St. Theresa Catholic School's assessment program is intended to assist teachers and administrators in a systematic evaluation of educational programs, to diagnose students’ strengths and weaknesses, and to aid in revision of the curriculum and planning of instruction.
In addition to assessments designed for grading purposes, the school administers screening assessments and national standardized achievement tests as selected by the Diocese of Arlington.
St. Theresa Catholic School students consistently score above the national percentiles and above or at the diocesan average percentiles in all areas. We are dedicated to using assessment data to drive instruction and to ensure that all students achieve their God-given potential.
Rising Kindergartners' Entrance Assessment - The Kindergarten Entrance Assessment is administered to all incoming kindergartners prior to their entrance to St. Theresa Catholic School. The child is introduced to a staff member, usually a kindergarten teacher, for a short meeting. They converse for a few minutes, and then discuss letter names and sounds, rhymes, and books, using some parts of the Phonological Awareness Literacy Screening (PALS). Students are assessed in basic fine- and gross- motor skills, early literacy skills, and social interaction. The goal of the assessment is to determine each child's strengths and weaknesses and to prepare for the upcoming school year to ensure success in Kindergarten.
Kindergarten Assessment of Mathematical Competency (K-AMC) - Students in Kindergarten take the K-AMC in the spring, usually in late April or early May. The K-AMC has three parts and is administered over a few days. Two parts are administered to groups of kindergartners, and one part is given one-on-one. The goal of the assessment is to identify areas that need to be reviewed and to determine any areas of weakness.
PALS (Phonological Awareness Literacy Screening) - PALS is the state-provided screening tool for Virginia’s Early Intervention Reading Initiative (EIRI). The purpose of this screening is to assess our students' literacy skills and fundamentals and to reduce the number of children with reading problems by detecting issues early. PALS is administered to students in grades K - 2 in the fall and spring of each school year.
SCANTRON Standardized Assessment - Scantron, a national online assessment program used by the Diocese of Arlington, is administered three times each year for grades 3-8: September, January, and May. The purpose of the September and January assessments is to identify students' needs and to monitor progress. The Scantron assessment provides teachers and administrators with instant results which enable educators to adjust instruction and meet the needs of each student. The May assessment is used to measure student progress for the school year. Assessment scores provide teachers, administrators, and Diocesan personnel diagnostic data that can be used in planning future instruction. The Scantron assessments are based on the diocesan curriculum standard and are nationally norm-referenced.
Assessment of Catholic Religious Education (ACRE) - This assessment tool, designed by the National Catholic Education Association, is administered to students in grades 5-8 each year. Test scores provide school and diocesan personnel data regarding student understanding of basic doctrine as well as attitudes towards living the Catholic faith. Individual student scores are neither tracked nor reported back to parents.
Iowa Aptitude of Algebra Readiness Assessment - Students in 7th grade are administered this assessment to provide the school with additional data for determining eligibility for enrollment in the Algebra program during their 8th grade year.
High School Aptitude Placement Test (HSAPT) - All 8th grade students take the high school placement test on a school day in their classroom n a date determined by the Diocese of Arlington (usually early December). This data is used as part of the application process for placement in Diocesan high schools. Eighth grade teachers review only the format and style of the high school placement test with their students prior to administration.