District Assessments

In addition to statewide assessment data, District 197 also uses data from a variety of national tests:

Measures Of Academic Progress (MAP)

  • Nationally normed assessment by NWEA (Northwest Evaluation Association) located in Portland, Oregon.
  • MAP assessments are computer-adaptive achievement tests in Mathematics and Reading.
  • The computer adjusts the difficulty of the questions so that each student takes a unique test.
  • Administered to students in the fall to measure individual academic growth in a year.
  • Students tested in Reading and Math in grades 1-8.
  • Aligned to the MN Academic Standards in Reading and Math.
  • Used as a predictor of performance on the MCA, to differentiate and inform instruction and to set individual student growth targets.
  • Fall results are shared with parents by individual teachers no later than fall conferences.
  • Winter and Spring results are shared with parents by individual teachers, as needed.
  • More information

Cognitive Abilities Test (CogAt)

  • Locally administered normative test used to measure students’ learned reasoning. abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal.
  • Administered to students in grade 2 in December.
  • Administered to students in grade 3, 4 & 5 in December who meet the criteria of 90% or above on both Reading and Math MAP assessment in the Fall.
  • Results are shared with parents during Spring conferences.
  • Assessment used as one leg of our identification process for Gifted and Talented services.
  • CogAT FAQ
  • More information

Benchmark Assessment System (BAS)

  • The BAS is a diagnostic assessment that provides the teacher with a reading text level (A-Z) and information regarding reading accuracy, comprehension, and fluency. 
  • Locally administered to students in Kindergarten thru Grade 4.
  • Assessment scores are used to develop guided reading groups and guide instruction.
  • Reading intervention teachers use BAS optional assessments to further diagnose specific areas of need.
  • Results are shared with parents as needed.
  • More Information

Kindergarten Math Assessment

  • Each kindergarten assessment includes an individual interview and a written assessment of skills.
  • The first is a baseline assessment designed to help teachers ascertain incoming kindergartners' math skills.
  • The subsequent assessments are administered at two- or three-month intervals. These periodic assessments check for conceptual understanding, procedural fluency and application of coherent and rigorous standards; and are intended to provide a snapshot of each student's skills near the end of each quarter of the school year.
  • Results are published on report cards.

Kindergarten Early Literacy Assessment

  • Administered three times throughout the year by the classroom teacher.
  • Assessment includes Early Reading Behaviors, Concepts of Print, Letter ID and Letter Sounds, and Phonological Awareness (rhyme, blends and segmenting).
  • Data is used to develop reading groups and guide instruction.
  • Reading Intervention Teachers use this data to form groups of students that may need additional intervention in specific areas.
  • Results are shared with parents as needed.