A New Way to Assess

The area of tests and measures is one that has evolved a great, great deal in the past 30 years in the field of education. A remarkable amount of research into learning has taken place. Much work has been done to develop this field. As in all professions, we educators use our own vocabulary, which can often be difficult for non-educators to understand. Terms such as progress indicator, portfolio assessment, differentiated assessment, mastery, standards-based instruction, or curriculum-based assessment are rich in meaning for all teachers, but can be confusing to everyone else! This article will cover two broad categories of assessment: formative assessment and summative assessment. All types of measurement can be placed in one or the other category. Every teacher uses the two types, moving from one to the other as the demands of instruction require.

 

 

Does this Count?

“Does this count?” students often ask—and teachers cringe! We don’t want our students to be anxious. We do want our students to work hard. We know ‘counting’ is a bit of a motivator (though only a small one for most students.) We know that children can cram lists of facts into their poor memories, after mighty efforts, only to have the facts be forgotten after a test.

 

When a teacher answers, “Everything counts!” students groan, but we are speaking honestly. What we cannot always explain to children is that activities count in two very different ways—formatively, or summatively. The difference matters a great deal in how, or even if, we grade any activity. All class activities are important, whether or not they are given a final grade.

 

Formative and Summative Assessments

A formative assessment tells us that a child is growing in understanding. It tells us how much of a topic or process a child has taken in. It tells us what else, and how else, we need to keep teaching, until the goals of a certain part of the curriculum have been met. A formative assessment can be a quiz, a homework assignment, a workbook page, a first draft of a written paragraph, a drawing, or a class discussion. A “Show and Tell” statement made by a Preschooler is a formative assessment, as is the singing of a song by a 3rd grader, and the successful use of a particular website by a 6th grader. Each of these behaviors tells us something about a child’s skills. Do all these ‘count?’ Of course—to the teacher, who will plan further lessons on the basis of these assessments. Do the marks on all these formative assessments need to become part of a final Trimester grade in a subject? Absolutely not.

 

A summative assessment tells us how much skill development has taken place at the end of a teaching unit, or even at the end of a year. It tells us what that child has achieved broadly in comprehension of content and the ability to apply that content knowledge independently to new situations. In general, a successful summative assessment tells teachers to move ahead in the curriculum, beginning new content. A final draft of a piece of writing can be a summative assessment, with that story showing developed language skills, perhaps a certain literary style, critical thinking, and successful use of vocabulary. Other summative assessments could be a unit test, a PowerPoint presentation, or a stage performance.

 

Keeping Track

By the 6-week point, teachers in our lower grades have performed almost exclusively formative assessments. Their gradebooks may hold only a few summative grades. This is completely appropriate. Upper grade teachers also have done more formative than summative tests. Many times, students are not even aware that formative assessment is taking place. Good teachers are always assessing as they observe children. Some of these formative assessments are recorded, and some need not be, but good teachers always keep track of their students’ progress.

 

Parents keep track, too, by reading weekly paper packets and class newsletters, and by talking with children about school. As your child relates daily activities, try to gauge whether the activity would tell us about learning that is still progressing (formative assessment) or about learning that seems to be completed (summative assessment.) Unless you are a teacher by trade, you may not always guess correctly, but you will gain a good insight into how your child’s teacher arrives at both the lessons planned for the next day or week, and those final grades that are placed on Trimester Grade Reports. Nothing on a Progress Report will seem like “news” if you have been keeping track of daily and weekly assignments that are sent home and the content of newsletters.

 

Mid-Term Progress Reports

When you receive your child’s Mid-Term Progress Report, remember that it is parent communication. You may discuss portions of it with your child, but it is in general an adult document. Some discussion items you should have with your child might be,

• “Are you doing your best in Science (or any subject) every single day?”
• “What are you proud of in your school work?”
• “What is something that you could do differently next time?”
• “How did you study (or ‘pay attention’ or ‘practice’) to get such a good mark on this?”
• “What do you know (or know how to do) now that you have finished this chapter?”
• “How does this chapter in your Religion book make you act differently?”
   

