Provides a matrix of assessment tools, purpose, subjects, type of student tested, timelines, etc.
Controls for bias, culture, etc.
Specifies the roles and responsibilities of the board, central office staff, and school-based staff.
Directs the relationship between district and state assessments.
Specifies overall assessment procedures to determine curriculum effectiveness and specifications for analysis.
Directs the feedback process; assures proper use of data.
Specifies how assessment tools will be placed in curriculum guides.
Specifies equity issues and data sources.
Identifies the parameters of a program assessment.
Provides ongoing training plan for various audiences on assessment.
Presents procedures for monitoring assessment design and use.
Establishes a communication plan for the process of student and program assessment.
Provides ongoing evaluation of the assessment plan.
Specifies facility and housing requirements.
Describes budget ramifications, connections to resource allocations.
X X X X X X X
X X X X
Policies provided only vague allusions to a philosophical framework for student and program assessment. AR 4001-R4 refers to the purpose for standardized testing as being evaluation of
student achievement” and assessment of “strengths and weaknesses of school and district However, these statements are insufficient in scope to provide a philosophical
underpinning to guide student and program assessment district-wide. auditors find policy or regulation guidelines to control for bias, cultural in assessment (characteristics numbered 1, 2, 7, and 13).
Policies or regulations reviewed give inadequate direction for the student and program assessment
Additionally, they do not provide appropriate and clear directives for ongoing
assessment to establish the goals levels of the system (organization,
of student and program assessment, which must take program, and student) (characteristics numbered 2 and
needs at all
None of these policies provided for sufficient feedback to determine effectiveness of all district functions (see Finding 1.1). No policy was found that specified overall assessment procedures with regard to determining curriculum effectiveness (characteristics numbered 4 and 10).
AR 4001-R4 refers to “standardized norm-referenced achievement tests and “criterion-referenced tests” and their purposes. AR 4001-R3 refers to the use of “formal tests” to evaluate mastery of mathematics, reading, and language arts standards in grades K-9 and use of “appropriate assessment tasks compatible with normal instructional activities” for grades 10-12 (characteristic number 14).
AR 4001-R4 specifies that standardized and criterion-referenced assessments will be used to evaluate district programs. AR 4008-R references the need for assessment in evaluating pilot programs for adoption or termination. BP 5256 provides vague reference to the use of assessment in determining “programs and services which shall be reduced, modified or eliminated” (characteristics numbered 4, 5, and 11).
BP 4001 states that students will be “assessed on a regular basis,” and AR 4001-R3 gives vague direction about the manner in which various curricular areas to be assessed. These references do not reflect the current grade level configurations of the district (K-5 elementary, 6-8 middle school, 9-12 high school); nor do they reflect the current scope of the curriculum (see Finding 2.1). No comprehensive matrix of assessment tools, purpose, subjects, type of student tested, timelines, etc. was provided. Additionally, nowhere were the roles and responsibilities of the Board, central office, and school-based staff thoroughly defined (characteristics numbered 6 and 8).
Clover Park School District Audit Report Page 93