Subject: English Language Arts
Grade Level(s): 2 – 12
Measures Growth: Yes
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The LAUSD Periodic Assessments are designed to measure student progress at intervals throughout the year, and are aligned to the California Standards Test. In ELA, Periodic Assessments are administered at three intervals throughout the year in grades 2-10.
Cons: Not aligned to the standards I teach • Takes students too long to complete
Pros: Results returned quickly • Data is presented clearly
Cons: Difficult to administer • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
In English Language Arts, the assessment is aligned to the California standards but does not correlate with the mandated lessons, because the academic terminology is different. Also, the exam presents far too many selections for a student to read and analyze in the allotted (or expected) time. In all, the exam takes about five hours to administer and five hours for the instructor to grade when there are extended responses. Many other problems, and overall very little practical use.
Submitted by Lisa in California on April 25, 2013
Pros: Aligned to the standards I teach
Cons: Does not assess higher-order thinking • Misses growth of some students, such as those far below and/or far above grade level • Takes students too long to complete
Pros: Easy to administer • Results returned quickly • Helps me track my students' learning gains over the course of the school year
In 5th grade this assessment is almost as long as the CST. Because many of the concepts and skills being assessed spiral over the year, test-to-test comparisons are useful both for my students and me. If it were half its present length, we'd all be much happier.
Submitted by Su in California on February 20, 2012
Pros: Aligned to the standards I teach
Cons: Does not assess higher-order thinking • Takes students too long to complete
Pros: Easy to administer • Results returned quickly • Helps me track my students' learning gains over the course of the school year • Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
The assessment is very long and takes time away from instruction. It is not aligned with our curriculum. It is demoralizing to students who think they are below grade level becaujse we are assessing them on material not covered. Teachers have not been instructed on their purpose or how to use the data. The results are available if I enter my own scores. However, it takes a very long time as the assessment is very long. The same standards are assessed each time, so I can see if students are making gains. This gives me a general sense on how to form my instruction.
Submitted by Pam in California on January 25, 2012
Pros: Aligned to the standards I teach • Assesses higher-order thinking
Cons: Takes students too long to complete
Pros: Easy to administer • Results returned quickly • Helps me track my students' learning gains over the course of the school year • Data is presented clearly • Data I receive helps me understand where I am teaching well and where I need to improve
LAUSD's periodic assessments are useful but timing constrains and limits teaching to a very strict pacing plan where there is little to no time for review or reteaching. Assessments are often required to be given before I have had an opportunity to teach all the concepts covered on the tests which seems unfair. Also, periodic assessments in math, language arts and science are administered so frequently, it seems like we are always testing.
Submitted by Meteka in California on January 22, 2012
Pros: Aligned to the standards I teach • Assesses higher-order thinking • Takes students a reasonable amount of time to complete
Cons: Misses growth of some students, such as those far below and/or far above grade level
Pros: Easy to administer
Cons: Results are not returned quickly • Doesn't help me track my students' learning gains over time • It is hard to use the data • Is not helpful to my professional growth as a teacher
Like any state assessment, CST data does not come back until the school year is over. There are also no data sets that provide growth, so it is difficult to tell what students actually got from being in a particular teacher's classroom. The questions are challenging and rigorous, but only authentically assess students on grade-level. It is not an assessment that can/should be used to inform instruction or monitor progress.
Submitted by Andrew in California on January 19, 2012
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