The
School Curriculum:
4. ASSESSMENT
Assessment, both formal and informal, will be a key
component of SVRCS. A menu of assessment instruments, both standardized
and non-standardized will be utilized to perform the following:
1. Ascertain students' learning styles
2. Refine the validity of learning expectations and outcomes at predetermined
checkpoints
3. Measure students' progress along a continuum of goals set forth by
each student's HELP and revisions made during benchmark periods in the
student's career.
Assessment will be on-going. It will be utilized not only to course
correct instructional goals and assist in educational planning but to
assist in the attainment of those goals by measuring student progress
against predetermined co-authored goals, as set forth and monitored
in the HELP. A broader representation of student achievement will result,
giving a clearer indication of the level of mastery achieved by the
student.
Assessment instruments developed by the school will
be both student and instructor generated. Primarily, assessment of student
achievement will be determined by the person with whom the student works
most closely, the advisor or "education specialist". In this
relationship, the first indication of a student’s progress will
be determined by student self-assessment occurring in a format agreed
upon by both student and "specialist"; preferably, documentation
will be discussed before learning/instruction units begin, for example,
in a journal of reactions kept by the student on concepts introduced
in the course of study.
Secondly, a portfolio of student achievement will serve
in assessing pupil progress. Because the learning taking place is student
driven, it becomes natural that demonstration of achievements attained
form the basis of assessment. To this end, a portfolio of documentation
will be constructed throughout the student's career at SVRCS. This portfolio
can be modified as frequently as necessary during learning segments
or at specific intervals (but not less than once per 9 week period),
so that, upon completion of course work, a tangible collection of student
work which satisfies expectations/standards is available for assessing
student's over-all achievements.
Thirdly, students will participate in any or all of
the activities developed by the school or advisor/specialist. As the
focus of the student's education becomes more globally oriented, learning
environments will begin to shift from in-school classroom instruction
to an increasingly expanded sense of "community as school",
emphasizing experiential educational activities. Such activities will
include community service projects, field trips, and extended field
study and excursions. The advisor will have the flexibility to select
from among a variety of instruments in order to assess students in this
area.
MASH will provide an assessment device in addition but
not limited to, the following instruments/indicators: proof of demonstration
of mastery in project completion or trip/activity participation; written
documentation in the form of essays or research papers; traditional
examinations; documentation of hours completed in community service
projects, videotapes, and letters from
community members with whom the student has worked. Additionally, the
advisor/specialist will consider the student's growth in non-academic
areas throughout the instructional period. These areas will include
maturity and self-discipline, risk-taking, personal responsibility for
his/her own learning, confronting obstacles and seeking solutions, and
participation in school and community improvement and/or development.
Upon entering the final year at SVRCS, college entrance
exams will be made available. Beyond traditional preparation for entrance
exams, students will receive college preparatory skills in campus life,
independent living, and self-directedness. Students will receive assistance
both in completing college applications and in communication with the
prospective college or university.
If, at any point during their tenure at SVRCS, a student
cannot demonstrate attainment of a learning expectation during an assessment,
the necessary time and attention will be given by the student, staff,
and advisor/specialist to assure competence in that outcome.
The goals of assessing student progress centers on gathering
sufficient evidence that the student has mastered all goals, objectives,
and expectations as determined the SVRCS; that the information gathered
represents assessment from a wider variety of evidence that what conventional
public education
requires; that the end result is not a pass-fail judgment but demonstrated,
documented proof of attainment. Assessment will be altered and developed
along with SVRCS in order to produce the finest adult life-long learner
possible.
Continue on to Primary Level Curriculum & Instruction