Head of School Blog - January/February

The other day I was asked how we assess students at Orchard to ensure they are making progress. This is a good question but to answer, it is first necessary to define some terms and give some context.

 

To some, the only valid assessment is a standardized test created outside the school that removes all subjectivity and purports to measure students against national norms. This point of view gave rise to the “no child left behind” movement and the exponential increase in hours that students spend taking standardized tests and hours teachers spend teaching to these tests because they are often evaluated by how well their students perform on these instruments.

Critics of the standardized testing movement feel that often the tests do not measure depth of thinking, as they are frequently composed of multiple choice timed subsections where students are given seconds to respond. There is also a concern that this type of assessment, divorced from the academic or real life experiences of a particular group of students, have marginal validity. If a class had spent six weeks studying the causes of the Civil War, reading primary source documents and writing position papers and essays, only to be assessed through a speed reading quiz focusing on dates and names one might understand the concern of the critics. Additionally, the designers of these tests make assumptions about what is covered in the curriculum at schools around the country at different grades and even times of the year.

On the other hand, standardized assessments do have a place in filling in the learning profile of a student. Comparing a student at a point in time to other students can help guard against merely measuring against internal standards. And, when accompanied by the reflections of teachers who have been working with a student all year, can add insights.

So, at Orchard what do we do? We have a blended approach. Younger students in the Elementary School annually take the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) reading assessment, some also take the Gates-MacGinitie Reading Test. Students in 4th-7th take the Educational Records Bureau (ERB) standardized test, which is the most widely used standardized achievement test in independent schools.

But the quizzes, tests and assessment feedbacks that Orchard teachers design and administer all year long are the most meaningful assessments. These assessments, whether they are a page of editorial comments on an essay or a story, a graded math quiz with extra credit for challenge problems, or feedback on homework or notes about class participation and work habits, are our most powerful forms of assessment. They are designed by Orchard teachers to directly fit the assignments, reflect the teacher’s knowledge of developmental growth stages, and are tailored to the individual goals and learning profiles of each student. Progress throughout the year is communicated through the formal scheduled sharing of grades and narrative reports. Finally, the many conferences, conversations, e-mails, staffings and notes between teachers and parents afford opportunities for on-going assessments and feedback.

How do our teachers develop standards and know what to cover in their classes? The scope and sequence of our curriculum grade to grade is something we are constantly refining. We factor in national standards, such as the National Council of Teachers of Math guidelines, constantly compare our curricular goals with exemplary models from other sister schools, use our own experience about what ideas and concepts are appropriate for different grade levels, read text series, such as the Bridges math series used by the ES which suggests annual and unit goals and, of course, we know our students well and are able to be responsive to each learner. The Director of Studies position was created to help coordinate all this work. Two years ago we had a gifted 8th grade math student and we arranged for him to take an online honors geometry course for credit from Stanford while still keeping up with his cohort class. Another child might be an alternate learner and we will modify or accommodate to meet that student’s needs. A third of the Orchard teachers, in turn, are formally evaluated each year to ensure that curricular goals and professional expectations are being met.

We are also very aware of what the local high schools look for in preparation. Jamie Napier, our Middle School Director, used to be Assistant Head of University High School and taught calculus there. He is very well versed in high school standards. Our students are accepted at all the local high schools at an extraordinary rate and frequently excel. One recent report documented 85% of our graduates on the honor roll at their respective high schools and they are also the students most likely to participate in sports, student government and plays.

In conclusion, we strike a balance between clear curricular goals and still allowing room for teachers to be responsive to an individual learner’s interests, strengths and weaknesses. It is this middle pathway that produces powerful focused learning with a human face.