Produced from
7-12 teacher input at school-wide faculty meeting.
Compiled and
edited by Leadership Support Team.
·
The
purpose of assessment is to determine if the student has demonstrated mastery, shown acquisition of material, understood
and applied skills, and demonstrated critical
thinking and other higher order thinking skills.
·
Assessment
is part of the teacher’s job of
delivering curriculum and measuring mastery in accordance with the state and/or
national content standards and the Expected Schoolwide Learning Results of
LCHS.
·
Assessment
is a learning experience for students and teachers. Assessments should be used to improve the quality of instruction.
·
Assessment
varies in rigor and/or weight and is found in many different formats.
·
Multiple
measures are the most effective way to assess student strengths. Various forms of assessment are used to
address different learning styles and content areas, e.g. semester exams,
tests, quizzes, oral presentations, listening, participation, projects,
portfolios, demonstrations, cooperative work, labs, research papers, essays,
observation, effective time management, improvement, homework, class work,
organization, self-reflection, and/or self-evaluation.
·
Regular
completion of homework is preparation for all other kinds of assessments and
can be a form of self-assessment.
·
Parent
involvement is crucial to a student’s learning, but must not preclude the
student taking responsibility for his/her own learning and organization.
·
Students’
responsibility for their learning should increase as students mature.
Communication
·
Teacher
made sample tests and/or questions and rubrics that are representative of the
tests students take and the rubrics that are used in assessment are sent home
with the classroom policies at the beginning of the year.
·
Teachers
are encouraged to send home tests when possible.
·
Assessment
guidelines, including make-up procedures and weighted grading scales, are outlined
in the classroom policies distributed at the beginning of the school year.
·
Performance
assessment rubrics and study guide information will be created with students
for most assessments to help students understand how they will be evaluated.
·
Types
and quantity of assessments assigned are reviewed periodically by teachers at
each subject or grade level to ensure consistent coverage of the course
curriculum.
·
Regular
communication among the teachers, students and parents takes place though
venues, such as course guidelines, Back-to-School Night, Open House, parent
conferences, notes, e-mails, telephone calls, grade print-outs, grade postings
by student number, progress reports, report cards, IEP or SST conferences,
and/or counselor intervention.
·
Parents,
students and teachers are encouraged to maintain an open line of communication
at all times. Conferences among the
teacher, student, and/or parents are encouraged to review assessments given.
·
All
assessments are reviewed with students on a timely basis. Students use test correction items or a
learning log to identify areas of weakness for further study. Students should
keep notes, agendas, learning logs, informational materials, handouts,
contracts, and calendars. Semester exams, final exams, publisher-produced or
copyrighted tests, and some other standardized tests are generally retained at
the school site and will be available for parental review for six weeks after
grades are recorded.
·
In
a sequential class, the previous assessment is graded and reviewed prior to the
next major assessment.
·
Tests
and other assessments are graded and
reviewed in a timely manner. The amount of time spent grading the assessment
depends on the type of assessment given.
·
Acquiring
good study and organizational skills is an on-going process. Students should not wait until the night
before a test or other kind of assessment to begin studying.
·
Students
should take their extra-curricular activities into consideration and allow
enough time to prepare for classroom assessments.
·
When
a student has a legal excused absence, he/she is allowed one day more than the
number of days absent to complete work missed.
Failure to make up assessments according to this schedule will result in
a failing grade on each quiz or test, and failure to complete the missed
homework on schedule will result in a zero.