Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 5617 | WWW.CAPSS.ORG Why is this important? Mastery-based education focuses on supporting students as they develop knowledge and skills. Assessments that measure learning and document mastery should therefore be given when students are ready. Given the variety of content and skills, a variety of measures are needed to assess mastery. While statewide assessments are important for holding schools accountable to the Connecticut Core of Learning, additional assessments are also needed to document the full range of student learning.16 Accountability systems must allow for demonstration of student proficiencies through a broad array of assessment methods beyond conventional test-based systems tied to a system of test-based sanctions. Accountability systems must be re-focused to include the degree to which the school provides authentic opportunities to learn through a wide variety of learning experiences. The vision To support mastery- based education, students take assessments when they are confident they have mastered content and skills. Schools are held accountable by the results of a variety of measures that illustrate how they are supporting and improving student learning. Retool Assessment and Accountability Strategies to make the vision a reality ◆ Multiple measures Teachers have a range of assessments to measure student mastery in all subjects. These include formative assessments given alongside lessons to better determine if students are developing skills and understanding. Summative assessments are administered to determine the level of mastery. Students have a voice in which assessments they complete (essays, projects, presentations, tests), with teachers guiding them to ensure a variety of assessments measure various skills. Students can re-take assessments to demonstrate mastery. ◆ Growth measures Schools are held accountable for student learning over time. ◆ Adaptive assessments Assessments are designed so that the difficulty of the questions adapts to the student’s ability to answer questions. The adaptive assessments include items appropriate to the student’s state of readiness. If a student correctly answers questions at his or her grade level, the assessment offers more challenging questions. 17 | WWW.CAPSS.ORG