The purpose of this document is to clarify teachers’ understanding of the assessment process within our school setting. It is a constantly evolving document that reflects our school’s unique assessment needs. Our assessment philosophy applies to the whole school and is to be communicated to and understood by all continuing and new teachers, students, parents, and administrators. It is directly linked to our mission statement, which is:
Range View is a collaborative community dedicated to inspiring and empowering internationally minded citizens who are inquiring, knowledgeable, caring, and prepared to play a meaningful role in an increasingly dynamic and interrelated world.
We believe the ultimate purpose of assessment is to guide our planning and instruction, to support and enhance student learning, and to measure student growth.
To collect data that drives instruction and student learning
To evaluate, reflect, and strengthen our learning process and practices as educators
To identify students’ strengths and needs to better understand our learners
To individualize instruction based on student needs
To monitor progress and growth within a community of learners
To communicate student progress with students and parents
To facilitate students’ own understanding of their growth and progress by offering timely, specific, and well-considered feedback to better support learning
Types of Assessment
Formative Assessment: is connected to instruction and learning to provide continuous feedback on the learning process.
Rubrics- student and teacher created
Student teacher conferences
Curriculum based measures
Summative Assessment: allows the student to show what is learned at the culmination of the teaching process. It also allows the teacher to determine the effectiveness of instruction.
Exhibition (Fifth Grade Students)
Individual/group projects or presentations
State mandated assessments
Benchmark/Universal Screener (Star 360)
Highly Effective Assessments: are authentic, clear and specific, varied, developmental, collaborative, interactive, and use feedback* to feedforward.
*Effective Feedback: is goal referenced, transparent, actionable, user friendly (specific and personalized), timely, ongoing, and consistent
Assessments allow students to:
Demonstrate and share their learning and understanding
Set goals and create success criteria for reaching expectations
Use their own learning strategies and build on their own strengths
Acknowledge different learning styles
Build confidence in their own work and self
Express their points of view and understanding
Understand what their own needs are and how to improve
Connect their learning to real-world experience and guide the inquiry process
Understand in advance the criteria for producing a quality product or performance
Participate in reflection, self and peer assessment
Provide multiple opportunities and contexts for students to practice their skills
Assessments allow teachers to:
Use both quantitative and qualitative data to inform every stage of the teaching and learning process
Collaboratively reflect on student progress and needs
Differentiate their instruction
Intervene at the first indication of student difficulty
Define expectations and outcomes for students and teacher-led inquiry
Adapt for learning styles
Acquire data that can be used to inform students, teachers, grade levels, school, and community (Learning Progressions)
Prepare for future inquiries and student questioning
Allow parents to:
Understand student learning and progress
Provide support outside of school
Celebrate learning and student accomplishments
Documentation and Reporting
Portfolios are a collection of student artifacts that represent individual learning (not evaluative data).
Portfolios will be used to document student growth and provide a continuum for students to track their learning process and define their growth as a learner. Each grade level will establish essential agreements for what will be included in the portfolio. (Portfolio agreements document)
Portfolios may be in a binder or digital format.
Students select items from their portfolio to share. They discuss what they learned and how it ties into an IB Learner Profile or Unit of Inquiry. Students can select items and learning goals, with help from their teacher, before the parent conference. This is completely student led and a celebration of student learning.
Available every trimester
Infinite Campus portal available to monitor student grades
Exhibition (Fifth Grade Students)
All teachers will be required to administer and promptly record the following assessments based on their assignment/role.
CMAS/ELA/Math – Grades 3rd – 5th
CMAS – (Science 5th) (Social Studies 4th)
DLM – Alternative test for students with severe needs
GOLD – Kindergarten (beginning of the year)
Star 360 - at least once a month for reading and math with some given more frequently based on student need
WIDA ACCESS for English Language Learner Students
CogAT- 2nd grade students and new students to the district (2nd -5th)
The TOMAGS - math assessment for GE
Assessments tied to grade level units of inquiry
International Baccalaureate Organization. (2018). Assessment in the Primary Years Programme.
Aligns with Weld-RE-4 Attributes and Indicators - Mastery Learning