Connecticut’s Sensible Assessment System is designed to support student learning of the Connecticut Core Standards and the Next Generation Science Standards. This balanced and comprehensive system offers different tools for various purposes, ensuring that every student’s learning journey is well-supported.
Formative Assessment
Formative Assessment is a process used by teachers and students during instruction in every class throughout the school year. This process drives instructional practices to increase student access, application, and attainment of academic skills. Here’s what you need to know about Formative Assessments:
- They are embedded by teachers within learning activities as a quick check-up to gauge student learning and understanding.
- They are aligned to grade-level standards and linked directly to current instruction.
- They provide immediate information on important skills and concepts that the student learned and those concepts in which extra teaching is needed.
Interim Assessment
Interim Assessment Blocks are short assessments that help teachers to:
- Check student progress.
- Gather information about learning.
- Alter instruction.
Interim Block Assessments are flexible tools that can be used in a variety of ways – as formal mini-assessments, as a class activity, or as a formative assessment tool — to measure students’ mastery of specific content and skills aligned.
Summative Assessment
Summative Assessments evaluate overall academic achievement at the end of the year and are designed to inform accountability, evaluation, and support. Results from these summative assessments in ELA, math, and science:
- Are one valid and reliable indicator of academic achievement and progress attained by students (other important indicators that show student learning and growth include class work, classroom assessments, and report cards).
- Tell policymakers if all students–regardless of zip code, family income, dominant language, or disability – are achieving and making progress academically.
- Are suitable for use in district and state accountability systems, program/curriculum evaluations, and district/school identification for support and recognition.
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