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Assessment

We believe that assessment is a key feature, not an after-thought, of high quality education.  Once curricular learning goals have been established, we must determine what evidence can be used to judge the extent to which we are achieving those goals. Three key aspects of our assessment system are classroom assessments, benchmark assessments, and state assessments.
Researchers have reached four general conclusions regarding classroom assessment:

• Feedback from classroom assessments should give students a clear picture of their progress on learning goals and how they might improve;
  
• Feedback on classroom assessments should encourage students to improve;
  
• Classroom Assessment should be formative in nature;
  
• Formative classroom assessments should be frequent.1

Benchmark assessments are used in core curriculum areas to monitor student progress throughout the school year.

Roxbury students participate in NJ state assessments in grades 3-8 (NJ ASK), HS (Algebra, Biology, and HSPA), as well as ACCESS for ELLs (English Language Learners in grades K-12).

For the report on the 2010 state assessment results, click here.

1- Marzano, Classroom Assessment and Grading That Work