"Mountains cannot be surmounted except by winding paths."
- Johann Wolfgang von Goethe
Assessment in BIHS
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| Student testing |
- To gauge student learning both deeply and broadly, and
- To assist students toward positive and high academic and personal development goals.
A key component to our assessment model is that students will be evaluated with very similar tools in their core classes. This will allow us to share some common and powerful language – beyond grades – in the way we talk about and work toward student success.
The foundation of our approach to assessment lies in the multiple categories of criteria we will use to evaluate student progress. These criteria, which vary slightly from subject to subject, allow us to assess a variety of factors we believe are crucial to student learning. For example, we will look for evidence that a student not only can explain the fundamental techniques of an artistic medium, but also can apply those techniques through a disciplined effort to create a thought-provoking work of art, and a skillful self-expression about which he or she can be proud. This reinforces our commitment that genuine and enduring student learning is more than just a recall of facts, but reflects a deep comprehension of issues and ability to apply knowledge toward real-world and personally relevant ends.
We should be clear that a fundamentally distinct element of our assessment model is that we use a ten-point scale (where a 10-9 equals an "A", an 8 a "B", etc…) for important reasons. Instead of points that can be translated to percentages or letter grades, students will receive a number that indicates a certain achievement level they have demonstrated in categories of assessment criteria relevant to the assignment. The number will refer the student to a written description of that achievement level, informing her or him of skills well-demonstrated and skills on which to improve. BIHS firmly believes and data heavily supports that when teacher-written feedback is separated from grades there is more opportunity for student growth. That said, we want to assure you that students will still receive progress and semester grades accurately reflecting efforts and achievement in BIHS classes along with their other courses at BHS.
We are confident that our authentic assessment methods, once solidly understood, will effectively help students to tap into their strengths and take on specific challenges in ways that standard grades cannot. They will also help parents/guardians and the BIHS team to optimally support each student. Strengths and challenges will be clearly identified, and our experience and research-based teaching approaches can then be very focused and personalized in addressing each student's needs. We appreciate your patience as students adjust to our assessment model.
Thank you for taking the time to read this letter. Please feel free to contact any one of us if you have further questions about assessment in BIHS.
- The BIHS Team