Assessment | Formative assessments | Grading | Evidence Sheet | Habits and Behaviors | Intervention | Learning Target | Remediation | Summative assessments


Any task that provides information to the teacher about what a student knows or is able to do; assessments may or may not be scored, depending on their purpose.

Formative assessments

On-going tasks and observations in a classroom used to improve instructional methods and to give students feedback throughout the teaching and learning process. Lab reports, quizzes, essays, and anecdotal records are all examples of formative assessments used by teachers.


Providing a formal report of student progress to both students and to parents.

Evidence Sheet

A student tool for self-evaluation. On the evidence sheet students indicate whether an error was due to carelessness or a result of not understanding a concept or skill.

Habits and Behaviors

Motivation, communication, cooperation, and responsibility demonstrated by a student. The score range is 1-4. Students earn a score of 4 if they consistently demonstrate actions with initiative or leadership related to the habits and behaviors categories. They earn a 3 if they consistently demonstrate the habits and behaviors, 2 if their actions are demonstrated inconsistently, and a 1 if they rarely demonstrate these actions.
  • Motivation – being a self-directed learner; showing high level of engagement and effort with difficult or complex activities; staying on task and maintaining attentiveness; submitting best quality work.
  • Communication – initiating and sustaining conversations; participating in discussions; listening and providing appropriate responses; asking questions and responding to feedback
  • Cooperation – showing self-control and respect for others; collaborating on teamwork; exhibiting a positive attitude; using time effectively
  • Responsibility – bringing learning materials, completing assignments on time, arriving on time, being organized, and complying with rules and procedures.


Intervention is an approach to providing systematic assistance to students who are having difficulty learning. Intervention is typically provided to students in reading, writing, or math, although intervention may sometimes receive intervention in other core subject areas. Some interventions are as basic as differentiated instruction, small group review, or one-on-one remediation of a concept or skill. For other students intervention is provided using research-based approaches, materials, and/or programs.

In the South Western Schools District, the term intervention is also used when referring to enrichment that is provided to students who are doing well in the core curriculum and who would benefit from a greater level of challenge in reading, writing, math or other core subject area. At the middle school, a specific period of the day, the Colt period, is designated for intervention at each grade level. Each elementary school also has a designated intervention period for each grade level. At the high school level, interventions are typically provided during fifth period, before school, or after the school day.

Learning Target

Subgroups of content that are derived from the Big Ideas; define what a student knows or is able to do; are what students are held accountable to and what teachers assess


The process to improve a student’s level of understanding of a learning target.

Summative assessments

Tests or other tasks used to make a judgment about student understanding of concepts and mastery of skills after instruction has taken place. Summative assessments are used to determine if students have mastered specific competencies and to identify instructional areas that need additional attention. The PSSA, a final exam, SAT, and unit tests are examples of summative assessments.