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.

Technology-based assessments

Technology-based classroom assessments provide quicker, if not immediate, feedback on learning. Technology helps students self-monitor learning and with teacher guidance, recognize and respond to their strengths and weaknesses. It also provides teachers with ongoing data for immediate and targeted adjustments to instruction.

Professional opportunities to build assessment expertise

Teachers know how to create and implement a variety of assessments and are provided the time to work with colleagues to calibrate common understandings of measuring mastery.


Current Status

The new accountability system includes five categories. As part of this reform, the state test is computer-based and partially adaptive, allowing some adjustments to determine grade level. In 2016, when the state has several years of data, Connecticut’s accountability system will hold schools accountable for improving student achievement over time, rather than just taking into account static measures of achievement. A revised accountability system is in the process of implementation with multiple data sources, not just test scores. In addition, the new accountability system has a major emphasis on growth of student learning.



To lead the continuous improvement of public education for all students by advocating public policy for children and by developing and supporting executive school leaders.



Connecticut Association of
Public School Superintendents

26 Caya Ave | West Hartford CT 06110-1186
Phone: 860.236.8640 | Fax 860.236.8628
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