Assessment
Policy
Holly Lane Elementary
Westlake, Ohio
Table of Contents
Holly Lane Mission Statement
I.
Philosophy
II. Purpose for Assessment
III. Types of Assessment
IV. Response to Assessment
Assessment Policy
Holly Lane Elementary School
Westlake, Ohio
Holly Lane Mission Statement
“The Holly Lane Community promotes an inquiry-based environment of
internationally-minded individuals who become life-learners”

Philosophy
The Holly Lane Elementary Staff believes assessment is an on-going process that drives
instruction, providing meaningful information for students, parents, teachers and district
administrators. We believe the assessments should be clear and varied according to the demands of
the situation. Assessment includes feedback for student growth, thus the learning and assessment
process are reflective.

Purpose of Assessment
The Holly Lane Elementary Staff believes the primary purpose of assessment is to gather
information and to promote student learning. Assessing students allows staff the opportunity to
identify areas of strengths and weaknesses in both individual students, as well as whole class
instruction. Assessments are a means to evaluate student progress in order to provide evidence
for reporting. Our staff believes assessments are used to drive instruction and adjust curriculum as
needed. Assessments can be used to determine instructional groups as well. We believe a final
purpose for assessment is to provide both written and verbal feedback to students, parents,
teachers and administrators.

Types of Assessments
At Holly Lane 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- an instructional strategy teachers use to uncover what students know
about a curriculum unit before they begin formal instruction and to use that information to
help guide instruction.
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K-W-L Charts and numerous other graphic organizers
Unit pre-assessments
DRA
QRI
WIST
Envisions Math Program Pre-Assessments
MAP (Measures of Academic Progress Testing) State approved testing
LAS (For Second Language Learners)
 Formative Assessment- 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 parents and students as well
 Formative assessment takes place during instruction
 It provides assessment-based feedback to the teachers, students and parents
 The function of this feedback is to help teachers, students and parents make
adjustments that will improve students’ achievement of intended curricular
aims.
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o
o
o
o
o
o
o
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Performance assessments
Rubrics
Observations
Questioning
Exit Tickets
Peer/Self Assessments
Reflection Journals
Graphic Organizers
Checklists
Anecdotal notes
 Summative Assessment- 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.
o MAP (Fall, Winter, Spring)
o WIST
o DRA
o QRI
o District Grade level Common Assessments
o OAA
o OTELA
o End of Unit summative assessment
 District Common Assessment-Westlake City Schools uses a variety of common assessments
at the district level.
o AIMS Web Progress Monitoring
o MAP
o Fundations End of Unit Test (K-3)
 State Standardized Assessment-Holly Lane Elementary administers State Standardized Tests
o PARCC Partnership for Assessment of Readiness for College and Careers (3-4)
o COGAT
 Reflection- 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 will be using different reflections self-reflection sheets. (Attached)
 Student Portfolio-Teachers are using a file-folder portfolio system. (See attached essential
agreements.)
 Exhibition-we are currently working on receiving training in Exhibition and hope to have a
policy set by Aug 2014.
 Tools of Assessment-a variety of assessment tools are frequently used in all classrooms.
o Rubrics
o Checklists
o Firstinmath.com
o Reading A-Z
o Study Island
o WIST (Word Identification and Spelling Test)
o Jerry Johns Reading Assessment

Response to Assessment
 The Holly Lane Learning Committee shall assess in a variety of ongoing ways. Once the
assessment has been completed the responses will reflect the type of assessment and the
student’s success on the assessment. The responses can include; differentiation, continue
successful teaching practices, adjust instruction to remediate or enrich students, request
additional assessment, provide feedback and assist with goal setting with students, as well
as communicate with parents.
 Development of Assessment Policy
This assessment policy was developed as a 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, staff 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.

Assessment Review
At Holly Lane 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.
A Reflection on Portfolios- Developing our systems and agreements
Form:
What is a
portfolio like?
What does it look
like?
It’s a color-coded set of file folders divided by theme. There is also a section for the learner
profile reflection sheets. It will be a collection of work from K-4th grade. Artifacts could
be work samples, photographs with descriptions, digital works (on CD or thumb drive),
reflections etc.
Students will take their portfolio with them when they leave Holly Lane Elementary.
Function:
How does a
portfolio work?
What is a
portfolio’s
purpose?
Our portfolios will show growth and student’s learning under the six themes and learner
profile. It will also serve as a reference for students to reflect on past learning and make
connections to current units of study.
Causation:
Who is affected
by the portfolio?
What happens
when the
portfolio is
created?
All are affected by portfolios – they are a collaborative effort by our whole school.
Portfolios provide a way for students to share their learning with their families and can
reflect and make connections to past units of study. Teachers will be able to assess prior
knowledge of students’ understanding of the themes. Parents will see growth in their
students understanding and will learn more about how the units tie in to one another.
Change:
What
developmental
changes should
be evident in the
student portfolio?
How do we show
growth in the
essential
elements (key
concepts, action
cycle,
knowledge/units,
attitudes, and
transdisciplinary
skills)?
The portfolio will show that students are growing a deeper understanding of each IB
Transdisciplinary Theme K-4th. The portfolio should also reflect a growth in the
transdisciplinary skills - particularly in their ability to communicate their ideas and thought
process; itwill show growth of the learner profile traits, as a reflection will be included after
each unit of inquiry.
Connection:
How is a
portfolio
connected to
student learning?
How does the
portfolio address
the
transdisciplinary
nature of our
program?
Throughout the year, students and teachers will work on selecting artifacts across a variety
of subjects. At least 3 different subject areas need to be represented each year. (i.e., writing,
science, social studies, language learning) Artifacts from Art, PE & Music will also be
included (at least one per year).
Perspective:
Who is the
portfolio created
for? How do we
share them?
Students will take ownership of their portfolio, but portfolios can be a tool for everyoneteachers, students and their families! They are available for sharing anytime. Portfolios
are a showcase of student growth and serve as a tool for personal reflection.
Responsibility:
Who is
responsible for
maintaining and
using the
portfolio?
While students should take ownership of portfolios, teachers and students will work
together to maintain them. Teachers will help students select artifacts from a variety of
disciplines that show students growth, understanding, action and reflection. Each grade
level team will decide how to help students bridge their understanding between the
previous and current year’s themes when introducing and reflecting upon units of inquiry.
Reflection:
What
opportunities are
there for
reflection? How
do we help
students make
connections
vertically through
the 6 themes?
How do we know
portfolios have
achieved their
purpose?
The portfolio provides a platform for regular reflection and goal setting. As students go
through the process of choosing artifacts & reviewing previous units, they will reflect and
make connections. Each team will develop activities and provide time for students to
deepen their understanding between the previous and current year’s themes. Portfolios will
achieve their purpose when students can proudly present and share the portfolio as a
detailed picture of their learning journey.