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 three parts of this model include a checklist, a summary report, and a portfolio for each student.
Teachers are asked to evaluate progress in the following nine categories: Personal and Social Development, Language and Literacy, Mathematical Thinking, Scientific Thinking, Social Studies, the Arts, Physical Development, Technology, and Spanish or French. Student assessment is accomplished through the framework of the Work Sampling System, a nationally used system developed by the University of Michigan. This performance-based assessment method relies on students demonstrating their knowledge or skills in applied situations.
Progress is guided by both the student’s portfolio and a checklist of skill sets. This provides a comprehensive means of monitoring children’s social, emotional, physical, and academic progress. 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.
Parents are engaged informally on a regular basis and more formally through fall and spring conferences; mid-year and year-end reports; and a portfolio, on which students and teachers collaborate throughout the year. 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.
Standardized Assessment
Beginning in the fourth grade, all students take a national assessment, developed by the Educational Records Bureau 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 skills in taking standardized tests—skills that become especially important as students finish middle school and begin their high school career.
Homework
Homework is given at all grade levels, but it is never given out of routine or
for busy-work. Students will often be engaged outside of school on specific
projects or will be finishing work they did not complete during class. Homework
is also given to boost skills in particular areas, often mathematics. As would
be expected, the homework load increases as a student enters higher grades.
