Assessment is an integral part of daily  instruction. It requires planning specific ways to use assignments and discussions to discover what students do and do not understand. The insights gained by making assessment a regular part of instruction enable edcuators to meet the needs of the students who are eager for more challenges and to provide intervention for those who are struggling.

The following direct and indirect assessment methods are used at the classroom level across all grade levels:

  • Diagnostic assessments--sets of written questions (multiple choice or short answer) that assess a learner's current knowledge base or current views on a topic/issue to be studied in the course.

  • Placement assessments--used to “place” students into a course, course level, or academic program. Placement assessments are administered before a course or program begins, and the basic intent is to match students with appropriate learning experiences that address their distinct learning needs

  • Formative assessments--monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. Formative assessments: help students identify their strengths and weaknesses and target areas that need work

  • Summative assessments--evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.

MCAS 2.0

Before education reform and statewide testing in the 1990s, Massachusetts students were lagging behind other states and too often graduated from high school without the basic reading and math skills needed to succeed in life.

Today, Massachusetts students are #1 in the country in reading and math. In reading, they are #1 in the world.

So how did this happen? In the early '90s, the state passed a law that included high learning standards, consistent funding, more choices for families, and accountability for how well students are being served. Part of that act included statewide assessments to make sure all students are learning.

When scores show students can't meet basic learning standards, schools and districts can adjust instruction to address those areas. Parents and the public can ask questions and ensure educators are taking action.

Statewide testing, which accounts for approximately 1 percent of class time each year, provides information to educators, helps parents check their child's and school's progress, and lets taxpayers know if they are getting a good return on the tax money they invest in schools.

Statewide assessments also help the state know where to focus its efforts, whether that be on individual struggling schools or wide subject areas, like early reading or middle school math. Without testing, those needs would remain hidden.

Yes, state test scores are just one piece of a student's academic picture, but they are an important factor. Why does testing matter? Because you deserve to know where your child, school, and district stand.

- MA Department of Elementary and Secondary Education

See the attached documents for more information about:

  • Why a new test?

  • MCAS 2.0 testing format and questions vs. "legacy" (old) MCAS

  • Computer-based testing phase-in for Northbridge Public Schools

  • High school competency determination/MCAS requirements for graduation

  • Information letter to parents/guardians & parent/guardian report information

  • Student participation requirements