What is the rationale behind ACPS Common Quarterly Assessments?
Quarterly assessments provide actionable data that helps drive instruction, monitor student progress, and ensure accountability. They identify students' strengths and areas for growth, guide instructional adjustments, track mastery of standards, and simulate the rigor of state-mandated tests. The goal is to ensure students are on track to meet grade-level expectations and receive targeted support where needed.
Why do these tests seem to take priority over other assessments in classrooms and buildings?
Quarterly assessments are not intended to outweigh other classroom assessments but serve as a tool to identify school and division-wide trends across student groups. This data helps staff pinpoint areas for improvement and develop targeted support for teachers and students. Since we are only in the second year of implementation, we recognize that these assessments will continue to be refined to ensure accuracy and usefulness in capturing student mastery. The goal is for all formative and summative assessments to provide meaningful insights that help ensure student success across subjects and schools.
Why doesn’t the county provide common review materials along with the test?
As we adopt curricular materials across grade levels and subjects, we are also working to procure common instructional resources for teachers. Sometimes, we must wait for state approval of materials before adoption. In other cases, curriculum coordinators gather teacher feedback through Division Professional Learning Community (DPLC) meetings to determine the most effective classroom resources. As the division continues adopting curriculum and receiving state-recommended supplemental materials, we will work to provide additional instructional supports.
What are the consequences for teachers if students have low pass rates and test scores?
These assessments aim to identify learning gaps so that students receive the support they need. If the student were a patient, this is the difference between a quarterly check-up and an end-of-the-year autopsy. There are no punitive consequences for teachers based on low test scores. However, teachers who need additional support in unpacking standards, identifying learning strategies, or refining instructional delivery may be encouraged to collaborate with instructional coaches, curriculum coordinators, or other specialists. Support is also available upon teacher request to help strengthen instructional approaches and student learning outcomes.
How do these assessments help teachers develop greater assessment literacy?
Through participation in assessment creation and analysis, teachers deepen their understanding of what makes an assessment reliable, valid, and aligned with instructional goals. By reviewing student responses and analyzing trends in assessment data, teachers gain insights into how to adjust instruction for better outcomes. This work supports student learning and strengthens teachers’ ability to design meaningful assessments that accurately reflect student progress.
Could these assessments eventually replace teacher-created assessments, reducing workload and assessment fatigue?
As quarterly assessments become more reliable, valid, frequent, and authentic, they could replace some teacher-created assessments, providing a more streamlined and equitable approach to evaluating student progress. This shift could help reduce workload and assessment fatigue for both students and staff while still ensuring rigorous and meaningful measurement of learning. However, the role of classroom assessments in providing immediate and personalized feedback remains essential, and any transition would need to balance efficiency with instructional value.
What is the long-term vision for these assessments? Where do you see the division in 5-10 years?
The vision for quarterly assessments is for them to be continuously refined to ensure alignment with state-mandated tests while maintaining rigor and instructional relevance. Over time, the data gathered will not only indicate student performance on state assessments but also guide professional development, ensuring teachers receive targeted training based on student needs. Additionally, curriculum coordinators and instructional coaches will use assessment data to identify and implement resources and strategies that support high-quality instruction for all students. The ultimate goal is to create a system where assessments provide meaningful insights that drive student success, reduce unnecessary testing, and support the professional growth of teachers.
Answers by Dr. Matthew Haas, Superintendent