Assessment Protocol

Colonial School District

Kindergarten
Before: Setting the Stage for Assessment
Before administering it, the teacher should read through the assessment and the rubric to anticipate student responses or questions (become familiar with the
assessment).
Be sure to complete the entire unit prior to administering the assessment.
The classroom / small group has a test-taking atmosphere. This means there is no collaborating on answers, the room should be quiet and the teacher
should be monitoring students.
Students should be given ample time to complete the assessment, using teacher discretion.
This is a summative assessment & should be given in its entirety in one sitting to ensure validity of the data across the district. Do not administer in
sections over multiple days.
The directions provided should be read and clarified as needed.
Always encourage students to try their best on the test. (For mathematics, remind students to use efficient strategies and to justify their answers.)
Note 1: Teachers should be aware of student IEP, 504 and / or ELL accommodations/designated supports with regard to use of manipulatives, on the
assessment.
Note 2: Students are not to see identical/similar questions before the assessment (ex: Do not preview the assessment by giving the same items on the test with
different numbers, etc).

During the Assessment

Reading assessment questions and/or text:
In Kindergarten, the teacher reads test to students.
Marking answers on the assessment:
In Kindergarten, students should mark answers on their own test.
The selected response should be completed independently (even when
working in a small group).
The constructed response can be completed with the assistance of the
teacher, but requires students to become more independent as the year
progresses. (For example: As the assessments move throughout the year,
students will begin to increase the amount of work they are doing on their
own. The first few assessments require students to draw pictures and then
dictate to the teachers. After a few assessments like these, students begin to
draw, try to label and dictate to the teachers what was drawn. Towards the
last few tests, students are supposed to be able to draw, write their own
stories and tell you about it. )
When a constructed response is completed independently, the student should
be given feedback and asked to clarify when needed.

After the Assessment

Teachers read through all assessments to get an overall sense

of students answers to constructed response questions.
Teacher scores the assessment using the specified rubrics.
This can be done collaboratively in PLCs or
independently. It is strongly encouraged that teachers
do some calibrating of scores with other members of
their PLC.
Teachers use the 4 PLC questions to analyze their students
data and student work for evidence of understanding and
misconceptions and to plan future instruction.

Data Entry:
Data should be entered in DSC under Online Test Scoring.
Absent students should take the test upon return.

Page 1 PLC Qs: What do we want students to learn? How will we know theyve learned it? What will we do if they havent learned it? What will we do if they already know it?

Assessment Protocol
Colonial School District

Grade 1
Before: Setting the Stage for Assessment
Before administering it, the teacher should read through the assessment and the rubric to anticipate student responses or questions (become familiar with the
assessment).
Be sure to complete the entire unit prior to administering the assessment.
The classroom / small group has a test-taking atmosphere. This means there is no collaborating on answers, the room should be quiet and the teacher
should be monitoring students.
Students should be given ample time to complete the assessment, using teacher discretion.
ELA: Units 1-4 will be teacher read alouds. It is suggested that teachers display the assessment on the SmartBoard using the Elmo so students can
follow along. Beginning in Unit 5, all students will be reading the assessment on their own.
This is a summative assessment & should be given in its entirety in one sitting to ensure validity of the data across the district. Do not administer in
sections over multiple days.
The directions provided should be read and clarified as needed.
Always encourage students to try their best on the test. (For mathematics, remind students to use efficient strategies and to justify their answers.)
Note 1: Teachers should be aware of student IEP, 504 and / or ELL accommodations/designated supports with regard to use of manipulatives on the
assessment.
Note 2: Students are not to see identical/similar questions before the assessment (ex: Do not preview the assessment by giving the same items on the test with
different numbers, etc).

During the Assessment

Reading assessment questions and/or text:
ELA: The teacher may read test items and passages to students up
until Unit 5.

Math/SS/Science: The teacher may read test items to students;

however the teacher should differentiate for those students who can
read independently.

Marking answers on the assessment:

Students should mark answers on their own test.
Both selected response and constructed response items should be
completed independently.

After the Assessment

Teachers read through all assessments to get an overall sense of

students answers to constructed response questions.
Teacher scores the assessment using the specified rubrics.
This can be done collaboratively in PLCs or independently. It is
strongly encouraged that teachers do some calibrating of scores
with other members of their PLC.
Teachers use the 4 PLC questions to analyze their students data and
student work for evidence of understanding and misconceptions and to
plan future instruction.
Data Entry:
Data should be entered in DSC under Online Test Scoring
Science DE Science Coalition Wiki
http://wiki.doe.k12.de.us/dashboard.action
Absent students should take the test upon return.

Page 2 PLC Qs: What do we want students to learn? How will we know theyve learned it? What will we do if they havent learned it? What will we do if they already know it?

Assessment Protocol
Colonial School District

Grade 2
Before: Setting the Stage for Assessment
Before administering it, the teacher should read through the assessment and the rubric to anticipate student responses or questions (become familiar with the
assessment).
Be sure to complete the entire unit prior to administering the assessment.
The classroom / small group has a test-taking atmosphere. This means there is no collaborating on answers, the room should be quiet and the teacher
should be monitoring students.
Students should be given ample time to complete the assessment, using teacher discretion.
This is a summative assessment & should be given in its entirety in one sitting to ensure validity of the data across the district. Do not administer in
sections over multiple days.
The directions provided should be read and clarified as needed.
Always encourage students to try their best on the test. (For mathematics, remind students to use efficient strategies and to justify their answers.)
Note 1: Teachers should be aware of student IEP, 504 and / or ELL accommodations/designated supports with regard to use of manipulatives on the
assessment.
Note 2: Students are not to see identical/similar questions before the assessment (ex: Do not preview the assessment by giving the same items on the test with
different numbers, etc).

During the Assessment

Reading assessment questions and/or text:
The teacher is not to read test questions or words in the text.
Teacher should only read questions or words for students who
have designated supports or accommodations when needed.
Marking answers on the assessment:
Students should mark their answers on their own scan sheet,
response sheet, or directly on the test as applicable.
Both selected response and constructed response items
should be completed independently.
ELA: Some assessments may have an Oral Reading Fluency passage.
This score will be added in a separate location on DSC and will not
contribute to their overall score.

After the Assessment

Teachers read through all assessments to get an overall sense of students

answers to constructed response questions.
Teacher scores the assessment using the specified rubrics.
This can be done collaboratively in PLCs or independently. It is
strongly encouraged that teachers do some calibrating of scores
with other members of their PLC.
Teachers use the 4 PLC questions to analyze their students data and
student work for evidence of understanding and misconceptions and to plan
future instruction.
Data Entry:
Math/SS: Data should be entered in DSC under Online Test Scoring.
ELA: Teachers will submit scan forms to DSC via building protocol (ie:
submitting to administrators, coaches, secretaries etc.) and enter specified
test questions on Online Entry on DSC.
Science DE Science Coalition Wiki
http://wiki.doe.k12.de.us/dashboard.action
Absent students should take the test upon return

Page 3 PLC Qs: What do we want students to learn? How will we know theyve learned it? What will we do if they havent learned it? What will we do if they already know it?

Assessment Protocol
Colonial School District

Grade 3 - 12
Before: Setting the Stage for Assessment
Before administering it, the teacher should read through the assessment and the rubric to anticipate student responses or questions (become familiar with the
assessment).
Be sure to complete the entire unit prior to administering the assessment.
The classroom / small group has a test-taking atmosphere. This means there is no collaborating on answers, the room should be quiet and the teacher
should be monitoring students.
Students should be given ample time to complete the assessment, using teacher discretion.
This is a summative assessment & should be given in its entirety in one sitting to ensure validity of the data across the district. Do not administer in
sections over multiple days.
The directions provided should be read and clarified as needed.
Always encourage students to try their best on the test. (For mathematics, remind students to use efficient strategies and to justify their answers.)
Teachers should be aware if calculators are available/allowed on the assessment (grades 6 - 8 only).
Note 1: Teachers should be aware of student IEP, 504 and / or ELL accommodations/designated supports with regard to use of manipulatives on the
assessment.
Note 2: Students are not to see identical/similar questions before the assessment (ex: Do not preview the assessment by giving the same items on the test with
different numbers, etc).

During the Assessment

Reading assessment questions and/or text:
The teacher is not to read test questions or words
in the text.
Teacher should only read questions or words for
students who have designated supports or
accommodations when needed.
Marking answers on the assessment:
Students should mark their answers on their own scan
sheet, response sheet, or directly on the test as
applicable.
Both selected response and constructed
response items should be completed
independently.

After the Assessment

Teachers read through all assessments to get an overall sense of students answers to
constructed response questions.
Teacher scores the assessment using the specified rubrics.
This can be done collaboratively in PLCs or independently. It is strongly
encouraged that teachers do some calibrating of scores with other members of their
PLC.
Teachers use the 4 PLC questions to analyze their students data and student work for
evidence of understanding and misconceptions and to plan future instruction.
Data Entry:
Math: Data should be entered in DSC under Online Test Scoring.
ELA: Teachers will submit scan forms to DSC via building protocol (ie: submitting to
administrators, coaches, secretaries etc.) & enter specified test questions on Online Entry
on DSC.
SS: Scan forms to DSC
Science: Gr. 6-10 Data entry in DSC, Gr. 3-5 DE Science Coalition Wiki
http://wiki.doe.k12.de.us/dashboard.action
Absent students should take the test upon return

Page 4 PLC Qs: What do we want students to learn? How will we know theyve learned it? What will we do if they havent learned it? What will we do if they already know it?

Assessment Protocol
Colonial School District

Page 5 PLC Qs: What do we want students to learn? How will we know theyve learned it? What will we do if they havent learned it? What will we do if they already know it?