Assessment

Classroom

Formative (some may be common)

“Formative” assessments are used daily and help drive the instruction of the teacher. Formative assessments may include group responses, class discussions, exit slips, independent coursework, homework, etc. These assessments will then help the teacher determine the proficiency level for each student and for the group. Formative assessments will be worth no more than 20% of the student’s final grade.

Progressing (some may be common)

“Progressing” assessments are used as the student progresses on their learning journey. These activities may include quizzes, group work, independent coursework, etc. Progressing assessments are given after a student has acquired some knowledge or skill on the way to mastering a standard. These assessments will further help the teacher determine the proficiency level for each student and for the group. Progressing assessments will be worth no more than 30% of the student’s final grade.

Summative (Common)

“Summative” assessments measure the knowledge gained in a unit and are found at the end of the unit or a concept. Summative assessments allow students to independently demonstrate their proficiency of the concepts. Summative assessments may include presentations, essays, projects, tests, etc. Summative assessments will be worth no more than 50% of the student’s final grade.

Throughout the year, students will have an opportunity for a “second chance” on all summative assessments. Many of us have received second chances throughout the years with the ACT exam, the driver’s exam, etc. Learning also is a place that lends itself to second chances. In order to have the opportunity to redo a summative assessment, the student will need to ensure that all homework, formative assessments, and progressing assessments have been completed before the unit ends or summative assessment is given. Students will also need to complete additional studying and preparing so they can gain a deeper understanding of the concepts and standards.

Standardized

NSCAS: given in the spring of each year

MAP: given in the fall and spring of each year

Teachers use state and national standards to determine what it is we want students to learn. They compile date from classroom assessments, MAP assessments, and State assessments to gain useful information which helps BMS determine if students are learning. This information also assists in determining if our curriculum is viable.

MAP data is presented in two ways:

1. Average Spring Percentile Rank

Looking at the average spring percentile rank of 6th-8th graders dating back to the 2013-14 Academic Year allows us to investigate program efficacy (how well BHS students performed in comparison to peers across the nation) while mitigating the year to year impact that a single cohort of students can have.

8th Grade Students score, on average, in the 68th percentile.

7th Grade Students score, on average, in the 61st percentile.

6th Grade Students score, on average, in the 62nd percentile.

These results indicate that on average BMS students score above the national average on MAP Reading.

8th Grade Students score, on average, in the 64th percentile.

7th Grade Students score, on average, in the 58th percentile.

6th Grade Students score, on average, in the 63rd percentile.

These results indicate that on average BMS students score above the national average on MAP Language.

8th Grade Students score, on average, in the 77th percentile.

7th Grade Students score, on average, in the 59th percentile.

6th Grade Students score, on average, in the 57th percentile.

These results indicate that on average BMS students score above the national average on MAP Math.

2. Average Fall->Spring Percentile Rank Gain

Looking at the average Fall->Spring percentile rank gain of 6th-8th graders dating back to the 2013-14 Academic Year allows us to investigate program efficacy (how much BHS student performance improved or worsened over the course of the academic year in relation to peers across the nation) while mitigating the year to year impact that a single cohort of students can have.

8th Grade Students decrease, on average, 10.6 percentile rank points from fall to spring on MAP Reading.

7th Grade Students increase, on average, 10.4 percentile rank points from fall to spring on MAP Reading.

6th Grade Students increase, on average, 6.5 percentile rank points from fall to spring on MAP Reading.

These results indicate that on average BMS students increase their relative standing from Fall to Spring in Grades 6-8.

8th Grade Students increase, on average, .5 percentile rank points from fall to spring on MAP Language.

7th Grade Students decrease, on average, 3 percentile rank points from fall to spring on MAP Language.

6th Grade Students decrease, on average, 3.8 percentile rank points from fall to spring on MAP Language.

These results indicate that on average BMS students slightly increase their relative standing from Fall to Spring in 8th Grade, but decrease their relative standing in Grades 6 & 7.

8th Grade Students increase, on average, 10 percentile rank points from fall to spring on MAP Math.

7th Grade Students decrease, on average, 2.6 percentile rank points from fall to spring on MAP Math.

6th Grade Students increase, on average, 3.4 percentile rank points from fall to spring on MAP Math.

These results indicate that on average BMS students increase their relative standing from Fall to Spring in Grades 6-8.

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