Every NYC school uses a type of Periodic Assessment to monitor student learning, but each school chooses which particular combination of assessments meets its needs, so the details are different from school to school. Teachers and the Parent Coordinator can tell you which Periodic Assessments your school uses.
The NYC DOE offers several assessment options for English and math in all grades. Schools also have flexible options for how and when they administer many of the assessments. Schools that want an even more tailored set of assessments may apply to design their own package of assessments, which may or may not include some of the NYC DOE-provided options.
The NYC DOE provides the following options:
Acuity Predictive Assessments are designed to mirror New York State Tests. The purpose of these assessments is to predict students' likely Performance Level so that students and teachers know how much work they need to do and where to focus their effort to meet New York State Learning Standards.
Acuity Instructionally Targeted Assessments (ITAs) are designed to measure how well students have learned information recently taught in class and to help teachers plan instructional next steps. ITAs are aligned to specific units of study; therefore, they are not designed to show growth from one assessment to the next. They also do not predict performance on State tests.
Performance Series Computer Adaptive Assessments are designed to provide precise information about individual student’s strengths and areas for improvement. The test is given online and adapts to the students answers. When a student gets a question right the next question gets harder. When he or she get a question wrong, the next question gets easier. The purpose of the performance series assessment is to provide detailed information about which strands of knowledge students know and do not know. They are especially helpful for students performing above or below grade level, including special education students.
Teachers College Reading and Writing Project (TCRWP) Assessments are designed to measure a student’s changing ability to read increasingly difficult texts with fluency, accuracy, and comprehension. Students read aloud to the teacher as the teacher keeps a record. The purpose of rating the individual’s accuracy, fluency, and comprehension when reading these texts is that teachers are able to determine each reader’s independent reading level and determine the point at which each individual reader is able to handle slightly more difficult texts.
K−2 Literacy Assessments (ECLAS-2, TCRWP, Fountas & Pinnell, and DRA) are designed to measure students’ beginning reading skills. Their purpose is to help teachers tailor instruction to help each student progress.
English Language Learner (ELL) Periodic Assessments are designed to measure student progress in English language proficiency and to predict performance on State English language acquisition tests. The results are intended to provide teachers with detailed information about their students’ strengths and weaknesses in English language development and serve as a resource to help plan individual and group instruction.
The Preliminary SAT (PSAT) data pilot is an opportunity for high schools to learn about using Preliminary SAT data to make instructional decisions.
The Design Your Own (DYO) option allows schools to apply to design their own combination of periodic assessments, which may or may not include DOE-provided options.