouldbemorefocusedonwhatweareactuallylearninginclass.
11th
Ireallythinkweshouldhaveagrammertestbecauselotsofkidsjustdonotknow/understandhowproperenglishisspoken
11th
Thattheyaren'tthatlong
11th
Theyaretolongandboringandtheyputstuffontheirthatwedidn'tlearn
11th
Chilloutwiththetestingforabit,noteveryoneisagoodtesttaker.
11th
Nothaveasmanytest.Eliminateuneccasarytest.
11th
Adjusttesttowhatteachersareteaching.
11th
Testingstressesyouout.SometimesIwouldgotobedlatejusttostudyforatest.I'mnotagreattesttaker.Withthatbad
testgradeIwouldfailthemarkingperiod.
11th
makethemeasier
11th
testinginenglishandhistoryonlytestyourmemory,nohowsmartyouare.
11th
Theretoolong,Idon'tliketakingthem.
11th
weneedtotakeorreviewournotes
11th
Makingtestshortandeasy,andnotmakingtestsworthsomanypoints.
11th
Donomakequizisbecauseisborning.
11th
Weneedmoretimeanddon'tdoallthequizzesthesameday.
11th
Stoptakingtimeoutofmyclassroomtimetotaketeststhatbenefityouandnotme.
11th
makethetestmoreinteresting
12th
Takeawaysometestfromschoolswhentheyarenotneeded.
12th
lessmathandEnglish,It'sverydifficult.
12th
Testsmadeastudentslikehard.
12th
Makeuswanttolearn+learn
12th
ThereshouldbeaclassofSAT/PSATforayearsothatstudentswouldbepreparedforit.
12th
Doyourjob.
12th
Thegradingandthewaytheygivethestudentsthetest.
12th
Stoptestingus
12th
Stopmakingstatetestbecauseit'sawasteofclasstime.
12th
Makesurethatstudentsarebeingtaughtwhatsactuallyonthetest.Maketeachersfocusonexactlywhattheirstudentswill
betestedonandmakesuretheyareproperlyprepared.
12th
12th
12th
help
12th
stopusingcommoncorestandards
12th
nomoretest.
12th
Makethetestmoreunderstandableforthestudents
12th
Stopmakingustaketestswedon'tneedtheyareirrelevantandtaketimefromournormalclasstime
12th
Yourealizethattoomuchtestingcanphysicallyfryabrain.Theaveragehighschoolstudenthasthesamestresslevelas
peoplethatwereputinasylums50yearsago.Stoptestingusonwhatyouthinkweshouldknow.Testusonwhatweknow
andneedtolearn.
12th
Stopmakingustaketestswedon'tneedbros.
12th
Pleasestopthetestingandconstantchangingofthecurriculum.Weareconfusedandnotlearninganything.Itisasifweare
yourguineapigs,andyou'rejustusingusandwastingourtimetryingtofinda"betterway"toteachus.Justthinkaboutthis,
"Ifitain'tbroken,don'ttryandfixit"
12th
Ibelievethatatestscoreshouldnotdefineastudent.Iftheirisanywaytochangethat,thenthedistrictshoulddoso.
12th
Theteachersshouldmakeareportofeachstudentwiththingslikewhethertheyturninassignmentsontimeornotandhow
theybehaveinclass.Thenthedistrictshouldtakethisintoaccountwhenlookingatthetestscoresbecausewhenyouhave
enoughkidsnottryingortalkingallclassthisreflectspoorlyontheteacherwhenitshouldreflectpoorlyonthestudent
instead.
12th
Yes,makethetestunderstanding.
12th
TESTLESS.
12th
Idonotthinkthatthetestingshouldbeaslongastheyare.
12th
nomoretestingplease!iwanttolearnnotworryaboutpassingthisdumbtest!
12th
Givelesstest,don'tfocusonourabilitytotestbutratherouractuallearning
12th
Ithinkstudentsareovertested.Icanrecalllastyeartakingsmarterbalance,finalsandendoftheyeartestsaroundthesame
time.Thiscreateslotsofstressforastudentwhoistryingtosucceedineverything.
12th
thissurveyisstupid!!Eitherway,whateverwethinkaboutthiswholesubjectabouttesting,districtreallywontdoanything
about,itwontmakeadifferencewithouropinions.
12th
Theteststhatwetakeshouldgiveusresultsthataregoingtohelpus.Thestatetestingthattakesdaysandonlygivesusa
numberscoreisuselessbecauseitdoesnotshowuswhatwearedoingwrongorright,itisjustatestthatwastesourclass
time.
12th
Handoutreviewpackets,workonthereviewpacketsintheclassroom.
12th
Homeaccess
12th
study
12th
schoolsneedmoreteacherswhoactuallycareaboutastudentssuccess
12th
thisisnothelpfultome.imleavinginlike6months...givethisteststofreshman,notthatit'sgonnahelpanything.
12th
testareuseless
12th
Lookasisaidbefore.thiswonthelpmebecauseiamaseniorandallofthiswontpreparemefortherealworldoreven
college.maybetothefreshmanthat'sjustarrivingatthisschoolbutit'sreallytoolateformeandtheclassof2016.
12th
Lesstesting.Moreteaching
12th
DONOTTIMESTUDENTSPLEASE.Whattimingdoesisstressstudentsoutandkeepsthemfromthinkingcritically.Myscores
wouldhavebeensomuchbetterifIhadtakenthetestatmyownpace.
12th
someteachersdonotactuallyexplainwhatsgoingoninthetests.
12th
makeitanoptiontodoadditionaltests
12th
Don'tgivethemout,I'vebeentakingthesetestforyearsandI'mnowaseniorinhighschoolandthosetestshavenot
improvedmeasastudent.
12th
stopgivingsomany
12th
haveteacherstakethem
12th
Testingshouldonlybeonwiththestudentsarelearningintheclassroom
12th
overlytestingstudentsleadstoinaccurateresultsbecausetheyaretiredoftesting
12th
Teachusmoreusefulthingsinschool,likehowtodotaxesandpaybills.Maybesomehomeeconomicskillstoo.
12th
Talktocollegeboard
12th
Yeah,getridoftheSmarterBalancetestingandbringbacktheDCASTesting...TheyarebothbadbutDCASisbetter.
12th
SMARTERBALANCEISSTUPID
12th
12th
12th
startputtingquestionsweactuallygooverinschoolotherthenquestions/problemsyouthinkweshouldknowbynow.not
everyschoolgetsthesamesubjectlearnedinthesametime.italwaysdependsonhowhighincomeandlowincomethe
schoolissomemayhavelearnedthesubjecttwoyearsagowhensomeoneelseisgettingittoughthisyear.
12th
Stopmakingstudentsonlycareaboutpassing
12th
NOTETAKINGSKILLS
12th
Don'tdoit.bad
12th
STOP
12th
Maketestingmoremeaningful.
12th
Considerthestudentsindividuallearningabilities.
12th
WhyisthereonlyMathandEnglishportionsofstatetestseveryyear?Whyisphysics,economics,computerscience,CAD,
etc.notincludedeachyear?Itseemsasthoughyouarenotrecognizingtheimportanceoftheseclasses.
12th
Stopthestandardizedtesting.
12th
Lessneedlesstests
12th
Therearewaytoomanytestsandalltheydoisdiscouragestudents.
12th
keepinmindmoststudentshavehorribletestingskillsandtestdonotshowthekindofpersonyouareandtheydoNOTtest
theintelligenceofastudent.
12th
Thereistoomuchstateanddistricttesting.Onlytheteacherorcollegeboardshouldgivetests.Preandposttestsbythe
stateareawasteoftime.Studentsknowtheyonlymeasuretheteacher'sefficiency.
12th
Studentsshouldevaluateteachers,testsshouldn'tdothat.Ifeveryonetakesthesamestandardizedtestinthestate,itisnot
specifictothatoneteacherthatyear.JustbecauseIhaveMrs.()formaththisyear,doesn'tmeansheshouldlookgood
basedonmy4.Therealdatawouldbegiventoyoufromthestudents.
12th
Iwishthereweremorefeedbackprovidedafterseeingresults,sothatIcannowhereIwentwrongandhowIcanimprove.
12th
Studentsalreadyhaveenoughteststhatneedtobetakenintheclassroom.Thereisnotimetotakedistrictteststhathave
noeffectonmygradesoreducation.
12th
Testingshouldhaveapurposeotherthanjustneedingasummativegrade
12th
InmostcasesIfeelitwouldbebestgivetestsattheendofeachmarkingperiods
12th
Getridofstandardizedtests.Theyprovideabsolutelynobenefittooureducation,andserveonly2purposes.1:toputmore
moneyintothepocketsofthepeoplewhodesignthetests,and2:tostressoutstudentsevenfurtherthantheyshouldbe
12th
(expletive)
12th
Stopgivingsomanytests.Itisn'tfairtothestudentsthatwerespendinghoursofourtimestudyingforoneclasswhenwe
have7otherclassestoworryabout.Weshouldn'tbestressedtothepointofbreakdownsbecauseallwedoisstudy.
12th
ms()at(_highschoolshouldbefired.
12th
stopmakingthesetestthey()
12th
Thereshouldn'tbeNomoretests.
12th
getridofsummativeformative
12th
nomoretesting
12th
(expletive)
12th
Iguessthatyoushouldnottestusonthesamethingsanmakethetestinteresting,becauseifthebecomeboringthen
studentswillsoonsaytothemselves"forgetitI'mdoneanjustclickbydon'tcareiftheyfailorpass
12th
toomanytestsjuststressstudentsoutmanycanhandleitbutfortheleast,theyuseittojustgiveupiftheydon'tneedit;so
theydropoutorjustgiveup.
12th
ithinkthattheyshouldsendthetestscoresalittlemorefasterorexplainmoreforwhattheyactuallydo,sometimeswejust
alltakethesetestbecausewejusthavetowheretoldtogototheliebrayorclasssigninanddowhatwheretoldbutithink
thatweshouldbetoldin8thgradewhatkindoftestweareheadingforandwhattheywilldoforuswhenwegraduate,
becasuemepersoanllynevertookthesetestthroughouthighschoolseriously.
12th
PRETESTSarenothelpfulatall.
12th
nomorehomeworkpliz
12th
somecouldgetextrahelpifneeded
12th
takeawaysometest
12th
limittheteststakeninoneyear,likesplitthemup.
12th
Ireallythinkthereshouldbelesstesting.Ithinktoomuchtestingisn'tvalubleatall.WithmeIhavebadanxietyandireally
haveahardtimeconcretingwithstuff...andicantfocushalfthetime
12th
Tolimitthetesting!!!!!Iunderstanditsschoolandallbuttheamountoftests/homework/classworkweget,canbe
overwhelmingthenyourtoppingitoffbygivingusmorestatesstatetests..itsjusttoomuch
