Assessment at UPCS
Rigorous instruction at UPCS is supported by constant and varied assessment of learning. Teachers use low-stakes and formative assessments to evaluate student learning, constantly adjusting their instruction accordingly. Meanwhile, a variety of high-stakes assessment strategies are used ensure that students of all learning styles have the opportunity to showcase their learning.
Formative Assessment: Students demonstrate their understanding everyday, usually in low-stakes ways, such as writing-to-learn activities, class discussions, group presentations, or journal reflections. While these assessments are typically graded in low-stakes ways (such as an effort-based “A or F” policy for completed writing prompts), the data teachers gather about their students is invaluable.
Through these formative assessments, students make their learning tangible to themselves and their teachers. Students use formative assessments to assess their own understanding and as a means of building confidence before high-stakes assignments or tests. Teachers constantly monitor the results of formative assessment and tailor their instruction to areas where students need additional support.
Students regularly complete self assessments which help them develop the metacognition required to become reflective and independent learners. In math, students are asked to "Assess your work on the Problem of the Week. Explain as clearly as you can what you believe you learned from doing the work and how diligently you worked on the problem." In end of the year English portfolios, students complete a piece entitled "I Am a Writer" explaining the ways they have grown as writers over the course of the year.
Summative Assessment: Summative assessments hold higher stakes, and they are also varied in format. Courses at UPCS typically incorporate traditional tests and quizzes, extended writing assignments, as well as presentations and projects. In many classes, students complete quarterly portfolios of work which include a number of varied assignments and self reflection on their progress as learners.
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