Student assessment is the process of evaluating students’ abilities and achievements. It is an ongoing, continuous and daily activity in every classroom, and it is integral to effective teaching.
Student assessment in Hebron schools includes both classroom assessment and standardized testing. While in some minds, “standardized testing” is synonymous with “student assessment” in fact, student assessment incorporates much more.
This spring our students will have the unique opportunity to take the new national assessment, Smarter Balanced Assessment (SBAC), instead of the CMT. All students in grades 3-6 will be participating in the new Smarter Balanced Assessment for Literacy and Mathematics instead of the CMT or CAPT for Reading, Writing and Mathematics. Students in grades 5 will still take the Science CMT in early March. Students, identified through the Planning and Placement process,will continue to take the Skills Checklist this spring.
SBAC Practice Assessment Link: http://sbac.portal.airast.org/practice-test/
Please review the information in the following links to see a comparison of different assessment items from the Connecticut Mastery Test compared to the new Smarter Balance Assessment.
Link to CMT/CAPT-Smarter Balanced Assessment Comparison Math
Link to CMT/CAPT - Connecticut Common Core Aligned Practice Test Comparison ELA
SBAC (Smarter Balance Assessment Consortium) website:
Student assessments begin in the classroom. Each teacher evaluates students informally, everyday, observing their responses to questions, classroom contributions, interactions with other students, and their acquisition of basic skills. The teacher uses these informal observations to answer the questions “Are the students learning the basic skills? Have the students understood the concept I was planning to communicate?” If the answer is “No” the teacher looks for another way to illuminate the concept, either for the class as a whole, or for individual students. If the answer is “Yes” then the teacher can move on to new information and new concepts.
Periodically, teachers augment these informal student assessments with more formal measures. Teachers use two types of formal assessment:
One type of assessment measures the students’ ability to answer well-structured, unconditional questions (e.g., true/false, multiple-choice, short-answer or short essay questions, and math problems).
An alternative type of assessment evaluates students using a variety of indicators and sources of evidence, for example:
Performance Assessment is a teacher’s evaluation of both the process students use to answer a question demonstrating their knowledge and skills, as well as the evaluation of the product they create. Portfolio Assessment involves teacher evaluation of a collection of samples of an individual student’s work showing progress over time.
A standardized test is one that is administered and scored under the same conditions for all students. Through such tests, students in Hebron are evaluated in relationship to students regionally, statewide, and nationally.
These tests serve a variety of purposes:
They provide additional information to teachers, counselors, parents, and students on students’ progress with basic skills.
They assist teachers in identifying students in need of additional support.
They provide information to administrators and teachers about curriculum and instruction.
They provide information about the performance of Hebron students relative to students in the state and nation.
Some are required by state mandate.
Students are given two basic types of standardized tests:
Norm-referenced Tests: (e.g., Degrees of Reading Power (DRP)) provide a score that compares a student’s performance to that of students in a “norm” group.
Criterion-referenced Tests: (e.g. the Smarter Balance Assessment (SBAC) or Connecticut Mastery Test (CMT)), provide a score that compares a student’s performance to specific standards.
link to Superintendent Newton's CMT PowerPoint presentation October 2013