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Assessments

 
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K-8 Assessments

MAP (Measures of Academic Progress Assessment)

What It Is:

MAP is a computer adaptive assessment, meaning the computer adjusts the difficulty of the questions so that each student takes a unique test. The difficulty of each question is based on how well the student has answered previous questions.  MAP is a norm-referenced measure of student growth over time. MAP tests are based on a continuum of skills and standards in Mathematics and Reading from low skill and standard levels to high skill and standard levels.

How We Use It:

MAP assessments help teachers identify the instructional level of the student and also provide context for determining where each student is performing in relation to local or state standards and national norms. Along with our rigorous classroom based assessments, our educators use MAP assessments to determine where students are within a standard progression well beyond their current grade level.

Educators use this data as one piece in a body of evidence to plan individual, small group, and whole group reading instruction to ensure students’ individual growth.  This is a Adams 12 Five Star School District mandatory assessment for all students Kindergarten through Eighth Grade, who take this online assessment three times throughout the school year.  For more information, see here

Formal (Summative) Classroom Based Assessments

What It Is:

Formal classroom based assessments include quizzes, assessments/tests, final projects, etc.  All formal classroom based assessments are standards-based and designed intentionally to ensure each students’ individual growth across and within the standards.  

How We Use It:

Educators use formal (summative) assessments to determine student learning within specific standards and content areas.  Educators use this data as one piece in a body of evidence to plan individual, small group, and whole group instruction to ensure students' individual growth.  These are often the most rigorous assessments students participate in as they are focused on making thinking visible, clear communication, thinking like a disciplinarian, and justifying thinking with evidence.

Informal (Formative) Classroom Based Assessments

What It Is:

Informal classroom based assessments include anecdotal notes on classroom work, whole group and small group discussions, individual conferences, group work, etc.  All classroom work is standards-based and designed intentionally to ensure each students’ individual growth across and within the standards.  

How We Use It:

Educators use informal assessments as their "bread and butter" and use these ongoing assessments to determine student learning in the moment so they can be responsive to student needs and pivot their instruction, as needed.  Educators use this data as one piece in a body of evidence to plan individual, small group, and whole group instruction to ensure students' individual growth.

Elementary Only Assessments

DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

What It Is:

Early literacy screening is the key to providing effective literacy instruction and preventing future reading problems.  The DIBELS assessment provides a comprehensive assessment of young children's knowledge of the important literacy fundamentals that are predictive of future reading success.  DIBELS is a set of short (one-minute) fluency measures designed for the purposes of screening, benchmarking, and diagnosis of specific instructional needs in literacy development.  DIBELS assessment data is part of a body of evidence comprehension.  This is an Adams 12 Five Star School District mandatory assessment for all students Kindergarten through Fifth Grade, who take this one-on-one assessment three times throughout the school year.  For more information on DIBELS, see here.

How We Use It:

Hulstrom uses this data as one piece of a body of evidence to plan individual, small, and whole group reading instruction to ensure students' have a strong foundation of reading skills and that each student is growing their skills within reading.

State Testing and Gifted Identification Testing

CMAS (Colorado Measures of Academic Success) - State Testing

What It Is:

The CMAS is the state’s summative tests, which measure students’ mastery of the Colorado Academic Standards and the complex thinking and other critical skills students need to be successful in school and in life.  CMAS is required for all Third through Eighth Grade students in Colorado and the state directed assessment window is usually in late March through April, but varies slightly with each year.  Third through Eighth Graders participate in annual assessments in literacy (reading and writing) and mathematics.  Fifth and Eighth Grades participate in annual assessments in science.  Every three years, Fourth and Seventh Grades participate in social studies assessments.  For more on the Colorado Department of Education’s reasoning behind the purpose and values of state assessment, see here.  For general information for parents created by the Colorado Department of Education, see here.  

How We Use It:

Hulstrom uses the results as a big picture of students' strengths and areas of focus as well as an evaluation of school-based programming, for instance what programs are effective or not.

Additionally, each year every school is given a report card by the Colorado Department of Education which is largely based on the school's participation, achievement, and growth on CMAS.

CogAT (Cognitive Abilities Test) - Gifted Identification Testing

What It Is:

The CogAT is an assessment that measures a student's verbal, quantitative, and nonverbal figural reasoning abilities.  This is a common assessment used across the nation for identifying students who are gifted and talented. If a student scores over the 95%ile in any of these three domains, it will be entered into the student’s body of evidence for formal gifted identification.  If a student at Hulstrom reaches 6th grade without formally being identified as gifted, the student will participate in a CogAT assessment. Students can also be recommended for CogAT assessment by teachers or parents.     

How We Use It:

This assessment is used as part of a body of evidence for possible identification of a student as gifted and talented.  The body of evidence also includes academic achievement and behavioral characteristics.

NGAT (Naglieri General Ability Tests) - Gifted Identification Testing

What It Is:

The NGAT is a nonverbal measure of general abilities.  This is a common assessment used across the nation for identifying students who are gifted and talented.  If a student scores above the 95%ile on this assessment, it will be entered into the student’s body of evidence for formal gifted identification.  If a student at Hulstrom reaches 2nd grade without formally being identified as gifted, the student will participate in a NGAT assessment.

How We Use It:

This assessment is used as part of a body of evidence for possible identification of a student as gifted and talented.  The body of evidence also includes academic achievement and behavioral characteristics.