Excerpts related to technology from the
New Hampshire Education Administrative Rules Adopted 7/1/05


Ed 306.24  Assessment.

(a) The local school board shall require that each school:

(1) Provides for the ongoing assessment of learning outcomes through the use of local assessments that are aligned with state and district content and performance standards as provided in (b) below;
(2) Participates in the state-wide education improvement and assessment program as provided in (c) below; and
(3) Selected by the United States Department of Education, National Center for Education Statistics participates in the National Assessment of Education Progress (NAEP).

(b) The following elements shall be used as evidence by the department in determining whether a school complies with the requirements of (a) above:

(1) The school maintains a policy that articulates the process for the selection, use, and interpretation of local assessment instruments;
(2) The school supports the authentic assessment of student learning outcomes through multiple formative and summative assessment instruments, including, but not limited to:

a. Teacher observation of project-based learning, including off-site learning projects;
b. Competency-based assessments; and
c. Teacher-designed quizzes and tests;

(3) The school provides professional development for teachers in the use of diagnostic tools to adjust instruction to meet personalized needs of students and to monitor progress; and
(4) The school has a systematic process for collecting and analyzing assessment data to:

a. Identify needs for improvement; and
b. Determine the effectiveness of educational programs in meeting student performance goals.

(c) Each school shall maintain the following as evidence of participation in the state-wide education improvement and assessment program established under RSA 193-C:

(1) Written guidelines for the inclusion of and accommodations for student participation, including, but not limited to, inclusion of and accommodations for:

a. Students in major racial and ethnic groups;
b. Students with disabilities;
c. Economically disadvantaged students; and
d. Students with limited English proficiency;

(2) Procedures for test security and the accurate inclusion of student data;
(3) Procedures by which assessment results are communicated to:

a. Parents;
b. Faculty; and
c. The community; and

(4) A policy that articulates the ongoing evaluation of the effectiveness of curriculum in improving student performance.