Assessment
We believe assessments have the power to elevate how we teach and progress
In the University Place School District (UPSD), we believe testing shouldn't just be about a singular defining grade on a paper—it's about understanding and supporting your whole child multiple times a year, over their entire time here K-12th.
Our Teaching & Learning department intentionally works closely with administrators and teachers multiples times a year to make sure we use data appropriately. In UPSD, our schools, principals, and teachers receive the same customized, thorough data summaries, pivot tables, decks, and workbooks two times a year. We are consistent and meticulous in our test data review—processing year after year in the same way, focusing on growth, we guarantee we can improve districtwide on a larger scale.
Assessments in UPSD are simply tools to help us work together with parents, administrators, and teachers. They show us where your child is shining and where they might need a little extra help to reach their goals---both essential in ensuring we do our part to thrive collectively.
Looking at the Whole Child
We use a balanced approach to see how students are doing and progressing through their time in UPSD. This means we look at two main areas:
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Academic Growth: Checking how well your child is learning reading, math, science, and other grade-level subjects. While classroom formative assessments are used regularly, so are district and state assessment data.
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Social-Emotional Well-Being: Checking in on how students are feeling, adapting, and connecting with others is essential if we want our students to grow.
Making Sense of the Data
We want to take the guesswork out of test results for teachers and parents. We are dedicated to helping both teachers and parents understand what these measurements actually mean. We provide parents all resources, FAQs, and necessary information on understanding scores (for district and state testing) on our website and at least three times a year via ParentSquare. Teaching & Learning staff also work with teachers to understand what multiple measures may indicate for our students by grade level throughout the year. By looking at the facts clearly, we can make smart, personalized decisions to support your student’s unique learning pathway.
World Language Testing
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TBD for the 2026-2027 SY
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Testing Location A (*9th-12th graders): Curtis High School, College & Career Readiness Center - Room 103
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Testing Location B (8th-*9th graders): Curtis Junior High School, Computer Lab 211
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*9th graders will test either at CJHS or CHS depending on seats available, an email will notify those who register of their final location
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Testing Time: The World Language test will take 2-4 hours at minimum. You will be responsible to make arrangements with teachers for any assignments/tests missed during testing time. This includes Running Start classes. We will NOT split up the test to accommodate other classes.
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What Languages will be tested?
These are the languages that will be offered for testing this year for registered students:
Language/ Cost of Test $25 for each test
American Sign Language
Arabic
Bulgarian
Cambodian
Dutch
Farsi
French
German
Hebrew
Hungarian
Hindi
Indonesian
Italian
Japanese
Korean
Luganda
Mandarin (Simplified OR Traditional)
Macedonian
Marshallese
Norwegian
Persian-Farsi
Polish
Portuguese
Punjabi
Romanian
Russian
Samoan
Spanish
Swahili
(Tagalog)Filipino
Thai
Turkish
Ukrainian
Urdu
Vietnamese
What about languages NOT on the list?
To help us plan for testing for other World Languages for future testing opportunities, please email jstone@upsd83.org with your student name, school, grade and the world language requested, so that the district can make plans to offer additional languages in the future.
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Who are these tests for?
Students in grades 8-11. 12th grade CHS students who are currently credit deficient may also take this opportunity, please speak with your counselor if interested.
How do students know if they can pass the tests?
If you can answer “Yes, I can do this fairly easily” to each statement in a language other than English, then you will probably be able to earn at least 1-2 credits. If you can answer “Yes, I can do this very easily” to all of the statements, then you may be able to earn 3-4 credits when you get tested.
1. I can understand ideas on familiar topics expressed through phrases, short sentences, and frequently used expressions. [Listening]
2. I can understand the main idea and some details in simple texts that contain familiar vocabulary. [Reading]
3. I can exchange information with another person about familiar tasks, topics and activities. [Person-to-Person Communication]
4. I can use a series of phrases and sentences to provide basic information about familiar topics. [Spoken Production]
5. I can write simple descriptions and short messages and request or provide information on familiar topics. [Writing]
Where can students register for and take the assessment?
Students can sign up ONLINE and pay for testing with the bookkeeping clerk at their school. Please complete the registration through the link above.
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How many credits can a student earn by demonstrating fluency in reading, writing, speaking and listening?
Students will be able to earn up to four credits, depending upon the level of proficiency they demonstrate on the assessments in reading, writing, speaking, and listening. Students may demonstrate varied levels of proficiency across these four skill areas, and because credits will be awarded based on the lowest level of proficiency demonstrated across the skill areas, it is important for students to have strong skills in all four areas.
What is the benefit of taking this test?
Students will earn proficiency-based high school credits.
What will the test cost?
