6300: Assessed Curriculum - Comprehensive Student Assessment

holly Tue, 07/16/2019 - 10:26

The Board of Education shall direct the Superintendent to develop and implement a comprehensive student assessment system. The assessment system will be responsive to federal, state, and district requirements. It will also reflect district-identified content standards and state-approved standards. The comprehensive student assessment system shall be aligned with the written and taught curriculum of 天美传媒 Public Schools:

I. to monitor the progress of students in a program, school, or the District;

II. to aid in planning and providing classroom instruction appropriate to student needs;

III. to assist in making decisions about placement of students;听

IV. to provide information for program monitoring, management, and evaluation.

Date of Adoption

June 16, 1975

Date of Revision

July 12, 1999

December 4, 2006

April 1, 2013

Reaffirmed

August 19, 2019

6300.1: Assessed Curriculum - Comprehensive Student Assessment

holly Tue, 07/16/2019 - 10:29

A comprehensive student assessment system shall consist of district-wide assessments and teacher/classroom assessments. District-wide assessment data will be one source of information used to monitor and adjust our educational program. Teacher/classroom assessments will be used to monitor student progress and adjust instruction to optimize individual student learning.

District assessments shall be valid, reliable, and aligned to the written curriculum. The purposes of the District assessments include analysis of student growth and information on strengths and areas needing improvement in schools and programs. Results will be reported to the community, as required by state and federal regulations. The assessment instruments may include but are not limited to the following:

I. district content standard assessments;

II. norm-referenced achievement tests (e.g. MAP);

III. criterion-referenced tests; and

IV. Nebraska State Assessments (e.g. NSCAS).

听

Classroom assessments may include but are not limited to the following:

I. formative assessments (including District Common Formative Assessments)

II. end-of-unit tests;

III. observational checklists;