Assessment & Evaluation Dept

Quick Guide to TUSD Assessments – this table shows the different tests students take, how often the different assessments are administered, and the types of information that each assessments provide.

Name and Purpose of Assessments at Tucson Unified

Assessment Types	Screener/Diagnostic	Formative Assessment: Student	Formative Assessment: Teacher	Classroom Summative	Interim/Benchmark	End-of-Year/Course Summative
Tests	DIBELS, IReady / IXL	Teacher-Created Classroom Assessments	Teacher-Created Classroom Assessments	End of Unit Tests	Quarterly Benchmarks in ELA and Math	State Tests (AASA, MSAA, ­AzSci, ACT Aspire, ACT) AP, IB, CTE, Civics
Frequency	Periodically	Daily -during learning and teaching	Daily -during learning and teaching	After an extended period (quizzes, end of unit or learning module)	Across calendar periods (quarterly, semester)	End-of-year, grade level, or course
Purpose	Screener: Identify students who may be at risk. Monitor student progress. Diagnostic: Determine readiness for learning.	Clarify learning goals and success criteria within a broader progression of learning. Engage in self-assessment and peer feedback. Monitor learning relative to learning goals.	Clarify learning goals and success criteria within a broader learning progression. Elicit/analyze evidence of student thinking. Monitor student learning relative to learning goals. Monitor progress with respect to targeted interventions. Inform instruction and improvement.	Inform instruction and improvement. Evaluate attainment of learning goals	Track student learning relative to expected learning goals. Predict end-of-year/course proficiency.	Measure end-of-year/course proficiency Gauge student achievement of standards Gauge school or district progress relative to student achievement and growth

This graphic describes the different assessment types that TUSD provides, how often the assessments are administered over the course of the school year, and if an assessment is high stakes (e.g. state assessment) or low stakes (classroom formative assessment) in terms of state accountability.

Assessment frequency, standards, and stakes.

Assessment Type	Frequency	Standards	Stakes
State Summative Assessment	Once per year	Many Standards	Highest Stakes
Adaptive Growth Assessment	3 times per year	Many Standards	High Stakes
Interime/Benchmaek Assessment	3 times per year	Many Standards	Highe Stakes
Performance/Authentice Assessment & Projects	3 times per year	Several Standards	Medium Stakes
Classroom Summative Assessment	5 times per year	Several Standards	Medium Stakes
Common Classroom Formative Assessment	Several per year	Few Standards	Low Stakes
Classroom Formative Assessment	Several per year	Single Standard	Lowest Stakes

How teachers use data in the classroom – Data driven decision-making is an essential part of the instructional cycle to help teachers make informed decisions that are targeted to the students learning needs and strengths.


High Quality Instruction Cycle

1. Goals & Outcomes – Connect learning intentions and student success criteria to standards and student data; incorporate high expectations that take unique student characteristics into account.
2. Planning Instructions – Consider the evidence-based curricular options available and plan strategies to personalize accommodate, scaffold, and activate background knowledge.
3. Instruction – Incorporate student agency, customized supports, opportunities to read, write, speak and listen while providing multiple opportunities to show mastery over time.
4. Assessments – Design and use formative assessment practices that are student-centered with multiple methods for demonstrating competency.
5. Data & Reflection – Analyze and reflect on student errors and misconceptions, and outcomes; meet with collaborative teams and use a variety of data to reflect on instruction.
6. Adapt Instruction – Adjust plans for instruction based on student needs by extending and deepending learning, providing appropriate intervention, and incorporating feedback.

Tucson Unified School District’s Gifted and Talented Education (GATE) program assesses students throughout each school year using the CogAT and the RAVEN’s assessment tools.

Students who meet qualifying criteria on these assessments are invited to participate in GATE.

Please visit GATE Program or GATE Testing for more information on these programs.

Discover University High School

University High School (UHS) is a National Blue Ribbon School and has consistently been ranked in the top schools nationwide. This rigorous school serves academically focused and intellectually gifted students. At UHS, we provide curriculum and social support not offered in the comprehensive high school.

• Learn more about UHS
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Vision Statement

University High School will be the premier regional college preparatory school that serves academically focused and intellectually gifted students by providing a rigorous, challenging curriculum and by offering programs that reflect the diverse backgrounds, talents and cultures of our students within a supportive school-wide community.

School Questions - Curriculum, Activities, Tours

Katrina Messing – Recruitment Coordinator & Student Advisor 

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Admission Questions – Application, Qualifying, Entrance Exam

Dr. Dynah Oviedo – Admission Coordinator

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