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Committee debates math assessment approach and benchmarks: MAP, ALEKS, ACT and the state forward exam
Summary
Staff told the committee the district will report percent of students meeting grade-level mastery and recommended including both state forward exam and ACT benchmarks; members discussed assessment validity, test fatigue, and possible local bins for reporting.
Presenter Janelle updated the board on math assessment changes and the evidence the district can reliably report.
"So notice here, I'm... I put, like, the ... I want to leave MAP in there because we're going back to MAP math," Janelle said, explaining plans to provide mastery evidence and noting limitations when an assessment instrument was not administered the prior year.
Several board members pushed back on computer-based assessments and raised concerns about students "clicking through" items. One member said, "Every time the kid sees MAP, it can't be that much different than the kids see pre ACD... Click click click click click," arguing that some assessments produce completion metrics but not the diagnostic detail teachers need.
Members asked whether the district could develop local assessments that align to curriculum rather than relying solely on statewide instruments; staff said the district does maintain common summative assessments embedded in instruction but that statewide decisions (and the state's choice of forward/ACT metrics) ultimately affect district reporting. The committee asked staff to provide strand-level math reporting for high school (geometry, algebra, numeration) and both state and ACT benchmarks so the board can compare definitions of proficiency.