12th
STOPTESTINGSOMUCH.ITSSTRESSINGKIDSOUT.
12th
NOMORETESTING
12th
Stoptestingusonthingsweknoworlearn
12th
theyshouldchangetheamountoftests
12th
LessTesting
12th
giveuslesstest
Lesstestsandhomework,atschoolalldaylong,somestudentshavethingstodoandresponsibilitiesandtheybothgetin
thewayandstressstudentsout
Cutbackontheamountofmeaninglesstestsandtheamountoftimetheytake.
Statetestingisawaistoftimeforstudents.Theteststaketwoormoreclassperiodsandthatistwolessonswehavetomake
up.Alsostatetestsdonotaccuratelyrepresenthowmuchastudentknowsabutatopic.
Yes,Ithinkthetestsarehardandeasyatthesameamountoftimes
5th
no
5th
idon'tkow
5th
noooo
5th
no
5th
no
5th
no
5th
noooooooo
5th
noitok
5th
N/A
5th
no
5th
none
5th
none
5th
no
5th
no
5th
no
5th
none
5th
NO
5th
NO
5th
No.
5th
no
5th
no
5th
no
5th
nonotatallthankyou
5th
no
6th
no
6th
no
6th
no
6th
nope
6th
no
6th
(nonsense)
6th
No
6th
no
6th
no
6th
No
6th
Nope
6th
NoIthinkthesystemtheyareusingrightnowisgreat
6th
no
6th
Idon'tknow
6th
No
6th
NOSOTPGIVEINGUSTESTTIBORINGIWILLSUETHISSCHOOL
6th
noIdon'thaveanymoresuggestionstomaketothedistrictabouttestingprogram.
6th
nosuggestions
6th
No
6th
No
6th
No
6th
no
6th
no
6th
Nope.
6th
no
6th
no
6th
no
6th
nope.
6th
no
6th
IhavenoconcernaboutthetestIthinkthatthetestwegettodayisagoodamountoftest
6th
notatall
6th
no
6th
no
6th
no
6th
None
6th
no
6th
none
6th
No.
6th
no
6th
No
6th
no.
6th
No
6th
No
6th
No.
6th
No
6th
No,everyteststhatisgivenoutisenoughamountofstudyingandworkingeachyearforeachclass.
6th
no
6th
no.
6th
Nope
6th
Nope.
6th
No,notreally.
6th
6th
No.
6th
no
6th
no
6th
no
6th
nothing
6th
no
6th
no
6th
nonethatithinkof
6th
no
6th
no
6th
NoIthinkthatweareokayinschooltheyjustneedtonotgiveoutalotofquizzesin6thgradeandnothavesomany
quizzes.
6th
Noithinkitsgoodjustthewayitisjustlesstest.
6th
no
6th
no
6th
No
6th
No
6th
no
6th
No
6th
No
6th
no
6th
No
6th
no
6th
no
6th
noidon't.
6th
No
6th
no
6th
no
6th
No
6th
No
6th
no
6th
No
6th
NoIdonotwanttomakeanysuggestionstothedistrict.
6th
No
6th
None.
6th
No
6th
Notatthismoment.
6th
Notreally.
6th
no
6th
NoIthinkthedistricthasgoodreviewedtest.
6th
no
6th
No
6th
no
6th
No
6th
No
6th
no
6th
No.
6th
no
6th
No
6th
no
6th
Notreally
6th
none
6th
none
6th
no
6th
Noidonot
6th
ithinkno
6th
Nonotreally.
6th
nonotreally
6th
no
6th
no
6th
nonotatall
6th
noidon'thaveoneatthismoment
6th
no
6th
no
6th
no
6th
ihavenosuggestions
6th
no
6th
Ihavenosuggestions.
6th
No
6th
no
6th
none
6th
no
6th
no
6th
no
6th
no
6th
no
6th
IDK
6th
IDK
6th
no
6th
no
6th
idk
6th
no
6th
nope
6th
no
6th
no
6th
idon'thavenone
6th
Idon'thavenone
6th
NO
6th
Notreally
6th
nopeIThinkItIsAllGood:)
6th
no
6th
notherearenot
6th
no
6th
No
6th
no
6th
notreally
6th
no
6th
no
6th
no
6th
no
6th
No
6th
No.
6th
no
6th
nothereisn'tanythatIthinkthatcouldhelpusbecauseeverythingatthisschooliseverygoodiswhatIthink.
6th
NoIdonothaveanysuggestionsIwanttomaketothedistrict.
6th
No
6th
No
6th
No.
6th
No
6th
Nope
6th
nonotreally
6th
NO
6th
no
6th
Ihavenone
6th
no
6th
nothing
6th
no
6th
No.
6th
noIhavenone
6th
no
6th
none
6th
no
6th
No
6th
No.
6th
Nothing
6th
nonothingelse.
6th
none
6th
no
6th
Nothereisnot
6th
no
6th
no.
6th
no
6th
No
6th
no
6th
No
6th
nothingihavea10thgradereadingleveltheycheckitjustfine
6th
No
6th
Nosuggestions
6th
6th
none
6th
noithinktheretestingsystemisverygoodofgradingthem.
6th
no
6th
IdonothaveanyothersuggestionsthatIwanttomakeaboutthetestingprogram.
6th
NONEwhatsoever.
6th
nonotreally.
6th
no.
6th
No
6th
NO
6th
n/a
6th
Idon'tknow
6th
no
6th
Nothereisnot.
6th
no
6th
Nosuggestions
6th
noidon'tknow
6th
Idon'tthinkso.
6th
nodeeznuts
6th
idk
6th
no
6th
No.
6th
No.
6th
idontknow
6th
none
6th
Idon'tknow/
6th
nothing
6th
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
6th
idonotknow
6th
Idon'tknowsorry
6th
no
6th
Noidon'thavenoquestionsforthedistrict
6th
no
6th
nothankyou.
6th
No
6th
nothankyou
6th
NO
6th
no
6th
no.
6th
no
6th
nope
6th
no
6th
no
6th
No
6th
NO
6th
No
6th
NO!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
6th
No
6th
nothereisnt
6th
None
6th
no
6th
No
6th
nosuggestion
6th
nope
6th
no
6th
no
6th
no
6th
no
6th
no.
6th
no
6th
No.
6th
none
6th
no
6th
no
6th
6th
Nope,everythingisgoodnow.:)
6th
none
6th
none
6th
no
6th
Nothatisit
6th
NA
6th
no
6th
no
6th
no
6th
n/a
6th
none
6th
no
6th
nonotreally.
6th
Idon'tnow
6th
noneofabove
6th
no
6th
no
6th
no
6th
no
6th
NothingThankYou!
6th
No
6th
nothankyou.
6th
Idon'thaveany.
6th
no
6th
NoIdon'thaveanymorequestion'saboutthedistrict.
6th
no
6th
idontknowwhattosay
6th
no
6th
Ihavenosuggestions.
6th
no.
6th
Idon'thaveanyothersuggestions.
6th
no
6th
NO
6th
nothing
6th
No
6th
Idonthaveanymoresuggestions
6th
No
6th
no
6th
no
6th
noimfine
6th
noimfine
6th
No
6th
no
6th
wellnotreally
6th
no
6th
wellnotreallytheresnothing
6th
No
6th
no
6th
NoIhavenone.
6th
Notherearen'tanyothersuggestionsIhave.
6th
None
6th
no
6th
No,notatall.
6th
NO
6th
No
6th
No.
6th
no
6th
no
6th
Nothing
6th
nothankyou.
6th
no
6th
no
6th
No.
6th
Ihavenosuggestionstodistrict.
6th
no
6th
no
6th
no
6th
no
6th
Nothankyou
6th
nonotreally
6th
no
6th
No
6th
thereisnothingthatIwouldchange.
6th
no
6th
none
6th
No.
6th
noihavenoosuggestions
6th
nonotatall
6th
no
6th
nonesofar
6th
NO
6th
noidont
6th
no
6th
no
6th
noimokay!thanks
6th
no
6th
no
6th
no
6th
no
6th
noithinkitsfine.
6th
no
6th
noreally
6th
no
6th
nonothingatall
6th
no
6th
nothing
6th
nonotreally.
6th
NO!
6th
nope
6th
no
6th
no
6th
no
7th
no
7th
no
7th
no
7th
No.
7th
No.
7th
No
7th
No.
7th
No
7th
No
7th
no.
7th
NONE
7th
no
7th
no
7th
nooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
7th
no
7th
no
7th
no
7th
no
7th
no
7th
no
7th
noIdon'tthinkweshouldhavetest
7th
Nope
7th
Nah
7th
nope
7th
No
7th
No
7th
No
7th
no
7th
no
7th
no
7th
no
7th
n/a
7th
no
7th
No
7th
No.
7th
No
7th
no
7th
nope
7th
none
7th
No.
7th
No
7th
nohereisnothing
7th
nosuggestions.
7th
no
7th
Nope.
7th
notreally
7th
No.
7th
7th
No
7th
no
7th
Noidon'thaveanysuggestions
7th
No
7th
No.
7th
No
7th
no
7th
no
7th
No.
7th
NA
7th
Nope
7th
no
7th
No
7th
7th
nope
7th
None
7th
none.
7th
No
7th
none
7th
NoThankYou
7th
Nope!Ilikeithowitis!
8th
No
8th
No
8th
NoIdonot.
8th
no
9th
No
9th
Nope
9th
No
9th
No
9th
No
9th
No
9th
NoIguess
9th
No
9th
No
9th
no
9th
no
9th
no
9th
notreally
9th
no
9th
no
9th
no
9th
na
9th
na
9th
no
9th
no
9th
no
9th
No
9th
no
9th
idkman
9th
no
9th
no
9th
NO.
9th
nope
9th
nope
9th
no
9th
nojustIthinkweneedtobringthetestdownandnottoomanytest
9th
no
9th
No
9th
no
9th
no
9th
no
9th
nope
9th
no
9th
no
9th
No.
9th
No.
9th
nope
9th
No
9th
no
9th
no
9th
no
9th
nope.
9th
no
9th
notheresnoothersuggestionsiwanttomake
9th
no
9th
No.
9th
no
9th
nope
9th
(nonsense)
9th
No
9th
no
9th
NO
9th
no
9th
N/A
9th
nnop
9th
noing
9th
no
9th
oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo
9th
no
9th
no
9th
I'mnotsure.
9th
Nopeijustwantthetesttobealittleeasyer
9th
no
9th
no)
10th
No
10th
No
10th
No,notreally.Allmyteachersknowwhattheirdoing.
10th
N/A
10th
no
10th
N/A
10th
No...
10th
No
10th
No
10th
No
10th
nothereisnot.
10th
No
10th
No
10th
No
10th
No
10th
No
10th
no
10th
no
10th
no
10th
n/a
10th
no
10th
no
10th
no
10th
norightingontests
10th
nothanks
11th
no
11th
N/A
11th
no
11th
No
11th
no
11th
No
11th
Notreally
11th
No
11th
None
11th
No
11th
Nopenotreally,Ijustdon'tliketakingtestsifIknownothingaboutthem,orifIain'tcomeandstillhavestotakeit.
11th
IDK
11th
No
11th
Noidont.
11th
no
12th
No
12th
Nope
12th
n/a
12th
nothankyou.
12th
No
12th
No
12th
No
12th
No
12th
No.
12th
no
12th
noneIcanthinkof
12th
nope
12th
No
12th
no
12th
no
12th
no
12th
no
12th
no
12th
no
12th
No
12th
Nope
12th
No.
12th
No
12th
No
12th
no
12th
no
12th
no
12th
Nonewhatsoever.
12th
no
12th
no
12th
(nonsense)
12th
De
12th
no
12th
no
12th
no
12th
no
12th
No.
12th
no
12th
No
12th
Chillbro
12th
nahfam
12th
notatthemoment
12th
NO.
12th
no.
12th
No.
12th
no
12th
no,notreally
12th
no
12th
no
12th
Nope
12th
None
12th
no
12th
No
12th
No.
12th
No
12th
no
12th
(nonsense)
12th
(nonsense)
12th
notatall
12th
none
12th
no.
12th
no.
12th
no
12th
no
12th
no
12th
no
12th
Nonotreally.
12th
NO
12th
no
12th
notreally
12th
no.
12th
nonotatall
12th
no
12th
no
12th
No
12th
12th
no
12th
n/a
12th
Na
12th
No
12th
No
12th
Nahbutthattesting()gottachill,ya'llbegivingtoomanytestthroughouttheyear
ooooooooooooooooooooo
No,therearenoothersuggestionsthatIwouldliketomaketothedistrict.
Student Assessment
Survey
3RZ HUHGE\
1826
Total Responses
Complete Responses: 1826
3RZ HUHGE\
Q1: What grade are you in?

