How Can Assessment Be Used As A Tool For Improving Learning and Performance?

The goal of assessment is not merely to measure student performance, but to improve it, and the most fundamental ability our learners can develop is the ability to self–assess and self-adjust. The Light Way curriculum values demonstrated competence rather than solely the assimilation of information. Quality is a function of each lead learners demand for excellence, coupled with work worth doing which engages learner minds. It is not what you know or how much you know that matters at Light Way as much as what you can do with what you have learned..


The curriculum is competency based, allowing students to demonstrate mastery of skills by application of those skills in solving real world problems, that is, in context rather than out of context, although learning to take standardized tests is a real life skill which will be taught as necessary in the higher grades.

Authentic Assessment

We believe in the use of authentic assessment strategies such as lead learner observations, interviews, tasks, projects, portfolios and exhibitions, performance art, real life projects, and oral reports among others. Children will be involved in deciding how to assess their learning.

Having a voice in what to learn and how to assess that learning increases intrinsic motivation to learn. A variety of authentic assessment tasks and learner work will be stored in portfolios.

Portfolio Days

Parents will be invited three times a year to view portfolios of learner work. On portfolio days, parents may eat lunch with learners as they view their child's work and talk about it with their child. Parents may also elect to come after school as their schedule permits. .

Rubrics

We use rubrics that provide graduated growth markers in all four curriculum areas: physical, mental, emotional, and spiritual. The rubrics serve as a guide for future learning and growth. Each learner is compared against his or her own performance over time. Parents will have the opportunity to view rubrics during portfolio day and will have a chance to discuss their child's progress with their child's lead learner.

Grades

Research done by well respected education researchers such as Alfie Kohn, has consistently shown that assigning grades acts to take away a child's natural inclination for learning. This is similar to research that has shown that a young child will self-elect not to continue an activity if the child is praised for doing it. The more praise is given; the less likely the young child is to engage in the activity. Eventually children who are assigned grades begin to complete work only "for the grade". They also stop taking risks that might further their learning out of fear of receiving a lower grade. Grades, therefore, act to squash creativity, motivation and risk-taking among other negative effects. We will not issue grades except for children moving on to schools where grade reports are required.

Testing

Tests are only one form of assessment. Unfortunately today's accountability system has made paper and pencil standardized tests the forefront of assessment. At the same time, we recognize that learning to take standardized tests is a real life skill which will be taught as necessary in the higher grades.

Homework

The research on the benefits of homework is clear. There are no measurable beneficial effects of homework in terms of increasing learner achievement. We do not issue homework except in rare cases when a piece of work is close to deadline or if a child self-elects to work on something at home. For the research on homework please read: "The Homework Myth" by Alfie Kohn or watch the DVD by the same author entitled "No Homework and No Grades = Learning.. Both are available for check out in the Light Way Parent and Lead Learner Library.


* Light Way Schools does not endorse, promote or support any one religion. We welcome ALL people and believe in the ultimate ONENESS of humanity.

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