Assessment

Formative Assessment is a process used by teachers during instruction that provides feedback about student progress and understanding. Information from this type of assessment helps the teacher to adjust teaching and learning to improve students’ achievement of the lesson content. Formative assessment can help to differentiate instruction to address specific student needs, set goals, and help students understand how to move learning forward on their own.

Summative assessment is the evidence that shows what a student has learned or mastered at the end of a set period of time such as the end of a unit of study. Summative assessment may include observations, conversations, projects, presentations, assignments or tests that are communicated to parents.

Both formative and summative assessment are used to provide teachers, students, and parents with a clear picture of progress in relation to learning goals.

Each year at the end of October, the State of Illinois releases the “State Report Card” for school districts. From 2015-2017, the PARCC test was administered in the spring to students in Grades 3-8 with the purpose of measuring student achievement in English Language Arts and Mathematics.  In the spring of 2019, Illinois switched to the Illinois Assessment of Readiness (IAR) as the State assessment for Grades 3-8.  According to the Illinois State Board of Education, the IAR measures of student mastery of the Illinois Learning Standards in English Language Arts and Mathematics and their readiness for the next steps.

While the IAR is one measure of student achievement, it is just that, one measure. It is important to remember that each student who walks through our doors has strengths and challenges that a IAR test result cannot show. This assessment is designed not to tell a student’s entire story, but rather a snapshot in time.

To ensure that we are able to create a more complete picture of a student’s progress, we utilize multiple measures and assessments such as regular classroom assessments, developmentally appropriate progress monitoring assessments, and the nationally normed iReady test. The variety of data collected serves an important role in helping us to understand the needs of our students and inform instruction to best prepare them for the future.

Information on school data, including academic performance, school environment, educators, and students for Lisle District 202 and public school across Illinois can be found on the Illinois School Report Card.

The i-Ready Assessment Series was adopted by Lisle Elementary and Lisle Junior High Schools in the Fall of 2020 to provide student performance data and support resources in the areas of math and reading.

• Three assessment windows (fall, winter, and late spring)  provide actionable data about students’ grade level proficiency based on state and national standards and provide a look at students’ growth over time. 
• Once a student’s proficiency is identified, online and traditional paper practice modules may be assigned to address specific standards to accelerate growth.
• Preliminary data indicates that the i-Ready resources have had a positive impact on student proficiency. Some students identified as below grade level have seen more than the expected annual growth to date after participating in the additional i-Ready practice modules.

In compliance with federal testing requirements, Illinois will administer a science assessment to students enrolled in a public school district in grades 5, 8 and once at the high school level. The high school assessment utilizes a course-based model with content aligned to Biology I. The assessment will be administered in an online format and is aligned to the Illinois Learning Standards for Science incorporating the Next Generation Science Standards (NGSS), which were adopted in 2014.

Learn more about the Illinois Science Assessment

Formative Assessment is a process used by teachers during instruction that provides feedback about student progress and understanding. Information from this type of assessment helps the teacher to adjust teaching and learning to improve students’ achievement of the lesson content. Formative assessment can help to differentiate instruction to address specific student needs, set goals, and help students understand how to move learning forward on their own.

Summative assessment is the evidence that shows what a student has learned or mastered at the end of a set period of time such as the end of a unit of study. Summative assessment may include observations, conversations, projects, presentations, assignments or tests that are communicated to parents.

Both formative and summative assessment are used to provide teachers, students, and parents with a clear picture of progress in relation to learning goals.

Performance Series®, Scantron’s computer-adaptive diagnostic testing solution, provides educators with instant test results, personalized to each student, that ensure correct overall student placement. Administered over time, these tests provide a longitudinal view of student growth in core curriculum areas (English Language Arts and Mathematics). www.scantron.com

The State of Illinois utilizes the PSAT/SAT Series of Exams to measure high school students’ academic achievement beginning in Ninth Grade.

• PSAT 8/9 - 9th Grade
• PSAT 10 - 10th Grade
• PSAT/NMSQT - 11th Grade - Fall
• SAT - 11th Grade 

In compliance with federal testing requirements, Illinois will administer a science assessment to students enrolled in a public school district in grades 5, 8 and freshman year. The high school assessment utilizes a course-based model with content aligned to Biology I. The assessment will be administered in an online format and is aligned to the Illinois Learning Standards for Science incorporating the Next Generation Science Standards (NGSS), which were adopted in 2014.

Learn More About the Illinois Science Assessment

About Advanced Placement (AP)

AP is a rigorous academic program built on the commitment, passion, and hard work of students and educators from both secondary schools and higher education. Taking AP classes benefits students in a number of ways:

Favorably Impacts College Admission

• Students who take AP courses send a signal to colleges that they’re serious about their education and that they’re willing to challenge themselves with rigorous course work.¹
• 85% of selective colleges and universities report that a student’s AP experience favorably impacts admission decisions.²

Offers Financial Benefits

• Students who take five years or more to graduate can spend $21,500 for each additional year in college, to cover tuition, fees, living expenses, transportation and other costs.³
• Research shows that students who take AP courses and exams are much more likely than their peers to complete a college degree on time.⁴

Builds Skills and Confidence

• Students learn essential time management and study skills needed for college and career success.
• Students dig deeper into subjects that interest them, and learn to tap their creativity and their problem-solving skills to address course challenges.

1. The College Board, The 10th Annual AP Report to the Nation, February 11, 2014.
2. Unpublished institutional research, Crux Research Inc., March 2007.
3. The College Board, Trends in College Pricing 2011, Figure 1.
4. The College Board, College Outcomes Comparisons by AP and Non-AP High School Experiences, 2008.

Please visit the LHS About Page for information on AP Test schedules.