Answered: 1,820
3RZ HUHGE\
Skipped: 6
Q2: Do you think students in this school are given too many tests, not enough tests or about the right
Answered: 1,817
3RZ HUHGE\
Skipped: 9

Open Ended
3RZ HUHGE\
Answered: 1,802
3RZ HUHGE\
Skipped: 24
Answered: 1,802
3RZ HUHGE\
Skipped: 24
orderedbycombinedpercentofVery"Useful"and"ExtremelyUseful"
(adjustedfor"Idontknowornotapplicable)
3RZ HUHGE\
56.1%
UnitTests
50.6%
48.2%
SAT/PSAT
47.0%
APorIBexams
40.0%
37.5%
36.2%
35.8%
32.4%
Q5: In general, what aspects do you feel make a test more helpful?
(Please check all that apply.) Answered: 1,748 Skipped: 78
Orderedby%
ConnectedtowhatIamlearningintheclassroom
Scoresandinformationprovidedtomeareeasytounderstand
Providesideasonhowtohelpmeimproveinmyclasses
Resultsshowmehowmyscorescomparetothescoresofotherstudentsinmyschool,districtand/orstate
3RZ HUHGE\
81.7%
51.8%
52.9%
56.0%
36.4%
Q6: In general, what aspects do you feel make a test least helpful?
Answered: 1,694 Skipped: 132
Orderedby%
NotunderstandingtheconnectiontomaterialIamlearninginclass
Doesnotgivemeideasonhowtohelpmeimproveinmyclasses
Scoresandinformationprovidedtomearedifficulttounderstand
3RZ HUHGE\
72.7%
53.0%
47.0%
46.5%
doing so?
Open Ended
Answered: 1334
Skipped: 492
3RZ HUHGE\
during the year.)
Answered: 1,750
3RZ HUHGE\
Skipped: 76
during the year.)
Answered: 1,750
Skipped: 76
Adjustingwhatteachersteachtoaddressspecificlevelandneedsofthe
students
3RZ HUHGE\
69.9%
68.2%
67.8%
63.9%
61.9%
59.3%
58.6%
56.8%
49.0%
below?
Answered: 1,713
3RZ HUHGE\
Skipped: 113
below?
Answered: 1,713
Skipped: 113
Adjustingwhatteachersteachtoaddressspecificlevelandneedsofthestudents
3RZ HUHGE\
67.1%
65.0%
62.6%
62.1%
61.9%
58.5%
57.8%
55.7%
49.1%
Q10: From whom do you receive information about testing?

