6:340 Student Testing and Assessment Program

The Superintendent or designee shall be responsible for designing and implementing a balanced approach of student assessment of and for learning. The balanced assessment approach will assist the School District in maintaining an up-to-date educational program and obtaining an evaluation of student progress to guide instruction.

The Batavia Public Schools District 101 assessment program uses a variety of tests at designated times and grade levels to obtain information about the academic growth and potential of each child. This information is used to:

  • Aid the assessment of a student’s classroom performance for instructional purposes
  • Provide meaningful information for students and parents/guardians in relationship to the student’s performance.
  • Aid parents/guardians, school personnel, and students in making educational, vocational and personal decisions relative to the student.
  • Obtain a measure of student growth in skill and proficiency in relation to the School District’s learner outcomes and State standards.
  • Compare a student’s performance with local, state, and national norms and specific performance criteria.
  • Provide evidence of the potential ability of each student as a basis for expectations. Both norm-referenced and criteria-referenced tests and assessments may be used to measure student potential and actual performance.
  • Aid the evaluation of curriculum strengths and weaknesses in relation to the School District’s learner outcomes as well as local and national norms and specific performance criteria.

Several levels of decision-making and decision-makers are considered important to student academic well-being: classroom level (students, teachers, and parents), instructional support level (administrators, instructional coordinators, and pupil personnel service team) and policy level (Administrative Cabinet, Board of Education, citizens and taxpayers). The School District will allocate resources and devise assessment, evaluation and communication programs to meet the information needs of all these users.

Assessment of Learning

The assessment of learning program shall provide appropriate data to the Board to allow it to monitor the program’s results.  The program will:

  1. Use the State assessment system and any other appropriate assessment methods and instruments, including norm and criterion-referenced achievement tests, aptitude tests, proficiency tests, and teacher-developed tests.
  2. Informs students of the timelines and procedures applicable to their participation in every State assessment.
  3. Provides each student’s parents/guardians with the results or scores of each State assessment and an evaluation of the student’s progress.  See policy 6:280, Grading and Promotion.
  4. Emphasize the code of ethics for test administration.

Overall student assessment data on tests required by State law will be aggregated by the District and reported, along with other information, on the District’s annual report card.  All reliable assessments administered by the District and scored by entities outside of the District must be (1) reported to ISBE on its form by the 30th day of each school year and (2) made publicly available to parents and guardians of students.  Board policy 7:340, Student Records, and its implementing procedures govern recordkeeping and access issues.

Classroom Assessment For Learning

Since effective instruction depends on high-quality assessment, the School District expects all assessments to provide accurate information about student achievement. Each district-level assessment must meet five standards of quality. Each one must arise from a clearly articulated set of learner outcomes, serve an instructionally relevant purpose, rely on a proper method, sample student achievement in an appropriate manner, and control for all relevant sources of bias and distortion that can lead to inaccurate assessment. Unless required by law, any assessment not meeting these standards are to be changed or discontinued.

With respect to the use of assessment in promoting high student achievement, the School District acknowledges that assessment and evaluation can serve as a powerful teaching tool. By involving students in the assessment and evaluation of their own achievement, teachers can use assessment to help students understand the meaning of academic success and meet the highest achievement expectations.

In the School District it is expected that each student must master the knowledge base, attain appropriate levels of reasoning proficiency, develop the skills, master the product capabilities and attain the motivational dispositions needed to meet the learner outcomes. District staff will devise an articulated curriculum from Kindergarten through high school designed to divide responsibility for helping students make continuous progress toward these targets. Further, the School District will create an assessment and communication system that permits continuous and thorough documentation of student progress.

A variety of assessment forms are considered appropriate for use within the School District including, but not limited to:

  • Selected response (multiple choice, true/false, matching and fill-in)
  • Essay assessments
  • Performance assessments (based on observation and judgment)
  • Direct personal communication with the student

The School District shall develop guidelines for the assessment of all students including limited English speaking, special needs and gifted students

Cross Reference: 

6:015 School Accountability

6:280 Grading and Promotion

7:340 Student Records

Legal Reference(s): 

Family Educational Rights and Privacy Act, 20 U.S.C. §1232g.

105 ILCS 5/2-3.63a-5, 5/2-3.64, 5/10-17a, 5/22-82 and 5/27-1.

Date Adopted:   January 1, 2010

Date Amended:  February 7, 2017