|
| Curriculum at its best includes assessment and feedback mechanisms that are specific, detailed, varied, individualized, and authentic explications of our expectations for our students. |
 |
Students are encouraged to set goals for themselves in their academic endeavors, in their social relationships, and in their physical development. This gives students an opportunity to assess their abilities and pursue particular interests. An example of this goal setting is a physical education booklet used in the younger classes where children set goals such as bouncing or catching a ball, jumping rope, developing upper body strength, and running laps. |
Both formal and informal evaluations are on-going throughout the year. Thorough diagnostics occur in every class in the beginning of the school year and are used as references for further evaluations that occur periodically throughout the year. Examples of evaluations include periodic writing samples, reading vocabulary word lists, oral reading assessments, and math diagnostics. Information is shared with parents during parents-teacher conferences and in the end-of-year written reports.
|
Portfolios are sometimes used in Lower School as a way to document the progress of students. These include samples of students work, photographs of projects and events, special writing endeavors, and art work.
|
|
Children are encouraged to be evaluators of their work. Sometimes a “writing circle” is used to help beginning writers learn more about the writing process. These teacher guided experiences give students a chance to share their writing with peers and hear constructive comments. This not only gives writers ideas to improve their written work, it also provides opportunities to learn how to give and receive appropriate feedback and share their writing in front of a an audience.
|
|
|
|
|
