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1 STUDENT ASSESSMENT INVENTORY FOR SCHOOL DISTRICTS populations) across 12 urban districts showed that students in the districts with the most district-mandated testing spent 3.3 times as much time on testing as students in the districts with the least district-mandated testing.1 Unfortunately, district choices are sometimes made without an explicit overall assessment strategy, without a clear understanding of the overall testing burden within the district and without an in-depth analysis of whether the time and resource costs of testing are justified by the importance of the information or experience the test provides and the action steps taken as a result.. cabinet meeting Need to write proposal memo with supporting evidence 1 2 3 4 5 7 STUDENT ASSESSMENT INVENTORY FOR SCHOOL DISTRICTS Inventory Table Name of Individual(s) completing the table Date Optional Category: English Language Arts (e.g., grade level, subject) Name of assessment (Example) PLACE ELA Entity requiring assessment state – SEA or other agency district or school District Grade(s) tested 5-8 Course(s) or subjects tested ELA Which students are eligible or required to take assessment All students in these grades who are also required to take regular state assessment Type of assessment Benchmark summative interim/benchmark formative diagnostic Number of years assessment has been administered in the district 5 years To which content standards is the assessment aligned (source of alignment verification) Common Core State Standards (Independent review by Dr. Anne Jones using Student Achievement Partners Assessment Eval.. Tool) Intended purpose(s) of the assessment Measure student knowledge of ELA standards in reading comprehension Intended use(s)1 of the assessment Predict ELA performance on state assessment and inform instructional practice Users of the assessment District assessment staff and teachers Do users of the assessment use it for its intended use(s) Yes (district) No (educators) Federal and
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