The Corning-Painted Post School District recognizes that assessment is a very important part of the Corning-Painted Post Standards-Based, Student-Centered Learning Model. Common assessments like NWEA and DIBELS are used to determine prior student learning and to make initial decisions related to the level of instruction, grouping and instructional strategies. In addition, regular formative and summative assessment of student progress is an integral and essential component of the teaching and learning process. Regular and systematic measures of learning are critical for parents and guardians, teachers, administrators, students and community members as indicators of individual and group attainment of State and District standards.
Assessments, formative and summative, shall be designed so that the results are used by students, parents and guardians to improve their learning, by educators to evaluate instructional practices and to initiate appropriate educational support for students. Accommodations shall be made in tests or testing procedures based on the needs of students and as allowed and appropriate for the specified assessment. All assessments shall provide an opportunity for students to be measured fairly and impartially.
Formative assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, foramtive assessment informs both teachers and students about student understanding at a point when adjustments can be made. These adjustments ensure that students achieve targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, one distinction from summative assessments is to think of formative assessment as practice.
Summative assessments are given periodically to determine at a particular point in time what students know. Summative assessments at the both the classroom and District level is an accountability measure that is used as part of the grading process. Some examples of summative assessments include: end-of-unit or chapter tests, end-of-term or semester exams, District benchmark or interim assessments, and New York State assessments.