Answered: 1,719
3RZ HUHGE\
Skipped: 107
program?
Open Ended
Answered: 1225
Skipped: 601
3RZ HUHGE\

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Appendix E
Assessment in Red Clay Parent Flyers (front/back)
Template. pages 532533

English (front). pages 534546
Spanish(front). pages 547560
Korean(front)pages 561574
Arabic(front) pages 574588

ASSESSMENT IN RED CLAY

GRADE
Summative and interim tests given to students in this grade across the district:
More information on assessment

Assessment is a valuable part of Red Clays educational program. This important component
allows teachers to plan, document and evaluate student learning in an ongoing cycle. This
teaching process is crucial to promote student achievement. Tests and other assessments
provide evidence of student learning and help teachers identify next steps in their instruction.
Red Clay is interested in your feedback. Please look for more information this
fall regarding the Parent Assessment Feedback Survey.
TYPES OF ASSESSMENTS
FORMATIVE assessments are used during instruction and provide feedback to adjust ongoing
teaching and learning. An example is a class quiz where students explain their thinking.
SUMMATIVE assessments are generally given after instruction (end of a unit, course, or grade)
to evaluate students performance against a set of standards. Examples are the state SMARTER
and DCAS tests, and class unit tests.
INTERIM or BENCHMARK assessments fall between formative and summative and are
given to evaluate students knowledge and skills relative to a specific set of standards. They are
designed to inform decisions at the classroom level and school or district level. An example is a
unit test from our reading or math series given to all students in the district at that grade level.
Source: Achieve
http://www.achieve.org/files/Achieve_StudentAssessmentInventory_ListeningtoParents.pdf
Classroom assessments are determined by individual teachers. Some examples are pre-tests, end
of unit or chapter tests, quizzes, and informal assessments to gauge students understanding,
provide grades, and inform teaching.
Schoolwide assessments are determined at the school level. Teachers across a grade level or
department give the same assessment. Common assessments provide information to identify
students who may need additional assistance and to identify strengths and needs in the instructional
program.
Districtwide assessments are determined at the district level. These assessments are given to all
students across the district. Certain assessments are selected based on district need and other
assessments are given to meet state or federal requirements, such as Response to Intervention (RTI)
to identify students who need additional assistance. These common assessments show what
students learned, monitor progress, and determine what professional development might be helpful
for teachers.
State and National assessments are determined by the Delaware or U.S. Departments of
Education. Delaware System of Student Assessment (DeSSA) includes Smarter testing in reading
and mathematics (grades 3-8, 11), DCAS Science (grades 5, 8, 10), DCAS Social Studies (grades 4,
7), DCAS U.S. History (high school), PSAT (grade 10, Red Clay also tests grades 9 and 11), and
SAT (grade 11). It also includes tests for specific groups: DCAS Alt-1 (alternative test) for students
with severe cognitive disabilities, ACCESS (Assessing Comprehension and Communication in
English State-to-State) for English Language Learners (taken until demonstrate proficiency in
English). Students enrolled in Advanced Placement (AP) or International Baccalaureate (IB) courses
have an opportunity to take AP or IB exams. Every few years a sample of 4th, 8th, and 12th grade
students take the National Assessment of Educational Progress (NAEP).

