Assessment is the process of gathering information about student learning to inform education-related decisions. Assessments can reflect a wide variety of learning targets using a range of methods serving many important users and uses at a variety of levels from the classroom to the boardroom. In this sense, assessment is an essential part of the teaching and learning process.
- Assessment Literacy Defined (National Task Force on Assessment Education For Teachers)
In addition to classroom tests, quizzes, and project- or performance-based assessments that a teacher may administer to students, the district universally administers a variety of other assessments for various purposes including:
How Can I Obtain Information about My Student's Performance on Assessments?
Parents can feel free to reach out to their child's classroom teacher for the results of classroom assessments such as LinkIt benchmarks and IXL Diagnostics. Please feel free to reach out to your child’s teacher should you have specific questions about their classroom performance or report.
Some parents may wish to discuss the results with their child, highlighting areas of strength and identifying areas of potential growth. Some parents may also wish to have their child engage in additional standards-based practice via their IXL.com (see your child’s Analytics or access NJ state standards skill plans).
*CogAT score reports will be shared via the Genesis Parent Portal.
IXL Diagnostics (ELA & Math)
IXL's Real-Time Diagnostic, which pinpoints students' grade-level proficiency and generates personalized action plans to help learners grow.
LinkIt Benchmarks
Benchmark Assessments (grade-level content and skills)
In Franklin Lakes, Benchmark Assessments are one component of an assessment system intended to improve teaching and learning. According to Herman, et. al. (2010), "Benchmark assessments often serve four interrelated but distinct purposes:
(a) communicate expectations for learning,
(b) plan curriculum and instruction,
(c) monitor and evaluate instructional and/or program effectiveness, and
(d) predict future performance."
About LinkIt Benchmark Assessments (English Language Arts & Mathematics):
Unlike traditional classroom tests that measure mastery of concepts and skills after students have received instruction, LinkIt! Benchmarks provide immediate feedback and serve as an assessment FOR learning, not OF learning. In FLPS, these NJ standards-aligned assessments are administered at three separate intervals (Fall, Winter, Spring) during the school year. They are typically administered to students in general education and In Class Resource classroom settings.
ABOUT FORM A (Fall)
Parents should not necessarily be alarmed by low scores on this initial baseline assessment as students are assessed on standards for which they may not yet have had exposure. It is completely reasonable and expected for performance to appear “low.” This serves as a pre-assessment of this year’s content and skills and establishes this starting point from which to monitor student progress as instruction takes place during the year.
Your child, as well as his/her teacher and school administration, will continue to receive additional feedback from the winter and spring benchmark administrations. Benchmark results, combined with other information about your child's academic performance, inform individual student goals and help teachers strategically differentiate instruction and measure growth on specific standards and the overall curriculum.
ABOUT FORM B (Winter)
At approximately the midpoint of the school year, students are expected to have made growth from the baseline fall assessment; however, parents should not necessarily be alarmed by scores that are lower in comparison to traditional end-of-unit or chapter tests. Mastery of all the standards is not expected until the end of the school year - as instruction on all grade-level standards has not occurred yet. The emphasis on the winter assessment is on individual growth from the baseline (Form A) to the midpoint (Form B).
Your child's teacher will confer with him/her to recognize growth on individual concepts and skills and provide individualized support for areas in which additional focus is needed. The results from this round of benchmarking results will continue to be combined with other information about your child's academic performance to help inform whole-class, small-group, and individualized instruction.
ABOUT FORM C (Spring)
The results from the final administration at the end of the school year provide information regarding student mastery of content standards. This follows a year of instruction and may assist teachers in meeting the needs of students in the subsequent school year.
How Can I Obtain Information about My Student's Performance?
Parents can feel free to reach out to their child's classroom teacher for the results of benchmark assessments. They should keep in mind that the goal of each scheduled benchmark assessment.
Some parents may wish to discuss the results with their child, highlighting areas of strength and identifying areas of potential growth. Some parents may also wish to have their child engage in additional standards-based practice via their IXL.com (see your child’s Analytics or access NJ state standards skill plans).
Please feel free to reach out to your child’s teacher should you have specific questions about their classroom performance or report.
Cognitive Abilities Test [CogAT]
Frequently Asked Questions
The Cognitive Abilities Test, or CogAT is a nationally-normed test published by Riverside Insights that measures students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal. There is no defined curriculum for this assessment; it is NOT an assessment of grade level content and skills like the NJSLA standardized achievement tests or the types of assessments teachers use to diagnose, inform, and/ or evaluate learning, which are intended to assess the extent to which students have learned and can transfer/ apply grade-level content and skills.
The CogAT is typically administered in a group setting, proctored either by the student’s teacher or guidance counselor.
