HS Policy Book

Assessment Policy Herzlia High School PREAMBLE

The policy provides guidance to learners, parents and educators on the procedure for School Based Assessments (SBA): class tests, assignments, extended project work and other tasks and examinations. Assessment is a process of collecting, analysing and interpreting information to assist teachers, parents - and all those involved in the teaching and learning process - in making decisions about the progress of learners and the effectiveness of teaching. Assessment should provide an indication of learner achievement, teacher effectiveness and provide direction for teaching focus, intervention, extension and modification. This is achieved through a range of assessment methods. Benchmarking, a form of assessment, is designed to provide feedback to both the teacher and the learner about how the learner is progressing towards demonstrating proficiency on grade level standards. Well- designed benchmark assessments and standards-based assessments measure the degree to which a student has mastered a given concept; measure concepts, skills, and/or applications; reported by referencing the standards, not other students’ performance; serve as a test to which teachers want to teach; and measure performance regularly, not only at a single moment in time. One of the more disregarded phases of instruction is diagnostic or pretesting. Pretesting is the guide for lesson planning. Without developing an outline of learner understanding, a lesson or unit is constructed arbitrarily which could lead to several problems. Pretesting ascertains, prior to instruction, each learner’s strengths, weaknesses, knowledge, and skills. Establishing these permits the teacher to remediate learners and adjust the curriculum to meet learners’ unique needs. Formative assessment is used by teachers and learners during teaching and classroom instruction to provide feedback to adjust ongoing teaching and learning to improve learners’ achievement of intended outcomes. It is a process used by teachers and learners during instruction that provides feedback to adjust ongoing teaching and learning to improve learners’ achievement of intended instructional outcomes. It is assessment for and as learning and not of learning Summative assessment seeks to make an overall judgment of progress made at the end of a defined period of instruction. They occur at the end of a school level, grade, or course, or are administered at certain grades for purposes of state or local accountability. These are considered high-stakes assessments. They are designed to produce clear data on the learner’s accomplishments at key points in his or her academic career. Scores on these assessments usually become part of the learner’s permanent record and are statements as to whether or not the learner has fallen short of, met, or exceeded the expected standards. Whereas the results of formative assessments are primarily of interest to learners and the teachers, the results of summative assessments are also of great interest to parents, the school as a whole and the public at large. It is the data from summative assessments on which public accountability systems are based. If the results of these assessments are reported with reference to standards and individual learners, they can be used as diagnostic tools by teachers to plan instruction and guide school teaching plans in developing strategies that help improve learner achievement.

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