Assessment Guiding Principles

Spring Lake Park Schools uses the following guiding principles for its assessment program:

The fundamental purpose of assessment is to ensure equitable learning experiences and to personalize student learning.

“High Expectations, High Achievement for All.  No Excuses” is achieved when assessment data is used to inform instruction to improve student learning.  Most important are the assessments that inform the day-to-day decisions of students, teachers, and leads to personalization of student learning.

Students must be involved in the assessment process.

When students are active participants in the assessment process, they are able to reflect upon and respond to their assessment results.

Assessment results must be shared with all stakeholders.

The purpose of assessments in Spring Lake Park Schools is to inform teachers, students and parents about student achievement so each will know where the student is at, where they are going, and what is their very next step in their learning. Reports will reflect the objectives of the assessments and district standards.

Assessments must provide a complete picture of student achievement.

In order to measure student learning, a variety of assessments and assessment strategies are needed to provide evidence of student growth and achievement over time. Students have multiple opportunities to demonstrate learning, and progress reported is based on evidence toward mastery of learning targets. Assessment of other factors such as behavior are measured and reported separately.

Assessments must help to measure growth over time.

By evaluating student achievement data over time, we can determine the impact of curriculum and instruction on student performance regardless of individual differences in starting points or levels of prior knowledge

Assessment data must be ethically collected and managed.

We are committed to the ethical and timely use of data. Data collected concerning individual students and student groups will be used to enhance student learning.

Assessments must be reliable, valid and culturally responsive.

Assessments are useful only when they provide quality information. Standards of quality must dictate the selection of tests, scoring guides and the development of standardized district assessments. Alignment of district, site, and classroom assessments with district, state and national academic standards is necessary to maximize student learning.

Training and support must be provided to teachers in assessment literacy.

For teachers to use assessment information to guide instruction, the district must provide professional learning and resources.