Unlike a math or spelling test following a unit of study, this assessment is not a test of academic achievement or of grade level content.
The CogAT seeks to assess students’ learned reasoning abilities as they relate to student learning and problem solving via three batteries of tests:
Grade 3 students are provided the opportunity to be assessed via the CogAT during the course of the school year. Official communiqués regarding CogAT testing dates will be provided in advance of the coordinated testing dates and placed on the FLPS web site’s calendar. Additionally, students new to the District in grades 4 and above are provided the opportunity to take the CogAT during the summer [FAMS]/ aligned with the 3rd grade CogAT administration [elementary schools].
Testing accommodations/ modifications will be implemented as prescribed by IEP, Section 504, or English Language Learning plans.
The information provided via CogAT testing informs our efforts to adapt instruction to the needs and abilities of students using a measure of cognitive development - not typically represented in report cards. Additionally, CogAT results are utilized, among other student assessment information, to create a comprehensive learner profile used to support identification of potential needs with supplemental programming such as gifted & talented services and/ or middle school mathematics course placements.
The results of each CogAT subtest are analyzed and used in combination with other assessments/ information to create learning profiles as students enter grades 4 and above. The results may contribute to a body of evidence (illuminating patterns of strength) that identifies a need for supplemental programming such as Gifted & Talented Tiered Services. Results are also included among other data points for determine appropriate course placements for the middle school math program. To learn more about the measures used to support identification for G&T services, please refer to our Gifted & Talented services web page.
No. Unlike the NJSLA, the CogAT is an optional local assessment. Parents/ Guardians can opt a student out of the assessment by writing directly to the principal and school testing coordinator (guidance counselor). If a student takes the assessment, more data points will be available when examining a student's learning profile for potential services. Opting a student out of the assessment will yield fewer data points when reviewing a student's learning profile.
FLPS utilizes the publisher’s scoring service and thus, is dependent upon the vendor’s turnaround time with respect to score reporting. Once scored reports are received in the district, they are reviewed and Individual score reports are mailed home via U.S. Postal Service.
Parents, guardians and teachers can learn more about the CogAT by viewing "Getting to Know the CogAT" video from the publisher, or they can visit the Resources for Families provided by the publisher.
The CogAT Score Report that parents/ guardians receiving following CogAT administration provides detailed information about an individual student's learning profile. For support in understanding the score report, parents/ guardians should access the CogAT Interactive Ability Profile Interpretation System at: https://www.riversideinsights.com/apps/cogat, and refer to the student’s Score Report to populate the required fields.
Additionally, this publisher-produced video "Getting to Know CogAT Profiles" provides additional information to support interpretation.
Students in Franklin Lakes Public Schools are assessed using the most recently normed (2017) versions of the CogAT. The publishers of CogAT provide guidance to school districts regarding appropriate test levels for specific grade levels. All grade 3 students will take level 9, a newly registered grade 4 student would take the level 10, and so on...
Creativity Assessment Packet
Student Exercises in Divergent Thinking & Feeling
The CAP measures the cognitive thought factors of fluency, flexibility, elaboration, originality, vocabulary, and comprehension. CAP is a test packet consisting of two group-administered instruments for children: the Test of Divergent Thinking and the Test of Divergent Feeling.
Parent Rating Scales
Supplemental rating instrument for parents of the same tested factors (fluency, flexibility, elaboration, originality, vocabulary, and comprehension) among children.
IOWA Algebra Aptitude Test
The IOWA Algebra Aptitude Test (also known as IAAT) is an assessment tool designed to evaluate a student's readiness and proficiency in algebraic concepts. This test is administered to students in Grades 6 and Grade 7, and it aims to gauge their mathematical problem-solving skills, algebraic reasoning, and overall mathematical aptitude. The exam is divided into four parts: Pre-Algebraic Number Skills and Concepts, Interpreting Mathematical Information, Representing Relationships, and Using Symbols. The results of the IAAT, along with other data points, provide valuable insights into a child's readiness for algebra, helping parents and educators tailor their support and instruction to better meet the student's academic needs.
Math Skills Readiness Assessment
This assessment measures grades 5-7 students' facility with core grade-level math skills that should be in place for success at the next grade level. Results of this assessment are including among data points on the FAMS Math Placement Rubric.
To encourage students to regularly practice these skills that are essential for success both this year and next year, we have created a Incoming Gr. 6-8 Math Skills Practice Google site, which can be used as a "study guide" and includes links to IXL-based practice. Students are assessed on modeling and application of the following:
Grade 5 (incoming grade 6):
Grade 6 (incoming grade 7):
Grade 7 (incoming grade 8):