|
PRIMARY SCHOOL ADDENDUM
- Our PS semester report cards represent students’ evidence of learning.
- As per CNG Essential Agreements About Assessment, in PS we use formative and summative assessments to gather data that represents the most recent evidence of student learning.
- Formative assessments have no count value, as their primary purpose is to provide a snapshot during a unit of study and show students’ level of proficiency.
- Formative assessments are well-aligned with benchmarks of focus, namely, the content and skills that will be assessed on summative assessments.
- Feedback on formative assessments is descriptive and non-numerical. Feedback makes explicit to students what they have learned and what they need to do to improve, to reach or exceed expectations prior to summative assessments.
|
- The results of formative assessments are of key importance as teachers use data/results to plan the same/next-day follow-up that is focused and strategic, a follow-up that leads students to improved understanding and proficiency, again, prior to summative assessment(s).
- Teachers generally ensure frequent formative and well-aligned, high-quality summative pieces of evidence per standard of focus per semester. This evidence can include written responses, observational checklists, performance assessments, or other evidence determined appropriate by the grade level or specialists. However, teams are expected to discuss this at the outset of each quarter/semester.
|
