Welcome to the Department of Assessments
The content of assessments should match challenging subject matter standards and be connected to contexts of application. Learning should be assessed based on observations, oral questioning, significant tasks, projects, demonstrations, collections of student work, and students’ self-evaluations. Teachers and administrators must engage in a systematic analysis of the available evidence. Teachers’ close assessment of students’ understandings, feedback from peers, and student self-assessments are a central part of the social processes that mediate the development of intellectual abilities, construction of knowledge, and formation of students’ identities (Shepard, 2000).
In addition to assessments being well aligned with curriculum and pedagogy, assessments should include high-leverage tasks to generate important information about students’ understanding of the most important concepts or ideas in a unit. Coherence between assessment tasks and core concepts in the units of study is vital. Assessment content and formats should more directly embody thinking and reasoning abilities that are the ultimate goals of learning (Frederiksen & Collins, 1989; Resnick & Resnick, 1992).Shepard, L. 2000. The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report. Los Angeles, CA.
New Brunswick Public Schools
268 Baldwin Street
New Brunswick, NJ 08901
Office: (732) 745-5300
Fax: (732) 418-4346
Vanessa R. Pellington, Ed.D.
Director of Assessments, Planning and Program Evaluation
(732) 745-5300, ext. 5522
Virginia L. Hill
Supervisor of Assessments
(732) 745-5300, ext. 5581
(732) 745-5300, ext. 5481
New Brunswick Public Schools uses assessments formatively and summatively to uncover student and teacher learning needs.
Provide multiple opportunities and methods for teachers to assess students’ learning during teaching
Carried out during the instructional process for the purpose of improving teaching and learning
Functions as evidence about student achievement and is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction
Designed to assess students’ learning at the end of units and sets of lessons which include scaffolded and independent tasks that asks students to use, apply, and synthesize what they have learned
Evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course or program.
Almost always formally graded