The ConVal School District is committed to implementing a balanced student assessment system that is designed to (a) evaluate student progress toward curriculum goals, (b) inform instruction, and (c) determine appropriate interventions for students.
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Classroom assessments represent the largest part of the District’s assessment system. Administered regularly (e.g., daily, weekly, bi-weekly), teachers analyze students’ performance on classroom assessments to inform their instructional decisions and provide timely feedback to students. When this analysis of performance is used by teachers and students to make needed changes, classroom assessments can have a significant impact on students’ levels of growth and achievement.
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Common assessments represent the next largest part of the District’s assessment system. Administered at the end of a unit, a quarter, or a semester, teachers analyze student performance on common assessments to (a) assess student progress towards meeting grade-level standards and competencies and (b) evaluate the effectiveness of the curriculum and instruction provided to students. The analysis of common assessments, often an item-by-item analysis that highlights patterns of correct and/or incorrect student responses, can be used immediately by teachers to strengthen instruction. The analyses of multiple common assessments within a subject area can also provide invaluable information that informs future programmatic changes.
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Benchmark assessments are administered two to three times a year. These assessments most commonly assess students’ level of content knowledge and application of skills in the core areas of reading, writing, and math, tracking student growth within and across years. Following the administration of benchmark assessments, grade-level and subject-area teams typically meet to review the results. During these meetings, teachers analyze student performance to identify key areas of strength and need. Information gathered from this analysis directly informs teachers’ decisions regarding what skills and knowledge to prioritize when working with students and the school’s decision regarding students who may need additional, supplementary instruction and/or intervention.
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State assessments are administered annually and are designed specifically to measure student progress and performance in meeting established grade-level state standards for reading, writing, math, and science.
For an illustration, click here.
The following assessments are part of the District’s assessment system:
Achievement Improvement Monitoring System (AIMSweb)
AIMSweb is a benchmarking and progress monitoring system based on direct, frequent, and continuous student assessment. A “benchmark” is a standard measure of what a student should know and be able to do at a given time. These benchmarks span from letter naming at the primary level to reading fluency and comprehension through high school. The results are reported to teachers and administrators online and shared with students and parents.
AIMSweb’s assessments are aligned with grade-level expectations and used for monitoring students’ learning progress. AIMSweb testing is administered orally and/or “paper & pencil” style. Testing is done individually or in groups, depending on the measure. AIMSweb measures take 1–10 minutes to complete (most take 1–4 minutes). Scores are uploaded into the AIMSweb system.
Benchmarking helps to inform instruction and to improve achievement. Benchmark assessments are given three times per year (September, January, and May) for all students in grades kindergarten through fourth, using grade-level assessment tools. Reports help focus areas of individualized instruction and evaluate student progress.
NWEA’s Measures of Academic Progress (MAP) Assessment
The Measures of Academic Progress (MAP) assessment by NWEA provides teachers and parents with a clear picture of a student’s achievement and growth year-over-year in the areas of reading and math. Beginning in the Fall of 2013, the MAP assessments were aligned with the skills and content outlined in New Hampshire’s College and Career Readiness Standards.
One of the unique advantages of MAP is that it is a computer test that adapts to a student’s level of learning. What this means is that as students answer questions accurately the test questions get harder, if they get questions incorrect the following questions will be easier. This creates a context for each student to have the same opportunity to succeed and maintain a positive attitude toward testing. With MAP tests, we can administer shorter tests and use less class time while still receiving detailed, accurate information about a student’s growth. Teachers use the results to guide their instruction and planning as they work to meet each child’s learning needs. The following graphs share student performance in the areas of reading and math by class.
Dynamic Learning Maps® (DLM®) Alternate Assessment
New Hampshire offers the Dynamic Learning Maps Alternate Assessment for students with the most significant disabilities. Eligible students are assessed in English Language Arts (ELA), mathematics and science in the following grades and content areas:
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Grades 3-8 and 11 students are assessed in English language arts and mathematics
The DLM alternate assessment is computer-based and designed to measure what students with significant cognitive disabilities know and can do. Students with significant cognitive disabilities participate in the alternate assessment, whose participation in the general statewide assessment, even with accommodations, is not appropriate. The Individualized Education Plan (IEP) team determines how a student will participate in the statewide assessment. For guidance on decision-making, please see Accessibility and Accommodations for Students with Disabilities**.** Access DLM resources here.
