Schoolwide Assessment Philosophy
The purpose of assessment is to promote learning. Assessment is a process of gathering a variety of evidence to identify a student’s level of attainment of learning goals. The evidence helps students understand their strengths and how they can improve their learning and helps teachers understand how they can improve instruction. In addition, assessment forms the basis of reporting to students and parents the current level of students’ attainment of learning goals. A robust system of assessment is relevant and accurate, ongoing, informative and timely, and understandable to all.
Relevant and Accurate
Assessment is tied directly to the learning goals of a given course or program. The goals are made explicit in the course’s standards and benchmarks as well as the schoolwide SLRs. Expectations around these goals are clear for all students as developmentally appropriate. Students need to know the level of attainment they are expected to reach as they work toward these clear learning goals. Likewise, measurement of attainment in these goals needs to be accurate, using a variety of methods appropriate to measure the targets set and appropriate to the age of the students.
Ongoing
Assessment is an ongoing process built into the cycles of teaching and learning. Though there are times (such as final exams in upper grades) when assessment is a culmination of learning; in general, assessment is incorporated into teaching and learning, and the results of assessments are used by teachers and students to guide future learning.
Informative and Timely
Results and feedback are most useful when they are provided as close to the assessment as practical, so students and teachers can employ strategies for growth. Given the opportunity to reflect on results, students are able to set goals for future learning and performance of learning tasks that enhance progress.
Understandable
As developmentally appropriate, students are fully involved in the assessment process and are able to understand and explain the ways in which assessment evaluates and enhances their learning. (For more, see HKIS’s “Shared Philosophy of Education,” available on the HKIS website.)
Home learning (Homework) Philosophy
Home learning is any activity or assignment directed by the teacher to be performed outside the classroom that may include practicing skills learned in class, reading, studying for assessments, or completion of assignments. We believe that family and leisure activities are important, and the amount and type of home learning assigned should reflect this belief. We acknowledge individual student differences in ability, achievement levels, and needs, and that some students may take more or less than the recommended time to complete assignments. The purpose of this home learning policy is to guide teachers, parents, and students in ensuring that homework is meaningful and supports the learning experience for all students.
Timely, successful completion of home learning is a part of each student’s work habits evaluation. It is important that students complete the home learning independently so that teachers can obtain an accurate assessment of understanding.
Questions regarding home learning should be addressed to individual teachers. It is the student’s responsibility to complete and turn in home learning as assigned.
Purpose
The primary purposes associated with home learning are as follows:
- To give students a chance to review and practice what they have learned
- To provide an opportunity to demonstrate understanding
- To preview new information that will be studied soon
- To reinforce and extend concepts introduced in class
- To activate prior knowledge and check student understanding
Guidelines for Time
Time dedicated to home learning refers to focused, on-task, work time. The maximum amount of home learning per grade level on a daily basis are as follows:
Grade 6 – 60 minutes daily
Grade 7 – 70 minutes daily
Grade 8 – 80 minutes daily
Actual time required to complete assignments will vary with each student’s study habits, academic skills and selected course load. If a child is spending an excessive amount of time on home learning, the parent should contact his/her child’s teachers. A student’s total daily home learning should not exceed the guidelines. We believe that weekends and vacations are for family time and/or non-academic pursuits. With this belief in mind, teachers will not assign home learning that require(s) a weekend and/or vacation time to complete the task.
Daily Reading
We believe that developing a life-long habit of reading for pleasure is essential. In addition to regular home learning assignments, Middle School students are expected to read each night.
What I Need (WIN) time
What I Need time provides an opportunity for students to focus on developing self-management skills and receive individual help from teachers. WIN time occurs during Academic Team time (G7&8) and Dyad time (G6) in the regular school day. Students may be required to attend before or after school support by appointment or by teacher request.
Make-Up Work Guidelines
If a student is absent for reasons other than illness, family emergencies or significant personal reasons, parents should note that the HKIS board approved policy does not require teachers to provide make-up work. However, in order to keep learning consistent for students, teachers typically provide make-up work.