Students and their families are responsible for paying the cost of the test. The cost of the test varies by language test, based upon the cost charged by the test vendor. The reason that some tests cost much more than others is due to the necessity of having a live person who speaks the language administer the speaking and listening/signing portions of the test (via a live phone call).
What is the Seal of Biliteracy and how do I earn one?
If you earn the maximum four credits from these district approved tests (ALTA/Stamp4S/WorldSpeak), you will be eligible to earn the WA State Seal of Biliteracy on your transcript upon successful completion of all English Language Arts assessment and graduation requirements. The language you earn the credits in will appear on your transcript as your second language.
State Testing Frequently Asked Questions
Requirements
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State testing is required by state law (RCW 28A.230.095) and federal law (Elementary and Secondary Education Act).
Statewide testing is important because it helps ensure all public school students receive a quality education, no matter where they go to school, because they are measured to equal standards. In UPSD we do intentionally and thoughtfully use multiple measures (including SBA) to improve instructional practices and curriculum.
Test results are one piece of information about how your student is doing in school. Together with report cards and other information, test results let you know if your student is on track to succeed in higher grades as well as for college and career. For students in grade 10, these results are used by some community colleges in Washington to measure if students are on track for college-level classes.
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Test refusals affect students, schools, and districts in different ways:
- Students in grades 3-8: Test results help families know if their student's learning is on track, or if extra help is needed. UPSD does use state test results as one measure to determine a student's eligibility for special programs, like intervention/support.
- Students in high school: All students, regardless of which graduation pathway they intend to complete, are expected to take the appropriate Smarter Balanced Assessments in ELA and math during 10th grade, and to incorporate their results into their High School and Beyond Plan.
- Schools and districts: Test refusals penalize schools and districts. Students who do not test are counted among the number of students who do not meet standard. This is reflected in the Accountability Index. Schools and districts that fall below a 95 percent participation rate on state tests jeopardize eligibility for any state or federal awards or recognitions.
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Meeting standard on the High School SBA in ELA and Math is one of the most straightforward ways a student can meet their required graduation pathway for ELA and/or MATH for their High School and Beyond Plan-- which yes, is a graduation requirement. When a 10th grade student demonstrates they have met standard on the test, they will also have greater course-taking flexibility.
All students, regardless of which graduation pathway they intend to complete, are expected to take the appropriate Smarter Balanced Assessments in ELA and math during 10th grade, and to incorporate their results into their High School and Beyond Plan.
Smarter Balanced Assessment Content
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Smarter Balanced assessments are Washington's statewide summative assessments in English Language Arts and math. Summative assessments determine students' progress toward college and career readiness in English language arts/literacy and math.
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Educators from Washington and many other states write our ELA and math tests, with the support of nationally recognized content experts. Educators from Washington and other states review final items, as well as the data generated from pilot testing. Test items are also reviewed by a nationally representative bias and sensitivity committee.
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The online assessment system includes a variety of item types:
- Selected-response items prompt students to select one or more responses for a set of options.
- Technology-enhanced items take advantage of computer-based administration to assess a deeper understanding of content and skills than would otherwise be possible with traditional item types.
- Constructed-response items prompt students to produce a text or numerical response in order to collect evidence about their knowledge or understanding of a given assessment target.
- Performance tasks measure a student's ability to integrate knowledge and skills across multiple standards. Performance tasks are used to better measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items.
Scoring & Reporting
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A student's performance on state tests is reported using scale scores. These scores are used to create four levels representing different levels of understanding of the content being assessed:
Level 4—Thorough understanding of/ability to apply skills
Level 3—Adequate understanding of/ability to apply skills
Level 2—Partial understanding of/ability to apply skills
Level 1—Minimal understanding of/ability to apply skills
Understanding Student Scores provides more information on what your student’s score means.
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Automated scoring is used for multiple choice and completion items. Short answer and essay responses are scored by professionally trained scorers.
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Open-ended items are scored by professional scorers trained according to strict protocols. Scorers must then pass a qualifying test before being allowed to score an item or set of items. In addition to the training and qualifying processes, the validity and reliability of scoring are monitored throughout the time of scoring. Monitoring methods include double-scoring, read-behinds by scoring supervisors, and the insertion of pre-scored papers called validity papers used to monitor scorers. For more detailed information on item scoring, see the Technical Reports posted each year.
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The state has an extensive website for the public to view all elements of state testing at Washington State Report Card.
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State test results are used to make improvements in teaching and learning. Parents, students, and educators use the results to:
- Follow student progress.
- Identify strengths, weaknesses, and gaps in curriculum and instruction.
- Fine tune curriculum alignment with the statewide standards.
- Identify students who may need additional help (intervention)
Test results are also used for school, district, and student accountability: