The Cedarburg comprehensive balanced assessment system includes classroom assessments, grade/course common assessments, statewide assessments and the MAP (Measures of Academic Progress) Assessment. All are standards-based and each type of assessment provides information about the attainment of proficiency in both content knowledge and skills.
Quality assessment impacts students’ motivation for learning and improves instruction. The teaching & learning interaction is informed by both summative and formative assessment.
Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures, or by students to adjust their current learning-tactics. Recent research on learning supports assessment that is integrated into instruction and gives teachers timely information about how well students are responding to instruction. All Cedarburg educators are engaged in collaborative efforts with colleagues to develop quality common assessments that are directly linked to curricular learning targets and can be used formatively.
Summative assessments are found at the classroom, district and state level and can be graded and used for accountability. The information gathered from summative assessments is evaluative and is used to assess standards-based proficiency. Summative assessments include selected response items (multiple-choice, true/false, matching) and constructed response items (fill in the blank, brief/extended written response, and performance tasks).