This inventory is a descriptive compilation of the assessments administered throughout Arlington Public Schools as required by the state or the school system to meet federal and state requirements. In addition, although all content areas have assessments available for teachers, some content areas and programs require teachers to use specified assessments. Also included are assessments taken by students on a voluntary basis, including the SAT and ACT assessments. In some cases, curricula and instruction are geared directly toward successful performance on certification or licensure tests that can be taken by students at off-site testing centers. Examples include Cosmetology Licensure, Emergency Medical Technology Certification, and Automotive Service Excellence Certification.
Please note that this inventory is a working draft and is provided for information and discussion only. The information contained in the inventory is subject to change as the Division of Instruction and the schools work collaboratively to identify appropriate assessments to be used in Arlington Public Schools.
The inventory includes information on the following:
- Assessment name and acronym if any;
- Grade(s) where administered;
- Publisher’s description and URL;
- Assessment’s purpose, types of questions, target proficiency, testing window, time needed for administration, and what the scores mean; and
- Requirement for the assessment.
Note too that the publisher’s descriptions are taken directly from the publisher’s website and/or edited for conciseness.
Why We Assess Students
The purposes for student assessment include
- meeting assessment requirements of the Virginia Department of Education and The United States Department of Education;
- identifying current level of student performance and supporting progress to higher levels of performance;
- communicating to students, parents, staff, and the community what is valued in curriculum and student learning;
- addressing the full range of Arlington’s academic goals;
- demonstrating high degree of knowledge in subject areas; and
- promoting student self-assessment and goal setting as a means of continuous growth.
Student assessment data is also used for program evaluation. Results can be used to
- evaluate the success of programs,
- improve and strengthen programs,
- identify areas of need so that resources can be targeted appropriately for individual students, for programs, and for schools, and
- provide a basis for refining instructional practices by using assessment data.
In addition, measurement of student achievement is based on the belief that assessment of students serves four basic functions:
Formative (continual) evaluation is the use of information to modify and improve performance of individual students, programs, or schools.
Summative (culminating) evaluation is the use of information to judge the impact and merit of performance of students, programs, or schools.
Diagnostic assessment is used to determine a student’s strengths and weaknesses in order to improve performance.
Assessment for program placement includes assessment to select students for programs or to place students after entry into a program.
Who Is Tested
- All students should participate in assessment activities.
- All students with disabilities have the right to participate in assessment programs. Decisions about participation are made by the student’s Individualized Education Program (IEP) committee, which includes parents. Accommodations provided for assessment should reflect accommodations used in the student’s instructional program.
- ESOL/HILT students should participate appropriately in assessment. Interpretation of their results should take into account the language proficiency and cultural background of the students and the impact these would have on their ability to understand the task and to demonstrate their achievement. Decisions about participation are made by the student’s LEP Participation Plan committee, which includes parents. Accommodations provided for assessment should reflect accommodations used in the student’s instructional program and other approved accommodations.
How Are Results Communicated
- Assessment results providing useable information be communicated regularly and clearly to
- Results for individual students and for groups of students need to be communicated meaningfully to students, staff, parents, and the community via individual assessment reports, report cards, parent-teacher conferences, and principal data presentations.
students, parents, and staff in order to promote understanding of a student’s achievement.
- Results need to be communicated in a timely fashion to influence instruction.
To access Arlington Public Schools 2017 System-Wide Assessment Inventory, click here.
To find out more information about the assessment administered at a particular grade level, click on the grade below.