The District Assessment System is designed to ensure that our instructional core (Guaranteed Viable Curriculum (GVC), instructional model, and instructional resources) is effective and that we are meeting state accountability measures. TCSD’s DAS includes universal screening, common formative assessments, common summative assessments, and external summative assessments. Universal screeners are the initial step in the DAS to identify student and instructional needs. Common formative assessments drive continuous improvement of professional learning communities. Summative assessments are used to ensure that our formative assessments are achieving the rigor of the standards for all.
Guiding Principles of Balanced Assessment Framework
In TCSD we believe:
- The purpose of assessment is to inform instruction and provide actionable feedback for systems, schools, teachers, and students.
- A balanced assessment system includes common formative and summative assessments that are used across schools.
- A K-5 standards-referenced learning and reporting system is implemented to measure progress towards mastery on essential standards.
- A 6-12 Evidence Based Grading (EBG) framework is implemented to measure progress towards essential skill mastery and standards-referenced learning.
The district uses a balanced approach to assessment that includes:
- State Assessments. Specific assessments that the state requires districts/schools to administer. These assessments are typically used for school and program accountability and/or evaluation.
- District Assessments. These are specific assessments that districts require schools to administer. Examples may include common assessments, end-of-course assessments, final examinations, or end of unit tests. TCSD delivers both pre and post assessments. Pre-assessments inform instruction, while post assessments inform next steps.
- School Assessments. These are assessments that a school requires. Examples may include PLC or grade specific common assessments, end-of-course assessments, final examinations, or end of unit tests. School assessments can be common formative, interim, or summative.
- Classroom assessments. These are assessments that classroom teachers select or develop and administer. Examples may include pre-tests, end of chapter tests, performance assessments, quizzes, and informal checks for understanding based on learning targets and success criteria. These assessments can be formative, interim, or summative.