KINDERGARTEN
Test
Time
Purpose(s)
Dynamic Indicators of
Basic Early Literacy
Skills (DIBELS)
3 times per year

@ 20 minutes each test
Pre & Post Tests

(Various subjects)
2 times per year

@ 30-50 minutes each test
Reading Series
Benchmarks
2 unit assessments per year

Mathematics Series
Benchmarks

ACCESS (English
Language Learners only)
Once a year, spring

3 hours given over two
sessions
Fulfill federal requirement for Response to

Intervention (RTI)
Identify and monitor students who may be
at risk for reading difficulties
Fulfill state requirement for teacher
evaluation (Component V)
Measure growth
Determine progress toward meeting
standards
standards
Measure growth in English language
proficiency
Determine qualifications for services
Ask your childs teacher what, if any, additional tests are administered at the school and class level (such as sight words, numbers recognition).
This list does not include every unit assessment or quiz. Some students receive additional testing based on need.


GRADE 1
Test
Time
Purpose(s)
Dynamic Indicators of
Basic Early Literacy
Skills (DIBELS)
3 times per year

Pre & Post Tests

(Various subjects)
2 times per year

Reading Series
Benchmark Tests

Mathematics Series
Benchmark Tests

ACCESS (English
Once a year, spring

@ 3 hours given over two
sessions

Intervention (RTI)
Identify and monitor students who may be
at risk for reading difficulties
Measure growth
standards
standards
proficiency
Ask your childs teacher what, if any, additional tests are administered at the school level (such as STAR Reading or Accelerated Reader)
This list does not include every unit assessment and quiz. Some students receive additional testing based on need.


GRADE 2
Test
Time
Purpose(s)
Scholastic Inventory
(Reading)
3 times per year

Pre & Post Tests

(Various subjects)
2 times per year

Reading Series
Benchmark Tests

Mathematics Series
Benchmark Tests

ACCESS (English
Once a year, spring

sessions

Measure growth
Measure growth
standards
standards
proficiency


GRADE 3
Test
Time
Purpose(s)
Smarter Summative
(ELA & Mathematics)
1 time per year, Spring

Untimed, @4 hours per
subject over multiple days
(Reading and
Mathematics)
3 times per year

Pre & Post Tests

(Various subjects)
2 times per year

Reading Series
Benchmark Tests

Mathematics Series
Benchmark Tests

ACCESS (English
Once a year, spring

Untimed, @ 3 hours
Meets federal requirement for school

accountability
Measures achievement and year-to-year
growth on content standards
Measure growth
Measure growth
standards
standards
proficiency


GRADE 4
Test
Time
Purpose(s)
Smarter Summative
(ELA & Mathematics)

Untimed, @4 hours per subject
over multiple days

Untimed, @ 60-90 minutes
typically given in one day
3 times per year
Measures achievement on content standards

State requirement

Measure growth
DCAS
(Social Studies)
(Reading and Mathematics)
Pre & Post Tests

(Various subjects)
2 times per year

Reading Series
Benchmark Tests

Mathematics Series
Benchmark Tests

ACCESS (English
Once a year, spring

Untimed, @ 3 hours

accountability
Fulfill state requirement for teacher evaluation

(Component V)
Measure growth
Determine progress toward meeting standards
proficiency
This list does not include every unit assessment and quiz. Some students receive additional testing based on need. Every few years select 4th
graders take a National test (National Assessment of Educational Progress, NAEP); students do not get a score but nation and state data are
reported in the Nations Report Card. NAEP will not be given in 2015-16.


GRADE 5
Test
Time
Purpose(s)
Smarter Summative
(ELA & Mathematics)

over multiple days

Untimed, @ 2 hours typically
given in one day
3 times per year

State requirement

Measure growth
DCAS
(Science)
(Reading and Mathematics)
Pre & Post Tests

(Various subjects)
2 times per year

Reading Series
Benchmark Tests

Mathematics Series
Benchmark Tests

ACCESS (English
Once a year, spring

sessions

accountability

(Component V)
Measure growth
proficiency


GRADE 6
Test
Time
Purpose(s)
Smarter Summative
(ELA & Mathematics)

over multiple days
3 times per year

(Reading and Mathematicsthrough
Algebra 1/ Integrated Math 1)
Pre & Post Tests
(Various subjects)
2 times per year

English Language Arts

(ELA) Interim Unit Tests

Mathematics Benchmark
Tests
2 per course each year

ACCESS (English
Once a year, spring

Untimed, @ 3 hours

accountability
Measure growth
(Component V)
Measure growth
proficiency
Ask your childs teacher what, if any, additional tests are administered at the school and class level (such as Achieve 3000 level set tests, STAR
Reading and math assessments). This list does not include every unit assessment or quiz. Some students receive additional testing based on
need.


GRADE 7
Test
Time
Purpose(s)
Smarter Summative
(ELA & Mathematics)

over multiple days

3 times per year

State requirement

Measure growth
DCAS
(Social Studies)
(Reading and Mathematicsthrough
Pre & Post Tests
(Various subjects)
2 times per year



Tests

Algebra I Final Exams

(only for students taking
Algebra I)
1 time per year, @ 90 minutes
ACCESS (English
Once a year, spring

Untimed, @ 3 hours

accountability

(Component V)
Measure growth
Measures mastery of content standards
Determine if student receives high school
credit

proficiency
need.


GRADE 8
Test
Time
Purpose(s)
Smarter Summative
(ELA & Mathematics)

over multiple days

given in one day
3 times per year
DCAS
(Science)
(Reading and Mathematics-through
(Various subjects)
2 times per year



Pre & Post Tests
Tests

Algebra I Final Exams

(Component V)
Measure growth
Measures mastery of content standards

Determine if student receives high school
credit
Once a year, @ 90 minutes.
Measure proficiency towards awarding high

school credit in world language (Spanish,
French, Chinese)
(for native speakers and students

taking world language)
ACCESS (English

Measure growth
(only for students taking Algebra I)
Performance towards
Proficiency in Languages

accountability
State requirement
Once a year, spring

sessions

proficiency
need. Every few years select 4th graders take a National test (National Assessment of Educational Progress, NAEP); students do not get a score
but nation and state data are reported in the Nations Report Card. NAEP will not be given in 2015-16.

Red Clay is interested in your feedback. Please look for more information this fall regarding
the Parent Assessment Feedback Survey.

GRADE 9
Grade-level Test
Time
Purpose(s)
PSAT
Once a year, fall

2 hours 45 minutes

Identify potential success in AP courses



ACCESS (English
Once a year, spring

Untimed, @ 3 hours
Course-specific Test

proficiency
Time
Purpose(s)


State requirement
3 times per year


Measure growth
(Students take the tests below

ONLY if they are enrolled in the
course)
DCAS
(U.S. History)
Scholastic Math Inventory

(Algebra 1/ Integrated Math 1)
Tests

(Algebra 1/ Integrated Math 1,

Pre & Post Tests

(Various subjects)
2 times per year


(Component V)
Measure growth
Mid-term and Final

Exams
(Various subjects)
Measures mastery of standards in a given

course of study
Advanced Placement (AP)

or International
Baccalaureate (IB) exams
1 time per year, spring

2-3 hours each AP exam
1-3 hours each IB exam

Provide indicator for potential college credit
(for students enrolled in an AP or IB

course)
Ask your childs teacher what, if any, additional tests are administered at the school and class level (such as common quarterly assessments). This
list does not include every unit assessment or quiz. Some students receive additional testing based on need.

Assessment is a valuable part of Red Clays educational program. This important component allows
teachers to plan, document and evaluate student learning in an ongoing cycle. This teaching process is
crucial to promote student achievement. Tests and other assessments provide evidence of student learning
and help teachers identify next steps in their instruction.

