Assessment & Reporting

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Assessment

Assessment at ISKR is both formative (assessing the developmental progress) and summative (assessing the final outcome). A student’s progress is evaluated and reported using a variety of assessments based upon in class work, projects, and other assignments. The following assessments are used across the ISKR program:

Measures of Academic Progress

MAP assessments, which are administered in September and February to students in Grades 2-12, determine a student’s instructional level and measure academic growth throughout the school year, and from year to year, in the areas of Mathematics, Reading and Language Usage. MAP tests are unique in that they are adaptive tests your child will take on a computer. That means that the test becomes more difficult the more questions your child answers correctly. When your child incorrectly answers a question, the test becomes easier. Therefore, your child took a test specifically created for his or her learning level in the above mentioned subject areas.

MAP results are typically sent home with the Quarter 1 and Quarter 3 reports. While MAP results are not used for grading and reporting, they provide useful information to teachers about your child’s instructional level, strengths, and areas needing additional support. Teachers use results to plan and adapt their teaching to meet the needs of their classes as a whole and of individual students, ensuring that all students receive the best possible instruction.

Student Portfolios

In the Early Childhood section, teachers maintain portfolios of the student work. This would include samples of cuttings, drawings, artwork, story writing, and handwriting. In later years, part of the child’s portfolio could include journals and written expressions of the manipulative materials.

Student portfolios have been implemented in Grades 1-12 for the 2014-2015 academic year. Elementary teachers maintain student portfolios for their classes, while secondary students will be responsible for maintaining and updating their portfolios – with teacher assistance in the younger grades – over the course of their time at ISKR. Portfolios are a tool used by students for self-assessment and for teachers to assess student mastery of AERO standards and to compile meaningful data and student work for communicating with parents about student progress over time and with other teachers to evaluate individual student needs, provide classroom differentiation, or demonstrate the need for learning support or enrichment. In the secondary school, portfolios also facilitate student goal setting and reflection in order to engage students in their own learning.

In additional to MAP and Student Portfolios, the following assessments are used in different sections of the school to ascertain and improve student learning:

Early Childhood

The Early Childhood section at ISKR consists of preschool and kindergarten utilizing an adapted Montessori Method. Montessori assessment tools look somewhat different than those found in traditional programs. Children in these programs are assessed on their mastery of a topic, but not through test scores and grading. Educators determine a child’s mastery level through careful observation of the child and a variety of record keeping tools. Montessori teachers assess the academic, physical, social, emotional, and developmental progress of the children. Specially designed classroom materials, presentation sequences, student record keeping, and student work are part of the daily assessment of progress that is woven into the fabric of the Montessori classroom.

Elementary School Benchmark Assessments

Benchmark assessments are used in the elementary school several times per year in Reading and Mathematics as early diagnostic tools and to assess progress at key points throughout the year. These assessments are included in student portfolios and, along with MAP testing and other assessments, allow teachers to recognize specific student strengths and needs and to differentiate instruction within the classroom as appropriate.

Secondary Semester Examinations

In core subjects, including World Languages, Grade 8-12 students sit a comprehensive examination during a designated exam week in order to ascertain their learning throughout the semester and year. The Semester One and Semester Two examination scores constitute 20% of each semester grade. Students in AP courses that have sat the AP exam may be exempt from the Semester Two final, provided they have maintained a grade of at least 75% in that course. AP finals in both semesters should be styled after the official AP examination.

Reporting

At ISKR, student progress and achievement is part of the ongoing dialogue between teachers and parents, teachers and students, and among teachers. Parents are encouraged to email or schedule meetings with teachers to discuss concerns at any time. In addition to ongoing communication between teachers and parents, student progress is formally reported through parent-teacher conferences and term reports.

Parent-Teacher Conferences

Whole school Parent-Teacher Conferences are held twice annually, typically in November and February, following the distribution of school reports. Parents are encouraged to sign up for conferences with all of their students’ teachers in order to discuss student progress and areas of concern. Conference dates and times will be announced by the ISKR office and sign-ups are typically organized by classroom teachers in Early Childhood and Elementary and as a school section in the Secondary. Parents unable to attend conferences or who have specific concerns throughout the year are encouraged to contact their child’s teacher(s) at any time via email or through the school office.

Report Cards

Report Cards are sent home four times per year at the end of each academic quarter and semester.

The Early Childhood section uses a criterion-reference report that follows a student throughout his time in the Early Childhood section. It references specific learning outcomes in each Montessori target area and identifies the progress a student is making in each area, from assisted ability to independent competency. Teachers also write comments about student progress for each report.

In the Elementary School, each core subject is divided into learning outcomes based upon the AERO standards that form the core of the curriculum. Teachers use a 1-4 scale that indicates student progress toward grade-level learning outcomes at the time of each report. They also write comments about student progress. Dispositions are also reported separately from academic criteria on the reports.

In the Secondary School, report cards are sent home at the end of each quarter, and final report cards issued at the end of the academic year will reflect the semester one and two grades and semester examination grades. Teachers report percentage grades for each course, examination grades in the first and second semesters, and write comments about student progress. Dispositions are also reported separately from academic grades on the reports.