By Haley Verre
Staff Writer

Many students know the DDMs as the occasional interruptions to their normal academic schedule. Yet, not many seem to know what it is or how it affects their grades.

The District Determine Measure, or DDM, is a form of evaluation that measures how teachers affect their students on a scale of low, moderate, and high. The evaluation uses this scale by analyzing patterns and trends of student growth.

Westford Academy guidance counselor Wendy Pechacek explained that the DDM is not a test, but rather a teacher evaluation. The DDM is a measure of the impact teaching has on the students. Sometimes teachers will give students DDMs in the form of a test, activity, or project.

The test is beneficial because they are subjective, which is especially useful in subjects like art.On the other hand, it may take away from teachers’ ability to be creative with students.

Kerry Cleary, the Assistant Superintendent of Curriculum and Instruction, explains DDMs vary from grade-level and department because they are made for individual departments or grade-levels.

Each teacher is required to administer two DDMs and collect data on their students’ achievement and progress.

Cleary believes one of the benefits of the test is that it remains consistent across all departments. “The data is being discussed and utilized, which has been a push for many districts throughout the Commonwealth,” she said.

She is in favor of the DDMs because they “have standardized that expectation which lends itself to more meaningful analysis and discussions.”

Principal James Antonelli, like Cleary, is in favor of the DDMs. Antonelli explains that DDMs ensure that students are getting the same type of curriculum. From this, “hopefully the students will be able to meet the standards and meet success.”

Antonelli also believes teachers can work with each other and that “it’s really an opportunity for collaboration […] and for us to get teachers all at the same level,” so that students are being taught the right curriculum in each department.

Lisa Bolotte, who is an art teacher at Westford Academy, says the DDMs are a bit challenging but feels she has received more guidance on how to approach them.

“I’ve never given a test. To used that word [test] is a little intimidating for students. It’s hard to stand back and not offer them suggestions or ways for them to improve upon what they’re doing, which is normally what I would be doing, so it’s giving them this project and saying ‘do the best you can’ and I can’t really guide [the students] in it,” says Bolotte.

Science teacher Jenny Kravitz believes the DDMs are “useful […] to get a baseline and collect data later.” Kravitz admits the teachers do not have a lot of experience with them, so they feel lot of pressure from the state. However, it is useful in seeing what the students know

Junior Anna Hatke is not “totally […] against the DDMs” because they will not affect her grade, but she does not understand why they are important.

On the other hand, sophomore Dan Luntz likes the DDMs because he is able to track his progress throughout the year.

“I usually do awful [at first] and later see how I did later comparatively to the first time,” Luntz said.

While some students recognize the merit in these tests, senior Emily Clina is openly against the DDMs and says they are “like giving somebody a French test when they only know English.”