GRADE 10
Grade-level Test
Time
Purpose(s)
PSAT
Once a year, fall

2 hours 45 minutes

Identify potential success in AP courses
DCAS
(Science)

given in one day

State requirement



proficiency
ACCESS (English
Once a year, spring

Untimed, @ 3 hours
Time
Purpose(s)


State requirement
3 times per year


Measure growth

course)
DCAS
(U.S. History)
Scholastic Math Inventory

Tests


Pre & Post Tests

(Various subjects)
2 times per year

Mid-term and Final

Exams


(Component V)
Measure growth
course of study
(Various subjects)

or International


course)


GRADE 11
Grade-level Test
Time
Purpose(s)
SAT
Once a year, spring

@3-4 hours

over multiple days

Smarter Summative
(ELA & Mathematics)

ACCESS (English
Once a year, spring

Untimed, @ 3 hours

accountability
proficiency
Time
Purpose(s)
(U.S. History)


State requirement
Tests



course)
DCAS

Pre & Post Tests

(Various subjects)
2 times per year

Mid-term and Final

Exams

(Component V)
Measure growth

course of study


(Various subjects)

or International

course)


GRADE 12
Grade-level Test
Time
Purpose(s)


ACCESS (English
Once a year, spring

Untimed, @ 3 hours

standards
proficiency
Time
Purpose(s)



course)
DCAS
(U.S. History)
Tests
Pre & Post Tests

(Various subjects)
2 times per year

Mid-term and Final

Exams
(Various subjects)
Advanced Placement
(AP) or International
Measures achievement on content

standards
State requirement
standards
Measure growth
1 time per year, @ 90

minutes

course of study


Provide indicator for potential college
credit
(for students enrolled in an

AP or IB course)

LA EVALUACIN EN RED CLAY

GRADO KINDERGARTEN
Exmenes sumativos y peridicos administrados a los alumnos de este grado en todo el distrito:
Examen
Veces
Propsito(s)
Indicadores Dinmicos de
Destrezas Bsicas de
Lectoescritura Temprana
(DIBELS)
3 veces por ao
Aprox. 20 minutos cada
examen
Exmenes preliminares y
posteriores
(Distintas materias)
2 veces por ao
Aprox. 30-50 minutos cada
examen
Pruebas de Referencia de
la Serie de Lectura
2 evaluaciones de unidad por

ao
examen

ao
examen
Una vez por ao, en la

primavera
3 horas repartidas en dos
sesiones
la Serie de Matemticas
ACCESS (Solo los alumnos

que estn aprendiendo
ingls)
Cumplir con el requisito federal para el

Programa Respuesta a la Intervencin (RTI)
Identificar y monitorear a los alumnos que
puedan tener riesgo de presentar dificultades
en lectura
Cumplir con el requisito estatal para la
evaluacin docente (Componente V)
Medir el progreso
Programa Respuesta a la Intervencin (RTI),
identificar alumnos en riesgo
Determinar el progreso respecto a los
estndares
estndares
Medir el progreso en el dominio del idioma
ingls
Determinar elegibilidad para recibir servicios
Preguntarle a la maestra de su hijo si hay otras pruebas adicionales a nivel de la escuela y clase (tales como palabras que los alumnos deben
reconocer a simple vista, identificacin de nmeros). Esta lista no incluye todas las evaluaciones o pruebas de unidad. Algunos alumnos rinden
ms evaluaciones dependiendo de la necesidad.
Ms informacin sobre la evaluacin

La evaluacin es una parte valiosa del programa educativo de Red Clay. Este importante
componente permite que los maestros planifiquen, documenten y evalen el aprendizaje de los
alumnos en un ciclo continuo. Este proceso de enseanza es vital para promover el rendimiento
de los alumnos. Los exmenes y otras evaluaciones brindan evidencia del aprendizaje de los
alumnos y ayudan a los maestros a identificar los pasos siguientes en la instruccin.
Red Clay est interesado en conocer su opinin. Este otoo recibir ms
informacin relacionada con la Encuesta a los Padres sobre las Evaluaciones.
TIPOS DE EVALUACIONES
Las evaluaciones FORMATIVAS son usadas durante la instruccin y brindan informacin para
adaptar la enseanza a fin de favorecer el aprendizaje en curso. Un ejemplo de este tipo de
evaluaciones es una prueba corta en clase en la cual los alumnos explican su razonamiento.
Las evaluaciones SUMATIVAS generalmente se usan despus de la instruccin (al final de una
unidad, curso, o grado) para evaluar el desempeo de los alumnos respecto a un conjunto de
estndares. Como ejemplos tenemos los exmenes estatales SMARTER y DCAS y los exmenes
de unidades de clase.
Las evaluaciones PERIDICAS o DE REFERENCIA se encuentran entre las evaluaciones
formativas y las sumativas y son usadas para evaluar el conocimiento y las destrezas de los
alumnos relacionadas con un conjunto especfico de estndares. Estn diseadas para brindar
informacin que se usa para orientar la toma de decisiones a nivel del aula y de la escuela o
distrito. Un ejemplo de este tipo de evaluaciones es una prueba de unidad de nuestra serie de
lectura o matemticas rendida por todos los alumnos de ese grado del distrito.
Fuente: Achieve
Las evaluaciones de clase son determinadas por cada maestro. Algunos ejemplos son las pruebas
preliminares, pruebas de fin de una unidad o captulo, pruebas cortas y evaluaciones informales para
medir la comprensin de los alumnos, obtener calificaciones y obtener informacin que retroalimente la
enseanza.
Las evaluaciones de toda la escuela son determinadas a nivel de la escuela. Todos los maestros de un
grado o departamento administran la misma evaluacin. Estas evaluaciones brindan informacin para
identificar alumnos que pueden necesitar ayuda adicional y para identificar los puntos fuertes y dbiles
del programa de instruccin.
Las evaluaciones de todo el distrito son determinadas a nivel del distrito. Estas evaluaciones son
administradas a todos los alumnos del distrito. Algunas evaluaciones son escogidas en base a las
necesidades del distrito y otras son administradas para cumplir con requisitos estatales o federales, tal
como Respuesta a la Intervencin (RTI) para identificar a alumnos que necesitan ayuda adicional. Estas
evaluaciones comunes a todo el distrito muestran lo que los alumnos han aprendido, controlan el
progreso y determinan qu tipo de capacitacin profesional podra ser til para los maestros.
Las evaluaciones estatales y nacionales son determinadas por el Ministerio de Educacin de
Delaware o por el Ministerio de Educacin de los Estados Unidos. El Sistema de Evaluacin de Alumnos
de Delaware (DeSSA) incluye los exmenes Smarter de lectura y matemticas (3-8, 11 grados), el
examen DCAS de Ciencia (5, 8, 10 grados), el examen DCAS de Estudios Sociales (4 y 7 grados), el
examen DCAS de Historia de los Estados Unidos (escuela secundaria), el examen PSAT (10 grado, Red
Clay tambin se lo hace rendir a los alumnos de 9 y 11 grados), y el examen SAT (11 grado). Tambin
incluye exmenes para grupos especficos: DCAS Alt-1 (examen alternativo) para alumnos con
discapacidades cognitivas severas, ACCESS (Evaluacin de la Comprensin y Comunicacin en Ingls
de Estado a Estado) para los alumnos que estn aprendiendo ingls (rinden el examen hasta que
demuestran dominio del ingls). Los alumnos matriculados en cursos Avanzados (AP) o en cursos del
Bachillerato Internacional (IB) tienen la oportunidad de rendir exmenes AP o IB. Cada tantos aos un
grupo de alumnos de 4, 8 y 12 grados rinden la Evaluacin Nacional de Progreso Educativo (NAEP):

1 Grado
Examen
Veces
Propsito(s)
Indicadores Dinmicos de
Destrezas Bsicas de
Lectoescritura Temprana
(DIBELS)
3 veces por ao
examen
posteriores
2 veces por ao
examen
la Serie de Lectura

ao
examen

ao
examen

primavera
sesiones

ingls)

Programa Respuesta a la Intervencin (RTI)
Identificar y monitorear a los alumnos que
puedan tener riesgo de presentar dificultades
en lectura
Medir el progreso
estndares
estndares
ingls
Preguntarle a la maestra de su hijo si hay otras pruebas adicionales a nivel de la escuela (tales como Prueba de Lectura STAR o Accelerated
Reader). Esta lista no incluye todas las evaluaciones o pruebas de unidad. Algunos alumnos rinden ms evaluaciones dependiendo de la
necesidad.


