Policies » Section I: Instruction » ILBA: Assessment
Policy Date: 06/19/2007Download Policy Now
HSD FILE: ILBA
HOOKSETT SCHOOL DISTRICT
It is the policy of the Board that the Superintendent will develop and manage an assessment
program that provides ongoing evaluation of the effectiveness of the curriculum on improving
student performance. The program must adhere to the processes for selection, administration,
and interpretation of assessment instruments specified below. This program will include both
local and statewide assessment tools. The program must be aligned with the goals of the School
District and be designed to assess each student’s progress toward meeting the defined
For the purposes of assessment of high school course work through the demonstration of student
mastery of course competencies, the following definitions are established:
Course Level Competency: the expected content, concepts, and skills to be mastered in a course.
Competency Assessment: the process by which a student demonstrates sufficient evidence of
Mastery: a student presenting sufficient evidence of attainment of the required competencies.
Test results will be analyzed and used with other data for the following purposes:
• To identify individual student strengths and weaknesses in skill development;
• To diagnose strengths and weaknesses of groups;
• To individualize instruction;
• To report progress to parents;
• To select curriculum materials;
• To set the pace of instruction;
• To select methods of instruction;
• To counsel students;
• To help determine revisions needed in the curriculum.
The selection process will include the professional staff in its efforts to investigate new
assessment tools and evaluate existing ones. Assessment instruments selected will provide an
authentic assessment of student learning outcomes through multiple formative and summative
assessment instruments including, but not limited to teacher observation of project-based
learning, including off-site learning projects; competency-based assessments; and teacherdesigned
quizzes and tests. Additional instruments may include written examinations, oral
examinations, alternative questions, demonstrations, writing exercises, individual projects, group
projects, performances, student portfolios, and samples of student’s best works.
The assessment program will include a schedule for administration to students, distributed to
staff and the Board before the start of each school year.
Each building principal will provide assurance that test procedures are followed at the school level
including the distribution and collection of test materials, test security, use of test results and
testing dates as well as other pertinent requirements. Readiness assessment shall be
administered to all children entering first grade. Handicapped students must be provided the
opportunity to participate in all student assessments. Any modifications in administration should
be made and documented during the Individualized Education Program (IEP) review.
The Superintendent or designee will ensure that data from the student assessment program is
compiled, analyzed, summarized, and reported to the Board annually. The Superintendent or
designee is responsible for the scores of individual students and they shall be made available only
to appropriate personnel within the school in which the student is enrolled and to parent(s) or
legal guardian(s) of each student as provided by law. Interpretation of test results shall be made
available to parents and students.
The Board will provide funding for the student assessment program, including professional
development for teachers in the use of tools to understand assessment results, to adjust
instruction to meet personalized needs of students, and to monitor progress.
The Superintendent will provide an ongoing evaluation of the assessment program, and will
provide regular reports to the Board showing the effectiveness of the curriculum on improving
Legal Reference: RSA 193-C; NH Code of Administrative Rules, Section Ed. 306.24
Adopted: June 19, 2007