ACCESS for English Language Learners (ELLs)®
Federal law requires that English learner (EL) students be assessed annually to measure English language proficiency (ELP) in reading, writing, speaking and listening. ACCESS for ELLs is New Hampshire’s approved ELP assessment administered to EL students in Kindergarten through Grade 12. For additional details on ACCESS, click here.
For English learners with the most significant cognitive disabilities, the Alternate ACCESS for ELLs, is the state-adopted alternate English language proficiency (ELP) assessment. Students who have an IEP that requires administration of the DLM for the general assessment should take the Alternate ACCESS test.
National Assessment of Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is also commonly known as "the Nation's Report Card," and is conducted at both the state and national level. This assessment has been focusing on what America's students know and are capable of doing in various subject areas by testing representative samples of students in grades 4, 8, and 12 in public and nonpublic schools since 1969. To review NAEP results for New Hampshire schools, please go to the Bureau of Educational Statistics.
New Hampshire Statewide Assessment System (SAS)
The SAS was administered for the first time during the 2017-2018 school year. The New Hampshire Statewide Assessment for English Language Arts (ELA) and Math replaced the Smarter Balanced Assessment Consortium (SBAC), and the New Hampshire Statewide Assessment for Science replaced the New England Common Assessment Program (NECAP). Students in Grades 3-8 take the New Hampshire Statewide Assessment for ELA and math, and students in grades 5, 8, and 11 take the New Hampshire Statewide Assessment for science.
New Hampshire Statewide Assessments are designed to measure student progress towards meeting New Hampshire’s College and Career Readiness Standards, which focus on the critical thinking, problem-solving, and reasoning skills students need in today’s world. Due to the pandemic, state assessments, which are typically administered in the spring, were canceled for the 2019-2020 school year, but they resumed during the 2020- 2021 school year.
Scholastic Aptitude Test (SAT)
The ConVal School District administers the Scholastic Aptitude Test (SAT) to all high school juniors. Each year, more than two million students take the SAT. Nearly every college in America uses the test as a common and objective scale for evaluating a student's college readiness.
The College Board offers guidelines on the appropriate use of SAT scores and notes that most College Board tests are taken only by particular groups of self-selected students. The results are important indicators in predicting college success for individual students. It is not a curriculum-based achievement test and is limited in that it does not measure work habits, enthusiasm, desires, study skills, responsibility, creativity, artistic ability, musical talent, leadership skills, interest, motivation, perseverance, initiative, or character.
The SAT assesses reading, writing, and mathematical reasoning skills. These skills are developed over time both in and outside of the classroom. Therefore, SAT scores are useful in making decisions about an individual student’s linguistic and mathematical abilities and in assessing academic preparedness.
Furthermore, the College Board stresses that in looking at average SAT scores, the user must understand the context in which the particular test scores were earned. Other factors related to performance on the SAT include academic courses studied in high school, family background, and education of parents. These factors, and others that are less apparent, may have a significant influence on average test scores.
Average SAT scores, along with many other indicators of quality, may be analyzed over time to reveal trends regarding the academic preparation of students who take the test. A careful examination of all these factors, as well as conditions impinging on the educational process, such as teacher-pupil ratios, adequate classroom space, and expenditures are also important.
Advanced Placement (AP) Testing
Advanced Placement (AP) is a program created by the College Board offering college-level curriculum and examinations to high school students. American colleges, as well as some international institutions, waive prerequisite courses for students who obtain high scores on the examinations. The AP curriculum for the various subjects is created for the College Board by a panel of experts and college-level educators in each subject. For a high school course to have the AP designation, the course must be audited by the College Board to ascertain it satisfies the AP curriculum requirements.
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ConVal High School currently offers Advanced Placement (AP) courses in Biology, Calculus, Calculus and Physics, Chemistry, English Language and Composition, English Literature, German, Spanish, United States History, and World History.
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Achieving a score of 3 or above is considered exemplary performance on an Advanced Placement exam. Many post-secondary institutions will waive pre-requisite course requirements for scores of 3 and above.
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Most ConVal AP students take multiple AP exams in one season.
Armed Services Vocational Aptitude Battery (ASVAB)
The Armed Services Vocational Aptitude Battery (ASVAB) is a multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military. The ASVAB is designed to measure aptitudes in four domains: Verbal, Math, Science and Technical, and Spatial. The ASVAB is a voluntary test and is administered annually to high school students interested in military service.