2 GRADO
Examen
Veces
Propsito(s)
Inventario Scholastic
(Lectura)
3 veces por ao
examen
posteriores
2 veces por ao
examen
la Serie de Lectura

ao
examen

ao
examen

primavera
sesiones

ingls)

Medir el progreso
Medir el progreso
estndares
estndares
ingls
necesidad.



3 GRADO
Examen
Veces
Propsito(s)
Evaluacin Sumativa
Smarter
(Ingls y Matemticas)
1 vez por ao, en la primavera

Sin tiempo, aproximadamente 4
horas por materia repartidas en
varios das
(Lectura y Matemticas)
3 veces por ao
examen
posteriores
2 veces por ao
examen
la Serie de Lectura

ao
examen

ao
examen

primavera
Sin tiempo, Aprox. 3 horas

ingls)
Cumple con el requisito federal sobre

responsabilidad de las escuelas
Mide el rendimiento y el progreso ao a ao
respecto a los estndares de contenido
Medir el progreso
Medir el progreso
estndares
estndares
ingls
necesidad.


4 GRADO
Examen
Veces
Propsito(s)
Evaluacin Sumativa
Smarter

varios das
DCAS
(Estudios Sociales)

Sin tiempo, aprox. 60-90
minutos generalmente en un
solo da
3 veces por ao
examen
posteriores
2 veces por ao
examen
la Serie de Lectura

ao
examen

ao
examen

primavera
Aprox. 3 horas repartidas en
dos sesiones

ingls)

Mide el rendimiento respecto a los estndares
de contenido
Requisito estatal
Medir el progreso
Medir el progreso
estndares
estndares
ingls
Preguntarle a la maestra de su hijo si hay otras pruebas adicionales a nivel de la escuela (tales como Prueba de Lectura STAR o
Accelerated Reader). Esta lista no incluye todas las evaluaciones o pruebas de unidad. Algunos alumnos rinden ms evaluaciones
dependiendo de la necesidad.

La evaluacin es una parte valiosa del programa educativo de Red Clay. Este importante componente
permite que los maestros planifiquen, documenten y evalen el aprendizaje de los alumnos en un ciclo
continuo. Este proceso de enseanza es vital para promover el rendimiento de los alumnos. Los
exmenes y otras evaluaciones brindan evidencia del aprendizaje de los alumnos y ayudan a los
maestros a identificar los pasos siguientes en la instruccin.


5 GRADO
Examen
Veces
Propsito(s)
Evaluacin Sumativa
Smarter

varios das
DCAS
(Ciencia)

Sin tiempo, Aprox. 2 horas
generalmente en un solo da
3 veces por ao
examen
posteriores
2 veces por ao
examen
la Serie de Lectura

ao
examen

ao
examen

primavera
dos sesiones

ingls)

de contenido
Requisito estatal
Medir el progreso
evaluacin docente(Componente V)
Medir el progreso
estndares
estndares
ingls
necesidad.


6 GRADO
Examen
Veces
Propsito(s)
Evaluacin Sumativa
Smarter
(Lectura y Matemticashasta lgebra 1/Matemtica
Integrada 1)
1 vez por ao, en la

primavera
Sin tiempo,
aproximadamente 4 horas
por materia repartidas en
varios das
3 veces por ao
examen
posteriores
2 veces por ao
examen
Pruebas peridicas de
unidad de Ingls/Lengua
(ELA)
2 evaluaciones de unidad
por ao
examen
2 por curso cada ao

examen
Pruebas de Referencia
de Matemticas
ACCESS (Solo los

alumnos que estn
aprendiendo ingls)

primavera
Sin tiempo, aprox. 3 horas

Mide el rendimiento y el progreso ao a
ao respecto a los estndares de
contenido
Programa Respuesta a la Intervencin
(RTI), identificar alumnos en riesgo
Medir el progreso
evaluacin docente(Componente V)
Medir el progreso
estndares
estndares
ingls
Determinar elegibilidad para recibir
servicios
Preguntarle a la maestra de su hijo si hay otras pruebas adicionales a nivel de la escuela y clase (tales como la Prueba Achieve 3000, la Prueba
STAR de lectura y exmenes de matemticas). Esta lista no incluye todas las evaluaciones o pruebas de unidad. Algunos alumnos rinden ms
evaluaciones dependiendo de la necesidad.


7 Grado
Examen
Veces
Propsito(s)
Evaluacin Sumativa
Smarter

varios das
DCAS
(Estudios Sociales)

solo da
3 veces por ao
examen
Inventario Scholastic I
(Lectura y Matemticashasta lgebra 1/Matemtica
Integrada 1)
posteriores
2 veces por ao
examen
(ELA)

ao
examen
de Matemticas
2 por curso cada ao

examen
Exmenes finales de
lgebra I (solo para los
alumnos que cursan
lgebra I)
ACCESS (Solo los
alumnos que estn
aprendiendo ingls)
1 vez por ao, aprox. 90

minutos

primavera

de contenido
Requisito estatal
Medir el progreso
Medir el progreso
estndares
estndares
Medir el dominio de los estndares de
contenido
Determinar si el alumno recibe crdito de
escuela secundaria
ingls
evaluaciones dependiendo de la necesidad.



8 Grado
Examen
Veces
Propsito(s)
Sin tiempo, aproximadamente
4 horas por materia repartidas
en varios das
Sin tiempo, 2 horas
3 veces por ao
examen
Evaluacin Sumativa
Smarter
DCAS
(Ciencia)
Inventario Scholastic I
(Lectura y Matemticas-hasta
lgebra 1/Matemtica Integrada 1)
posteriores
(ELA)
2 veces por ao
examen

ao
examen
Matemticas
2 por curso cada ao

examen
Exmenes finales de
lgebra I (solo para los
alumnos que cursan lgebra I)

minutos
AAPPL- Evaluacin de
desempeo respecto al
Dominio de Idiomas
Una vez por ao, aprox. 90

minutos.

