Current Assessment Practices

My experiences mostly relate to a small, private Episcopal school. As a disclaimer, since I left teaching two years ago, there are new heads in place who initiated a big push to integrate technology into the classrooms. However, while I was at this school, there was very little technology used in the classrooms.

Type of Standardized Testing

Each year, the school administered the ERB to certain grades. This test was given every spring. There was one day of writing to a prompt, but the other days were true/false, multiple choice type questions. The results of this test provided comparative data on each student. Parents could ask to see the results, however, the actual test results did not have any influence on the curriculum or on the students.

Benchmark Practices

No benchmark practices were in place during my employment. Since there was not an established curriculum other than to denote the various topics covered each year, teachers developed their own tests and assessments throughout the year. Teachers varied widely in their beliefs regarding assessment. Math was the exception, though. I believe the program used was Everyday Math. There were coordinated benchmark assessments every six weeks as well as more comprehensive assessments at the end of the units.

Use of Portfolios

Portfolio use centered around reading and language arts. Writing portfolios were kept by the teachers and were easily accessible to the students. All brainstorming, drafts, rubrics, comments, and final copies were kept in these writing portfolios. Reading portfolios contained reading response journals, reading logs, comprehension assignments, and book projects. Portfolios were returned to students at the end of each year to take home. I believe creating a system that allowed the portfolios to be passed along to teachers of each grade would aid teachers in aligning their curriculums and helping the upcoming year teachers plan ahead for their incoming students. Digital or eportfolios would streamline this process.

Use of Project-Based Learning

Teachers developed their own projects for their respective subjects. This type of learning was especially prevalent in science and math courses.

Types of Technology Tools Utilized for Assessment

All assessments were administered by paper and pencil. If a student had a documented need for oral assessment, teachers scheduled these students during P.E. classes or a before or after school time.

Technology Standards Assessed

Computer time in the lab was scheduled for each class twice every six days. A technology teacher taught and assessed these students separately from the core teachers. Within the core subject classrooms, teachers did not assess technology standards, and standards did not appear on the report cards. The technology teacher commented on each student once a year through a paragraph on a report card to inform parents of how their child was progressing in this area. In such a technology centered world, I believe this system does not help students prepare for the "real world." As teachers, we should be preparing our students and giving them the tools they will need to succeed.