Formal Assessments

  • Some of the formal assessments administered to Oakhurst students during the course of the school year are as follows:

    First grade students take the Cognitive Abilities Test (CogAT).  This assessment examines a range of reasoning and problem solving skills in the Verbal, Non-verbal and Quantitative areas.  CSD uses the CogAT to identify academically gifted students.

    Developmental Reading Assessment (DRA)
    The DRA provides teachers with a method for assessing and documenting primary students' development as readers over time. Its purpose is to identify students’ reading level and give information to support planning for instruction. The assessments are conducted during one-on-one reading conferences as children read specially selected assessment texts.


    The Georgia Milestones Assessment System (GMAS) is a comprehensive summative assessment program spanning grades 3 through high school. Georgia Milestones measures how well students have learned the knowledge and skills outlined in the state-adopted content standards in language arts and mathematics.

    Measures of Academic Progress (MAP®)

    MAP® has the unique ability to measure a student’s achievement and academic growth, independent of grade, across time. Having the right data is a key component in making learning more individual to each child.  MAP® testing is correlated to the Georgia Common Core Standards. Students are administered the MAP® tests online.  The tests are administered in the auditorium and the media center; where computers are set-up for the purpose of MAP testing.  Students are administered MAP testing three times each year – fall, winter, and spring.

    The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.

    Spelling Inventory
    The spelling inventory is designed to assess the word knowledge students bring to their reading and spelling.  Students are not to study these words because that would invalidate the purpose of the inventory, which is to find out what they truly know.   The same list of words is administered three times during the school year to measure students’ progress and inform instruction.