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ELEMENTARY SCHOOL ADDENDUM
- Our ES report cards are meant to represent students’ best, most recent evidence of learning.
- As per CNG Essential Agreements About Assessment, in ES we do not average formative and summative assessment scores together for trimester grades as that would not represent most recent evidence.
- Formative assessments have a no-count value, as their primary purpose is as a snapshot during a unit of study, to 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 same/next day follow up that is focused and strategic; follow up that leads students to improved understanding and proficiency; again, prior to summative assessment(s).
- Teams are expected to discuss the common formative and quality summative assessments at the outset of each trimester; to determine what would be the best type and number of assessments/evidence to fairly and accurately measure student understanding, according to the nature and complexity of the benchmark, and depending on whether it’s declarative (content/knowledge based) or procedural (skill based) as well as the time of the year and whether mastery is expected.
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- We provide a minimum of one retake opportunity per summative assessment for all subjects with the following protocols/guidelines in place:
1. Parents are notified of retake opportunity and encouraged to support further study/review of concept at home prior to retake.
2. In most cases, retake should be a variation or a portion of the original assessment, as in not the exact assessment/very same questions, and typically students retake sections where they scored below proficiency in the original assessment.
3.There should be an opportunity to earn a 4 on all assessments, including retakes as our goal is to improve students’ learning/ achievement/performance and to provide them with opportunities to demonstrate their improved/advanced learning.
4.If a grade is lower on a retake summative assessment, teachers examine why and check on understanding verbally. In such a situation, teachers use their professional discretion to determine a student’s final level of understanding, referencing scoring guide/rubric.
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