Student assessment is based on the teacher’s observations of a student who is actively working and creating products within the context of his or her classroom experience. The two major parts of this assessment process are done twice a year and consist of a summary report based on the nationally used Work Sampling System developed by the University of Michigan, and a portfolio. Written assessments are completed mid-year and again at the end of the school year. Portfolios are compiled throughout the year and presented to parents at parent-teacher conferences in fall and spring.
Using the Work Sampling System, Teachers evaluate progress in the following nine categories: Personal & Social Development, Language & Literacy, Mathematical Thinking, Scientific Thinking, Social Studies, The Arts, Physical Development, Technology, and foreign language. The Work Sampling System assesses each student’s development and accomplishments through meaningful activities and allows for the learning styles of each student to be recognized and nurtured. It is an individualized assessment rather than an arbitrary and comparative grading system. This performance-based assessment method relies on students demonstrating their knowledge or skills in applied situations.
Progress is demonstrated by the individual’s portfolio, with examples of student work from across the various assessment categories. This provides a comprehensive means of monitoring children’s social, emotional, physical, and academic progress. The portfolio often becomes the signature piece for parents and children because it represents work that the student feels is a solid portrayal of his or her performance, abilities, and interests. Parents are engaged informally on a regular basis through conversations and e-mail communications from their child’s teacher. In fall and spring a more formal discussion of a student’s progress occurs at parent-teacher conferences. Teachers are also open to parental requests for specific meetings to discuss a child, in addition to parent-teacher conferences, if so desired.
Standardized Assessment
Fourth and fifth grade students take a national assessment, developed by the Educational Records Bureau (ERB) specifically for independent schools. This instrument not only provides teachers and parents information about a child’s learning and skill areas, but also provides information to the school regarding potential areas of curriculum improvement. Taking part in this more formal assessment also provides the student valuable practice and skills in taking standardized tests.
Homework
Homework is given at all grade levels, increasing with the age of the child, but it is never given for busy-work. Students may be engaged outside of school on specific projects or to finish work they did not complete during class. Homework is sometimes given to boost skills in particular areas, often mathematics. Summers-Knoll believes if homework is given it should be meaningful; the amount of homework should not be excessive or interfere with outside activities or family time.
