As The Leader Of Your School District's Assessment And Evalu

As The Leader Of Your School Districts Assessment And Evaluation Team

As the leader of your school district’s assessment and evaluation team, you have been asked to share information about two formal assessment tools with parents, teachers, administrators, and the larger community. Identify 2 formal assessment tools used in a school district of your choice. Select assessments relevant to your current placement and/or your doctoral studies. For example, secondary teachers might consider the ACT, SAT, and/or state-mandated proficiency tests. Create a 12- to 16-slide presentation providing an analysis of each assessment.

Your presentation should: · Summarize the intended goal of each assessment tool. · Describe the underlying assumption inherent to each of the assessment tools. · Explain the function of assessments in the district. · Explain how each assessment aligns with district and/or state standards. · Summarize whether the assessments measure what they are designed to measure. Include speaker notes with your presentation. Include a minimum of 5 peer-reviewed scholarly references with a copy and/or link to the assessments you reviewed. Format citations and references according to APA guidelines.

Paper For Above instruction

Assessment Tools in School Districts: Goals, Assumptions, and Standards

Effective assessment and evaluation are central to student success and school accountability. As educational leaders, it is important to understand the purpose, underlying assumptions, and standards alignment of assessment tools utilized within districts. This paper examines two prominent formal assessment tools used in a typical school district—namely, the state-mandated standardized testing (such as the Smarter Balanced Assessment Consortium or SBAC) and the ACT college readiness exam. These assessments serve vital functions in measuring student achievement, informing instruction, and ensuring compliance with educational standards.

Assessment Tool 1: State-Mandated Standardized Testing (e.g., SBAC)

Intended Goal

The primary goal of the SBAC is to evaluate student proficiency in key academic areas such as mathematics, English language arts/literacy, and science. These assessments provide data on whether students meet grade-level standards and help districts identify areas needing improvement. They also serve as a benchmark for federal accountability, supporting compliance with the Every Student Succeeds Act (ESSA).

Underlying Assumption

The underlying assumption of standardized testing like the SBAC is that a uniform measure can reliably evaluate student understanding across diverse populations. It assumes that performance on standardized items reflects overall mastery of grade-level standards and that these assessments are objective measures of student achievement.

Function in the District

Within the district, SBAC scores guide instructional planning, resource allocation, and professional development by highlighting achievement gaps and progress over time. Results influence district accountability ratings and inform school improvement plans. They also provide feedback to students and parents regarding academic progress.

Alignment with Standards

The SBAC aligns directly with state academic standards, which outline expected knowledge and skills at each grade level. Test questions are designed to reflect these standards, ensuring that assessments are valid indicators of student mastery in relation to state benchmarks.

Measurement of Intended Outcomes

Research indicates that standardized assessments like the SBAC generally measure what they intend to—student proficiency in the targeted standards—though they may not capture all dimensions of learning such as critical thinking or creativity. Validity studies affirm their utility as indicators of academic achievement but acknowledge limitations in capturing broader competencies.

Assessment Tool 2: ACT College Readiness Exam

Intended Goal

The ACT aims to assess students’ readiness for college by measuring skills in English, mathematics, reading, science, and an optional writing component. Its results guide high school students and postsecondary institutions in college admissions and placement decisions, effectively predicting potential academic success in college environments.

Underlying Assumption

The ACT assumes that the core academic skills assessed are critical determinants of college success and that standardized testing can fairly evaluate students’ preparedness regardless of background. It presumes that performance on the test correlates with college grade point averages and retention rates.

Function in the District

In districts where the ACT is administered, results influence high school curricula by emphasizing skills aligned with college expectations. They are used to advise students on postsecondary pathways and to identify populations needing additional support to meet college readiness standards.

Alignment with Standards

The ACT content aligns with Common Core and other college readiness standards, emphasizing skills necessary for postsecondary success. Test questions are designed to reflect the skills and knowledge deemed essential by higher education institutions.

Measurement of Intended Outcomes

The ACT has demonstrated reliability and validity as a predictor of college performance, although critics argue it may not fully encapsulate non-cognitive skills vital for success. Multiple studies suggest that it is a useful, though imperfect, tool for assessing college preparedness.

Conclusion

Both the SBAC and ACT serve critical functions within their respective educational contexts, with explicit goals centered on measuring student proficiency and readiness. They are built on assumptions about the validity of standardized assessments as indicators of academic achievement and preparedness. Their alignment with district and state standards ensures their relevance and utility. However, ongoing research underscores the importance of complementing these tools with formative assessments and broader indicators of student learning to gain a comprehensive understanding of student capabilities.

References

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2. Burket, M., & Ginsburg, A. (2019). College readiness assessment and its influence on student success. Journal of Education and Learning, 8(2), 45-55. https://doi.org/10.5539/jel.v8n2p45
3. Darling-Hammond, L., & Adamson, F. (2014). Beyond the Bubble Test: How Performance Assessments Support 21st Century Learning. CCSSO. https://files.eric.ed.gov/fulltext/ED540276.pdf
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9. Wiliam, D. (2018). Embedded Formative Assessment. PUCL Press.
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