Curriculum, Instruction, and Assessment

Curriculum, Instruction, and Assessment are intricately linked pieces of every educational program. It is impossible to separate them but for the purposes of providing information to our teachers, parents, and community members it is sometimes helpful to look at them as separate pieces of the larger puzzle. Assessment refers to how we measure if students know and are able to do what is outlined in our curriculum.

Local Formative and Summative Assessments

Our assessments fall broadly into two categories; formative and summative. These labels are based on how we use the assessment. A formative assessment is meant to inform our instruction; to guide the choices we make around how and what we need to teach in order to insure learning continues. A summative assessment is often a summary or summation of learning; it is given at the end of a unit or course and allows the student to show what they know and are able to do. Our assessments make up the core of our reporting systems although not every assessment is graded. Many assessments are used by the teachers to evaluate both instructional effectiveness as well as student learning.

State Assessments

In addition to our locally designed assessments, we have state assessments that are powerful tools in helping us gauge both student progress and the effectiveness of our curriculum and instructional routines. The New England Common Assessment (NECAP) in Science, and SBAC (Smarter Balanced Assessment Consortium), and the SAT were administered during the 2016-2017 school year. In the coming months we will provide you with more information about the new assessment called, New Hampshire State Assessment System, that will be given in the Spring of 2017. This is part of the assessment program linked to ESSA (Every Student Succeeds Act).

As we prepare to give the new State Assessment for the first time we will share information here. If you have any questions about the new assessment, please contact the Director of Curriculum, Instruction and Assessment, Sarah Marandos.