The Progress Report will show what items may have been assessed in these first weeks of the trimester. They will show assignments that your child has not turned in. Final averages for the marking period are not calculated on a Progress Report. These will be shown on the trimester Grade Report, in December.

 

Marking Codes

In our Diocese, grading in the Early Childhood and Primary levels is done without an A-B-C system. These grades are introduced in the 4th Grade which is the beginning of Intermediate level classes. The marking code used in our Diocese is this:

 

Kindergarten and Primary Marking Code (K-3)

 Subject Area E, P or I

• Religion (K & Primary)
• Integrated Language Arts (K & Primary)
• Mathematics (K & Primary)

 

Indicators

• E - Exceeds Expectations  The student learns independently and is able to accomplish new skills acquisition without support of the teacher. The student is able to apply knowledge, to new material and beyond, easily and independently.
• P - Proficient  The student is able to accomplish skills with support of the teacher and classroom setting. Application of newly learned material is achieved within standard measure of time. The student easily works with new skill in a group setting but is not yet independent.
• I - In Progress  The student at this level needs repeated practice over an extended period of time to acquire new skills. The student is unable to apply new skill work independently or with group work. The student often requires individual teacher support.

 

Intermediate Marking Code (4-6)

 Subject Area E, P or I A, B, C, D or F

• Religion (grades 4-6)
• Integrated Language Arts (grades 4-6)
• Mathematics (grades 4-6)
• Science (grades 4-6)
• Social Studies (grades 4-6)
• Art (grades 4-6)
• Music (grades 4-6)
• Physical Education (grades 4-6)
• Technology (grades 4-6)

 

A student earning an “A” in a course demonstrates exceptional mastery of the course objectives by:

• preparing all assignments promptly, thoroughly and carefully
• being quick and resourceful in utilizing suggestions
• working independently
• showing consistent interest and initiative
• demonstrating a high standard of commitment, clarity and application
• showing leadership in learning

A student earning a “B” in a course demonstrates proficient mastery of the course objectives by:

• preparing all assignments carefully
• being conscientious and dependable
• utilizing some suggestions
• working independently
• showing sufficient interest and initiative
• demonstrating standards of commitment
• using good study habits for routine assignments

A student earning a “C” in a course demonstrates basic mastery of the course objectives by:

• preparing most assignments
• requiring teacher direction and motivation
• showing limited ability in following subjects beyond the minimum requirements
• working on study habits

A student earning a “D” in a course demonstrates below basic mastery of the course objectives by:

• not completing required assignments
• consistently requiring direction and motivation from the teacher
• not completing minimum requirements
• lacking study habits

A student earning an “F” in a course fails to accomplish the minimum requirements for continued progress by:

• failing to complete required assignments
• not responding to direction and/or motivation from the teacher
• showing no evidence of study habits

 

In the area of Christian Values, E, P, and I will be used for all students.

• A student earning an E would be one who is a “Christ-like” model in all actions, in and out of the classroom. A student earning a P demonstrates knowledge of faith through action. A student earning an I demonstrates difficulty in modeling faith values.

 

On specific papers or tests, a student in the lower grades may see a grade written as a ratio of correct responses compared to total items. An 8/10 would tell us that the child correctly answered 8 of 10 questions. These ratio grades may also be used in the upper grades. If a letter grade is assigned on a paper or test, our teachers do not look at a grade being a “high” or “low” B, or any other letter. Designating grades that way has not the pattern of grading in our Diocese since the mid-1990’s.

 

As always, the Principal and Faculty encourage parents to bring any worries about your a child’s progress to the teachers. They can explain what they are doing, and why they are doing things in certain ways, quite easily. Please do not hesitate to contact any faculty member with questions. Send a note or an email any time.