Assessment Policy Dover Elementary Westlake, Ohio Table of Contents Dover Mission Statement I. Philosophy II. Purpose for Assessment III. Types of Assessment IV. Response to Assessment Assessment Policy Dover Elementary School Westlake, Ohio Dover Mission Statement Dover Elementary educates for excellence by providing a safe, caring and challenging environment that empowers all to be inquirers, problem solvers, global thinkers, and life-long learners. I. Philosophy The Dover Elementary Staff believes assessment is an important and integral part of student learning. Assessment should be varied and conducted to monitor progress and mastery of skill. We believe that assessment should be used to develop goals and objectives to help meet individual needs. Assessment will help us gain an understanding of student knowledge which will help us evaluate our teaching, eventually guiding and driving future instruction. II. Purpose of Assessment The Dover Elementary Staff believes the primary purpose of assessment is to gather information and to promote student learning. Assessing students regularly allows us the opportunity to provide regular and prompt feedback on the learning process and individual needs to students, parents, teachers and administration. Assessment is a means to monitor student progress, help teachers drive instruction, provide feedback and communicate needs. Assessment is an on-going process for gathering and analysis of information about students’ skills and performance. Assessment guidelines are critical to our goal of guiding teachers and students through the learning and instructional process. III. Types of Assessments At Dover Elementary School we use a variety of assessments to help gauge acquisition of knowledge and skills gained as well as to provide teachers with data to drive instruction. We use a variety of assessments to reflect, differentiate and accommodate all student needs. Pre-Assessment- Pre-assessment is an instructional strategy teachers use to uncover what students know about a curriculum unit before they begin formal instruction. o o o o o Teacher Observations K-W-L Charts Journals Lists, Surveys Concept Maps Formative Assessment- formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Formative assessment is a process, not any particular test It is used not just by teachers, but by both teachers and students Formative assessment takes place during instruction It provides assessment-based feedback to the teachers and students The function of this feedback is to help teachers and students make adjustments that will improve students’ achievement of intended curricular aims. o Observations o Questioning o Exit Tickets o Peer/Self Assessments o Reflection Journals o Graphic Organizers Summative Assessment- Summative assessments are cumulative evaluations used to measure student growth after instruction and give the students opportunities to demonstrate what they have learned in a variety of ways. District Common Assessment-Westlake City Schools uses a variety of common assessments at the district level. o AIMS web Progress Monitoring o DRA State Standardized Assessment- Dover Elementary administers State Standardized Tests o Ohio Achievement Assessment (Grades 3-4) o COGAT o IOWA Testing Reflection- Reflection is a continuous process throughout the units. Students are encouraged to use the PYP transdisciplinary skills, attitudes and Learner Profile to gain insight to their understanding. Teachers are currently developing a common assessment tool to the Learner Profile. Student Portfolio- At this time Dover Elementary is reflecting on how best to use student portfolios in the classroom. Tools of Assessment-A variety of assessment tools are frequently used in all classrooms. o Rubrics o Checklists o Easycbm.com o STAR/AR o Kids College o First in Math o Reading A-Z o WIST o Jerry John IV. Response to Assessment Differentiation- Differentiated instruction is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned. Differentiation allows teachers the opportunity to tailor instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. o Provide Remediation/ Re-teaching Opportunities o Provide Enrichment o Allow for Modifications o Adjust Curriculum o Provide Flexible Grouping RTI (Response to Intervention)-The children in our classrooms are very diverse in both their skills and their preparation. Students whose early learning experiences did not prepare them well for learning to read need more intensive instruction to fill in the gaps in their knowledge and skills. Students with low ability in certain academic domains require more explicit, intensive instruction because they learn critical skills more slowly than other students. The range of instructional opportunities must match the range of diversity among students. Students with intensive instructional needs may require three to four times as much instruction as the average student. Good classroom instruction should meet the needs of most students, but an efficient system for providing high quality, intensive instruction is required to meet the needs of all students. Westlake City Schools has provided staff with an “RTI Playbook” to assist in the decision-making process. Communication/Providing Feedback- Dover Elementary School communicate with the Westlake Community in a variety of ways. o Teacher Feedback- Teachers communicate to students and parents by using a district wide report. The report is sent home 4 times during the school year. Teachers also meet formally once a year with parents at Parent/Teacher conferences. Teachers and parents also meet on an as needed basis. o IB Information- The International Baccalaureate Coordinator holds IB information nights for parents, the school board and community members. Quarterly newsletters are also sent home to parents as well as archived on the district website. The coordinator also maintains a website to inform all key stakeholders of the happenings with IB in the school. o Parents are given a district calendar at the beginning of each school year which informs parents and the community of the happenings in the district throughout the school year. o The District Communications Director informs staff, parents and the community through publications such as Commentary, Key Communique, Around the Schools and News Releases. Westlake City School District also has an Alert Now system to maintain communication with parents. Development of Assessment Policy This assessment policy was developed through whole staff collaboration. Teachers gave input on their philosophy of assessment, beliefs about purpose for assessment, types of assessment they currently use and how they respond to assessment. From this collaboration, subgroups drafted sections of the policy and reported out to the whole group. A final draft of the assessment policy was constructed and present to our Pedagogical Leadership Team prior to being presented to the whole staff for approval. V. Assessment Review At Dover Elementary we will revisit the assessment policy two times during the school year. We will review the assessment policy Aug/Sept of each school year. We will reflect on the assessment policy and revise as needed in May/June of each school year.