Regular assessment of student progress is essential in providing an appropriate instructional program.Our teachers will utilize a variety of formal and informal assessments throughout the school year. In addition, our students participate in a number of formal assessments during each academic year that are mandated by the state and/or local district. Below is a list of these tests and a brief description of each test. If you have any questions concerning any of these tests, please feel free to contact Brad Rodgers.
Spring MAP Assessment
(Grades 2-5 Only)
PASS In accordance with Act 282 (passed by the State Legislature in June 2008), the South Carolina Department of Education has developed a new statewide assessment program for students in grades three through eight. The new program, known as the Palmetto Assessment of State Standards (PASS), is aligned to the state academic standards and includes tests in writing, English language arts (reading and research), mathematics, science, and social studies. The PASS test results will be used for school and school district accountability purposes beginning with the 2008-09 school year. The assessment results will also be used for federal accountability purposes (No Child Left Behind). To learn more click here.
MAP Measures of Academic Progress are state-aligned computerized adaptive tests that accurately reflect the instructional level of each student and measure growth over time in reading, language usage, mathematics and science. To learn more click here.
Dominie The Dominie Reading Assessment is an individualized test given to students in kindergarten through third grade, at least three times a year. Dominie is used for screening, diagnosis, and progress monitoring. The Dominie assessment portfolio measures key skill areas in reading, writing, spelling, phonological awareness and phonics.
CogAT and ITBS
State Board of Education Regulation 43-220, Gifted and Talented, requires districts to census test all students in grade two with a nationally-normed aptitude and a nationally-normed achievement measure to determine eligibility for gifted and talented services. The Cognitive Abilities Tests(CogAT) and the Iowa Test of Basic Skills(ITBS) are an integrated series of tests that provides information on the level of development of general and specific cognitive skills of students. Individual reports describe the level and pattern of each student's verbal, quantitaive, and nonverbal reasoning abilities. The test's primary goal is to assess students' abilities in reasoning and problem solving. These tests are administered to all second grade students in the fall of each year.
ELDA Title III of the No Child Left Behind Act of 2001 requires states to administer an assessment designed to measure students’ progress in “…attaining proficiency, including a child’s level of comprehension, speaking, listening, reading, and writing skills in English”. The English Language Development Assessment (ELDA) was developed to meet these requirements. The ELDA consists of four tests designed to measure academic and social language proficiency in the domains of speaking, listening, reading, and writing. From the listening and reading tests, a comprehension score is calculated. The overall ELDA proficiency level (1-5) for each student is based upon a composite score that is derived from all four tests: speaking, listening, reading, and writing. All students in grades K-12 who are determined to have limited English proficiency—based upon the completion of a Home Language Survey and the initial assessment of their English proficiency—must take the ELDA each spring.
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