Mide el rendimiento respecto a los
estndares de contenido
Requisito estatal
Medir el progreso
Medir el progreso
estndares
estndares
Medir el dominio de los estndares de
contenido
Determinar si el alumno recibe crdito de
escuela secundaria
Medir el conocimiento para otorgar crdito
de escuela secundaria en idioma
extranjero (Espaol, Francs, Chino)
(alumnos para los que el idioma es

su lengua madre y alumnos que
cursan un idioma extranjero)
ACCESS (Solo los

alumnos que estn
aprendiendo ingls)

primavera
dos sesiones

ingls
evaluaciones dependiendo de la necesidad. Cada tantos aos un grupo de alumnos de 4, 8 y 12 grados rinden la Evaluacin Nacional de
Progreso Educativo (NAEP), los alumnos no obtienen un puntaje, los datos nacionales y estatales son informados en el Boletn de Calificaciones
de la Nacin. NAEP no se rendir en 2015-16.

Red Clay est interesado en conocer su opinin. Este otoo recibir ms informacin
relacionada con la Encuesta a los Padres sobre las Evaluaciones.

9 Grado
Examen
Veces
Propsito(s)
Una vez por ao, en el
otoo
2 horas 45 minutos
por ao
examen

que estn aprendiendo ingls)

primavera
Examen especifico de un
curso
Veces
Propsito(s)
1 vez por ao, en la

primavera
minutos generalmente en
un da
3 veces por ao
examen

Requisito estatal

Medir el progreso
estndares
Medir el progreso
PSAT
Pruebas peridicas de unidad
de Ingls/Lengua (ELA)
Medir la preparacin del alumno para college

Identificar el xito potencial en cursos
avanzados (AP)
estndares
ingls
(Los alumnos rinden los exmenes SOLO

si estn matriculados en el curso)
DCAS
(Historia de los Estados Unidos)
Inventario Scholastic de
Matemticas
(lgebra 1/Matemtica Integrada 1)
Matemticas
(lgebra 1/Matemtica Integrada 1
Geometra/Mat. Integrada 2
lgebra 2//Matemtica Integrada 3)
posteriores
Exmenes trimestrales y
finales
2 por curso cada ao

examen
2 veces por ao
examen

minutos
Medir el dominio de los estndares en un

curso de estudio determinado
1 vez por ao, en la

primavera
2-3 horas cada examen
AP
1-3 horas cada examen IB
Medir el domino del contenido del curso

Brindar indicador de potencial crdito de
college
Exmenes de Cursos
Avanzados (AP) o del
Bachillerato Internacional (IB)
(para los alumnos matriculados en cursos

AP o IB)
Preguntarle a la maestra de su hijo si hay otras pruebas adicionales a nivel de la escuela y clase (tales como exmenes trimestrales comunes).
Esta lista no incluye todas las evaluaciones o pruebas de unidad. Algunos alumnos rinden ms evaluaciones dependiendo de la necesidad.


10 Grado
Examen
Veces
Propsito(s)
PSAT
Una vez por ao, en el otoo

2 horas 45 minutos
DCAS
(Ciencia)

(ELA)

ao
Aprox. 60 minutos cada examen
ACCESS (Solo los

alumnos que estn
aprendiendo ingls)

primavera
curso
Veces

Identificar el xito potencial en cursos
avanzados (AP)
Requisito estatal
estndares
ingls
Propsito(s)
(Los alumnos rinden los exmenes

SOLO si estn matriculados en el
curso)
DCAS
(Historia de los Estados
Unidos)
Inventario Scholastic de
Matemticas

minutos generalmente en un da

Requisito estatal
3 veces por ao

Medir el progreso
estndares
Medir el progreso
(lgebra 1/Matemticas
Integrada 1)
de Matemticas
2 por curso cada ao


posteriores
finales
2 veces por ao
examen
1 vez por ao, aprox. 90 minutos


2-3 horas cada examen AP

Brindar indicador de potencial crdito de college
Exmenes de Cursos
Bachillerato
Internacional (IB)
(para los alumnos matriculados
en cursos AP o IB)

La evaluacin es una parte valiosa del programa educativo de Red Clay. Este importante componente permite que
los maestros planifiquen, documenten y evalen el aprendizaje de los alumnos en un ciclo continuo. Este proceso
de enseanza es vital para promover el rendimiento de los alumnos. Los exmenes y otras evaluaciones brindan
evidencia del aprendizaje de los alumnos y ayudan a los maestros a identificar los pasos siguientes en la
instruccin.

11 Grado
Examen
Veces
Propsito(s)
SAT

primavera
Aprox. 3-4 horas
Evaluacin Sumativa
Smarter

Sin tiempo, aprox. 4 horas por
materia en varios das
(ELA)

ao
examen
ACCESS (Solo los

alumnos que estn
aprendiendo ingls)

primavera
curso
Veces
Propsito(s)

da
2 por curso cada ao
examen

de contenido
Requisito estatal

estndares
Medir el progreso

estndares
ingls

curso)
DCAS
Unidos)
de Matemticas
posteriores
2 veces por ao
examen
finales
Exmenes de Cursos
Bachillerato
Internacional (IB)

minutos



college
(para los alumnos

matriculados en cursos AP o
IB)

instruccin.

12 Grado
Examen
Veces
Propsito(s)
(ELA)
por ao
examen
ACCESS (Solo los

alumnos que estn
aprendiendo ingls)

primavera
Examen especifico de
un curso
Veces
Propsito(s)
1 vez por ao, en la

primavera
da
2 por curso cada ao
examen

Requisito estatal

estndares
Medir el progreso

estndares
ingls
Determinar elegibilidad para recibir
servicios

curso)
DCAS
Unidos)
de Matemticas
lgebra 2//Matemtica Integrada 3
posteriores
2 veces por ao
examen
finales
Exmenes de Cursos
Bachillerato
Internacional (IB)

minutos

1 vez por ao, en la

primavera

college
(para los alumnos

matriculados en cursos AP o
IB)

instruccin.
RED CLAY
(KINDERGARTEN)

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RED CLAY
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Red Clay Assessment Inventory With Appendices

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TeachMore,TestLessAssessmentInventoryJointProject

Recommendations and Action Planningadistrictcommitteereviewedinputfrom

District staff, parent, and student surveys

District assessment parent flyers by grade (and various languages)

School Assessment Inventory

Draft parent, student, and staff

School Teachers and

Manager of Research and

Project Lead and Manager

Red Clay Technology

School administrators, School Lead

Review and compile results, publish

July & August

Manager of Research and

Parent focus group

Director of Curriculum and

School Lead Teachers with December 2015

Manager of Research and

RCCSD Assessment Inventory

Grades 3-8: Current

Support schools that

Smarter Interim Comprehensive No Change

RCCSD Assessment Inventory

DCAS Social Studies/ EOC U.S.

The state move to

2016-17 field test, live Revise results to

DCAS Science Summative

Replace with more

DCAS EOC Algebra II/ Integrated

No change, optional Optional allows

RCCSD Assessment Inventory

SAT School Day

PSAT School Day

State covering cost

PSSS (optional- taken in Red Clay Spring Replacement

Already replaced with

RCCSD Assessment Inventory

Periodically for each

State needs to post

ACCESS (ELL)/ ACCESS ALT

State should allocate

W-APT (ELL) / MODEL

RCCSD Assessment Inventory

Kingergarten Early Learner

RCCSD Assessment Inventory

Scholastic Reading Inventory

District (for Federal

Roll out to additional

Scholastic Math Inventory (SMI)

District (for Federal

District (for Federal

Advanced Placement (AP) or

Needed for RtI

National test; gives

Continue to pay for

RCCSD Assessment Inventory

Reading Series Benchmarks

Reading series unit

District (in response

Formative Assessment Probes

District (in response

RCCSD Assessment Inventory

School level Assessments

District recommends School