Welcome to the Department of Assessments

Picture of Assessments Office


  • The content of assessments should match challenging subject matter standards and be connected to contexts of application.  Learning should be assessed based on observations, oral questioning, significant tasks, projects, demonstrations, collections of student work, and students’ self-evaluations.  Teachers and administrators must engage in a systematic analysis of the available evidence.  Teachers’ close assessment of students’ understandings, feedback from peers, and student self-assessments are a central part of the social processes that mediate the development of intellectual abilities, construction of knowledge, and formation of students’ identities (Shepard, 2000).

    In addition to assessments being well aligned with curriculum and pedagogy, assessments should include high-leverage tasks to generate important information about students’ understanding of the most important concepts or ideas in a unit.  Coherence between assessment tasks and core concepts in the units of study is vital.  Assessment content and formats should more directly embody thinking and reasoning abilities that are the ultimate goals of learning (Frederiksen & Collins, 1989; Resnick & Resnick, 1992).


    Shepard, L. 2000. The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report. Los Angeles, CA.

Contact Us!

  • New Brunswick Public Schools 
    268 Baldwin Street 
    New Brunswick, NJ 08901 
    Office: (732) 745-5300
    Fax: (732) 418-4346

Assessment Types

  • New Brunswick Public Schools uses assessments formatively and summatively to uncover student and teacher learning needs.

    • Formative Assessments
      • Provide multiple opportunities and methods for teachers to assess students’ learning during teaching
      • Carried out during the instructional process for the purpose of improving teaching and learning
      • Functions as evidence about student achievement and is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction
    • Summative Assessments
      • Designed to assess students’ learning at the end of units and sets of lessons which include scaffolded and independent tasks that asks students to use, apply, and synthesize what they have learned
      • Evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course or program.
      • Almost always formally graded