Assessment is central to teaching and part of the learning process. We value ongoing, authentic assessment. Like instruction, assessment is differentiated to meet the needs of all learners. We encourage students to demonstrate their understanding in a variety of ways.
Our overall purpose of assessment is to look for achievement of our mission statement to
“. . . nurture and educate children to become inquisitive, compassionate, knowledgeable students.” Effective assessment provides teachers, students and families a window into student development and progress. Assessment drives instruction and allows us to communicate our progress to the Lomond community.
At Lomond, we use a combination of pre-assessments, formative and summative assessments. Teachers use a variety of strategies and tools. We assess what students know (knowledge), understand (concepts), do (skills) and how they feel (attitudes). All of these assessments may be done through self, peer and/or teacher assessment.
Pre-assessment: Pre-assessment allows students to communicate or demonstrate their prior knowledge about a topic or skill. Pre-assessment activates prior knowledge and helps students construct new knowledge. Data from pre-assessments guides teacher planning and instruction.
Formative: Formative assessment is an integral part of daily instruction. In various forms, it allows teachers to check for understanding in order to plan and make decisions about the next step in the learning process.
Summative:Summative assessments take place at the end of a lesson or unit.
Strategies and Tools for Pre-assessment, Formative Assessment and Summative Assessment:
· Observations and anecdotal notes
· Standardized tests
· Ohio Achievement, Diagnostic Assessments, and Ohio Test of English Language Acquisition (OTELA)
· IB and Art Portfolios
· Performance tasks
· Teacher-made and textbook tests and quizzes
· District Benchmarks (curriculum-based measurements, DIBELS, Developmental Spelling Analysis)
How Do We Report
Formative assessments provide students, parents and teachers with frequent and ongoing feedback about learning. At Lomond our school year is divided into trimesters. Parents receive progress reports three times a year.
· Progress reports – including a narrative about IB Units of Inquiry
· Portfolios that reflect student self-assessment
· Conferences – parent/teacher, student led
· Mini-conferences – student/teacher
· Teacher communication with parents via notes home, e-mails, and phone calls
· The Assessment Policy will be reviewed annually in the spring with the entire staff.
· Annually, by the end of September, a member of the Building Leadership Team will inform new staff members of the Assessment Policy.